Reserve for the GrAde (EDUC606-03 INCLUSIVE CONTENT ASSESSMENT )
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NOTES.zipNOTES/101 Tips-1.pdf
Interactive Techniques
Adapted in part from:
Thomas A. Angelo/K. Patricia Cross, Classroom Assessment Techniques. 2nd Edition. Jossey-Bass: San Francisco, 1993.
Alison Morrison-Shetlar/Mary Marwitz, Teaching Creatively: Ideas in Action. Outernet: Eden Prairie, 2001.
Silberman, Mel. Active Learning: 101 Strategies to Teach Any Subject. Allyn and Bacon: Boston, 1996.
VanGundy, Arthur. 101 Activities for Teaching Creativity and Problem Solving. Pfeiffer: San Francisco, 2005.
Watkins, Ryan. 75 e-Learning Activities: Making Online Learning Interactive. San Francisco: Pfeiffer, 2005.
These techniques have multiple benefits: the instructor can easily and quickly assess if students have really mastered the material (and plan to dedicate more time to it, if necessary), and the process of measuring student understanding in many cases is also practice for the material—often students do not actually learn the material until asked to make use of it in assessments such as these. Finally, the very nature of these assessments drives interactivity and brings several benefits. Students are revived from their passivity of merely listening to a lecture and instead become attentive and engaged, two prerequisites for effective learning. These techniques are often perceived as “fun”, yet they are frequently more effective than lectures at enabling student learning. Not all techniques listed here will have universal appeal, with factors such as your teaching style and personality influencing which choices may be right for you. Instructor Action: Lecture
1. Picture Prompt – Show students an image with no explanation, and ask them to identify/explain it, and justify their answers. Or ask students to write about it using terms from lecture, or to name the processes and concepts shown. Also works well as group activity. Do not give the “answer” until they have explored all options first.
2. Think Break – Ask a rhetorical question, and then allow 20 seconds for students to think about the problem before you go on to explain. This technique encourages students to take part in the problem-solving process even when discussion isn't feasible. Having students write something down (while you write an answer also) helps assure that they will in fact work on the problem.
3. Choral Response – Ask a one-word answer to the class at large; volume of answer will suggest degree of comprehension. Very useful to “drill” new vocabulary words into students.
4. Instructor Storytelling – Instructor illustrates a concept, idea, or principle with a real- life application, model, or case-study.
5. Pass the Pointer – Place a complex, intricate, or detailed image on the screen and ask for volunteers to temporarily borrow the laser pointer to identify key features or ask questions about items they don’t understand.
6. Empty Outlines – Distribute a partially completed outline of today’s lecture and ask students to fill it in. Useful at start or at end of class.
7. Classroom Opinion Polls – Informal hand-raising suffices to test the waters before a controversial subject.
8. Total Physical Response (TPR) – Students either stand or sit to indicate their binary answers, such as True/False, to the instructor’s questions.
9. Hand Held Response Cards – Distribute (or ask students to create) standardized cards that can be held aloft as visual responses to instructor questions. Example: green card for true, red for false. Or hand-write a giant letter on each card to use in multiple choice questions.
10. Student Polling – Select some students to travel the room, polling the others on a topic relevant to the course, then report back the results for everyone.
11. Self-Assessment of Ways of Learning – Prepare a questionnaire for students that probes what kind of learning style they use, so the course can match visual/aural/tactile learning styles.
12. Quote Minus One – Provide a quote relevant to your topic but leave out a crucial word and ask students to guess what it might be: “I cannot forecast to you the action of ______; it is a riddle, wrapped in a mystery, inside an enigma.” This engages them quickly in a topic and makes them feel invested.
13. Everyday Ethical Dilemmas – Present an abbreviated case study with an ethical dilemma related to the discipline being studied.
14. Polar Opposites – Ask the class to examine two written-out versions of a theory (or corollary, law of nature, etc.), where one is incorrect, such as the opposite or a negation of the other. In deciding which is correct, students will have to examine the problem from all angles.
15. Pop Culture – Infuse your lectures, case studies, sample word problems for use during class with current events from the pop culture world. Rather than citing statistics for housing construction, for instance, illustrate the same statistical concept you are teaching by inventing statistics about something students gossip about, like how often a certain pop star appears in public without make-up.
