Assessment for Learning [RELO Andes Webinar]

1. Assessment for Learning Cindy Spoon (Chile) Trenton J. Hagar, Ph.D. (Nicaragua)

2. Presenter: CindySpoon Santiago,Chile

3. Presenter: Trenton Hagar, Ph.D. Managua, Nicaragua

4. Assessment in the Classroom How do you know that students are learning? And what do you do if they are not?

5. A. every day B. once a week C. once a month D. at the end of a unit How often do you conduct assessments in your classes?

6. Summative assessment is generally seen as a final evaluative judgment. Formative assessment is generally seen as ongoing assessment to improve teaching and learning. National Council ofTeachers of English, 2013 GRADING GUIDING

7. Why Use Formative Assessment? Over 30 years of research suggest formative assessment is a vital curricular component, proven to be highly effective in increasing student learning (Black and William, 1998). By using formative assessment, teachers can target students’ specific problem areas, adapt instruction, and intervene earlier rather than later (colorincolorado.com).

8. Three Formative AssessmentTools ExitTickets Observation Checklists Peer Feedback with Rubrics

9. BEFORETHE LESSON Set goals & expectations (learning objectives) Adapted from http://www.exemplars.com/resources/formative-assessment How to Use Formative Assessment Students and teachers have the same idea of what is quality work. They have the same standards for achievement, a shared goal.

10. DURINGTHE LESSON Compare student performance to goals & expectations Adapted from http://www.exemplars.com/resources/formative-assessment How to Use Formative Assessment Students assess as they are working on the task. Teachers can assess while the work is in progress.

11. AFTERTHE LESSON Close the gap between theSs performance and the standard Adapted from http://www.exemplars.com/resources/formative-assessment How to Use Formative Assessment Teachers assess student performance and provide feedback (guidance). Students use assessment feedback to understand and improve future performances. Teachers reflect on instruction and adjust their teaching.

12. Application of Formative Assessment

13. Formative Assessment in your Class First day Week 1 Week 4 Week 7 End of Of school Semester Greetings (Oral) Identify topic and general ideas (Listening) Sharing personal information (Writing)

14. How can we assess this skill?

15. Assessment Tool #1: Exit Ticket What: Students (Ss) respond to a prompt at the end of class Ss write or draw individually for ___ minutes Teacher collects and reviews Teacher uses information to gauge comprehension and assist in lesson planning

16. Example: Exit Ticket How many students know three greetings of the day? Lesson 1 next lesson Exit Ticket Write three greetings. Good night ? See you later. Good morning! How do you know Ss are learning? AND How do you know which Ss don’t understand?

17. Good morning Good afternoon See you later Good dia Good noche Nis tu met yo Gud Good Jallo 6 students 20 students 8 students ExitTicket results What will you do in your next class?

18. A I would work in a small group with just the 8 students who had the least understanding. C I would move on to the next lesson, but greet students as they enter class using these greetings. B I would ask the 6 students who understand the task to work with the 8 students who don’t. D I would change the way I present the information and reteach this in the next class.

19. ___ A.Work in a small group with just the 8 Ss who had the least understanding. ___ B. Ask the 6 Ss who understand the task to work with those who don’t. ___ C. Move on to the next unit, but greet Ss as they enter class using these greetings. ___ D. Change the way I present the information and reteach this in the next class. What are you most likely to do? POLL

20. Assessment Tool #1: Exit Ticket Teacher Benefits: Teacher receives immediate feedback of student’s comprehension Provides documentation of Ss learning and effectiveness of lesson plan Provides teachers with input to plan the next activity/lesson Student Benefits: Low-stress assessment for Ss; a safe environment Allows Ss to reflect on the day’s lesson Promotes deeper understanding of the content/skill

21. Think of content you are teaching this week. How could you use an Exit Ticket?

22. Sort words according to grammar or spelling Provide sentence starters (Ss fill in key content) Sequencing events or steps in a process Answering a few multiple choice questions Cloze paragraph (with or without a word bank) Categorizing content or vocabulary words Use new vocabulary correctly in a response Using a specific language structure or grammar rule to respond to a prompt (orally or in writing) Other ExitTicket Ideas Source:https://americanenglish.state.gov/files/ae/resource_files/formative_assessments_part_1.pdf

25. Assessment Tool #2: Observation Checklists What: List of objectives/criteria for an activity Framework pre-selected behaviors, skills, or interactions Lists each student for easy marking Teacher observes and marks it during the activity Useful for most activities (presentations, quick write, grammar exercises, etc.)

