This work is licensed under a Creative Commons Attribution 4.0 International License. Supporting Classroom Assessment in a Remote or Hybrid Context Scott Marion, Will Lorié, Jeri Thompson, Carla Evans, Nathan Dadey, & Brian Gong Center for Assessment Reidy Interactive Lecture Series September 16, 2020
76
Embed
Supporting Classroom Assessment in a Remote or Hybrid Context Remote and... · Supporting Classroom Assessment in a Remote or Hybrid Context Scott Marion, Will Lorié, Jeri Thompson,
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
This work is licensed under a Creative Commons Attribution 4.0International License.
Supporting Classroom Assessment in a Remote or Hybrid ContextScott Marion, Will Lorié, Jeri Thompson, Carla Evans, Nathan Dadey, & Brian GongCenter for Assessment
The National Center for the Improvement of Educational Assessment, Inc.(The Center for Assessment) is a Dover, NH based not-for-profit (501(c)(3)) corporation. Founded in September 1998, the Center’s mission is to improve the educational achievement of students by promoting improved practices in educational assessment and accountability.
• You can download this slide deck on the RILS webpage above• Introduce yourself in the chat—your name and position• Use the Q & A to ask questions at any time
Shepard, L.A. (2019). Classroom assessment to support teaching and learning, In Berman, A.I., Feuer, M.J., & Pellegrino, J.W. (Eds). What use is educational assessment? National Academy of Education/American Academy of Political and Social Science.
The Principles• Conceptually, the Principles are as important for both in-
person and remote instructionCertain principles are likely harder to apply to remote
instruction than in-personOn the other hand, remote instruction may offer
opportunities to more easily address other principles • Let’s take a look at a few of the principles focused on:What should teachers and their students do to enact
assessment as part of an equity-focused learning culture?
Likely More Challenging in Remote Settings • Engage in instructional practices where students
talk with each other around meaningful tasks –as a way to elicit and extend student thinking and to help students learn to listen and support the development of each other’s ideas.
• Value student ideas by presenting tasks in multiple modes and by using artifacts and other representations to document their thinking and learning.
RILS Remote classroom assessment. 9/16/20 10
While it is certainly possible to enact these principles in remote settings, it requires more planning and effective technology to do so
Potentially More Opportunities to Enact Remotely• Recognize and build on the knowledge
and experiences that students bring from their homes and communities.
• Ensure that authentic instructional and assessment tasks are drawn from and connect to life outside of school to enhance both meaning and transfer.
RILS Remote classroom assessment. 9/16/20 11
Having students work remotely may make it easier to operationalize these Principles because they involve connecting assessment to students’ homes and communities
Intentionality!• While the Classroom assessment principles to support teaching
and learning haven’t changed, we need to be more intentionalabout implementation
RILS Remote classroom assessment. 9/16/20 12
• We especially need to consider whether instruction and assessment are offered synchronously or asynchronously
• Brian, Carla, and Nathan will discuss many of these applications shortly, but first Jeri will discuss the importance of high-quality curriculum and instructional models in supporting assessment practices
CurriculumCurriculum describes the scope or breadth of the content and the sequence for learning. Curriculum provides the specificity and organizational framework that creates coherence among the standards, instruction, and assessment. Curriculum also includes instructional materials and resources. (p. 17)
14RILS 2020
(Marion, Thompson, Evans, Martineau, & Dadey (2019). A Tricky Balance: The Challenges and Opportunities of Balanced Systems of Assessment
What should district, school, and classroom educators focus on when reviewing curriculum
for the upcoming school year?
Ways in which the curriculum, instruction, and assessment should address new content given students’ out of school time this past springThe extent to which the curriculum be personalized
The degree to which technology is used to teach and learn the content along with 21st century skillsThe ways in which student agency and self-regulated learning can be emphasized
Curricular Considerations…Not so differentExamine the enacted grade-level curriculum for:
• “Big ideas” of the content—rather than the bits and pieces of the content• Evidence of high priority deeper learning expectations
o Does the content extend work from earlier grades?o Does the context extend into future content?o Does the unit help students deepen conceptual understanding and subject area
expertise?o Which aspects of the curriculum can be embedded within the deeper learning
expectations?