16. Make Them Guess – Introduce a new subject by asking an intriguing question, something that few will know the answer to (but should interest all of them). Accept blind guessing for a while before giving the answer to build curiosity.
17. Make It Personal – Design class activities (or even essays) to address the real lives of the individual students. Instead of asking for reflections on Down’s Syndrome, ask for personal stories of neurological problems by a family member or anyone they have ever met.
18. Read Aloud – Choose a small text (500 words or less) to read aloud, and ask students to pay particular attention during this phase of lecture. A small text read orally in a larger lecture can focus attention.
19. Punctuated Lectures – Ask student to perform five steps: listen, stop, reflect, write, give feedback. Students become self-monitoring listeners.
20. Word of the Day – Select an important term and highlight it throughout the class session, working it into as many concepts as possible. Challenge students to do the same in their interactive activities.
21. Recall, Summarize, Question, Connect, and Comment – This method of starting each session (or each week) has five steps to reinforce the previous session’s material: recall it, summarize it, phrase a remaining question, connect it to the class as a whole, and comment on that class session.
22. Focused Listing – List several ideas related to the main focus point. Helpful for starting new topics.
23. Background Knowledge Probe – Use questionnaire (multi-choice or short answer) when introducing a new topic.
24. Goal Ranking and Matching – Students rank their goals for the class, then instructor combines those with her own list.
25. Interest/Knowledge/Skills Checklist – Assesses interest and preparation for the course, and can help adjust teaching agenda.
26. Documented Problem Solutions – Keep track of the steps needed to solve specific types of problems. Model a list for students first and then ask them to perform similar steps.
Instructor Action: Lecture (Small Class Size)
27. Pass the Chalk – Provide chalk or a soft toy; whoever has it must answer your next question, and they pass it on to the student of their choice.
28. Quaker Meeting – Students highlight key passages of the reading, and there is silence (like a Quaker meeting) until someone wants to read his/her out, and others follow. End with brief writing about what they learned from the sentences.
29. Town Hall Meeting – Abdicate the front of the room for a student willing to speak out on a controversial subject, and when she is done with her comment, she selects the next speaker from the hands raised.
30. The Half Class Lecture – Divide the class in half and provide reading material to one half. Lecture on that same material to the other half of the class. Then, switch the groups and repeat, ending with a recap by pairing up members of opposite groups.
31. Tournament – Divide the class into at least two groups and announce a competition for most points on a practice test. Let them study a topic together and then give that quiz, tallying points. After each round, let them study the next topic before quizzing again. The points should be carried over from round to round. The student impulse for competition will focus their engagement onto the material itself.
Student Action: Individual (many of these can be used as partnerwork or groupwork instead; or may escalate to that after some individual effort)
32. One-Minute Papers – Students write for one minute on a specific question (which might be generalized to “what was the most important thing you learned today”). Best used at the end of the class session.
33. Muddiest Point – Like the Minute Paper, but asks for the “most confusing” point instead. Best used at the end of the class session.
34. Misconception Check – Discover class’s preconceptions. Useful for starting new chapters.
35. Drawing for Understanding – Students illustrate an abstract concept or idea. Comparing drawings around the room can clear up misconceptions.
36. Circle the Questions – Pre-make a handout that has a few dozen likely student questions (make them specific) on your topic for that day and ask students to circle the ones they don’t know the answers to, then turn in the paper.
37. Ask the Winner – Ask students to silently solve a problem on the board. After revealing the answer, instruct those who got it right to raise their hands (and keep them raised); then, all other students are to talk to someone with a raised hand to better understand the question and how to solve it next time.
38. What’s the Principle – After recognizing the problem, students assess what principle to apply in order to solve it. Helps focus on problem TYPES rather than individual specific problems. Principle(s) should be listed out.
39. Haiku – Students write a haiku (a three-line poem: 5-syllables, then 7, then 5) on a given topic or concept, and then share it with others.
40. Bookmark Notes - Distribute full-length paper to be used as a bookmark for the current chapter. On it, record prompts and other “reading questions”, and require students to record their notes, observations, and objections while reading onto these bookmarks for collection and discussion in class.
