1 using data to get to know your students the assessment cycle pre- assessement formative assessemnt...

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USING DATA TO GET TO KNOW YOUR STUDENTS

THE ASSESSMENT CYCLE

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USING DATA TO GET TO KNOW YOUR STUDENTSMarlene Wilks, Presenter


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BE MINDFUL

• AS CLASSROOM TEACHERS OR FACILITATORS OF THE ACCUMULATION OF KNOWLEDGE, WHAT ARE YOUR INITIAL QUESTIONS?

• WHAT SHOULD MY STUDENTS KNOW AND BE ABLE TO DO?• HOW WILL I KNOW THEY GET IT?• WHAT ACTIVITY MIGHT BE MOTIVATING FOR STUDENTS?• WHAT LEARNING PROCESSES WILL I OFFER OR FACILITATE?

• WHAT WILL I DO IF THAT DOESN’T WORK?

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TEACHERS ARE DIAGNOSTICIANS

Diagnostic Thinking is the ability to gather key information about the learner and then make instructional decisions. The form or method of assessments have changed over the years from the traditional Form A for pre-assessment to Form B for the final assessment to a more diagnostic method of assessment.

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QUESTIONS TO THINK ABOUT

• WHAT INFORMATION DO YOU BEGIN THE SCHOOL YEAR WITH THAT CAN SERVE AS A PRE-ASSESSMENT/DIAGNOSTIC TOOL?

• WHAT ARE SOME OF THE DIFFERENT ASSESSMENT TOOLS THAT YOU CAN USE IN YOUR CLASSROOM?

• Assessments for teaching and learning fall into three categories:

• Pre-Assessment/Diagnostic• Formative• Summative

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DIAGNOSTIC/PRE-ASSESSMENTWhat knowledge do my students already have?

• Used to gather initial information about a student’s level of skill/knowledge prior to instruction

• Quick and Concise

• Measures the background knowledge

of students

FORMATIVEWhat have I noticed about this learner? What will I teach

her next?ASSESSMENT FOR LEARNING

• Used to gather information about a students learning

Ongoing Is gathered as learning is taking place Is used to guide instruction Research shows that high-quality consistent

formative assessment increases student achievement

SUMMATIVEWhat has this learner mastered?ASSESSMENT OF LEARNING

Done after instruction has taken place Helps you to determine what

skills/strategies were mastered after teaching

Usually done at the end of a unit/course of study.

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PRE-ASSESSMENTS:

At the outset of any unit of study, some students are likely already to have mastered many of the skills that you are about to “introduce,” and they may already have a relatively sophisticated understanding of some or all of the unit's enduring understandings.

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• Simultaneously, some students are likely to be deficient in precursor skills necessary to become proficient with the unit's essential skills and to lack a context or experience base for beginning a study of the unit’s enduring understandings. Create pre-assessments with careful consideration of what we already know.

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By knowing the gap between where students are at a particular point and where they need to be at the end of the next unit, you can tailor your instruction.

During your pre-assessments your purpose is to observe for specific information with the end in mind:

- The purpose of the upcoming learning - The thinking depth- The process or demonstration of skills required- Big ideas or concepts to be learned

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A Natural High Can Result Through Connectedness and Meaningful Interactions, Interesting Learning Materials, and Attention to Students’

Personal Needs and Goals (Csikszentmihalyi (1990)

Important points to bear in mind about pre-assessments:

• Pre-assessments should focus on the unit’s essential knowledge, understanding and skills.

• Pre-assessments should provide a window into important strengths and weaknesses that students may bring to the study.

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• Pre-assessments should not be graded.• Pre-assessments contribute to a teacher’s

general sense of each student’s readiness status relative to essential content goals for the unit.

• Pre-assessments may be used to gain insights about a student’s interests or preferred routes to learning

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FORMATS FOR PRE-ASSESSMENT

• Group discussion• Individual or group demonstration of skills• Use of a tool or technique• Quizzes• Conferences• Journal entries• Checklists• Concepts map• Brainstorming• Note taking• Interest or learning preference checks

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FORMATS FOR PRE-ASSESSMENT

• Homework activity• Previous written work• Meaningful dialogue• Demonstration/observation• Advanced organizers• Problem Solving• Knowledge surveys• Non-graded pre-test• Checks for misconceptions

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PRE-ASSESSMENT METHODS

Examples of Content

Area and

Pre-assessment Methods

Content Area

Primary Focus Areas of Concepts and Skills for Pre-Assessment

Ways to Pre-Assess or Diagnose Current Student Knowledge and Skills

Literacy,Social Studies

Note skills in communication, attainment of concepts, and levels of critical thinking

Journal entry, dialogue, previous written product, short essay, word completion, oral response, anecdotal records, communication checklist

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Content Area



Math and Science

Note a process, application of processes, understanding of a constant or theory

Process explanation or utilization, observation of a process, solving a problem, demonstration, short essay, sequencing steps, citing solution method with a rationale or process checklist

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Example of Content Areas

And Pre-Assessment Methods

Content Area



Music, art, physical education, and other performance based subjects

Observe a technique and complex application of skills

Performance observation, demonstration, participation level, techniques checklist

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PRE-ASSESSMENT METHODS (contd.)

