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“Assessment’s Role in Learning” keynote addressSDCOE August 2017

©2017 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com 1

Assessment’s Role in Learning

Jan ChappuisPort Townsend, WA@janchappuis

Students at the CenterSDCOE ConferenceAugust 2017

Teach Assess

Plan

Instruct

Assign

GradeIt’s worth points



John Hattie’s Synthesis

• >800 meta-analyses of influences on student achievement

• 146,000 effect sizes• 52,000 studies• Millions of students• 15 years of work

“(T)he act of teaching reaches its epitome of success after the lesson has been structured, after the content has been delivered, and after the classroom has been organized. The art of teaching, and its major successes, relate to ‘what happens next’…”

--Hattie, 2009, p. 2

Feedback Loop:The zone of “what happens next”

Initial instruction

Student action

Student self- or teacher-guided

plan

Teacher-guided

instruction

Teacher (and student) analysis of learning need

Grade



The primary purpose of maintaining a classroom environment that is warm, trustworthy, and empathetic is to allow learning to thrive on error. An essential element of classroom management, then is to establish and enforce ground rules that create a “safe harbor for welcoming error and thence learning.”

--Hattie, 2012, p. 165

Barrier #1Misconstruing how learning occurs

“If learning is a predictable process, which most of the time proceeds as planned, then instructional correctives should be needed rarely; most of the time, students will learn what they have been taught, but occasionally they will not.



“In this view, feedback and instructional correctives are pathological aspects of instruction, needed only when things go wrong…

“However, if learning is an unpredictable process, then feedback and instructional correctives are central to learning; without them, little effective instruction can take place.”

--Wiliam, 2013, p. 197

Students’ “not knowing” is not a problem.

It is our profession.

Learning something well requires practice with feedback and

interventions.



Indispensable conditions for improvement—the student Comes to hold a concept of quality

roughly similar to that held by the teacher Is able to monitor continuously the

quality of what is being produced during the act of production itself

Has a repertoire of alternate moves or strategies from which to draw

--Sadler, 1989, p. 121

Shape a better vision of what it means to teach well

1. Cause substantive, relevant learning2. Create competent, confident

learners

Barrier #1:Misconstruing how learning occurs

Barrier #2:Planning insufficient time for penalty-free practice



Me: “Don’t worry honey. Do the work, do the learning, and the grade will follow.”

Her: “Only a fool believes that.”

Her: “I’m doomed. In this class all of my mistakes count against me.”

Too much summative assessment causes: Reduction in intrinsic motivation Increase in test anxiety Increased ability attributions for

success and failure, which undermines effort

Lowered self-efficacy in weaker students

Reduction in effective feedback Poorer social relationships among

students--Wiliam, 2013, p. 205, citing Crooks’ research

He teaches us that it’s fine not to get it right the first time as long as when we do it again it’s better than last time.”

--Patricia, Grade 8



“This is worth points”Or

“This is worth learning”

And then make your actions bear that out: Plan time for practice with feedback before the graded event.

Institutional roadblocks

Pacing guides that have been developed with coverage as the goal

Policies that require a certain number of grades to be posted each week

Common assessment issues Other:

Key IdeasA robust curriculum is not a bad

thing.Adherence to the pacing guide is

not a sign of good (or bad) teaching.Required pacing often ensures that

low achievers will remain low achievers.



Look for system roadblocks

Pacing guides built on the “plan, instruct, assign, assess” model

Grading policies Common assessment issues

Barrier #2:Planning insufficient time for penalty-free practice

Barrier #3:Giving formative assessment, but not doing formative assessment

Formative AssessmentFormal and informal processes teachers and students use to gather evidence for the purpose of informing next steps in learning



High-Impact Formative Assessment Practices Diagnosing current state of student

learning and understanding, with action taken based to improve learning and correct misunderstandings

Provision of descriptive feedback, with guidance on how to improve, during the learning

Development of student self-and peer assessment skills

Who examines the information?

Who interprets the information?

Who acts on it?

Instructional Traction:When assessment results provide evidence that points to specific learning needs

Answer this question with a partner:Which fraction is largest?a) 1/3 b) 2/5 c) 7/9 d) 40/43

What are typical ways students can get a wrong answer to this item?



Now answer this one: 2. Which fraction is largest?

a) 2/1 b) 3/8 c) 4/3

What would happen if the answer choices looked like this?

3. Which fraction is largest?a) 2/1 b) 3/8 c) 4/3 d) 40/72

Which answer choices reflect which typical missteps?

Rubrics with Instructional Traction

Accurately represent the learning target

Use descriptive language that helps students see what they are doing right as well as what needs work

Sample 1: Evaluative Language

4: Excellent display of information3: Good display of information2: Fair display of information1: Poor display of information

• Repeats the judgment implied by the number

• Provides no diagnostic information



Sample 2: Quantitative Language

4: Displays four pieces of information3: Displays three pieces of information2: Displays two pieces of information1: Displays one piece of information

• Uses the number of instances as the measure of quality

• Inaccurately represents the target

Sample 3: Descriptive Language

4: Display of information is accurate, complete, and organized so that it is easy to interpret.

3: Display of information is accurate, mostly complete, and is mostly organized so that it is easy to interpret. It may have one or two small omissions.

2: Display of information is partially accurate, partially complete, and may have some organization problems.

1: Display of information is inaccurate, incomplete, and not well organized.

• Language is descriptive of quality• Includes only elements needed for

mastery of the target

When we “do” formative assessment, we make sure our diagnostic

assessments don’t just tell us, “Do something.”

We ensure they help answer the question, “Do what?”

And we prepare our students to answer that question for themselves.



Where am I going? Where am I now? How can I close the gap?

Where am I going?

Learning targetRead decimals and put them in order

Activity

Page 152 in the book

Decimals

Math

Going on a decimal hunt

Resource

Topic

Subject

Where am I going?

Summarize Infer Justify Generalize Hypothesize Evaluate



37



Embrace all three categories of high-impact practices

No action—no gain Teachers and students both are crucial

decision-makers whose information needs must be met

Barrier #3:Giving formative assessment but not doing formative assessment

Classroom assessment is a gift we give our students.

It is a mirror we hold up to show them how far they have come.

It is a promise that we will use assessment, not to punish or reward, but to guide

them on their learning journey.Assessment can be the guard rail, not the

road block.

References Ames, C. (1992). Classrooms: Goals, structures, and

student motivation. Journal of Educational Psychology,84(3), 261–271.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education (5)1, 7–74.

Chappuis, J. (2015) Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education.

Halvorson, H. G. (2012). Succeed: How we can reach our goals. New York, NY: Penguin.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge.

Wiliam, D. (2013). Feedback and instructional correctives. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 197–214). Thousand Oaks, CA:

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