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Assessment FOR Learning

ED553
by

Gayla LaBreck

on 6 January 2016

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Transcript of Assessment FOR Learning

by Gayla LaBreck
Remember...
True or False?
Balanced Assessment System
The Essential Question… Can we use assessment to help our students want to learn?
Our job is to help kids believe they are capable learners
High-stakes tests are good for all students because they motivate learning
Tougher challenges spur greater effort that yields learning…
It is adults who use assessment results to make the most important instructional decisions
“To maximize learning, maximize anxiety”
Large Scale assessment cannot satisfy all information needs-we need balance between large-scale and classroom assessment; between assessment OF, FOR and AS learning.
If kids don’t want to learn, there will be no learning…
A Proper Belief
Assessment Literacy and A Balanced Assessment System
Goals:

Understand and be able to express to others assessment literacy
Believe in the need to balance classroom assessment large-scale standardized testing and state requirements
Understand and believe in the power of learning teams as a professional development strategy for assessment literacy
Essential Question
What assessments might you conduct that your students wouldn't want to miss?
Something to think about...
"Those who can, do.
Those who understand, teach."
"Those who can, teach. Those who can't, go into a less significant line of work."
Accurate assessment
+ Appropriate uses
= STUDENT SUCCESS
What we know...
We can get more learning merely by demanding it from a position of political power
The most important decisions are made annually based on once-a-year tests
Teachers & leaders don’t need to understand sound assessment practices – the testing people will take care of it.
We can’t, won’t, shouldn’t stop the high pressure testing;
so how do we help more (all) students expect to succeed
So…WE Build assessment environments that honor the information needs of students as assessment users too
So, WE Build assessment systems that inform both annual decisions, the ones made every 3-4 minutes, and everything in between
Balance continuous classroom assessment in support of learning with periodic assessments verifying learning
Balanced Assessment System
Why we need balance (i.e., need to pay more attention to classroom assessment):
The research that shows that improving classroom assessment has a remarkable impact on student motivation and achievement and narrows the achievement gap.
Assessment, if not done well at all levels, can harm students
Crucial Distinction
Assessment OF Learning:
How much have students learned as of a particular point of time?

Assessment FOR Learning:
How can we use assessment to help students learn more?

Assessment AS Learning:
How can we use assessment to empower students to reflect and connect?
Assessment OF Learning
Arise from agreed upon standards to yield accurate results used to inform periodic instructional decisions made by users who understand the results
We Need to Change the Mission of Schools
From sorting students by achievement –
To ensuring the achievement of students
If We Shift Our Focus, then
Assessments OF learning, also known as summative assessments, would
Provide the focus to improve student achievement
Give everyone the information needed to improve student achievement
Motivate teachers to work hard to teach and learn
The Problem
The problem is that there is virtually no evidence that layer upon layer of large-scale summative assessment have these intended impacts!
The Answer…
Assessments FOR and AS learning, also known as formative assessments,
Promote further improvement of student learning during the learning process
Is Not a new idea to educators
During the past several years, there is an explosion of applications linked to sound research
Assessment FOR Learning
Effective use of classroom assessment to help students learn more
Assessment AS Learning
Effective use of student-involved classroom assessment to help students reflect on and make connections to their learnings
Rethink the relationship between assessment & student motivation
If kids don’t feel able to learn, there will be no learning…
Student-Involved Assessment
Partners in development
Learn the meaning of success
See how close they are now
____________________________________________
Result? A clear path
Student-Involved Record Keeping
Repeated self-assessments over time
Portfolios with self-reflection
Change is apparent to the learner
_______________________________________________
Result? Success is within reach
Student-Involved Communication
Student-led parent/teacher conferences
Greater sense of responsibility
Pride in accomplishment
_______________________________________________
Result? Greater achievement
The key is to use assessment to help the student believe that the target is within reach…
What is Assessment?
The process of collecting information
In schools – collecting evidence of student learning
Tests are the best-known tools
Tests are only one tool
Assessment
is NOT data
it is about collecting information to change instruction to support student learning…
To improve, students must:
Know what good work looks like
Know the standard
Compare their work to the standard
Know how to close gaps
Student-involved Assessment FOR & AS Learning
Anything we do that helps students:
Understand learning targets
Engage in self-assessment
Watch themselves grow
Talk about their growth
Ideas about assessment have undergone important changes in recent years. In the new view, assessment and learning are TWO SIDES OF THE SAME COIN. . . When students engage in assessments, they should learn from those assessments.
Keys to Achievement Gains -
High quality accurate classroom assessment
Descriptive feedback
Student-involved assessment, record keeping and communication
A Belief to Embrace…
We must help kids find the gifts they didn’t know they had
We Must Believe…
We can make success irresistible
Students may hit the target today or they may not.

If they do not, it is crucial that they remain willing to return and try again tomorrow.
Remember…
Physician’s Creed:

Above all, do
no harm
Educator’s Creed

Above all, do nothing to diminish hope
The Challenge
The Perfect Assessment System
Includes a variety of high quality assessments aligned with standards
Provides timely and understandable information
Helps individuals make informed instructional decisions
Maximize student success
Why Leaders and Teachers Need to Understand What This Effort is About…
This effort is about…
Classroom assessment in the support of maximizing student learning – assessment for and as learning
High quality, accurate classroom assessment in support of local and state standards
Why Leaders and Teachers Need to Understand What This Effort is About…
The effort is not about:
Dumbing down standards
Students setting standards
Getting rid of standardize tests
Student grading themselves
Invasions of privacy
“The real voyage of discovery consists, not of seeking new landscapes, but in seeing through new eyes.” – Marcel Proust
Full transcript