Classroom assesment summary

Classroom assesment summary

• 1.
  Classroom Assessment System Summary CUR/530 ProfessorCarolyn Jones 10/10/16
• 2.
  Research-Based Findings onEffective Classroom Assessment Finding 1: Classroom assessment feedback should provide students with a clear picture of their progress on learning goals and how they might improve. The single most powerful modification that enhances achievement is feedback. “dollops of feedback” Negative Effect – telling your students their answers are right/wrong Effective – explaining and/or ask students to continue to refine their answers (20 percentile points) Effective – displaying the results of students’ classroom assessments using graphs (26 percentile points) Effective – students’ assessment results are interpreted by a set of “rules.” (32 percentile points) Finding 2: Feedback on classroom assessments should encourage students to improve. Encouraging compared to discouraging feedback Feedback must provide students with a way to interpret low scores in a manner that does not imply failure Feedback must communicate to students that effort on their part results in more learning Finding 3: Classroom assessment should be formative. Black & Wiliam’s (1998) Formative assessment done well results in a gain of 26 percentile points No consistent definition in research Black & Wiliam’s (1998) – “all those activities undertaken by teachers and/or by students which provide information to be used as feedback to modify the teaching and learning activities in which they engage” Formative assessment can and should begin immediately within a learning episode and span its entire duration. Formative classroom assessment can take a wide variety of formal and informal formats
• 3.
  Research-Based Findings onEffective Classroom Assessment Finding 2: Feedback on classroom assessments should encourage students to improve. Encouraging compared to discouraging feedback Feedback must provide students with a way to interpret low scores in a manner that does not imply failure Feedback must communicate to students that effort on their part results in more learning Finding 3: Classroom assessment should be formative. Black & Wiliam’s (1998) Formative assessment done well results in a gain of 26 percentile points No consistent definition in research Black & Wiliam’s (1998) – “all those activities undertaken by teachers and/or by students which provide information to be used as feedback to modify the teaching and learning activities in which they engage” Formative assessment can and should begin immediately within a learning episode and span its entire duration. Formative classroom assessment can take a wide variety of formal and informal formats Finding 4: Formative classroom assessments should be frequent. There is a direct correlation in the number of formative assessments given and a strong positive effect on student achievement. Frequent Formative Feedback provides students a clear picture of what they should do to improve and track their progress.
• 4.
  Marzano's 5-step processfor Creating a Comprehensive System of Classroom Assessment Step 1: Reconstitute state and national standards. State and national standards articulate too much and are a major impediment to a comprehensive system of classroom assessment Teachers need 71% more instructional time than is currently available to address the content in state and national standards. (Marzano, Kendall, & Gaddy, 1999). The remedy-Standards documents can be modified to articulate a small number of measurement topics that address single dimensions or dimensions that are closely related Reading Comprehension Literary Analysis Structure and properties of matter Forces and motion Number sense and number systems Addition and subtraction Probability
• 5.
  Step 2 Designa scale that measures learning over time, and rewrite the standards according to the scale Rubric scale (0.0 – 4.0) 0.0 represents no knowledge of the topic even with help 1.0 indicates that with help the student shows partial knowledge of the simpler details and processes as well as the more complex ideas and processes 2.0 the student independently demonstrates understanding of and skill at the simpler details and processes but not of the more complex ideas and processes 3.0 the students demonstrates skill and understanding of all the content simple and complex that was taught in class 4.0 represents that the student demonstrates inferences and applications that go beyond what was taught in class Step 3 Teachers design formal and informal formative assessments using the scale. Teachers place measurement topics in the scale (rubric). Scale is based on Bloom’s Taxonomy Each formative assessment must have items or tasks that students must learn for each level on the rubric Level 2.0 might be fill-in-the –blank/multiple choice/matching Level 3.0 – typically constructive response Level 4.0 – comparing/classifying/creating metaphors/creating analogies/analyzing errors
• 6.
  Step 4 Usea “Value Added” approach to judging student performance. Examining the gradual increase in knowledge for specific learning goals throughout a unit. It is powerful for a student to see their progress over time. Require students to chart their progress on each learning goal Provides a visual map of their progress Allows for powerful discussions between teacher and students Teacher can discuss progress on each learning goal with each student The student and teacher are better able to communicate with parents about their child’s progress.
• 7.
  Step 5: Redesignreport cards-Better represent student performance Includes academic topics life-skill topics participation work completion behavior working in groups Traditional letter grades are no included in the report card Overall scale (rubric) score for each subject area/life skill area is averaged by overall topic scores for the subject area/life skill area
• 8.
  Strategies that canbe used at my school Provide description, explanation, or example of a new term. Ask students to restate the description, explanation, or example in their own words. Ask students to construct a picture, pictograph, or symbolic representation of the term. Engage students periodically in activities that help them add to their knowledge of the terms in their vocabulary notebooks. Periodically ask students to discuss the terms with one another Involve students periodically in games that enable them to play with terms (Marzano, 2004)
• 9.
  References Marzano, R.J. (2007).Designing a comprehensive approach to classroom assessment Reeves, D. (Ed.). Ahead of the curve: The power of assessment to transform teaching and learning (pp. 103-125). Bloomington, IN: Solution Tree Press.