Content Area Primary Focus Areas of Concepts and Skills for Pre-Assessment


Computer science

Observe the complex integration of skills to solve a problem or develop a product

Performance observation, demonstration, skills checklist for a product or problem solution, sequencing steps

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DECIDING ON A METHOD OF PRE-ASSESSMENT

• How do we assess the gap between what we know about students and what performance is expected of them for the final assessment of the next unit? The following questions can help you to answer the previous questions:

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DECIDING ON A METHOD OF PRE-ASSESSMENT

- What do I know about my students now?

- What is the nature and content of the final assessment for this unit or period of time?

- What don’t I know about the content knowledge, the critical thinking, and the process or skill demonstration of my students?

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DECIDING A METHOD OF PRE-ASSESSMENT

SAMPLE PRE-ASSESSMENT DESIGN TO CLOSE THE LEARNING GAP

A UNIT ON WEATHER-(K-2)

- What do we already know about our science students?

Students know and can describe what the weather is today in general terms. Students have some information about the seasons. Many students know that if the teacher says that it is 72 degrees outside, that is the temperature.

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DECIDING A METHOD OF PRE-ASSESSMENT

- What do we need to know to get students to grow from where they are to the final assessment?

- Do students know why temperatures and season change? Can students characterize the weather and what they would need to do in each season?

- Ways to Pre-Assess the Gap

1. Discuss these two questions with students and note responses.

2. Read a book about the seasons as a class and make predictions about the weather.

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Analyzing Diagnostic DataHow?

Areas for Analysis of Pre- Assessment or Diagnostic Data

What to look for during a Pre-Assessment Opportunity

Concepts or content .- Incorrect assumptions or misinformation-Prerequisite concepts- Ability to use concepts in context-Ability to generalize-Ability to elaborate or extend explanations or examples- Ability to note a pattern or group in which the concept fits

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Critical thinking - Can formulate relevant questions about concept or process-Uses multiple methods or means to arrive at conclusions-Summarizes and states ideas in own words-Draws relevant or logical conclusions

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Critical thinking -Recognizes errors or misinformation- Finds ways to use concepts-Solves problems-Complexity of questions asked

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Skill or process -Development prerequisites to new learning- Current use of skill or process in part or whole-Willingness to guess, approximate, or attempt skill or process-Degree of understanding of the relevance between the concept and the skill or process-Degree of accuracy or self-evaluation of accuracy-- Ability to use a model and/or rubric to improve own work

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FORMATIVE ASSESSMENT

Once we assess the students at the start of the unit, and carefully adjust teaching for the beginning stages of the unit, what happens next? Are we finished assessing until the end of the unit for the final assessment? To continue the process of learning, we need to gather data at key points in the unit.

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We use Formative Data early in the unit to make better choices about how we teach our students. The formative data is analyzed along the way to make course corrections so that more students reach proficiency by the end of the unit or on the final assessment.

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Formative assessments include both formal and informal methods:

- Ungraded quizzes- Oral questioning- Observations- Draft work- Think-alouds- Student-constructed concept maps- Dress rehearsals- Peer response groups- Portfolio reviews

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HOW TO CONDUCT FORMATIVE ASSESSMENT

STUDENT SELF-REFLECTION AND SELF-ASSESSMENT

Student-reflection and self-evaluation are among the clearest indicators of student formative assessment. For example, in mathematics, students ability to describe why one problem was correct and another was flawed.

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HOW TO CONDUCT FORMATIVE ASSESSMENT


If a student can clearly understand and

recognize errors, depth of thinking around mathematical concepts is evident.

By valuing error detection and student

explanation, teachers can easily determine whether the numeracy concepts are in place for the next steps of instruction.

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Examples of questions that focus on self-assessment:- What do you really understand about _______?- What questions/uncertainties do you still have about

_____?- What was most effective in ______?- What was least effective in ______?- How could you improve ______?- What would you do differently next time?- What are you most proud of?- What are you most disappointed in?• How difficult was _______ for you?

