gps_redelivery_3_science912

Georgia Performance Standards : 

Georgia will lead the nation in improving student achievement. 1 Georgia Performance Standards Day 3: Assessment FOR Learning

Training Overview: Day Three : 

Georgia will lead the nation in improving student achievement. 2 Training Overview: Day Three Reflections on Redelivery Introduction to Module Introduction to Assessment Balanced Assessment Matching Assessments to Standards Planning for Assessment Constructing Rubrics and Performance Assessments Grading Student Work

Day Three Objectives : 

Georgia will lead the nation in improving student achievement. 3 Day Three Objectives Explain why assessment is Stage 2 in the Standards-Based Education process. Identify the purpose of assessment in the classroom. Differentiate among different types of assessment and assessment formats. Given specific standard and a purpose for assessment, determine which assessment methods would be most appropriate at various times to increase student learning. Given an assessment plan for a unit, identify whether it meets best practice standards for assessment. Create a balanced assessment plan for a unit, including examples of performance tasks, rubrics, and constructed response items. Locate information about state testing programs and timelines.

Essential Question (overarching) : 

Georgia will lead the nation in improving student achievement. 4 Essential Question (overarching) What does assessment look like in a performance-based science classroom?

Standards Based Education Model : 

Georgia will lead the nation in improving student achievement. 5 Standards Based Education Model GPS Standards with Elements All Above, plus Tasks Student Work Teacher Commentary All Above Stage 1: Identify Desired Results What do I want my students to know and be able to do? Big Ideas ? Enduring Understandings ? Essential Questions --------------------------------------- Stage 2: Determine Acceptable Evidence (Design Balanced Assessments) How will I know whether my students have acquired the requisite knowledge, skills, and understandings? (to assess student progress toward desired results) Stage 3: Plan Learning Experiences and Instruction What will need to be done to provide my students with multiple opportunities to acquire the knowledge, skills, and understandings? (to support student success on assessments, leading to desired results) Skills and Knowledge

Slide 6: 

Georgia will lead the nation in improving student achievement. 6

Stephen Covey Quote : 

Georgia will lead the nation in improving student achievement. 7 Stephen Covey Quote “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now and so that the steps you take are always in the right direction.”

What is assessment? : 

Georgia will lead the nation in improving student achievement. 8 What is assessment? Assessment is the systematic observation and evaluation of student performance.

What is assessment? : 

Georgia will lead the nation in improving student achievement. 9 What is assessment? Do students know? Are they able to complete processes and demonstrate skills? Do they understand? How well do students know? How well are they able to complete processes and demonstrate skills? How well do they understand? What do students not know? What are they not yet able to do? What don’t they understand?

Speaking the same language? : 

Georgia will lead the nation in improving student achievement. 10 Speaking the same language? Create your own definition for each of the following terms related to assessment. (See next slide and handout in Participant’s Guide.) Find a partner to check on agreement or disagreement of the meaning of each term. Share findings with your group and discuss implications.

Defining our terms : 

Georgia will lead the nation in improving student achievement. 11 Defining our terms Assessment Evaluation Content Standards Performance Standards Characteristics of Science Standards Assessment for learning Assessment of learning Benchmarks Formative vs. Summative assessment Performance Assessment Authentic Assessment Rubric Checklist Feedback-adjustment process Progress Monitoring

UbD’s Continuum of Assessments : 

Georgia will lead the nation in improving student achievement. 12 UbD’s Continuum of Assessments Informal Checks Observation & Dialogue Tests & Quizzes Academic Prompts Performance Tasks See page 142 in Workbook for examples and explanations.

Stiggins’ Assessment Methods : 

Georgia will lead the nation in improving student achievement. 13 Stiggins’ Assessment Methods Selected Response Essay Performance Assessment Personal Communication

Marzano’s Assessment Items : 

Georgia will lead the nation in improving student achievement. 14 Marzano’s Assessment Items Forced-Choice Essay Short Written Response Oral Reports Performance Tasks Teacher Observation Student Self-Assessment

Assessment Formats : 

Georgia will lead the nation in improving student achievement. 15 Assessment Formats Selected Response Constructed Response Performance Assessment Informal and Self-Assessment Adapted from Marzano, Stiggins, UbD

Classroom Assessment Strategies : 

Georgia will lead the nation in improving student achievement. 16 Classroom Assessment Strategies Multiple Choice True-False Matching Selected Response Fill-in-the-blank (words, phrases) Essay Short answer (sentences, paragraphs) Diagram Web Concept Map Flowchart Graph Table Matrix Illustration Presentation Movement Science lab Athletic skill Dramatization Enactment Project Debate Model Exhibition Recital Oral questioning Observation Interview Conference Process description Checklist Rating scale Journal sharing Thinking aloud a process Student self-assessment Peer review Constructed Response Performance Assessment Informal Assessment

Group Activity : 

Georgia will lead the nation in improving student achievement. 17 Group Activity Choose one of the four assessment formats. Get a piece of chart paper and divide it into four sections. At the top, label the chart with the kind of assessment. Label the four sections: Key points, Examples, Advantages, Disadvantages. Post and report your ideas.

