Module5

Engaging Engaging Students in Students in AssessmentAssessment

Kevin Bailey, Ed.D.Kevin Bailey, Ed.D.

Teachers begin with the questions:Teachers begin with the questions: What is it I want my students to know What is it I want my students to know

and be able to do?and be able to do? How will I know when they know it?How will I know when they know it? How will they know when they know it?How will they know when they know it?

Effective assessment answers those Effective assessment answers those questions.questions.

What are some What are some ways your ways your

students show students show what they have what they have

learned?learned?

Paula listPaula list

What are some What are some things we consider things we consider

as “proof” that as “proof” that students have students have

learned?learned?

Shorter listShorter list

Our aim is to involve students as far as Our aim is to involve students as far as possible in the analysis and possible in the analysis and presentation of their own work. presentation of their own work.

If the teacher is the only person giving If the teacher is the only person giving feedback, the balance is wrong, and feedback, the balance is wrong, and the students become powerless, with the students become powerless, with no stake in their learning.no stake in their learning.

Shirley ClarkeShirley Clarke

Feedback is often the Feedback is often the spark that ignites spark that ignites

motivation.motivation.

Dr. Robert MarzanoDr. Robert Marzano

Students can feel Students can feel helpless or incompetent helpless or incompetent when they don’t know when they don’t know what their teacher wants what their teacher wants them to dothem to do

——anxiety sets in and gets anxiety sets in and gets in the way of learning.in the way of learning.

HannifordHanniford

TodayToday

PortfolioPortfolio

A portfolio is a collection of student A portfolio is a collection of student work gathered for a particular work gathered for a particular purpose that exhibits to the student purpose that exhibits to the student and others the student’s efforts, and others the student’s efforts, progress or achievement in one or progress or achievement in one or more areas.more areas.

NREL, 1997, p.6NREL, 1997, p.6

Types of PortfoliosTypes of Portfolios

Working/ProcessWorking/Process WritingWriting ShowcaseShowcase Professional/InterviewProfessional/Interview Standards/ProgramStandards/Program

Working/Process Working/Process PortfolioPortfolio

Collection of works in progress.Collection of works in progress. Students choose from this collection Students choose from this collection

pieces they want to develop further.pieces they want to develop further. These are typically stored in the These are typically stored in the

classroom—THEY DO NOT GO classroom—THEY DO NOT GO HOME! (unless copies are made)HOME! (unless copies are made)

The Process...The Process...

“…“…Grading and reporting Grading and reporting should reflect not just the should reflect not just the final results but also how final results but also how students got there. “students got there. “

Guskey, 1994, p. 17Guskey, 1994, p. 17

Writing PortfolioWriting Portfolio

A selection of personal writing that A selection of personal writing that the student has taken through the the student has taken through the writing process.writing process.

The collection demonstrates the The collection demonstrates the student’s best written work in a student’s best written work in a variety of genres.variety of genres.

Showcase PortfolioShowcase Portfolio

A collection of a student’s best workA collection of a student’s best work The selection is typically made by The selection is typically made by

the teacher and the student over the teacher and the student over time and across disciplines.time and across disciplines.

It may include projects, writing, It may include projects, writing, speeches, art, or multimedia.speeches, art, or multimedia.

Professional/InterviewProfessional/InterviewPortfolioPortfolio

A collection of artifacts representing A collection of artifacts representing the professional experience and the professional experience and achievement of the candidate.achievement of the candidate.

This portfolio is often used when a This portfolio is often used when a candidate is seeking employment or candidate is seeking employment or recognition in the field.recognition in the field.

Standards/Program Standards/Program PortfolioPortfolio

A collection of artifacts that A collection of artifacts that represent achievement of the represent achievement of the prescribed standard.prescribed standard.

This portfolio is used to document This portfolio is used to document proficiency in program, course, or proficiency in program, course, or state standards.state standards.

What is your goal?What is your goal?

Learning CriteriaLearning Criteria

Types of learning criteria usually Types of learning criteria usually used for grading and reporting used for grading and reporting fall into three categories:fall into three categories: ProductProduct ProcessProcess ProgressProgress

Discussion QuestionsDiscussion Questions

Talk about how the portfolios in your Talk about how the portfolios in your school are currently being used: school are currently being used: product, process, or progress.product, process, or progress.

Or how would you envision portfolios Or how would you envision portfolios being used in your school: product, being used in your school: product, process, or progress.process, or progress.

What do you want students to know What do you want students to know and be able to do with regard to and be able to do with regard to portfolios?portfolios?

Is your current plan the best plan?Is your current plan the best plan?

Communicating assessment Communicating assessment criteria involves:criteria involves:

discussing the criteria with learnersdiscussing the criteria with learners using terms that they can using terms that they can understand,understand,

providing examples of how the providing examples of how the criteria can be met in practice, and criteria can be met in practice, and

engaging learners in peer and self-engaging learners in peer and self-assessment.assessment.

Assessment Reform Group, 2002Assessment Reform Group, 2002

One way to achieve clarity and student engagement is through the use of rubrics.

RubricsRubrics

Rubrics are a set of criteria used to Rubrics are a set of criteria used to evaluate a student’s performance in evaluate a student’s performance in a given area. Rubrics consist of a a given area. Rubrics consist of a fixed measurement scale and a list of fixed measurement scale and a list of criteria that describe the criteria that describe the characteristics or products for each characteristics or products for each score point.score point.

