Designing Assessments for Learning (rather than of learning)

1. Designing Assessments for Learning(rather than of learning) EDC448 Dr. Julie Coiro

2. Thinking about Assessment • What is the square root of 9? • 6 • 3 • Who cares?

3. Thinking about Assessment • What is the square root of 9? • 6 • 3 • Who cares?

4. Today’s Objectives • Delve into the RI GLE’s and GSE’s (and briefly explore RI Personal Literacy Plans) • Understand the difference between an educational standard and a learning objective • Understand three principles of corrective feedback that should follow formative assessment findings • Identify examples of informal and formative ‘assessments for learning’ • Generate examples of assessment for learning, corrective feedback and enrichment opportunities related to your lesson (in the blog posting)

5. Objectives Vs. Standards • Educational Standard: defines the knowledge and skills students should possess at critical points in their educational career (e.g., at each grade level); provides common expectations for all students to measure up to these standards • Learning Objective: a detailed description that states the expected change in student learning, how the change will be demonstrated, and the expected level of change as a result of a specific course of instruction

6. Rhode Island GLE’s and GSE’s • GLE: Grade-Level Expectancies (K-8) • GSE: Grade-Span Expectancies (Gr. 9-10 & 11-12) • Stem and Grade Level Indicators • Differences between indicators are underlined • Bold lines indicated assessed at state level • Vocabulary (R2 and R3) • Fiction (R4, R5, R6) and Non-fiction (R7 & R8): Initial, Analysis, Interpretation, and Response • Reading Strategies (R12 & R13) & Appendix D & Appendix F • Reading for Research (R15)

7. Rhode Island Personal Literacy Plans (PLP) • Who: all students Grades 6-12 reading 3 or more years below grade level and those students with an IEP • PLP: “a plan of action for a teacher to use to bring a student to reading proficiency” • Includes Intervention (appropriate instruction addressing needs based on assessments) and Intervention Progress Monitoring by Content-Area Teachers

8. RI Personal Literacy Plans

10. List instructional strategies/procedures, supports and/or activitiesthat are in place for this student; Indicate how these will solve the identified problem; document progress monitoring

11. Relationship between assessment and instruction • Assessment of Learning (happens after the fact primarily for teachers) • Assessment for Learning (involve the students in the process too) • Assess to discover learner’s strengths and needs • Plan instruction • Teach and monitor progress • Reflect on learning and response to instruction

12. Formative Assessment: The Rest of the Story (Guskey, 2008) • Formative assessments designed to I________ ; (what learned well and what problems still exist?) • It’s not the act of formative testing itself, but what happens after the assessment that’s key!! • Some will know it > they need ________________ • Others will not know it > they need _____________ What can you do for both groups tomorrow???

13. Give feedback and offer corrective activities (Guskey, 2008) • Regular feedback and corrective activities (specific remediation) - first guided, then eventually self-regulated (e.g., monitoring!) • Three principles of effective corrective activities • Present conceptsdifferently! • Engage studentsdifferently! • Provide students with successful learning experiences!

14. Types of Corrective Activities - Think different, not louder! • Three groups: with teacher, with a friend, by self (think “different”) • Reteaching with different approach or different example (good for review>transfer) • Individual tutoring with different models and check to see where understanding falters (try other tutors for variety!) • Peer tutoring is often effective for both the learner and the tutor for new perspectives if the match is a good one. • Textbooks- focus on specific examples/passages or alternative textbooks / diverse [different] texts

15. Alternative Materials for Corrective Activities • Workbooks and Study Guides (extra practice) • Academic Games (application) • Learning Kits (manipulatives) • Learning Centers and laboratories (hands-on) • Picture books (introduce difficult concepts to develop knowledge) --- DIVERSE TEXTS • Computer activities (interactive tutorials, a different medium/format) -- DIVERSE TEXTS • Enrichment activities (valuable, challenging, rewarding, and student choice)

16. Managing Corrective and Enrichment Activities • Cooperative teams grouped by proficiency (or sometimes partnered to tutor peers) • Corrective activities can/should still be engaging, if not enriching • Move review time to after formative assessments to help students monitor their own need for correction or enrichment • Taking time sooner to correct typically results in less time down the road

17. How does Wood recommend we involve students in their own assessment? • Assessment is not just for teachers! Students build monitoring, independence, and personal accountability. • A_____________ G___________ (12.1 and 12.5) • Select - a - test (linked to Bloom’s taxonomy) (12.2) • Personal Comprehension Text Guide (12.3) • Information organizers (12.4) • “Suitcase projects” with tasks/rubrics (12.7 and .8) • Read-aloud assessments > V___________ (12.9) with writing extension (12.10) and rubric (12.11) • Which one(s) might link well with your lesson plan?

18. Select-A-Test (Fig. 12.2)

19. Personal Comprehension Text Guide (Fig. 12.3)

20. Information Organizer (Fig. 12.4)

21. Extended Anticipation Guide Fig. 12.5

22. Document Based Questions (DBQ) • http://www.edteck.com/dbq/testing/dbq.htm • http://www.kn.pacbell.com/wired/fil/pages/listdocumentpa.html

23. Document Based Questions (DBQs)

24. Suitcase Project (with self and peer assessmt.)Fig. 12.8

25. Read-Aloud Assessments (Visualizing, Writing Extensions, & Peer Assessments)

26. Linking to your lesson plan - Blog Post #8 (due Thursday) • What Assessment For Learning might you design? (build on examples from Wood et al) • What challenges do you anticipate? Be prepared with corrective activities 1. 2. Be prepared with enrichment activities 1. 2.

27. Group Assignments for Lesson Plan Presentation • Dec. 7: A: Shirah, Sabrina, Matt • Dec. 9: Jordan, Chelsea, Alexa (also Group A) • Dec. 7: B: Amanda, Joyce, Cynthia- Dec. 9 Khori, Morgan (also Group B) • Dec. 7: C: Amy, Baylee, LoriAnn - Dec. 9 Mackenzie, Ivory also Group C)

28. Homework • Due Tuesday, Nov. 9 • Review RI GLE/GSE document to find your standards and RI Personal Literacy Plan to know expectations • Blog Post #9 (formative assessment) • Due Wed, Nov. 10: Be prepared for class: SOLID DRAFT (typed) to share with partner (bring your completed rubric too with questions in pencil) - use my handout to guide you (bring sketch of graphic organizer too) • Tues Nov. 16: We’ll work on graphic organizers; (drop Wikispace reflection on classmates’ diverse text set) • Due Thurs, Nov. 18: Lesson Plan • Nov. 18 and 23: Ideas for technology integration

29. Long-Term Planning for Lesson Plan Assignment • Continue work on Lesson Plan (Nov. 11: bring typed to share and get feedback from a partner on trouble spots) • One more week to prepare lesson plan and self-rubric check – due Nov. 18 for my feedback and initial grade • Nov. 30: You’ll get feedback from me • Use my feedback to guide revisions; teach in a demonstration lesson on Dec. 7 or Dec. 9 • Peers will provide additional feedback and you add your own reflections, make necessary revisions, and hand in final copy on Dec. 10