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Assessing Student Learning (Assessing FOR learning (begin by giving…
Assessing Student Learning
"quality assessments arise from crystal-clear achievement targets” (Chappuis, 2012)
Purposes of assessment
formative: gathering evidence to improve learning
Plicker questions
thumbs up/thumbs downs
journal reflections
four corners (vote with your feet)
summative: to show evidence of student achievement at the end of a unit
unit tests
final projects
summative quizzes
Assessment should be used to see what students can do, not just what facts they have memorized
Assessing FOR learning
begin by giving students a clear, student-friendly learning target so they know what they will be doing and why
model strong and week work
Offer feedback consistently, pointing out both strengths and areas that need improvement
Provide structures for students to set goals and monitor their leraning
Narrow the focus of a lesson to teach one learning target at a time
Give feedback on one target at a time, and have students practice giving feedback also
Students must track progress on learning targets and reflect on their learning
Providing Feedback
must be timely! Correcting errors while students are still working is far more effective than comments they get back on work a week after it it turned in
empower students to give each other feedback or improve their own work without waiting for advice from the teacher
detach feedback from a grade, since students are likely to only focus on the grade
evaluate patterns of student errors and focus feedback on them
feedback is actionable and goal-related, not advice
Using rubrics to evaluate student performance
types of rubrics
analytic rubrics have several scales - each for different categories
holistic rubrics have one scale and consider all features of the work together
Clearly describe what a student must do to meet the learning target
Rubric criteria and descriptors should all be focused on the learning target (leave out features that are not essential to meeting the specified learning target)
How to develop a quality rubric
have a clear idea about what the final product should look like
look at a large number of student examples and sort them by quality
Sort the work into levels, looking out for typical problems
score several samples using your test rubric, making sure that the criteria are adequately focused, content is parallel at all levels, and criteria are focused
Teach students to self assess and set goals using the rburic
give students the opportunity to self-assess and revise, using the rubric as a tool
Tracking Student Learning
Track information about work habits and social skills separately from academic achievement
Record raw scores rather than percents
Set up a system in which students keep a record of their achievement, and feedback from the teacher
require students to complete formative work before taking the summative exam
Grading Practices
A single letter grade does not give a clear indication of what students can and can't do
Track progress on competencies or standards, not individual assignments (to see specifically what students need to work on)
Grades must be used to communicate, not motivate
The grade should reflect only the current level of achievement
Do not give effort-based extra credit; look for more evidence of learning
Be sure students know their current level of achievement and how it compares to the standard at all times
Questioning strategies
Plan questions in advance that align with the learning target
Conduct conferences or interviews to build relationships with students and determine their learning needs
Encourage students to ask their own questions
Use journals for student reflection
Use class discussions to evaluate understanding and enhance reasoning skills