• Assessments focus on the outcomes of readiness pre-assessments and formative assessment process to determine student needs.
Shift from scope and sequence pacing guides to address new content with just in time instruction (rather than just in case instruction) which combines unfinished learning with new learning.
Use formative assessment process to determine the degree students need just in time support.
For example, instruct students on fractions just prior to teaching about slope.
Personalized Learning, Technology, and Social/Emotional Well-BeingCapitalize on students’ preferences, interests, and current experiences.
Shift from a one-size-fits-all project to one in which students use various “texts”, resources, and materials that are personalized and relevant to them, allowing all students to engage in the learning process and demonstrate what they know.
Use formative assessment process to determine knowledge of content, engagement in materials, as well as social/emotional well-being.
Scaffolding and supporting student agency and self-regulated learning by providing students with:Materials that can be viewed or read asynchronously,Extra formative feedback and questions that allow for
multiple pathways, Opportunities to push students to articulate their thinking
and to compare solutions and strategies, and Supplemental conceptual understanding and language
Applying the Classroom Assessment Principles in a Remote/Hybrid Environment (Formative/Summative Classroom Assessment)Carla Evans, Nathan Dadey, & Brian Gong, Center for Assessment
“…a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use
evidence of student learning to improve student understanding of intended disciplinary learning outcomes and
support students to become self-directed learners.”
RILS Remote classroom assessment. 9/16/20 27
Council of Chief State School Officers (2018, p. 2). Revising the Definition of Formative Assessment. Retrieved from https://ccsso.org/resource-library/revising-definition-formative-assessment
Profile 1: Asynchronous instruction with older students who are technologically skilled and have access to devices and the internet.
Formative Assessment: • Teacher collects formative information after
instruction (i.e., student watching video) to monitor/adjust instruction—the difference is the use of online tools to collect that information and give students back feedback
Profile of Instructional, Student, and Environmental Characteristics
Note that we use the term learning targets broadly, meaning that guidance here applies regardless of whether or not instruction aligns well with approaches like those outlined in Moss & Brookhart (2012). 44
Note: the above assumptions are meant to be illustrative examples. Likely there are a number of other assumptions made to support any particular learning target. These assumptions can be seen as a generalization of the “conditions” for learning targets described by Moss & Brookhart (2012).
Questions for the Panel1. What changes or shifts in your schools/districts that have helped teachers implement good
learning, teaching, and classroom assessment in hybrid/remote settings?2. What enabled you to make those changes?
3. What are the biggest barriers you’ve faced in making these shift?4. What advice would you have for other large or medium-size districts to help them implement
high-quality remote formative and summative assessment?5. What might be some lessons about classroom learning/teaching/assessment from our current
hybrid/remote schooling reality that will inform practice after the pandemic?
6. Schools have been asking a lot of parents/guardians during COVID. How can we make caretakers allies in schools’ implementation of good instruction/assessment practices, without overburdening them?
7. What are some of the best practices for supporting high-quality formative and summative classroom assessment in remote contexts for students with disabilities and English learners such as the advice found in this NCEO brief?
Addressing Instructional Time from 4th Quarter• Review Fourth Quarter Standards by Grade Level••••
RILS Remote classroom assessment. 9/16/20 58
Module 6 DatesHIGHLIGHTED MATH
PRACTICECONTENT STANDARD DESCRIPTION OF MODULE
FLU
ENCY
FOCU
S
March 4th – April 23rd MAFS.K12.MP.6.1MAFS.K12.MP.7.1
MAFS.2.OA.2.2MAFS.2.NBT.2.5
Through centers and student led activities, students should demonstrate addition/ subtraction fluency for numbers 0 – 100.
