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Module 3: Assessment

Module 3: Assessment. Adolescent Literacy – Professional Development. Unit 1, Session 1. Session 1 Questions & Objectives. Module 3 Key Questions What is assessment? Why should we assess? What should we assess? Session 1 Objective

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Module 3: Assessment

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  1. Module 3: Assessment Adolescent Literacy – Professional Development Unit 1, Session 1

  2. Session 1 Questions & Objectives • Module 3 Key Questions • What is assessment? • Why should we assess? • What should we assess? • Session 1 Objective • Participants will understand that assessment tools are one part of an overall assessment process designed to ensure that all students gain proficiency.

  3. Opening Activity

  4. What is Assessment? • Assessment is a tool and a process that leads us to make a decision. • Assessment tools are vehicles we use to gather data (e.g., observation, test, MCAS). • The assessment process refers to the decisions we make and actions we take as we prepare and administer tools, and interpret and communicate data.

  5. The Assessment Process

  6. Assessment Purposes and Tools

  7. New Thinking Reframes Schools’ Responsibility to Students

  8. Assessment Enhances Effectiveness • We want to teach effectively so that our students learn effectively. • Effective teaching and learning is reflected in students’ academic achievement. • Assessment provides us with data we can use to measure effectiveness both during and at the conclusion of an instructional period.

  9. Assessment Ensures Efficiency • Thoughtful assessment design and analysis, along with data-driven decisions, ensure that we use our time with students efficiently. • We can target instruction and avoid “re-inventing the wheel” by teaching students at too basic or too advanced a level to allow them to make effective progress.

  10. Assessment Enhances Equity • A comprehensive and balanced assessment program guides teachers and schools toward meeting the goal to educate all students and prepare them for the 21st century global economy. • Assessments “clarify expectations and measure progress toward meeting them.”

  11. Assessment Vocabulary 1

  12. Assessment Vocabulary 2

  13. Assessment Vocabulary 3

  14. Assessment Vocabulary 4

  15. Activity • “College and Work Readiness as a Goal of High Schools: The Role of Standards, Assessments, and Accountability” • Text Rendering Experience • Who is the audience for this article? • What types of assessment does the article address? • How can the ideas in this article inform decisions we make about how to use assessment in the classroom?

  16. What Should We Assess?

  17. A good assessment provides data that answers a question. If we’re “assessing” assessment, we must ask many questions. The following five questions can be used to guide our foundational thinking about the assessment process. Each question requires some form of assessment for an answer. Questions to Consider

  18. Question 1 • What do our students need to know and be able to do? • Identify the goals and standards for proficiency in the context (state, district, school, class) • Communicate the goals and standards clearly to all stakeholders (administrators and teachers; students and parents)

  19. Question 2 • What do our students know and know how to do now? • Assess the students’ current knowledge and skills relative to proficiency standards

  20. Question 3 • How do our students learn best? • Assess how students’ learning preferences contribute to or impede effective progress in our classes • The input of information/ideas • The processing of information/ideas • The output/demonstration of learning

  21. Question 4 • How do we bridge the gaps? • Determine the curricular and instructional approaches that will build the essential knowledge and/or skills • Procure the resources needed to implement the approaches

  22. Question 5 • How do we measure effectiveness? • Plan how to track students’ progress toward the goals • Effective progress toward standards achievement will be different for each student depending upon how wide the gap was between “knows/can do now” and “needs to know/do” • Assess our teaching and student learning effectiveness, and make needed instructional changes

  23. Activity • “The Vision: Literacy for All” • As a group, identify examples of assessments used at the ideal school • Categorize these examples on the Riverside High School Handout • In what way does this reading encourage us to broaden our views of assessment and its purposes?

  24. Activity

  25. For Next Time • Bring 2–3 examples of assessments you use in your classes. • Choose one or more: • Review the five questions and reflect on which questions occupy most of your focus. For a week or so, experiment with shifting your thinking to the other questions, and come to the next session prepared to share whether and how this activity reflected on the teaching and learning in your classroom. • Survey students’ learning preferences. • Take the online thinking styles and/or learning styles inventory.

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