Jacob  Martens  SD39  (Vancouver)  

@renomyclass  renomyclass.com  

 

Ideas  for  Assessment  Evolution    

Inspired  by  the  work  of  David  Thompson  staff  

I  came  expecting…    

steenjones.blogspot.ca      (  2012/09)  

Give  &  Go  

On  your  card  complete  the  following  stem:  

Assessment  is…  

Find  a  someone  at  a  different  table  than  you.  

Read  your  cards  to  each  other.  

Swap  cards.  

Find  someone  new  and  read  your  “new”  cards  to  each  other.  

Swap  cards  again    

Hopes  &  Fears  

Hopes  

Ê  Our  conversations  today  lead  to  changes  for  students  

Ê  We  leave  with  one  idea  for  a  manageable  change  

Fears  

Ê  Our  time  and  effort  today  does  not  impact  students’  learning  

Ê  Inadequate  time  &  structure  is  provided  for  our  conversations  

Learning  Goals  

That  when  you  leave  today  you  can  better:  

Ê  Distinguish  between  assessment  &  evaluation  

Ê  Define  “formative  assessment”  

Ê  Describe  one  change  in  practice  that  has  a  significant  impact  on  student  learning    

Change  

What  Did  You  Do  In  School  Today  (2009)  

When  Considering  Change  

Questions  Challenges  Benefits  

Managing  Change  

“If  you  are  going  to  start  doing  something  new,              you  need  to  stop  doing  something  old.”  

(Faye  Brownlie)  

 “Change  should  be  good  for  students,              and  manageable  for  teachers.”  

(Damien  Cooper)              

 

Assessment  vs.  Evaluation  

Ê Assessment  is  Formative  “using  evidence  to  make  informed  decisions”  

Ê Evaluation  is  Summative  “judging  students’  achievement  in  relation  to  provincial  standards  at  the  end  of  the  year  or  at  key  stages”  

Formative  Assessment  

 from  Embedded  Formative  Assessment  (2011)  

 

using  “evidence”  to  make  informed  “decisions”  

using  “evidence”  to  make  informed  “decisions”  

using  “evidence”  to  make  informed  “decisions”  

using  “evidence”  to  make  informed  “decisions”  

using  “evidence”  to  make  informed  “decisions”  

using  “evidence”  to  make  informed  “decisions”  

©  repairtrust.com  

Formative  Assessment  

 using  “evidence”  to  make  informed  “decisions”  

“An  assessment  functions  formatively  to  the  extent  that  evidence  about  student  achievement  is  elicited,  interpreted,  and  used  by  teachers,  learners,  or  their  peers  to  make  decisions  about  the  next  steps  in  instruction  that  are  likely  to  be  better,  or  better  founded,  than  the  decisions  they  would  have  made  in  the  absence  of  that  evidence.”  

Wiliam  (2011)  

Formative  Assessment  

Defined  by  Function  not  Form  

Guiding  Questions  

For  Learner  Engagement  &  Connection  

Ê  Who  are  two  adults  in  this  school  who  believe  you  will  be  a  success  in  life?  

Ê  Where  are  you  going  with  your  learning?  

Ê  How  is  it  (your  learning)  going?  

Ê  Where  to  next?  

For  the  benefit  of  Share  point  viewers:  

Six  Big  Ideas  for  Assessment  Evolution  

Ê  Students  need  the  opportunity  to  rehearse  before  they  are  expected  to  perform.  

Ê  What  do  we  do  when  we  have  no  evidence  of  what  a  student  knows?  

Ê  Students  must  know  what  they  need  to  know  for  each  lesson.  

Ê  Students  must  know  what  quality  work  looks  like.  

Ê  Lesson  by  lesson,  how  do  we  know  what  students  have  learned?  

Ê  If  we  can  pardon  prisoners,  why  can’t  we  erase  students’  pass  “mistakes”?  

For  the  benefit  of  Share  point  viewers:  

Reading  Time  

At  your  group’s  table  

Ê  Find  a  partner  

Ê  Read  the  excerpt  silently  

Ê  Share  one  thing  that  resonated  with  you  &  why.  

For  the  benefit  of  slide  share  viewers:    Readings  to  choose  from:  •  P.L.  Scriffiny:  Seven  Reasons  for  Standards  Based  Grading,  Educational  

Leadership  Oct  08  •  E.  Bondy  &  D.D.  Ross:  The  Teacher  as  Warm  Demander,  Educational  Leadership,  

Sept08  •  C.A.  Moss:  Knowing  Your  Learning  Target,  Educational  Leadership,  Mar’11  •  J.  Martens:  Why  Share  Learning  Intentions,  http://renomyclass.com,  Mar’13  •  J.  Martens:  Learning  Contexts  vs.  Learning  Intentions,  http://renomyclass.com,  

Apr’13  •  H.  Andrade:  Self  Assessment  through  Rubrics,  Educational  Leadership  Dec07-­‐

Jan08  •  B.  Moore:  Mastering  Marking  Madness,  Education  Canada,  p.24-­‐25  •  D.  Wiliam:  “Assessment:  The  Bridge  Between  Teaching  and  Learning”  from  

Embedded  Formative  Assessment  (2011),  p.46-­‐50  •  J.  McTighe  &  K.  O’Connor:  Seven  Practices  for  Effective  Learning,  Educational  

Leadership  Nov  05  

Reminder  About  Change  

Questions  Challenges  Benefits