41. True or False? – Distribute index cards (one to each student) on which is written a statement. Half of the cards will contain statements that are true, half false. Students
decide if theirs is one of the true statements or not, using whatever means they desire. Variation: designate half the room a space for those who think their statements are true, and the other half for false.
42. “Real-World” – Have students discuss in class how a topic or concept relates to a real- world application or product. Then have students write about this topic for homework. Variation: ask them to record their answer on index cards.
43. Concept Mapping – Students write keywords onto sticky notes and then organize them into a flowchart. Could be less structured: students simply draw the connections they make between concepts.
44. Advice Letter – Students write a letter of advice to future students on how to be successful students in that course.
45. Tabloid Titles – Ask students to write a tabloid-style headline that would illustrate the concept currently being discussed. Share and choose the best.
46. Bumper Stickers – Ask students to write a slogan-like bumper sticker to illustrate a particular concept from lecture. Variation: can be used to ask them to sum up the entire course in one sentence.
47. One-Sentence Summary – Summarize the topic into one sentence that incorporates all of who/what/when/where/why/how creatively.
48. Directed Paraphrasing – Students asked to paraphrase part of a lesson for a specific audience (and a specific purpose).
49. Word Journal – First, summarize the entire topic on paper with a single word. Then use a paragraph to explain your word choice.
50. Truth Statements – Either to introduce a topic or check comprehension, ask individuals to list out “It is true that...” statements on the topic being discussed. The ensuing discussion might illustrate how ambiguous knowledge is sometimes.
51. Objective Check – Students write a brief essay in which they evaluate to what extent their work fulfills an assignment’s objectives.
52. Opposites – Instructor lists out one or more concepts, for which students must come up with an antonym, and then defend their choice.
53. Student Storytelling – Students are given assignments that make use of a given concept in relation to something that seems personally relevant (such as requiring the topic to be someone in their family).
54. Application to Major – During last 15 minutes of class, ask students to write a short article about how the point applies to their major.
55. Pro and Con Grid – Students list out the pros and cons for a given subject. 56. Harvesting – After an experience/activity in class, ask students to reflect on “what” they
learned, “so what” (why is it important and what are the implications), and “now what” (how to apply it or do things differently).
57. Chain Notes – Instructor pre-distributes index cards and passes around an envelope, on which is written a question relating to the learning environment (i.e., are the group discussions useful?) Students write a very brief answer, drop in their own card, and pass the envelope to the next student.
58. Focused Autobiographical Sketches – Focuses on a single successful learning experience, one relevant to the current course.
59. Course-Related Self-Confidence Surveys – Simple questions that measure how self-confident students are when it comes to a specific skill. Once they become aware they can do it, they focus on it more.
60. Profiles of Admirable Individuals – Students write a brief profile of an individual in a field related to the course. Students assess their own values and learn best practices for this field.
61. Memory Matrix – Identify a key taxonomy and then design a grid that represents those interrelationships. Keep it simple at first. Avoid trivial or ambiguous relationships, which tend to backfire by focusing students on superficial kinds of learning. Although probably most useful in introductory courses, this technique can also be used to help develop basic study skills for students who plan to continue in the field
62. Categorizing Grid – Hand out rectangles divided into cells and a jumbled listing of terms that need to be categorized by row and column.
63. Defining Features Matrix – Hand out a simple table where students decide if a defining feature is PRESENT or ABSENT. For instance, they might have to read through several descriptions of theories and decide if each refers to behaviorist or constructivist models of learning.
64. What/How/Why Outlines – Write brief notes answering the what / how / why questions when analyzing a message or text.
65. Approximate Analogies – Students provide the second half of an analogy (A is to B as X is to Y).
66. Problem Recognition Tasks – Offer case studies with different types of problems and ask students to identify the TYPE of problem (which is different from solving it)
67. Switch it up! – Ask students to work on one problem for a few minutes and intentionally move to a second problem without debriefing the first one, then solve the second one and only then return to the first one for more work. A carefully chosen second problem can shed light on the first problem, but this also works well if the problems are not directly related to each other.
68. Reading Rating Sheets – Students fill out a ratings sheet on the course readings, on how clear, useful, and interesting it was.
