GaTAPP Essentials: Engagement, Evidence, Environment, Ethics

1. GaTAPP Essentials: Engagement, Evidence, Environment, Ethics

2. Evidence

3. EQ’s • What is Assessment? • What is the relationship between Curriculum, Assessment, & Instruction?

4. Vocabulary • Diagnostic • Formative • Summative • Balanced • Assessment

5. Vocabulary Frames DIRECTIONS: This strategy will help you to learn new vocabulary and concepts in class. Use the following format to create flashcards: • Top Right Corner: Write the word's definition • Top Left Corner: Write the word's opposite and cross it out • Lower Left Corner: Write a silly sentence that uses the definition of the word • Lower Right Corner: Draw a graphic to help you visualize the concept • In the Center: Write the word

7. Quick Write • What is assessment? • Document strategy in Strategy Log.

8. What is Assessment? • Process of gathering data • The ways instructors gather data about their teaching and their students’ learning • Formal and informal process teachers and students use to gather evidence for the purpose of improving lessons. • A way of providing evidence for teachers to give feedback to modify teaching and learning activities and then redo, revise, or modify instruction

9. Types of Assessments

10. Three Types of Assessments • Diagnostic • Formative • Summative

11. One-Sentence Summary • Count off by three’s. • Read articles & use text coding (on next slide) • Discuss your assigned assessment type with your group. • Draw a picture that represents your type. • Write a One-Sentence summary of your assessment type. • Document strategies (text codes & one-sentence summary) in your Strategy Log.

13. Diagnostic Assessment • Helps you identify your students’ current knowledge of a subject or skill • Clarifies misconceptions before teaching takes place • Knowing students’ strengths and weaknesses can help you better plan what to teach and how to teach it

14. Examples of Diagnostic Assessments • Pre-tests • Self-assessments • Interviews (brief, private, 10-minute interview of each student)

15. Formative Assessments • Provides feedback and information during the instructional process • Measures student’s progress • Measures teacher’s progress • “What did you learn today?”

16. Formative Assessments • Information • Flexible group formation • Remediation • Re-teaching • Getting DATA and using that data to drive instruction.

17. Formative Assessments • Snapshots taken over time that reveal changes in the learning of students

18. Formative Assessments • Multiple snapshots, taken from different angles and with different lenses, that may reveal additional information about the learning of students.

19. Summative Assessment • A snapshot that reveals how the student learning looks at a specific point in time.

20. Summative Assessment • Assessments that occur at the end of a learning experience • “What’s for dessert?”

23. Vocabulary Check …. Complete vocabulary cards for • Formative • Summative • Diagnostic • Assessment

24. Same idea, different vocabulary • Summative assessment = Assessment of learning • Formative assessment = Assessment for learning

25. Assessment for Learning Article • Final Word Protocol • Document strategy in Strategy Log.

26. Debrief Process …. • Why are we using reading strategies with articles? • What applications does that have for your classroom?

27. Adapted from Ruth Sutton, unpublished document, 2001, in Alberta Assessment Consortium, Refocus: Looking at Assessment for Learning (Edmonton, AB: Alberta Assessment Consortium, 2003), p. 4. Used with permission from Ruth Sutton Ltd.

28. Critical Distinction Summative Assessment (of Learning): How much have students learned as of a particular point in time? Formative Assessment (for Learning): How can we use assessments to help students learn more?

