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What does 21st century assessment look like?
How does 21st century assessment encourage learning?
How do effective teachers use assessment?
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What do you want this student to…
•look like•be able to do•accomplish•demonstrate•show proficiency in•master
at the end of your lesson or unit?
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Standards-Based Assessment vs. Traditional Grading
What does research say about grading…
BehaviorAttendance
Work CompletionEffort…
Grade separately!
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Know how your students learn - a key Interest inventoriesMultiple intelligences
Utilize the key to open the doors Differentiated InstructionAssessment
Formative Summative
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“An effective teacher enhances student learning more than any other aspect
of schooling that can be controlled.”
Marzano
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Frequent formative assessments, with sound feedback, significantly
improve learning.
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Show that low scores do not imply failure
Show that effort results in high scores
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1. Unpack standards2. Identify essential content3. Organize content into
categories (topics)1. Limit 15-20 topics per
subject/grade level
4. Organize categories or topics into targets
5. Develop assessments
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UNPACKED CONTENT STANDARDS
TARGETS ASSESSMENTS
TOPICS
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What target/s will this student be aiming at?
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How will you know the students are hitting the target where you want them to hit it?
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Reflections Rubrics Portfolios
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Some things I did well on my personal project/assignment are…
Some things I did not do well…
Some things I would do differently are…
About myself, I learned that…
Next time I will…
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Senteos
Achievement Series Slide shows
Interactive white boards
Brainpop.com Formative assessment activities
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Most students do not understand the relationship between their effort and their achievement
Classroom Instruction that Works – page 49
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Handouts 5-12
Effort logs
Effort/Achievement Rubrics
Effort/Achievement Comparison Graphs
Effort Honor Rolls
Effort
Handouts 5-13
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TIME SCHEDULEACTIVITY
ON ON & OFF
OFF
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4I worked on the task
until it was completed. I pushed myself to continue
working on the task even when difficulties
arose or a solution was not immediately
evident. I viewed difficulties that arose
as opportunities to strengthen my understanding.
3I worked on the task
until it was completed.
I pushed myself to continue working on the task even when
difficulties arose or a solution was not
immediately evident.
2I put some effort into
the task, but I stopped working when difficulties
arose.
1I put very little effort
into the task.
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4I exceeded the
objectives of the task or lesson.
3I met the
objectives of the task or lesson.
2I met a few of the objectives of the
task or lesson, but did not meet
others.
1I did not meet the objectives of the task or lesson.
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
EffortAchievement
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Quality Levels
Advanced
(4)Yes and more!
Proficient
(3)Yes!
Nearing
Proficient
(2)Yes but…
Needs
Improvement
(1)No!
Criterion 1 Quality Descriptors
Criterion 2
Criterion 3
Criterion 4
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Use and even number of quality levels4 or 6 is ideal – stay away from odd
numbers because you may have a tendency to hoover around the middle.
Use language and numbers that are understandable by the users.
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Choose clear, specific, and essential areas that will be assessed.
Focus on areas for instruction. Choose a limited number of criteria.
3 to 5 criteria seem to be most manageable
Equal steps along the scaleThe difference between 4 and 3 should
be equivalent to the difference between 3-2 and 2-1
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Use clear, observable language. Use demonstrative verbs Keep to observable behaviors Avoid negatives
“begins without preparation” vs. “does not prepare” Use language that paints a picture of quality. Use student friendly language. Use precise terms
Instead of “many errors” you may want to specify “six or more errors”
At the same time, be sure the rubric is generally qualitative in nature rather than quantitative
Provide examples of strong and weak work for learners.
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Use the rubrics we’ve provided and evaluate the quality of each
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Begin with the end in mind – what is the student going to “look like” in the end?
Write the Quality Level 3 firstThink of level 3 as being at the proficient
level, the level you expect all student to achieve at
Build the rubric from that point forward and backward
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Cookie Rubric
4 3 2 1
1. Create a rubric with one criteria for a cookie 1. suggestions: texture, taste,
richness, flavor2. Test your rubric
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Field test or pilot rubrics before use Discuss rubrics with students to create
an understanding of expectations Check for accuracy, bias and
consistency Could several teachers use the rubric
and score student work within the same range?
Teach students how to create rubrics
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Keep track of strengths and weaknesses of rubric as you use it to assess student work.Ask yourself, “What did or didn’t I make
clear instructionally?” Ask for feedback from your students.Revise accordingly.
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