69. Assignment Assessments – Students give feedback on their homework assignments, and evaluate them as learning tools.
70. Exam Evaluations – Students explain what they are learning from exams, and evaluate the fairness, usefulness, and quality of tests.
71. Group-Work Evaluations – Questionnaires asking how effective groupwork has been in the class.
72. Teacher-Designed Feedback Forms – Rather than use standardized evaluation forms, teachers create ones tailored for their needs and their classes. Especially useful midway through the term.
73. Writing Fables – Students write an animal fable (or at least sketch its outline) that will lead to a one-sentence moral matching the current concept discussed in class. May be done verbally instead.
Student Action: Pairs
74. Think-Pair-Share – Students share and compare possible answers to a question with a partner before addressing the larger class.
75. Pair-Share-Repeat – After a pair-share experience, ask students to find a new partner and debrief the wisdom of the old partnership to this new partner.
76. Teacher and Student - Individually brainstorm the main points of the last homework, then assign roles of teacher and student to pairs. The teacher’s job is to sketch the main points, while the student’s job is to cross off points on his list as they are mentioned, but come up with 2-3 ones missed by the teacher.
77. Wisdom of Another – After any individual brainstorm or creative activity, partner students up to share their results. Then, call for volunteers of students who found their partner’s work to be interesting or exemplary. Students are sometimes more willing to share in plenary the work of fellow students than their own work.
78. Forced Debate – Students debate in pairs, but must defend the opposite side of their personal opinion. Variation: half the class take one position, half the other. They line up and face each other. Each student may only speak once, so that all students on both sides can engage the issue.
79. Optimist/Pessimist – In pairs, students take opposite emotional sides of a conversation. This technique can be applied to case studies and problem solving as well.
80. Peer Review Writing Task – To assist students with a writing assignments, encourage them to exchange drafts with a partner. The partner reads the essay and writes a three- paragraph response: the first paragraph outlines the strengths of the essay, the second paragraph discusses the essay’s problems, and the third paragraph is a description of what the partner would focus on in revision, if it were her essay.
81. Invented Dialogues – Students weave together real quotes from primary sources, or invent ones to fit the speaker and context.
82. My Christmas Gift – Students mentally select one of their recent gifts as related to or emblematic of a concept given in class, and must tell their partners how this gift relates to the concept. The one with a closer connection wins.
83. Psychoanalysis – Students get into pairs and interview one another about a recent learning unit. The focus, however, is upon analysis of the material rather than rote memorization. Sample Interview Questions: Can you describe to me the topic that you would like to analyze today? What were your attitudes/beliefs before this topic? How did your attitudes/beliefs change after learning about this topic? How will/have your actions/decisions altered based on your learning of this topic? How have your perceptions of others/events changed?
Student Action: Groups
84. Jigsaw (Group Experts) – Give each group a different topic. Re-mix groups with one planted “expert” on each topic, who now has to teach his new group.
85. Board Rotation – Assign groups of students to each of the boards you have set up in the room (four or more works best), and assign one topic/question per board. After each group writes an answer, they rotate to the next board and write their answer below the first, and so on around the room.
86. Pick the Winner – Divide the class into groups and have all groups work on the same problem and record an answer/strategy on paper. Then, ask groups to switch with a nearby group, and evaluate their answer. After a few minutes, allow each set of groups to merge and ask them to select the better answer from the two choices, which will be presented to the class as a whole.
87. Layered Cake Discussion - Every table/group works on the same task for a few minutes, then there’s a plenary debrief for the whole class, and finally repeat with a new topic to be discussed in the groups.
88. Lecture Reaction – Divide the class into four groups after a lecture: questioners (must ask two questions related to the material), example givers (provide applications), divergent thinkers (must disagree with some points of the lecture), and agreers (explain which points they agreed with or found helpful). After discussion, brief the whole class.
89. Movie Application – In groups, students discuss examples of movies that made use of a concept or event discussed in class, trying to identify at least one way the movie-makers got it right, and one way they got it wrong.
90. Student Pictures – Ask students to bring their own pictures from home to illustrate a specific concept to their working groups.
91. Definitions and Applications – In groups, students provide definitions, associations, and applications of concepts discussed in lecture.
92. TV Commercial – In groups, students create a 30-second TV commercial for the subject currently being discussed in class. Variation: ask them to act out their commercials.
