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Turning a Culture of Assessment to a Culture of Learning

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Carrie Nepstad

on 4 March 2016

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Transcript of Turning a Culture of Assessment to a Culture of Learning

Backward Design
"Give students ample opportunities to learn the skills needed for the assessment" (Suskie, 2009)
Flipped Model
The course is divided into units
6 units on the standards, and
1 unit on inquiry and play (TR)
Big Ideas
Performance Assessments
Ask students to demonstrate their skills
Shared Knowledge
One way to assess skills in reflective practice
Assessment is the ongoing process of:
Establishing clear, measurable expected outcomes of student learning.
Turning the Culture of Assessment into a Culture of Learning
Rubric Design
Start with the end: Imagine what successful completion of this learning outcome would look like and describe it in detail - that's the endpoint for your rubric!
Data results
There is no point in assessing something that students don't have an opportunity to learn
You can use your rubrics to plan assignments (learning opportunities)
Keep samples of student work reflecting each value of the rubric (met, emerging, and unmet)
Look on sharing assessment results as an opportunity to tell an important story with a meaningful point.
If an assessment activity is no longer providing useful information, stop using it and try something else.
Ensuring that students have sufficient opportunities to achieve those outcomes
Systematically gathering , analyzing, and interpreting evidence to determine how well student learning matches our expectations
Using the resulting information to understand and improve student learning
Linda Suskie (2009) Assessing Student Learning: A Common Sense Guide
Assignment description (case study, lab activity, written assignment, oral presentation, documentation, etc.)

Scoring guide or Rubric
The BEST assessments are those whose results are used to improve teaching and learning and inform planning and budgeting decisions
Suskie (2009)
learning opportunities
key assessments
closing the loop
Focus on student skills in reflection

"Students will demonstrate reflective practice in their writing".

Draft a rubric to assess that outcome
Discuss what a successful outcome would look like and write a few descriptors.
How did it go?
Key assessments
Reflections are thoughtful and complete
Reflections reveal personal feelings or experiences about the topic
Questioning or other techniques are used that probe for deeper meaning
The writing describes how student's understandings have changed using specific, meaningful examples.
Comparisons are made between students' prior knowledge and current understandings.
Learning Opportunities
For our program, that meant...
Reflection, reflection, reflection!
Prezi: standards, videos, articles, etc.
Projects: One project per key element
Quizzes: based on reading assignments
Reflective narrative
Units include:
Show: Prezi and unit projects
Standard One
Standard Three
If time,Standard 4, 5, 6
Suskie, 2009
As Suskie describes, "Reflective writing is valuable as a learning strategy as well as an assessment strategy" (2009).
29.55% Meets:
Questioning and other techniques are used that probe for deeper meaning.
52.27% Emerging:
There is the beginning of reflection or questioning.
18.18% Does not Meet:
No questioning is used.
What would you do with these results?
Full transcript