Assessment for Learning [RELO Andes Webinar]

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

Presenter:
CindySpoon
Santiago,Chile

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

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

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?

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

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).

Three Formative AssessmentTools
ExitTickets
Observation Checklists
Peer Feedback with Rubrics

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.

DURINGTHE LESSON
Compare student performance to goals & expectations
Students assess as they are working
on the task.
Teachers can assess while the work is in
progress.

AFTERTHE LESSON
Close the gap between theSs performance and the standard
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.

Application
of
Formative
Assessment

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)

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

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?

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?

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.

___ 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

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

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

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

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.)

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

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

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

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

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

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

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
I used many
adjectives and I
have lots of
Simple Writing Rubric

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

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 _________ .

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
Used many
adjectives and
have some
Used many
adjectives and I
have lots of
SimpleWriting Rubric

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?

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?

What benefits
do you see
in using
peer feedback?

* 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.

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

Assessment for Learning [RELO Andes Webinar]

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