15.10.23 (NESA) Accurate & Effective Formative Assessment ... · ©"TomSchimmer(2015)"–"Accurate&EffectiveFormativeAssessment""""" @TomSchimmer" """""[email protected]" 1" Accurate!&Effective!Formative!Assessment

www.tomschimmer.com [email protected]

Accurate & Effective Formative Assessment

Tom Schimmer

Schimmer Education Consulting @TomSchimmer

__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2015) – Accurate & Effective Formative Assessment @TomSchimmer [email protected]

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Accurate & Effective Formative Assessment

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“The formative and summative purposes of assessment can be so intertwined that they are mutually supportive rather than

conflicting. Unless this is done, formative assessment cannot achieve its full potential to improve learning,

-‐Paul Black (2013)

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“Expectations about the likelihood of eventual success determine the amount of effort people are willing to put in. Those who are convinced that they can be successful in carrying out the actions required for a successful outcome -‐ who have the self-‐efficacy -‐ are likely to try harder and persist longer when they face obstacles.”

-‐Rosabeth Moss Kanter Confidence, p. 39

“It’s not mistakes that cause winners to lose, it’s panic. Panic is a sudden, anxious feeling of loss of control, and panicking can make a small fumble worse, by causing people to lose their heads and forget to think clearly.”

-‐Rosabeth Moss Kanter Confidence, p.68

Accuracy

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Duration of Learning

Summative Assessment Verify'that'le

arning'

has'occurred

Formative AssessmentKeep'lea

rning'on'track;'

continual'improvem

ent


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Rank the essential elements from 1-‐3, with 1 being the element that gets the most attention and 3 being the element that gets the least attention. Explain your 1-‐3 order.

“Great leaders move us. They ignite our passion and inspire the best in us. When we try to explain why they are so effective, we speak of strategy, vision, or powerful ideas. But the reality is much more primal: Great leadership works through the emotions.”

-‐Daniel Goleman, Richard Boyatzis, & Annie McKee Primal Leadership: Realizing the Power of Emotional Intelligence

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The$Three$Part$Framework (Heath$&$Heath,$2010)

Direct$the$Rider:$$“What&looks&like&resistance&is&often&a&lack&of&clarity.”&

Motivate$the$Elephant:$“The&rider&can’t&get&his/her&way&by&force&for&very&long.”&

Shape$the$Path:$“What&looks&like&a&people&problem&is&often&a&situation&problem”


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Formative v. Summative Assessment Reflect on the idea of establishing a balanced assessment system to answer he following questions:

1. What are the unique aspects/characteristics of FORMATIVE and SUMMATIVE Assessment? 2. What aspects/characteristics overlap between FORMATIVE and SUMMATIVE Assessment?

Summative Assessment

Formative Assessment


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Webb’s “Depth of Knowledge” Chart

Use the depth of knowledge chart to identify curricular underpinnings within the standards

Webb, N. L., Alt, M., Ely, R., & Vesperman, B. (2005) Webb alignment tool (WAT) training manual. Madison, WI:

Wisconsin Center for Educational Research.

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Analyzing StandardsNicole Dimich Vagle (2015) “Design in 5”

1.#Circle#the#verbs#(and#other#words#that#indicate#what#students#should#do)#in#the#standards.#

• "“These"words"lead"us"to"the"cognitive"level"required"and"the"type"of"work"in"which"our"students"need"to"engage.”"(pg.#25)"

2.#Underline#key(concepts,#vocabulary(words,#and#contextual(information.#

• “Consideration"of"concepts"and"vocabulary"also"helps"inform"instruction"and"the"type"of"academic"language"pertinent"to"the"grade"level"and"content"area.”"(pg.#26)

Bloom’s Revised Taxonomy

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating/8Metacognition

(Adapted from: Anderson, L., Krathwohl, D.,Bloom, B.S. (Ed.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman, 2001.


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Thoughtful Assessment Choices Under what circumstances or conditions would each of the following assessment methods be considered most appropriate?

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Common%Guidelines %Selected%Response%Items

1. Use&a&complete&question&stem.&

2. Word&the&question&stem&positively.&

3. Avoid&using&AOTA&&&NOTA.&

4. Keep&answers&choices&equal&in&length.&

5. Three&(3)&answer&options&is&sufficient

Selected Response Assessment

Constructed Response

Performance Assessment


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Constructed Response Thomas P. Hogan (2013)

Completion*

Fill,in*

Short,Answer

Demonstrations*

Short*Projects*

Brief*written*assignments

Extended*Performances*

Term*papers,*long*projects*

Portfolios

Short, Simple

Long, Extended

CONSTRUCTED RESPONSE SOME IMPORTANT QUESTIONS

• Is$there$a$more$effective/efficient$way$for$you$to$access$the$

learning$information$you’re$seeking?$

•Are$the$students$familiar$with$the$rubric/success$criteria$and$

how$it$will$be$applied?$

• SAME$RUBRIC?$Are$there$any$shifts$in$emphasis$that$students$need$

to$be$familiar$with?$

• DIFFERENT$RUBRIC:$Have$you$identified$the$differences$between$

the$“familiar”$and$“unfamiliar”$rubrics?$

• Is$my$question$clear$and$thorough$enough$to$avoid$any$

confusion$about$what$content$to$include?

