Afternoon Effective Assessment Change To Improve Student Achievement

Effective Assessment Change to Improve
Student Achievement
Effective Assessment Change to Improve Student Achievement
Learning Objectives:
● To consider new research and practices in
assessment change
● To reflect on assessment practices and their
effectiveness
○ Purpose of Grading
○ Accuracy of Grading
○ Alignment of Grading
Journey with Assessment Change
● PD 2-3 year period (bring in experts
send people to conferences…(Ken
O’connor, Rick Stiggins, Jan
Chappuis, Dylan WIlliams,Tom
Schimmer, Thomas Guskey …)
● Book studies (15 Fixes, Grading
From the Inside Out, Embedded
Formative Assessment…)
● School wide PLC’s
● Implementation small steps
changing 2 practices school wide
● Whole school divisional district
changes
https://www.generationready.com/our-services/comprehensive-needs-assessment/
Key Questions To Consider:
• Is what we are doing regarding assessment effective? How do you know?
• Can we consider new ideas and fix our most broken assessment
practices?
• How can formative assessment help inform our teaching and move us
forward to improve our practices?
Common Terms
● Assessment is the “planned collection and analysis of evidence about what students know and
are able to do.”
● Marks / Scores are “the number (or letter) given to any student test, summative or performance
that may contribute to later determination of a grade.” (O’Connor)
● Reporting is the communication to students and parents of what students know and are able to
do at the end of a grading period.
● Grades are the descriptor or “symbol (number or letter) reported at the end of a period of time
as a summary statement of student performance on a report card.” (O’Connor)
KEN O’CONNOR 15 Fixes
Consider new ideas and fix our most broken assessment practices
Ken O’Connor asks these Essential Questions:
How confident are you that the grades students get in your school are:
• accurate
• consistent
• meaningful,
• supportive of learning?
If grades do not meet these four conditions of quality they are “broken,” i.e.,
ineffective.
© Ken O’Connor, 2012
Golden Circle
WHY DO WE GRADE?
Simon Sinek
Why Do We Grade?
● To communicate information or feedback to students and
parents.
● To describe how well students have achieved the learning
objectives or goals
● Grades should reflect students' performance on specific
learning criteria (standards).
● Grading is the evaluation of student learning based on
evidence of what students know and are able to do.
Break 3:00-3:30
KEN O’CONNOR 15 Fixes
Look at the handout
Example: Start with 3 FIXES VIDEO
FIX 1 Don’t include student behaviours (effort, participation, adherence to class
rules etc…) in grades; include only academic achievement
FIX 2 Don’t reduce marks on “work” submitted late; provide support for the learner
FIX 12 Don’t include Zeros in grade determination when evidence is missing or as

punishment; use alternatives, such as reassessing to determine real achievement
or use “I” for incomplete or Insufficient Evidence
FORMATIVE ASSESSMENT quick overview
Based on the Seven Strategies of Assessment FOR Learning, by Jan Chappuis
● Defining formative assessment

● Types of Formative feedback
● Selecting feedback options suited to students’ grade level
and kind of learning to be addressed
“Innovations that include strengthening the
practice of formative assessment produce
significant and often substantial learning
gains.” --Black & Wiliam, 1998
What is Formative Assessment?
● Formative assessment refers to a wide variety of methods that teachers use
to conduct in-process evaluations of student comprehension, learning needs,
and academic progress during a lesson, unit, or course. ... In other words,
formative assessments are for learning, while summative assessments are
of learning.
● Formative assessment is "assessment as learning". In other words, the

feedback is used to improve the learning.
Formative Assessment and Feedback Starting Point
1. Provide students with a clear and understandable vision of the learning

target “Where Am I Going? Clear Targets”. Use Rubrics.
2. Use examples and models of strong and weak work. (Exemplars)
3. “Where Am I Now? Effective Feedback” Offer regular descriptive feedback.
4. Selecting feedback options suited to students’ grade level and kind of learning
to be addressed.
Feedback is most effective when: initiated by the student, in
conjunction with self and/or peer assessment. ... teachers
use the kind of feedback prompt that best meets the need of
the students, at the level of support they need. teachers
provide strategies to help the student to improve.
https://faculty.londondeanery.ac.uk/e-learning/feedback/what-is-feedback
Examples of Formative Assessment and ongoing Feedback
1. QUIZZES,
2. CLASSROOM POLLS
3. EXIT/ADMIT TICKETS
4. ROUND ROBIN CHARTS
5. THINK-PAIR-SHARE
6. 3–2–1
● 3 things you didn't know before
● 2 things that surprised you
about this topic
● 1 thing you want to know more
about
1. ONE-MINUTE PAPERS
● Main point
● Most surprising concept
● Questions not answered
● Most confusing area of topic
Formative Assessment handouts
Use this form to do a Self Assessment
It can be about today’s session, another session or something personal you are
working toward
Be prepared to share it with someone at your table

Describe a Describe a
positive negative
assessment
assessment
experience you
experience you have had. Explain
have had. why it was
Explain why it negative.
was positive.
Classroom Assessment
● What has changed in assessment practices since you
were in school?
● What has stayed the same in classroom assessment
since you were in school?
● What do you hope or believe will be different with
classroom assessment in the next 10-15 years?
JUMPING IN
We need to understand the WHY and then reflect on our current practices, involve
the stakeholders and work slowly to improve or change our assessment practices.
References
Power Point Slide by Teresa Fey. AISL
https://www.generationready.com/our-services/comprehensive-needs-assessment/
https://www.edglossary.org/formative-assessment/
https://faculty.londondeanery.ac.uk/e-learning/feedback/what-is-feedback
Start with Why: How Great Leaders Inspire Everyone to Take Action, Simon Sinek, 2011
15 Fixes for Broken Grades, Ken O’Connor, 2010
On Your Mark: Challenging the Conventions of Grading and Reporting - a book for K-12 assessment policies and practices.
Thomas R. Guskey , 2014
Grading From the Inside Out: Bringing Accuracy to Student Assessment Through a Standards-Based Mindset (How to Give Students
Full Credit for Their Knowledge
). Tom Schimmer, 2016
Standards-Based Learning in Action: Moving from Theory to Practice (A Guide to Implementing Standards-Based Grading, Instruction,
and Learning)
. Tom Schimmer , Garnet Hillman , 2018

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Effective Assessment Change to Improve

• Is what we are doing regarding assessment effective? How do you know?

FIX 12 Don’t include Zeros in grade determination when evidence is missing or as

● Defining formative assessment

● Formative assessment is "assessment as learning". In other words, the

1. Provide students with a clear and understandable vision of the learning

Be prepared to share it with someone at your table

15 Fixes for Broken Grades, Ken O’Connor, 2010

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