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Summative Assessment in a Formative Assessment World!!

November 30th, 2012 Chicago NCTM Regional Meeting

A vision cannot be true or false but ultimately is evaluated against other possible directions for your classroom

and your school…

Timothy D. Kanold tkanold.blogpspot.com

It’s a Crazy Teaching Life!

Rise and stumble from the bed, it wakes the worries in my head, and I pour myself a bowl of Cherrios…

Think about the good and bad, the happiness outweighs the sad, and the balance evens out the highs and lows…

There’s lessons to be learned and progress to be made, tomorrow I can say I am a little older and wiser… It’s a crazy life… You’re either wrong or right…

It’s a crazy life…

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Our outcomes for this session

1) understand your TPOV about high quality mathematics assessment

2) Build a basis for high quality assessments and the accurate grading/scoring of those assessments

3) Use the PLC Teaching-Assessing – Learning cycle as part of a formative assessment process

Our 1st outcome for this session

1) Understand your TPOV about high quality mathematics assessment

Noel Tichy – Your Teachable Point of View or TPOV

“A cohesive set of ideas and concepts that a person is able to clearly articulate to others.”

Director,  Global  Leadership  Program  &  Professor  of  Management  and  Organiza<ons  

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Your TPOV for Effective Assessment? How do you discover your TPOV for Effective Assessment?

Discuss with a shoulder partner your 30 second personal vision for effective assessment…

The meaning of words used in your TPOV matter! Language matters!

An Assessment TPOV with Great Reward…

Evaluating the Evidence – John Hattie (2009) meta-analysis of over 800 studies…

Assessment (and grading) as a process of Formative Feedback

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Turn to the Popham Reading…

Take a moment to scan the reading and highlight/underline statements that connect with your current assessment situation.

When ready, share one or two highlights with a shoulder partner.

Assessment as a form of Formative Feedback .73

Assessment as a form of Formative Feedback .73

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Assessment as a Means of learning and not an End to learning

Action to feedback really matters…

Our 2nd outcome for this session

2) Build a basis for high quality assessments and the accurate grading /scoring of those assessments

Evaluating the Quality of Our Surfboards!!!

On what “Basis” do you determine the characteristics of a high quality unit assessment or exam?

High Quality Assessment Instrument Tool

A TPOV for High Quality Assessment Instruments… page 7

Using the “Assessment or Test Evaluation Rubric” criteria –

FEET-MEET and GREET

What you would add to the Rubric, what you like or dislike and how you might use it in your school or district….

Eliminating Grading Variance…working with your colleagues!

A culture of Collaborative Assessment and “grading” decision-making is one of the most important tasks of grade level or course based teachers and teacher teams…

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Shoulder partner to answer this question…

How do you and those that teach the same course or grade level as you know that the grading of any assessment instrument is accurate?

Improving the Accuracy of Your Feedback and Grading Practices

Double Scoring: A second scoring of student papers by a different teacher (Group scoring)

Calibration: Agreement between evaluators as to the rubric score for an exam (Anchor papers)

Inter-rater Reliability: Two or more evaluators agree on a student score (Discuss differences)

Our 3rd outcome for this session

3) Use the PLC Teaching-Assessing – Learning cycle as part of a formative assessment process

The Teaching – Assessing – Learning Cycle…

Step 1: Collaborative teams

identify learning targets, and design common core

unit tasks and assessment instruments

Step 2: Teachers implement

formative assessment classroom strategies

Step 3: Students take action on

classroom formative assessment feedback

Step 4: Students use Step 1

assessment instruments for motivation, reflection and

action

Step 5: Collaborative teams use

ongoing student assessment feedback to

improve instruction The PLC Teaching – Assessing – Learning

Cycle

Three Critical Equity Questions:

1) What is it we want our students to learn? (The Standards)

2) How will we know if they are learning? (Your Common Assessments)

3) How will we respond when students do not learn? Formative Assessment Processes)

Step 1: Teaching – Assessing – Learning Cycle

ON A UNIT – BY - UNIT BASIS: 1. AGREEMENT ON COMMON LEARNING

TARGETS 2. AGREEMENT ON COMMON HIGH

QUALITY/ HIGH CONITIVE DEMAND TASKS…

3. AGREEMENT ON ALL COMMON ASSESSMENT INSTRUMENTS…

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Steps 2 and 3: Teaching – Assessing – Learning Cycle

Daily – in class – formative assessment – around the team designed mathematical tasks…

Step 4: Teaching – Assessing – Learning Cycle

Students and faculty reflect on successes and focus next step actions based on evidence of areas of weakness, during and after the unit of study - as the assessment instrument is used for formative student learning.

In  2012-­‐2013  –  what  part  of  your  Assessment  Vision  do  you  and  your  colleagues  most  need  to  focus  on?    

1)  High  quality  common  exams  wriCen  before  the  Unit  begins?    2)  Calibrated  scoring  of  those  exams  to  ensure  accuracy  to  grading  for  all  students?    3)The  use  of  all  assessments  (surIoards)  as  part  of  a  formaJve    Process?    

Thinking  About  Your  PLC  Common  Core  Implemeta8on  Prac8ces...    

Summative Assessment in a Formative Assessment World!!

November 30th, 2012 Chicago NCTM Regional Meeting

Have a Great Holiday and School Year!!

Thank you!

Timothy D. Kanold tkanold.blogpspot.com