Example of Chart for Constructed Response : 

Georgia will lead the nation in improving student achievement. 18 Example of Chart for Constructed Response Key Points Examples Advantages Disadvantages

Achievement Target Types : 

Georgia will lead the nation in improving student achievement. 19 Achievement Target Types Knowledge/Information Skills/Processes Thinking and Reasoning Communication Adapted from Marzano

Knowledge and Skills : 

Georgia will lead the nation in improving student achievement. 20 Knowledge and Skills Facts Concepts Generalizations Rules, laws, procedures KNOWLEDGE (declarative) Skills Procedures Processes SKILLS (procedural)

Thinking and Reasoning : 

Georgia will lead the nation in improving student achievement. 21 Thinking and Reasoning Comparison and contrast Analysis of relationships Classification Argumentation Induction Deduction Experimental inquiry Investigation Problem solving Decision making -Marzano

Matching Assessments with Standards : 

Georgia will lead the nation in improving student achievement. 22 Matching Assessments with Standards -Adapted from Marzano and Stiggins Not a good choice for this target; other options preferred. Can assess under-standing of the steps of a process, but not a good choice for evaluating most skills

Small group discussion:What has to happen? : 

Georgia will lead the nation in improving student achievement. 23 Small group discussion:What has to happen? “…if assessment is not working effectively in our classrooms every day, then assessment at all other levels (district, state, national, or international) represents a complete waste of time and money.” Stiggins, 1999 If you know what a student must understand, how do you check to see if that student understands? What evidence will you use to evaluate the level of understanding? What will you do in your classroom based on the evidence you collect?

Critical Filters : 

Georgia will lead the nation in improving student achievement. 24 Critical Filters What type of evidence is required to assess the standard? (e.g., recall of knowledge, understanding of content, ability to demonstrate process, thinking, reasoning, or communication skills) What assessment method will provide the type of evidence needed? Will the task (assessment method) provide enough evidence to determine whether students have met the standard? Is the task developmentally appropriate? Will the assessment provide students with various options for showing what they know?

Performance Tasks & Assessments . . . : 

Georgia will lead the nation in improving student achievement. 25 Performance Tasks & Assessments . . . . . . often occur over time . . . result in a tangible product or observable performance . . . encourage self-evaluation and revision . . . require judgment to score . . . reveal degrees of proficiency based on criteria established and made public prior to the performance . . . sometimes involve students working with others -Marzano, Pickering, & McTighe

GRASPS : 

Georgia will lead the nation in improving student achievement. 26 GRASPS G Real-world GOAL R Real-world ROLE A Real-world Audience S Real-world Situation P Real-world Products or Performances S Standards

Slide 27: 

Georgia will lead the nation in improving student achievement. 27 What does this cartoon illustrate about perspectives of assessment?

“Unpacking is an ongoing and continual dialogue.” John Brown, ASCD : 

Georgia will lead the nation in improving student achievement. 28 “Unpacking is an ongoing and continual dialogue.” John Brown, ASCD Work in small groups. Choose a standard and element(s) you have unpacked to the Skills and Knowledge level or want to unpack. Focus on each understanding and write on chart paper how a teacher could use assessment to find evidence of the student’s understanding.

Resources for Enduring Understandings : 

Georgia will lead the nation in improving student achievement. 29 Resources for Enduring Understandings Remember that the Georgia Performance Standards in Science were based on Benchmarks for Science Literacy and National Science Education Standards. Both of these books provide the guidelines of what a student should understand. If you are unsure of the depth of understanding or want further clarification, you can refer to either of these for help. Benchmarks for Science Literacy On-line: http://www.project2061.org/tools/benchol/bolintro.htm National Science Education Standards On-line: http://www.nap.edu/readingroom/books/nses/html/

A Culminating Project/Performance Assessment Task includes : 

Georgia will lead the nation in improving student achievement. 30 A Culminating Project/Performance Assessment Task includes Instructions for the students Dimensions of the task (knowledge, understanding, skills being assessed) Scoring systems: Rubric—used to judge levels of performance Checklist—used to judge whether or not the skill or behavior has been demonstrated

A Sample Unit -- Relationships : 

Georgia will lead the nation in improving student achievement. 31 A Sample Unit -- Relationships S7L4. Students will examine the dependence of organisms on one another and their environments. d. Categorize relationships between organisms that are competitive or mutually beneficial.

