Definition § Assessment § “The process of gathering evidence of student learning to inform education-relation decisions” (National Task Force on Assessment Education)
§ Gives justification to implement necessary instructional and learning changes § So that learning outcomes and goals can be reached (Witte, R.H., 2010) § Currently assessment has fallen short of its potential for improving student learning § There are small pockets of innovation in assessment, but not enough to impact teaching and learning in a positive way
§ Since the introduction of No Child Left Behind in 2001,
student assessment has become increasing important in Importance education. But unfortunately, those most effected by student assessment may not understand all they need to know about assessment. It is important for all stakeholders to become more informed about: § Assessment tools and strategies § Effective assessments, with clear objectives § Pros and cons of various assessment types
(What Do We Mean by Assessment Literacy?)
§ An Assessment Literate Educator understands how to gather student data (evidence) and use it as the drive Definition for supporting and improving student learning and achievement § Assessment has a clear purpose Assessment § Learning targets are clear and specific
Literate § Builds high-quality assessments
§ Cohesive with content Educator § Quality assessments produce quality (informed) instruction § Clear communication of content § Understanding by all students § Links assessment and student motivation § To motivate students towards academic success
(National Task Force on Assessment Education)
Assessment Literate Educator § Assessment Literate Educators create a high-quality assessments § Begin by setting and communicating clear and understandable learning targets for students
High Quality § Identify purpose of assessment
§ Select appropriate methods for assessing learning targets Assessments § Take the results of the learning targets and make appropriate instructional decisions for individual and groups of students
(Assessment Literacy Standards)
§ The bridge between teaching and learning are the results of an assessment Assessment Literate Educator § Student reflection with high-quality assessments and clear learning targets form a union between teaching and learning
§ Provide effective and meaning feedback during the
instructional process Feedback § Improves classroom achievement § Support and improve student learning § Improves attitudes, aspirations, and mindsets (Assessment Literacy Standards)
§ Use feedback to support and motivate students
(Witte, R.H., 2010)
§ Engage students in using their own assessment results
for reflection and goal setting (Assessment Literacy Standards) § “We don’t have one shred of research showing how summative assessments improve student learning. But we do have impressive studies showing how formative assessments FOR learning improves students’ Definition knowledge and skills.”- Dr. Rick Striggins
§ The Assessment Reform Group define assessment for
learning as “the process of seeking and interpreting Assessment for evidence for use by learners and their teachers to decide where the learners are in their learning, where Learning they need to go, and how best to get there.” (Assessment for Learning)
§ “Close the gap” between a learners’ current situation and
where they want to to be in their learning and achievement (Cambridge Assessment International Education)
§ Purpose of assessment, rather than the nature of
assessment (Cambridge Assessment International Education) Cycle
Assessment for Learning
(Cambridge Assessment International Education)
Assessment for Learning § Assessment for learning → formative assessment § Formative assessment is a process that provides feedback to adjust ongoing teaching and learning to improve students’ achievement. Formative § Provides students with clear learning targets, examples Assessment and models of strong and weak work, regular descriptive feedback, and the ability to self-assess, track learning, and set goals.
(Iowa Department of Education)
Cycle
Formative Assessment
(Iowa Department of Education)
Assessment for Learning § Assessment Literacy Standards have a balance between: § Multiple measures (formative assessment strategies, Assessment interim and summative assessments)
Literacy § Multiple uses of assessment (diagnostic, placement, and
progress)
Standards § Inclusion of students, parents, educators, and
policymakers
(What Do We Mean by Assessment Literacy?)
1. Provide students with clear and understandable vision of the learning target
2. Use examples and models of strong & weak work
3. Offer regular descriptive feedback 7 Strategies of 4. Teach students to self-assess and set goals Assessment for 5. Design lessons to focus on one learning target or
Learning aspect of quality at a time
6. Teach focused revision
7. Engage students in self-reflection and them keep track and share their learning (Chappuis, J., Striggins, R., Chappuis, S. & Arter, J., 2012) § Assessment for Learning. Key Questions. Retrieved from: https://www.assessmentforlearning.edu.au/ professional_learning/intro_to_afl/introduction_ key_questions.html
§ Cambridge Assessment International Education. What is
Assessment for Learning? Retrieved from: Resources https://cambridge-community.org.uk/professional -development/gswafl/index.html
§ Chappuis, J., Striggins, R., Chappuis, S. & Arter, J. (2012).
Classroom Assessment for Student Learning: Doing it Right- Doing it Well (2nd ed.). Boston, MA: Pearson Education, Inc. § Iowa Department of Education. Formative Assessment. Retrieved from: https://educateiowa.gov/pk 12/student-assessment/formative-assessment