TIM
EAN
DM
ON
EY
MAR
CH4TH
–AP
RIL
23RD
APPR
OXI
MAT
ELY
31 D
AYS
March 4th –Mar 31st
MAFS.K12.MP.1.1MAFS.K12.MP.4.1
MAFS.2.MD.3.7In Module 6 of Second Grade students build upon their foundation of time and money concepts. Students will investigate how to tell and write time to the nearest 5 minutes using various counting patterns including skip counting on an analog and digital clock. Students learn not only how to say the correct time, but also to show and write the same time in different ways (e.g., quarter of an hour, half past, etc.). Students will solve one- and two-step word problems involving dollar bills or coins using $ and ₡ symbols.
April 1st –April 21st MAFS.2.MD.3.8
April 22nd –April 23rd
Days intended for assessment and remediation/enrichment
Addressing Instructional Time from 4th Quarter• Review Fourth Quarter Standards by Grade Level••
RILS Remote classroom assessment. 9/16/20 59
Module 7 DatesHIGHLIGHTED MATH
PRACTICECONTENT STANDARD DESCRIPTION OF MODULE
FLU
ENCY
FOCU
S April 24th –May 28th
MAFS.K12.MP.6.1MAFS.K12.MP.7.1
MAFS.2.OA.2.2MAFS.2.NBT.2.5
Through centers and student led activities, students should demonstrate addition/ subtraction fluency for numbers 0 – 100.
GEO
MET
RY
APRI
L24
TH–
MAY
28TH
APPR
OXI
MAT
ELY
24 D
AYS
April 24th –May 4th
MAFS.K12.MP.1.1MAFS.K12.MP.4.1 MAFS.2.G.1.1
In Module 7 of Second Grade students investigate defining attributes of two-dimensional and three-dimensional shapes by describing, reasoning, and decomposing shapes to make other shapes. Students will partition rectangles into rows and columns of same-size squares and count to find the total number of them. Finally, students will partition geometrical shapes (rectangles and circles) into halves, thirds, and fourths and recognize that equal shares of identical wholes do not need to have the same shape.
May 5th –May 26th
MAFS.K12.MP.1.1MAFS.K12.MP.4.1
MAFS.2.G.1.2MAFS.2.G.1.3
May 27th –May 28th
Days intended for assessment and remediation/enrichment
Addressing Instructional Time from 4th Quarter• Review Fourth Quarter Standards by Grade Level• Strategic Timeline• Logical and Coherent• Provide Resources Day Allotment Tasks Formatives Centers LessonsMini Instructional Videos
Addressing Instructional Time from 4th Quarter• Review Fourth Quarter Standards by Grade Level• Strategic Timeline• Logical and Coherent• Provide Resources Day Allotment Tasks Formatives Centers LessonsMini Instructional Videos
Resources• Center for Assessment CenterLine blog site: https://www.nciea.org/blog
1. A Principled Approach to Classroom Assessment During Remote Learning2. What’s the Same and What’s Different about Classroom Assessment in a Remote of Hybrid
Learning Environment: • A Deep Dive into Formative Assessment• A Deep Dive into Summative Classroom Assessment
• Brookhart, S. (2020, May). Five formative assessment strategies to improve distance learning outcomes for students with disabilities (NCEO Brief #20). National Center on Educational Outcomes. https://nceo.umn.edu/docs/OnlinePubs/NCEOBrief20.pdf
• Center for Assessment (2020). Classroom Assessment Learning Modules. https://docs.google.com/document/d/1bQmol56j189QWbBTAdSUAGQnuGfEvfZ2xq3DGPrs-pw/edit
• Shepard, L. A., Diaz-Bilello, E., Penuel, W. R., & Marion, S. F. (2020). Classroom assessment principles to support teaching and learning. Boulder, CO: Center for Assessment, Design, Research and Evaluation, University of Colorado Boulder. https://www.colorado.edu/cadre/2020/02/11/classroom-assessment-principles-support-teaching-and-learning