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• What are you strengths in ________?• What are your deficiencies in _______?• To what extent has your performance improved over

time?• How does your preferred learning style influence

_______?• What grade/score do you deserve? Why?• How does what you’ve learned connect to other

learning?• How has what you’ve learned changed your thinking?• How does what you’ve learned relate to the present and

future?• What follow-up work is needed?

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Sample Formative Type Questions:- How could you determine if your response is correct or

incorrect? (Ask students to restate the questions to refine their thinking in response to an incorrect answer.)

- Work with a partner to list criteria by which to determine if this is correct or not

- When to Conduct Formative Assessments: Assessment is done at transition points. Transition

points in learning are the points at which the skill load significantly increases and the critical thinking deepens or expands.

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Students are working through multiple stories in a unit built around a theme, era or genre. Students will need to clearly understand point of view before moving to the next level of understanding such as historical context or plot strategy. This is a transition point in the unit. To assess point of view, is to have students FORMULATE QUESTIONS to ask the author.

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Formulating questions is another excellent way for teachers to note students’ thinking and progress in a unit. Pairs of students can then share their questions with another pair. This technique is used to further the discussion and allow the teacher to listen to for information, concepts, and thinking essential to this point in the unit.

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Formative Assessment (contd.) At a transition point, students can correct their

own work or that of a peer, using the models and rubrics to guide the process. The more students are able to self-evaluate and self-correct in this manner, the more likely they are to achieve at the proficient level or higher level on the final assessment.

Formative assessments give us information on how to:

- Adjust our timing- Plan rehearsal amount and materials- Plan strategies for the next phase of the unit.

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- Suggested methods for using formative assessments that give rich and in-depth information about what students know, understand and can use. Plan to examine how your students:

- Detect errors and analyzing models- Detect assumptions- Formulate questions- Develop criteria- Develop analogies- Use models/exemplars and rubrics to correct

their work

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POST-ASSESSMENT

• Post-assessment may be considered summative assessment or an end of section assessment. When the big idea is separated into different parts, then a post assessment can be used to see how well students have performed on each part. A summative assessment would then be used to assess students performance on all the parts put together.

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Summative Assessment

Summative assessments are generally used to summarize what has been learned. Standardized assessments (ELA, Math, Science, Social Studies, ECLAS, NYSESLAT, end of chapter or unit test) are examples of summative assessments. These assessments tend to be evaluative in nature, and their results are often encapsulated and reported as a score or a grade. These include tests, performance tasks, final exams, culminating projects, and work portfolios.

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These evaluative assessments command the attention of students and parents, because their results typically “Count” and become recorded on report cards and transcripts.

In the cycle of assessment, see how the arrows point from formative to pre-assessment and from summative to pre-assessment. How does the diagram deepen your thinking about the function of each type of assessment?

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In slide 4 the following question was asked:

WHAT INFORMATION DO YOU BEGIN THE SCHOOL YEAR WITH THAT CAN SERVE AS A PRE-ASSESSMENT/DIAGNOSTIC TOOL?

All types of assessment inform us about the student and provide preliminary information upon which to build, hence the need for progressive and advanced levels of knowledge.

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Collaborative Analysis of Student Work

Colleagues sitting down to look at and discuss student work, whether it is writing or other performance products, are practicing an essential form of assessment data collection.

The kinds of questions asked at these collaboration session and inter-rater reliability are most important. That is, can two or more teachers agree that a given performance product or performance means the same level of achievement.

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Key factors to identify during the collaboration:

What is the gap in learning for a particular student or group of students?

- What are the next steps to increase the learning of students?

- What percentage of students scored at each level? Which subgroups (learning disabled, gifted, minority, boys, ELL’s, etc.) did better, and which did not?

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- What adjustments can be made for each group? How well did these strategies work? Which strategies would work best given these results?

- What was the level of critical thinking students demonstrated? Did it match the standards? Did it match the prompt and the rubric or scoring guide? Was there a pre-assessment? Did students receive instruction and learning opportunities at this level of thinking prior to the final assessment?

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- Key factors to identify during the collaboration (contd.)

- What did the section or items of the assignment/assessment look like in terms of student performance? Is there evidence confirming that this is an accurate picture of student’s level of performance?

- What might have caused these results? Look at time spent learning, resources used, strategies for both learning and instruction, and the goals for the unit or lesson.

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Acknowledgement

This PowerPoint is a synthesis of excerpts from the work of “Gayle H. Gregory & Lin Kuzmich in Data Driven Differentiation in the Standards-Based Classroom (2004); Carol Ann Tomlinson and Jay McTighe in Integrating Differentiated Instruction + Understanding by Design (2006).

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