A Sample G.R.A.S.P.S Culminating Project : 

Georgia will lead the nation in improving student achievement. 32 A Sample G.R.A.S.P.S Culminating Project You are a member of a team of scientists investigation deforestation of the Amazon rain forest. You are responsible for gathering scientific data (including such visual evidence as photographs) and producing a scientific report in which you summarize current conditions, possible future trends, and their implications for both the Amazon itself and its broader influence on our planet. Your report, which you will present to a United Nations subcommittee, should include detailed and fully-supported recommendations for an action plan which are clear and complete.

According to Grant Wiggins… : 

Georgia will lead the nation in improving student achievement. 33 According to Grant Wiggins… “What is to be assessed must be clear and explicit to all students: NO MORE SURPRISES! ….rubrics must accompany all major assignments and assessments.”

Slide 34: 

Georgia will lead the nation in improving student achievement. 34

A rubric is a set of rules that : 

Georgia will lead the nation in improving student achievement. 35 A rubric is a set of rules that Shows levels of quality Communicates standards Tells students expectations for assessment task Is NOT a checklist (yes or no answers) Includes dimensions (criteria), indicators and a rating scale.

Advantages of Using a Rubric : 

Georgia will lead the nation in improving student achievement. 36 Advantages of Using a Rubric Lowers students’ anxiety about what is expected of them Provides specific feedback about the quality of their work Provides a way to communicate expectations and progress Ensures all student work is judged by the same standard Disengages the “halo” effect and its reverse Leads students toward quality work.

Slide 37: 

Georgia will lead the nation in improving student achievement. 37 Far Side Gallery by Gary Larsen Pay attention that you are scoring the evidence of what you want the student to know and be able to do. How good is good enough? Don’t get confused by criteria that sounds good but doesn’t match the goal.

Basic Rubric Template : 

Georgia will lead the nation in improving student achievement. 38 Basic Rubric Template Scale Criteria Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator

Ugly Rubrics : 

Georgia will lead the nation in improving student achievement. 39 Ugly Rubrics Too wordy so that no one can understand the dimensions or indicators, let alone use them for a fair grade Checklists – Have it, don’t have it Judge each work against other items of work Judge the wrong thing so student can just jump through hoops to get a good grade.

Good Rubrics : 

Georgia will lead the nation in improving student achievement. 40 Good Rubrics Are tools Show level of quality of a performance or task Communicate standards clearly and specifically Are given to students to set expectations Show what to avoid and addresses misconceptions Are consistent and reliable Use content that matches standards and instructional emphasis

Accountability : 

Georgia will lead the nation in improving student achievement. 41 Accountability The purpose of the Georgia Testing Program is to measure the level of student achievement of the standards, to identify students failing to achieve mastery of content, to provide teachers with diagnostic information, to assist school systems in identifying strengths and weaknesses in order to establish priorities in planning educational programs.

Timeline of Test Development : 

Georgia will lead the nation in improving student achievement. 42 Timeline of Test Development Vendors Database of items Committees Field Tests Data analysis

Testing Resources : 

Georgia will lead the nation in improving student achievement. 43 Testing Resources Georgia Department of Education—Testing http://www.doe.k12.ga.us/curriculum/testing/index.asp Criterion-Referenced Competency Test (CRCT) http://www.doe.k12.ga.us/curriculum/testing/crct.asp End of Course Test (EOCT) http://www.doe.k12.ga.us/curriculum/testing/eoct.asp National Assessment of Educational Progress (NAEP) http://www.doe.k12.ga.us/curriculum/testing/naep.asp Georgia High School Graduation Test (GHSGT) http://www.doe.k12.ga.us/curriculum/testing/ghsgt.asp

Slide 44: 

Georgia will lead the nation in improving student achievement. 44

Assessment vs. Grading : 

Georgia will lead the nation in improving student achievement. 45 Assessment vs. Grading continuous process provides feedback to improve student may be formative or summative provides a means of collecting evidence of student mastery of the content standards provides a photo album of student progress through which we can observe a student’s growth a means of assigning numerical or alphabetical grade to a student’s work may be formative or summative provides a means of collecting evidence of student mastery of the content standards provides a photo album of student progress through which we can observe a student’s growth

Characteristics of Exemplary Assessment : 

Georgia will lead the nation in improving student achievement. 46 Characteristics of Exemplary Assessment Emphasizes learning process as well as product Requires active construction of meaning Assesses interdisciplinary and cross disciplinary skills Helps students self monitor Gives specific expectations for students Emphasizes the application and use of knowledge Has meaning and relevance to students Emphasizes complex skills Makes standards public and known in advance

Follow Up Assignment : 

Georgia will lead the nation in improving student achievement. 47 Follow Up Assignment Before returning for Day 4 of training, please read What Happens Between Assessments? This article is available online at: http://pdonline.ascd.org/pd_online/teachbehave/199612el_mctighe.html By the end of Day 3 of training, you should have the knowledge and skills necessary to unpack the standards and design assessment plans. Before returning for Days 4 and 5, work with other teachers in your department or your school to plan a unit of instruction all the way through Stages 1 and 2 of the Standards-Based Education process.