PGES: Using Assessment in Instruction

PGES: USING ASSESSMENT IN INSTRUCTION

Amy Cody Clancy

WVMS- Grade 8

National Board Certified- EA/ELA

PGES DOMAINS INVOLVED:

BASICS OF ASSESSMENT IN INSTRUCTION

STIGGINS

Why Assess? Assess What? Assess How?

Communicate How?

From Classroom Assessment for Student Learning. Stiggins, Arter, Chappuis, Chappuis-2004.

1. IDENTIFYING LEARNING OUTCOMES

Core Ability statements Measurable/Observable skills and knowledge “I Can” Statements

These are done for you in various venues…

DECONSTRUCTED CCS- KY“LEARNING OUTCOMES”

http://education.ky.gov/curriculum/docs/pages/ela-deconstructed-standards.aspx

http://www.muhlenberg.kyschools.us/ELA_Math%20Standards/8th%20grade%20ela.htm (with “I Can” statements)

Benefit: Knowledge and reasoning targets (learning

outcomes) have already been defined.

CURRICULUM MAPS

http://www.jefferson.k12.ky.us/departments/gheens/Curriculum%20Maps/2012_2013/CM_Mid_ELA.html

I Can Statements, activities for learning, Sample Performance Tasks, Sample Activities, RTI, Key Vocabulary, Formative Assessment

TEACHER GUIDANCE K-5

https://www.georgiastandards.org/Common-Core/Pages/ELA-K-5.aspx

Provides “teacher guidance” link Skills for students/strategies for teachers,

sample task and key vocabulary for each standard.

2. IDENTIFYING ASSESSMENT METHODS

Formative assessment techniques monitor student learning during the learning process. The feedback gathered is used to identify areas where students are struggling so that instructors can adjust their teaching and students can adjust their studying.

VS. Summative- high stakes, end of a unit,

measures student achievement of learning outcome(s).

A DIAGNOSTIC CONTINUUM

Preassessment (Finding Out)

Formative Assessment (Keeping Track & Checking -up)

Summative Assessment (Making sure)

PRE-ASSESSMENT

provides data to determine options for students

helps determine differences before planning

helps teacher design activities that are respectful and challenging

allows teachers to meet students where they are

identifies starting point for instruction identifies learning gaps makes efficient use of instructional time

PRE-ASSESSMENT

What do the students already know? What instruction/learning opportunities are

needed for mastery? What needs re-teaching/further practice? What grouping can result? (small groups,

partners, whole class, etc.)

TYPES OF PRE-ASSESSMENT

Pre-test Graphing for Greatness- self monitoring

charts Inventory KWL Checklist Observation Self-evaluation Questioning

FORMATIVE ASSESSMENT

depicts student’s life as a learner used to make instructional adjustments alerts the teacher about student

misconceptions “early warning signal” allows students to build on previous

experiences provides regular feedback provides evidence of progress aligns with instructional/curricular outcomes

TYPES OF FORMATIVE ASSESSMENT

Entrance/Exit Slips List two important concepts or ideas from

today’s lesson Explain---- How is X different from Y? Explain one idea (concept, skill) you still don’t

understand. Define- - Quick, informative, helps you to plan your

lessons or re-teach.

CHECKS FOR UNDERSTANDING

Mini Whiteboards for response Thumbs up, down or sideways Active Response systems (clickers) “Try it” – individual- non-graded attempt at

showing what they are able to do/what they know.

Pre-tests See printed list of others

ASSESSMENT RESOURCES

Mastery Connect- http://www.masteryconnect.com/home

PARCC- http://www.parcconline.org/classroom NAEP Questions Tool-

http://nces.ed.gov/nationsreportcard/itmrlsx/search.aspx?subject=reading

EQuIP- http://www.achieve.org/EQuIP (CCS vetted units and reading models Grade 3-12)

ON DEMAND

CCPS Literacy Wiki- https://iweb.clarkschools.net/wiki/pages/t43136g3B/On_Demand_Training_Materals_%285-8_grades%29.html

Grades 5-8 from start to finish materials and prompts.

PD 360- On Demand Community

3. TRACKING RESULTS

Students Keep Track- see forms in packet Quarterly or unit by unit reflection•Teacher keeps track

Plus/Minus; scores; grade book (New IC features), Group by high/medium/low

Checklists by skill/standardConferencingAssessment stationsExit Slips

How do you keep track of student progress?

4. USING RESULTS

Re-teaching Whole Class Small Group

• Clarifying misconceptions, mini-lesson(s)• Differentiation• Moving on or scaffolding instruction

EXAMPLE

Pre-test on grammar- parts of speech Those who scored well- small groups using

parts of speech in challenging way (“Jabberwocky”)

Those who were not quite there- practice in small groups and/or with partners with quick test out when they feel they are ready.

Those who do not know it all- practice in small group, to partner, to individual- teacher small group instruction- short assessments leading to whole assessment.

RESOURCES:

Achieve the Core Common Corezilla Jefferson County Public School- The Gheens

Academy for Curricular Excellence and Instructional Leadership

English Companion Ning Corestand cc.betterlesson.com

RESOURCES AND PPT POSTED AT:

http://mscodysclass.wikispaces.com/Assessment+Materials+KCTELA2014