Welcome to

EDUC 5555Assessment and InterventionCo-facilitated by

____ & ____

Please tell us • the school you work at, • your position, and • your teach

Course Overview• Course expectations

• SUU sponsors our university credits• Registration is completed on the last day of class for each course, along

with $45 check to SUU• This a 3 credit course; SUU requires 45 hours of seat time for 3 credits

• Class will be held from 4:00 – 8:00 most evenings

• Class syllabus• Assignments• Tests• Grading• Attendance

• Course Schedule

Norms for Math Endorsement ClassesBe respectful of other participants and of the facilitators

Use technology appropriately i.e. taking notes = appropriate

online shopping or Facebook = inappropriate

- please mute cell phones

Be on time for classAvoid sidebar conversationsParticipate No outside work

Any others?

Necessary Class Materials• Your math journal (any notebook will do) • Class readings will mostly be copied articles for this

course. We will let you know ahead of time if you need to bring the required textbooks:• Parker, T. H. & Baldridge, S. J. (2004). Elementary

mathematics for teachers. • Van de Walle, J. A. (2010). Elementary and middle school

mathematics: Teaching developmentally • Beckman, S. (2008) Mathematic for Elementary Teachers

Questions?

Assessment & Instruction

Purposes• Develop a deeper understanding of balanced

assessment systems. • Develop a deeper understanding of the following

types of assessments:Summative and Formative assessmentsOpen, closed, and performance tasksCriterion and norm referenced tests

HOW DO YOU ASSESS?

List some ways you typically assess students in your classroom.

1.

2.

3.

4.

The word “assess”

Comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment one is supposed to sit with the learner. This implies it is something we do with and for students and not to students (Green, 1998)

Assessment in education is the process of gathering, interpreting, recording, and using information

about pupils’ responses to an educational task.

(Harlen, Gipps, Broadfoot, Nuttal,1992)

1. Teachers value and believe in students.2. Sharing learning goals with the students.3. Involving students in self-assessment.4. Providing feedback that helps students recognize

their next steps and how to take them.5. Being confident that every student can improve.6. Providing students with examples of what we

expect from them.

Values and Attitudes about Assessment

The State of Assessment• “A wealth of research – a poverty of practice.”

(Black and Wiliam, 1998)

• A shift from “teaching” to “learning”• Confusion of terms and conditions

• Evaluation• Assessment

• Pre-Assessment• Formative• Summative

ASSESSMENT PROCESS

Summative Assessment (Assessment OF Learning)

Pre – Assessment

Formative Assessment (Assessment FOR Learning)

PRE-ASSESSMENT

• The purpose of pre-assessment is to determine what students know about a topic before it is taught.

• Pre-assessment will help the teacher determine flexible grouping patterns and should be used regularly.

Pre-Assessment Strategies

• Checklist• Pre-test• KWL Charts • Graphic Organizers• Pre-test• Student Discussions• Student Demonstrations

• Student Products• Student Work Samples• Show of hands/EPR (Every

Pupil Response)• Standardized Test Data• Teacher Observation• Writing Prompts• Writing Samples

• Formative and summative assessment are interconnected. They seldom stand alone in construction or effect.

• The vast majority of genuine formative assessment is informal, with interactive and timely feedback and response.

• It is widely and empirically argued that formative assessment has the greatest impact on learning and achievement.

Formative and Summative Assessments

Formative Assessment

0 Assessment for learning0 Taken at varying intervals throughout a course to provide

information and feedback that will help improve 0 the quality of student learning 0 the quality of the course itself

• “…learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and firmly rooted in good practice" (Angelo and Cross, 1993).

• Provides information on what an individual student needs• To practice• To have re-taught• To learn next

Formative Assessment is…

Formative Assessment Strategies

• Conference• Cooperative Learning

Activities• Demonstrations• Exit Card• Graphic Organizers• “I Learned” Statements• Interviews• Journal Entry• KWLs

• Learning Logs• Oral Attitude Surveys• Oral Presentations• Peer Evaluations• Problem Solving

Activities• Products• Questioning• Quiz• Response Groups• Self-Evaluations

Summative Assessment• Assessment of learning

• Generally taken by students at the end of a unit or semester to demonstrate the "sum" of what they have or have not learned.

• Summative assessment methods are the most traditional way of evaluating student work.

• "Good summative assessments--tests and other graded evaluations--must be demonstrably reliable, valid, and free of bias" (Angelo and Cross, 1993).

Summative Assessment Strategies

• Unit Test• Performance Task• Product/Exhibit• Demonstration• Portfolio Review

Formative

• ‘… often means no more than that the assessment is carried out frequently and is planned at the same time as teaching.’ (Black and Wiliam, 1999)

• ‘… provides feedback which leads to students recognizing the (learning) gap and closing it … it is forward looking …’ (Harlen, 1998)

• ‘ … includes both feedback and self-monitoring.’ (Sadler, 1989)

• ‘… is used essentially to feed back into the teaching and learning process.’ (Tunstall and Gipps, 1996)

Summative

• ‘…assessment (that) has increasingly been used to sum up learning…’(Black and Wiliam, 1999)

• ‘… looks at past achievements … adds procedures or tests to existing work ... involves only marking and feedback grades to student … is separated from teaching … is carried out at intervals when achievement has to be summarized and reported.’ (Harlen, 1998)

If we think of our children as plants …

Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants.

Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth.

The Garden Analogy

Factors Inhibiting Assessment

• A tendency for teachers to assess quantity and presentation of work rather than quality of learning.

• Greater attention given to marking and grading, much of it tending to lower self esteem of students, rather than providing advice for improvement.

• A strong emphasis on comparing students with each other, which demoralizes the less successful learners.

Self-evaluation

Where would you place your assessment practice on thefollowing continuum?

The main focus is on:

Quantity of work/Presentation Quality of learning

Marking/Grading

Comparing students

Advice for improvement

Identifying individual

progress

Classroom Assessments

Some teachers Some teachers

talk about: talk about:

LEARNING GRADES

• Can these co-exist peacefully?• Should one receive emphasis over the other?

VERSUS

The Assessment–Instruction Process

Summative Assessment “making sure”

Pre – Assessment “finding out”

Formative Assessment “checking in” “feedback” “student involvement”

BREAK

HW article:The Role of Assessment in

Elementary Math 0 (You were to have read this article on your own prior to

class.)0 Consider the following with a partner:

0 What is the role of a CFA in your classroom?0 Respond to this statement: A CFA is formative so much as the

teacher uses the information to inform instructional decisions, i.e. reteach misunderstood concepts. If a teacher chooses to not take any instructional action based on student performance on a given CFA, that test then becomes summative.

0 Who or what resources do I have available to me if I have any concerns or questions as I implement a balanced math “assessment toolkit”?

A Balanced Assessment System

• Screening assessments• Diagnostic assessments• Formative assessment – assessment for learning• Summative assessments - assessment of learning

• Classroom• Standardized

Users and Uses of Assessment

Purpose: Identify how different stakeholders use assessments.

CAROUSEL “Cheat Sheet”

Review the definitions of each assessment.

Users and Uses of Assessment

Purpose: Identify how different stakeholders use assessments.

CAROUSEL BRAINSTORMING1. Choose a recorder.2. Write short responses to the questions on the poster. 3. Write “not applicable” to any question where it would be the

appropriate response. 4. Rotate to next poster.5. Return to your original poster.6. Put a star next to the user that is most dependent upon this form of

assessment.7. Compare the responses of currently reality to the definitions and

examples in the Cheat Sheet. Circle any misused or misunderstood assessments.

Which stakeholder group currently makes the best use of assessment

information?

A. TeachersB. StudentsC. AdministratorsD. ParentsE. Community

Which part of a balanced assessment system do you think is used the least?

A. Screening assessmentB. Diagnostic assessmentC. Formative assessmentD. Summative assessment

What types of Assessment Methods Can Be Used?

Selected or CLOSEDResponse

Performance Assessments

Extended WrittenOr OPEN Response

PersonalCommunication

ASSESSMENT METHODS

What types of Assessment Methods Can Be Used?

SelectedResponse

CLOSED ASSESSMENT METHODS

Students select

the correct/best

response from

a list provided

Multiple choice, true/false, matching,short answer, fill-in questions

What types of Assessment Methods Can Be Used?

Extended WrittenResponse

OPEN ASSESSMENT METHODS

Students construct a written answer in response to a question or task

Compare …… Analyze…… Interpret….Solve a problem and explain work… Describe in detail…

What types of Assessment Methods Can Be Used?

Performance Assessments

PERFORMANCE ASSESSMENT METHODS

Assessment is based on observing a performance/productand making a judgment

Performances: *playing an instrument, *carrying out steps in an experiment*speaking in a foreign language*working productivelyin a group

Products:*term paper*lab report*work of art

What types of Assessment Methods Can Be Used?

PersonalCommunication

Personal Communication

ASSESSMENT METHODS

Determine what a student has learned through personal interaction with them*Responding to

journals/logs*Asking questions during instruction*Interviewing students in conferences*Giving examinationsorally

Matching Assessment Targets and Methods

Knowledge Mastery

ReasoningProficiency

Skills

Ability toCreate Products

Targets Selected Response

Extended Written Response

PerformanceAssessment

Personal Communication

Match the assessments at your table with the target and method

THANK YOU!

• NEXT week we will be learning more about Formative and Summative Assessments

• Read the article, Inside the Black Box: Raising Standards Through Classroom Assessment, by Black and Wiliam in preparation for next week’s class.

• You are dismissed as soon as you complete tonight’s Exit Slip (next slide).

Exit SlipOn a sticky note, respond to this question:

• What are your personal and professional beliefs about assessment?

* Place your completed sticky note on the exit slip poster as you leave.