26. Generating new main ideas or evidence Building on each other’s ideas Asking appropriate elaborative and clarifying questions Alexis √ Pia Rodrigo √ √ Marcela Ayoub √ Other behaviors you can observe: eye contact, taking turns, positive interactions Objectives Students’ Names

27. Speaking and Listening standards can only be assessed while kids are ____? Watch this teacher use a checklist to assess Ss Speaking and Listening skills.

28. Assessment Tool #2: Observation Checklists Teacher Benefits: easy to create and implement assess multiple Ss at one time Provides a snapshot of learning progress used to provide individualized feedback Clarifies learning objectives Promotes transparency Student Benefits: supports student- centered learning focused on content and/or skill used to provide individualized feedback Clarifies learning objectives/expectat ions

29. To give feedback, I would . . . A. provide individualized comments to Ss. B. meet in small groups with Ss who did not achieve the checklist objectives. C. role play with prepared sentences Ss can use in a discussion (e.g. “I have the same opinion.” or “Can you give an example?”). D. do all of the above. E. do none of the above because Ss will learn from their peers. POLL

30. How else could you use information from a checklist to provide students with feedback?

33. Assessment Tool #3: Peer Feedback & Rubrics What: List of performance categories Way for teachers to provide model and support for comments and standards Students have set standards to guide task completion Allows students to provide feedback to their peers based on set expectations Teachers can use them for evaluation

34. Capital letters I did not use capital letters on any sentences. I used capital letters on some sentences. I used capital letters on all sentences. Mechanics I never used periods or question marks. Sometimes I used periods or question marks. I always used a period or a question mark. Grammar Few of my sentences have correct subject/ verb agreement. Most of my sentences have correct subject/ verb agreement. All of my sentences have correct subject/ verb agreement. Word choice I used only a few adjectives and have some interesting details. I used many adjectives and have some interesting details. I used many adjectives and I have lots of interesting details. Simple Writing Rubric

35. Using Peer Feedback As you watch this video, consider how Ss and the teacher benefit from peer feedback and rubrics.

36. Look at the sentence starters the teacher gives the students. Students need sentence starters to support their language production.  What I think works really well is _______________.  Maybe this part would work better if you _________ .

37. Capital letters I did not use capital letters on any sentences. I used capital letters on some sentences. I used capital letters on all sentences. Mechanics I never used periods or question marks. Sometimes I used periods or question marks. I always used a period or a question mark. Grammar Few of my sentences have correct subject/ verb agreement. Most of my sentences have correct subject/ verb agreement. All of my sentences have correct subject/ verb agreement. Word choice I used only a few adjectives and have some interesting details. I used many adjectives and have some interesting details. I used many adjectives and I have lots of interesting details. Simple Writing Rubric

38. Capital letter Did not use capital letters on any sentences. Used capital letters on some sentences. Used capital letters on all sentences. Mechanics Never used periods or question marks. Sometimes used periods or question marks. Always used a period or a question mark. Grammar Few sentences have correct subject/ verb agreement. Most sentences have correct subject/ verb agreement. All sentences have correct subject/ verb agreement. Word choice Used only a few adjectives and have some interesting details. Used many adjectives and have some interesting details. Used many adjectives and I have lots of interesting details. SimpleWriting Rubric

39. Assessment Tool #3: Peer Feedback & Rubrics Teacher uses it to evaluate knowledge and skills The rubric serves as a clear evaluation system (and trains Ss to recognize what successful work looks like) Allows teacher to identify Ss strengths and weaknesses Helps teacher clarify the desired learning objectives for an assignment How do teachers benefit from Peer Feedback & Rubrics?

40. Creates a learning community (S-ctrd) Creates accountability between Ss Ss see one another as resources for understanding and checking (L models) Rubric provides transparency – Ss know expectations/grading criteria in advance Builds 21st century skills – cooperation, collaboration, other perspectives Assessment Tool #3: Peer Feedback & Rubrics How do students benefit from Peer Feedback & Rubrics?

41. What benefits do you see in using peer feedback?

42. * Be creative and design your own! *Use assessment before, during, and after lessons to provide you and yourSs with valuable feedback. *Use assessment to build autonomy in yourSs.

43. Thank you for your participation. Questions? thagar@unica.edu.ni cynthia.spoon@mineduc.cl

Assessment for Learning [RELO Andes Webinar]

Assessment for Learning [RELO Andes Webinar]

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Assessment for Learning [RELO Andes Webinar]