Assessing Student Progress

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Assessing Student Progress

Ipsative (2-stage)

compare students with themselves

pre-, post-learning

focus on making progress

Competency-based learning (assessing skills mastery)

Summative (3) Assessment OF learning

validity

Can a single test assess differentiated classroom/students?

word problems for ELL students

reliability of measurement

Dealing with cheating

affected by rater judgement (i.e. IRR)

fatigue/alertness on test day

measurement error

ways to go beyond paper+pencil

write a play script

record a podcast

Formative

integrated into learning (real-time, in-the-moment checks)

Examples

Venn Diagram (compare/contrast)

Explain key point

3 Questions

Yes/No Chart (Do/Don't Understand)

Most common misunderstandings

3 Dos and 3 Don'ts

Jigsaw

Carousel Brainstorming

4 Corners

personal whiteboard

Rating 1-10

thumbs up, thumbs down

class discussion

portfolio

journal entry

Lesson reflection

• How engaged were you with this assessment? Why?
• What did you feel most confident about? Why?
• What did you do that led to your success or confidence?
• What was the most difficult part of this assessment? Why?
• What would you do differently next time?
• What was the most confusing? Why?
• What do you know about the topic that the assessment didn’t allow you to show?

entry/exit tickets

3, 2, 1

• 3 things you didn’t know before
• 2 things that surprised you about the topic
• 1 thing you want to start doing with what you’ve learned

1-minute papers

• Most important learning from the day and why
• Most surprising concept and why
• Most confusing topic and why
• Something I think might appear on a test or quiz and why

visual what they learned

class polls/anonymous voting

impromptu quizzes

purpose

(2) Assessment AS learning (students as own assessors)

Language:

• Instead of "This counts towards your grade."
• Try "You're doing great with X but could use more practice with Y."

Delay on grades

• Hold off on giving grades
• Give comments without points deduction. Ask for reflections and corrections.

Lower the stakes:

• Design low stakes assignments focused on concept.
• Not worried about losing points.

Provide retakes:

• For the sake of learning, not raising grades.

require students ask Qs about own learning

Thinking strategy: Think, Puzzle, Explore: What Qs do you have about this topic? Connect, Extend, Question: Wha new Qs have emerged?

corrective feedback for student's confirmation bias

self-assessment

Exam Wrapper Post-exam meta-cognitive assessments

(1) Assessment FOR learning (informs planning of future learning for T and S)

ongoing/actionable feedback as a routine

for students (self-/peer) to recognize what they don't know

for teachers to plan lessons, group students, differentiate

student diagnostic (pre-assessment)

start of class/unit surveys

gaps in prerequisite learning

what students already know

Backward design (know the learning outcome)

3. Content: What materials will they need?

2. Assessment: How will students prove they know? Product to produce?

1. Objective: Desired outcome, what students should know, be able to do?

Rubrics

• Use simple language that can be understood
• Use pictures/symbols 😀🤨😕
• Use "I" language and "can do" statements ("I can write a short simple postcard")
• Description as observable behaviour (not "understand why..." Rather "I can explain why...")
• Avoid adjectives like "good" and "excellent"
• Make levels clear
• Use parallel language.
• Teach the rubric.

Content

Teach the rubric

Description must be observable

Not "understand why..."

Instead "I can explain why..."

Parallel language

"I" language

"Can do" statement

Simple, Age-appropriate

Below Standard/At Standard

Unsatisfactory/Competent

Still Learning/Sometimes/Almost always

😕🙂😁

⭐️/⭐️⭐️/⭐️⭐️⭐️

Types

Checklist

Single-Point

not easily quantified (avoids peer comparison)

no boundaries on student performance

student freedom

space to write strengths & weaknesses

Analytic

Developmental

Holistic

less/no actionable feedback

Quick to grade

Fixes for grading

peer assessment

Critical friends

Benefit:

• Change our lens towards critique.
• Become open-minded to feedback
• Willing to give support.

"When groups are able to successfully critique, they become learning organization."

Gallery Walks protocol

Peer-Feedback sentence stems

• I like...
• I wonder...

Assign students role to focus feedback on:

• Significant content
• Driving question
• In-Depth inquiry
• Public audience

Medium:

• In person
• or in online forum

Principles (Ron Berger):

1. Be kind
2. Be specific
3. Be helpful

clear rubrics = set expectations/self-track progress

have students practice using rubric on example work

Grading for Growth

Going gradeless

Student self-assessment/awareness drives effort to learn

allow students to make go back, correct/resubmit

motivate avoidant-oriented and success-oriented students

from "what's my grade?" to "What can I do better?"

through effort, earn higher scores

decided at end-of-year 1:1 conference

assessments are submitted in parent portal but directly used for grading

SE2R Narrative Feedback Model (Summarize, Explain, Redirect and request resubmission)

Summarize:

"You wrote a brief reflection on The Hunger Games, in which you mix plot details and your own personal connection."

Explain:

"The summary information demonstrates comprehension of plot elements including characterization and conflict -- elements of fiction we recently learned. I think, however, that you misidentify the rising action. I like how you show empathy for Katniss and her plight, as she faces the prospect of killing Peeta (hint: what story element is this?). Elaborating on this part would help."

Redirect and request resubmission:

"Please review the presentation on rising action on our classroom web site. Then, revise your reflection, reworking the part on rising action, in order to demonstrate understanding of the concept. Then, elaborate on your feelings about Katniss's tough decision near the end of the story. When you have finished, e-mail me or send me a message on our private message board, telling me that you've done so."