Performance*Assessment:*Intent *(Lane,*2010)

• Generalization?*Then*adequate*sampling*across*the*domain*or*discipline*is*required.**

• Finite*performance?*Then*more*speciEic*tasks*&*criteria*are*more*appropriate.*

• Formative?*Then*a*much*narrower*scope*is*more*Eitting.

Performance*Assessment:*Clarity *(Mislevy,*Steinberg,*&*Almond,*2003)

• We*must*be*clear*on*both*the*content*and*the*cognitive*processes*that*are*being*assessed.*

• What*performances*will*reveal*a*level*of*proFiciency*with*that*content*and/or*cognitive*processes.*

• What*tasks*will*most*likely*lead*to*those*performances.


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Effective Feedback

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“Feedback is most effective when it is the right kind, delivered in the right way, at the right time, and to the right person.

-‐Heidi Andrade (2013)

Right kind? Right way?

Right time? Right person?

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Five%Questions%about%Feedback

1.%%%Does%it%elicit%a%productive+response?%

2.%%%Does%it%identify%what’s+next?%

3.%%%Is%it%targeted%to%the%learner?%

4.%%%Is%it%strength4based?%

5.%%%Does%it%cause+thinking?


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Self-Assessment and Self-Regulation

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“The overall effect of the use of peers as co-‐teachers (of themselves and others) in classes is, overall, quite powerful. If the aim is to teach students self-‐regulation and control over their own learning then they must move from being students to being teachers of themselves.”

-‐John Hattie, p. 186 Visible Learning

“Leadership is not about the leader, it is about how he or she builds the confidence of everyone else. Leaders are responsible for both the big structures that serve as the cornerstones of confidence, and for the human touches that shape a positive emotional climate to inspire and motivate people.”

-‐Rosabeth Moss Kanter Confidence

Potential flaws of self-assessment

(Dunning, Heath, & Suls, 2004)

A"tendency"for"humans"to"be"overly"optimistic"about"their"own"abilities.

A"tendency"for"humans"to"believe"they"are""above"average.

A"tendency"for"humans"to""neglect"crucial"information.

A"tendency"for"humans"to"have""deficits"in"their"information.

Double Whammy!

Student'Self*Assessment (Brown'&'Harris,'2013)

1. Relationship.between.self%assessment*&*achievement?..

2. Relationship.between.self%assessment*&*self%regulation?.

3. How.do.students*perceive*&*experience.self7assessment?.

4. Relationship.between.self7assessment.accuracy*&*age/ability?.

5. Relationship.between.task*features,.methods*of.self7assessment,.and.accuracy?


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References Anderson, L., Krathwohl, D.,Bloom, B.S. (Ed.) (2001). A taxonomy for learning, teaching, and assessing: A revision

of Bloom’s taxonomy of educational objectives. Longman, 2001. Andrade, H. (2013). Classroom assessment in the context of learning theory and research. In J. H. McMillan (Ed.), Sage handbook of research on classroom assessment (pp. 17-‐34), Thousand Oaks, CA: Sage Publications. Black, P. (2013). Formative and summative aspects of assessment: Theoretical and research foundations in the context of pedagogy. In J. H. McMillan (Ed.), Sage handbook of research on classroom assessment (pp. 167-‐178), Thousand Oaks, CA: Sage Publications. Brown, G.T.L. & Harris, L. R. (2013). Student Self-‐Assessment. In J. H. McMillan (Ed.), Sage handbook of research on classroom assessment (pp. 367-‐393), Thousand Oaks, CA: Sage Publications. Chappuis, J. (2009). Seven strategies of assessment for learning. Portland, OR: Pearson Assessment Training Institute. Dunning, D., Heath, C., & Suls, J.M. (2004). Flawed self-‐assessment: Implications for health, education, and the workplace. Psychological Science in the Public Interest, 5(3), 69-‐106. Goleman, D., McKee, A., & Boyatzis, R. (2002). Primal Leadership: Learning to Lead with Emotional Intelligence. Boston, MA: Harvard Business Review Press. Hattie, J. (2012). Know thy Impact. Educational Leadership, 70(1), 18-‐23. Hattie, J. (2009). Visible Learning. New York: Routledge. Heath, C. & Heath, D. (2010). Switch: How to change things when change is hard. New York, NY: Random House. Hogan, T.P. (2013). Constructed-‐response approaches for classroom assessment. In J. H. McMillan (Ed.), Sage handbook of research on classroom assessment (pp. 275-‐292), Thousand Oaks, CA: Sage Publications. Kanter, R. M. (2004). Confidence: How winning streaks and losing streaks begin and end. New York, NY: Crown Business. Lane, S. (2010). Performance Assessment: The state of the art. Stanford, CA: Stanford University, Stanford Center for Opportunity Policy in Education. Mislevy, R.J., Steinberg, L.S., & Almond, R.G. (2003). On the structure of educational assessments. Measurement: Interdisciplinary Research and Perspectives, 1(1), 3-‐62. Vagle, N. D. (2015). Design in Five: Essential Phases to Create Engaging Assessment Practice.

Bloomington, IN: Solution Tree. Webb, N. L., Alt, M., Ely, R., & Vesperman, B. (2005) Webb alignment tool (WAT) training manual. Madison,

WI: Wisconsin Center for Educational Research.

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15.10.23 (NESA) Accurate & Effective Formative Assessment ... · ©"TomSchimmer(2015)"–"Accurate&EffectiveFormativeAssessment""""" @TomSchimmer" """""[email protected]" 1" Accurate!&Effective!Formative!Assessment