29. Assessment of Summative Norm referenced, standardized A snapshot in time Essential Question: What have students already learned? Assessment for Formative Teacher-created A moving picture Essential Question: How can we help students learn more? A Balanced Assessment System

30. of Learning Certify competence and/or sort students Punishments or rewards Administer, score, report for Learning Inform students, teachers, and parents about how to improve Transform, inform, build, and adjust Set goals, use results to improve Assessment Purpose

31. of Learning End of teaching Periodic Limited formats Standardized for Learning During teaching Continuous Full range of methods and formats Variable Assessment Procedures

32. Examples of Formative Assessments

33. Sample Formative Assessments SS7CG2 The student will explain the structures of the modern governments of Africa • Compare the republican systems of government in the Republic of Kenya and the Republic of South Africa to the dictatorship of the Republic of Sudan, distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms. • Pre-test • Vocabulary check • Ticket out the door (vocabulary check) • Reading Check 1 • Double Bubble Map • Reading Check 2

34. MCC4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of the comparisons. • Vocabulary check • Quick Check 1 • Quick Check 2

35. You try … With your triangle partner design at least one formative assessment for the following standard (element): • Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid. • Your assessment does not have to assess the whole standard – it can just assess a piece of the standard. • Write your assessment on chart paper and post.

36. How would you assess? Discuss with your table partners. How would you assess these “do statements”? Would a worksheet be appropriate? Would a multiple choice or essay test be appropriate? Why or why not?

37. Progress Check (Vocabulary Application) Complete the statements – Formative assessment is like a __________ because ____________. Summative assessment is like a _________ because ___________.

38. Questions???

39. Assessment Quick Check

40. “You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.” Dr. Rick Stiggins

41. Assessment Methods • Selected Response • Multiple Choice • Short answer • Label a diagram • Extended Response • Performance Assessment

43. Extended-Response Examples Imagine going back in time to the early 1900s. How would the length of the school year, financial support for school, ages of children required to attend school, and racial segregation compare with those of today?

44. There are seven multiplication problems below. All the work is shown, including the answers. Two of the answers are correct and five answers are incorrect. Identify the five incorrect answers. Justify your response. or Identify and fix the five incorrect answers. Justify your response.

45. Performance Assessments • Complex challenges that mirror the issues and problems faced by adults who work in real-life careers in that content area. • Yield one or more tangible products and/or performances.

46. Involve a real or simulated setting and the kind of constraints, background “noise”, incentives, and opportunities an adult would find in a similar situation (i.e. they are authentic) • Includes interdisciplinary skills • Typically require the student to address an identified audience (real or simulated) • Based on a specific purpose that relates to the audience • Allow students greater opportunity to personalize the task • Not secure: The task, evaluative criteria, and performance standards are known in advance.

47. Performance Assessments • Completed at the end of the unit (or throughout) • MUST have a rubric for scoring! • Students get a copy of the assessment AND the rubric at the beginning of the unit

48. Examples … • A group of nine foreign students is visiting your school for one month as part of an international exchange program. (Don’t worry, they speak English!) The principal has asked your class to plan and budget a four-day tour of Virginia to help the visitors understand the state’s impact on the history and development of our nation. Plan your tour so that the visitors are shown sites that best capture the ways that Virginia has influenced our nation’s development. Your task is to prepare a written tour itinerary, including an explanation of why each site was selected. Include a map tracing the route for the four-day tour and a budget for the trip. • From the mountains to the seashore (history, geography: grades 6 – 8).

49. Argumentative/Opinion: You and your group will interview an adult (likely someone from the school or community) whom you all respect. Your goal is to determine who his or her heroes are, and what qualities he or she feels heroic people possess. Your completed project will be in video format (iMovie or MovieMaker), and must include: • a title and a central message about heroes • your scripted, recorded audio commentary • at least 6 different images with effective transitions (video footage of the person talking, still shots of the person, images or objects related to the person’s story, pictures of objects that relate to the person’s interview, pictures of heroes listed, etc.) • at least 2 sounds other than your commentary (a song that reflects heroism, a song the person you interviewed loves, a clip of him/her speaking, a favorite quotation relating to heroism, etc.) • 9th ELA

50. Playing the role of a trainer at a health club, you will develop a fitness program, consisting of aerobic, anaerobic, and flexibility exercises, for a new client. The fitness plan needs to take into account the client’s lifestyle, age, activity level, and personal fitness goals. You will be given detailed descriptions of various clients. Fitness plan (physical education and health, secondary level).