Arter and McTighe, 2001, p.181.Arter and McTighe, 2001, p.181.

Why Rubrics?Why Rubrics?

““Begin with the end in mind.”Begin with the end in mind.”

Rubrics spell out in advance the specific Rubrics spell out in advance the specific expectations for the task.expectations for the task.

Why Rubrics?Why Rubrics?

Consistency in scoringConsistency in scoring

““The clarity provided by well defined The clarity provided by well defined criteria assists us in reducing criteria assists us in reducing subjective judgments when subjective judgments when evaluating student work.”evaluating student work.”

Arter and McTighe, Arter and McTighe, p.10p.10

Why Rubrics?Why Rubrics?

Improved instructionImproved instruction What is expected?What is expected? What are our standards?What are our standards? What does good performance look like?What does good performance look like? What do I want to accomplish?What do I want to accomplish?

Why Rubrics?Why Rubrics?

Improve student learningImprove student learning““If we want to provide clear learning If we want to provide clear learning goals for students are remove the goals for students are remove the “mystery” of what it takes to “mystery” of what it takes to succeed, it is essential that students succeed, it is essential that students know the performance criteria.”know the performance criteria.”

Arter and McTighe, p. 12.Arter and McTighe, p. 12.

Kinds of RubricsKinds of Rubrics Holistic Holistic

Gives a single score or rating for an entire product Gives a single score or rating for an entire product or performance based on an overall impression or performance based on an overall impression of a student’s workof a student’s work

AnalyticalAnalytical——Divides a product or performance into Divides a product or performance into

essential traits or dimensions so they can be essential traits or dimensions so they can be judged separately.judged separately.

Arter and McTighe, p. 18.Arter and McTighe, p. 18.

Make Your Own RubricMake Your Own Rubric

Self assessment by pupils, Self assessment by pupils,

far from being a luxury, far from being a luxury,

is in fact an essential is in fact an essential component of formative component of formative assessment. assessment.

Black and Wiliam, Black and Wiliam, 19981998

Note: insert definition Note: insert definition of self-assessment and of self-assessment and different forms of…???different forms of…???

Self-AssessmentSelf-Assessment

What is itWhat is it How to use itHow to use it Why importantWhy important Connections with rubrics, portfolios, Connections with rubrics, portfolios,

assessments, formativeassessments, formative

Create checklist from a state Create checklist from a state writing rubric for student self writing rubric for student self assessment.assessment.

Checklists show how a student Checklists show how a student could use the criteria from could use the criteria from the rubric to recognize the rubric to recognize problem areas and work to problem areas and work to improve.improve.

Student-Led ConferencesStudent-Led Conferences

A student-led conference is a A student-led conference is a conversation led by the student conversation led by the student about their ongoing work. Student about their ongoing work. Student led conferences can take place led conferences can take place with… with… • TeachersTeachers• PeersPeers• ParentsParents

Student Led Writing Student Led Writing ConferenceConference

Teacher conferences provide students with a model for self assessing their writing. Students learn a protocol to follow in these conferences.

Protocol for Protocol for StudentStudent led Teacher Conference led Teacher Conference

What are you working on today?Where are you in the process?What will you do next?

Peer ConferencingPeer Conferencing

It is important to give students language and a framework to support their conversations. Students might be given a framework which includes:1) How did this piece impact you?2) What questions do you have about the writing?3) What advice might you offer?

Stems for Stems for Pointing and Pointing and QuestioningQuestioning

Student Stems for pointing:Student Stems for pointing: I liked when you…I liked when you… It grabbed my attention…It grabbed my attention… Something like that happened to me…Something like that happened to me… It touched my heart..It touched my heart..

Student stems for questioning: Student stems for questioning: I was wondering about…I was wondering about… What did it look like when…What did it look like when… How did it make it feel…How did it make it feel… What were you thinking when…What were you thinking when…

Parent ConferencesParent Conferences

The purpose of a parent The purpose of a parent conference is to inform the conference is to inform the parent of the progress that the parent of the progress that the student is making in their work. student is making in their work.

Student Led Parent Student Led Parent ConferenceConference

Informs the parentInforms the parent Provides specific evidenceProvides specific evidence Allows the students to reflect on Allows the students to reflect on

their own learning their own learning

A student led parent conference can A student led parent conference can showcase any selected body of showcase any selected body of student work. student work.

If portfolios are in use, a portfolio party If portfolios are in use, a portfolio party enables students to take the lead in enables students to take the lead in providing evidence of their progress providing evidence of their progress while enjoying the opportunity for while enjoying the opportunity for personal reflection and growth.personal reflection and growth.

Formats of Student-Led Formats of Student-Led ConferencesConferences

Individual or Student-InvolvedIndividual or Student-Involved Simultaneous Student-LedSimultaneous Student-Led Presentation or ShowcasePresentation or Showcase Portfolio NightPortfolio Night Electronic Student-LedElectronic Student-Led

Student-Led Conference Student-Led Conference PreparationPreparation

Stuff from Bailey book and Kathy Stuff from Bailey book and Kathy BriscoeBriscoe

Before/During/AfterBefore/During/After

Making Student-Led Making Student-Led Conferences Work for YouConferences Work for You

Discuss what kind of conferences Discuss what kind of conferences you have in your school district.you have in your school district.

What might work in your district?What might work in your district? What would you have to do to get What would you have to do to get

there?there?