93. Blender – Students silently write a definition or brainstorm an idea for several minutes on paper. Then they form into groups, and two of them read their ideas and integrate elements from each. A third student reads his, and again integration occurs with the previous two, until finally everyone in the group has been integrated (or has attempted integration).
94. Human Tableau or Class Modeling – Groups create living scenes (also of inanimate objects) which relate to the classroom concepts or discussions.
95. Build From Restricted Components – Provide limited resources (or a discrete list of ideas that must be used) and either literally or figuratively dump them on the table, asking students in groups to construct a solution using only these things (note: may be familiar from the Apollo 13 movie). If possible, provide red herrings, and ask students to construct a solution using the minimum amount of items possible.
96. Ranking Alternatives – Teacher gives a situation, everyone thinks up as many alternative courses of action (or explanations of the situation) as possible. Compile list. In groups, now rank them by preference.
97. Simulation – Place the class into a long-term simulation (like as a business) to enable Problem-Based Learning (PBL).
98. Group Instructional Feedback Technique – Someone other than the teacher polls groups on what works, what doesn’t, and how to fix it, then reports them to the teacher.
99. Classroom Assessment Quality Circles – A small group of students forms a “committee” on the quality of teaching and learning, which meets regularly and includes the instructor.
100. Audio and Videotaped Protocols – Taping students while they are solving problems assesses the learner’s awareness of his own thinking.
101. Imaginary Show and Tell – Students pretend they have brought an object relevant to current discussion, and “display” it to the class while talking about its properties.
102. Six Degrees of “RNA Transcription Errors” – Like the parlor game “Six Degrees of Kevin Bacon” (in which actors are linked by joint projects), you provide groups with a conceptual start point and challenge them to leap to a given concept in six moves or fewer. One student judge in each group determines if each leap is fair and records the nature of the leaps for reporting back to the class.
103. Replace Discussion Boards - Create a Facebook “group” (private/invite only) and use the Wall as the class discussion board. Students are notified by home page notification when someone replies to their thread.
104. Notify Students Quickly – Posting to Facebook will reach your students much faster than an email, because most of them check Facebook regularly.
105. Fan Page - An alternative to a group is a “fan” page, which has the advantage that your “status updates” will show up for students on their Live Feed. Disadvantage: some students turn off Live Feed and only see status updates of their friends.
106. Direct Facebook Friendship - Allowing your students to “friend” you will give you unfettered access to them (unless they’ve set up a special role for you), but more importantly, your status updates will be visible to them on the home page (unless they block you manually). Disadvantage: too much information will be revealed on both sides, unless both you and the students set up “lists” with limited access allowed.
107. Report from the Field – Students use smart phones to record their observations while witnessing an event/location related to the course of study, capturing more honest and spontaneous reactions
108. Twitter Clicker Alternative - In large classes, a hashtag can amalgamate all posts by your students in one place, giving them a free-response place to provide feedback or guess at a right answer. Also useful for brainstorming.
109. Backchannel Conversations in Large Classes – unlike a whispered conversation, a Twitter conversation (searchable by agreed-upon hashtag) becomes a group discussion. Students may also help out other students who missed a brief detail during the lecture.
110. Follow an Expert – Luminaries in many disciplines, as well as companies and governmental agencies, often publish a Twitter feed. Reading such updates provides a way to stay current.
111. Tweeted Announcements - Instead of Blackboard, use Twitter to send out announcements like cancelled classes.
112. Twitter Pictures and URLs - Twitpic and other services allows for photo upload to twitter; bit.ly and other “link shorteners” allow for pasting long URLs as short ones.
113. Student Summaries - Make one student the “leader” for tweets; she posts the top five important concepts from each session to twitter (one at a time); other students follow her feed and RT for discussion/disagreements
114. Quick Contact - Since sharing cell phone numbers is risky, instructors may wish to let students follow them on Twitter and send Direct Messages that way.
115. Community-Building - A Twitter group for your specific class creates inclusiveness and belonging.
116. Twitter Projects - Tweetworks and other apps can enable student groups to communicate with each other more easily.
117. Brainstorm - Small Twitter assignments can yield unexpected brainstorming by students, since it’s happening “away” from the LMS.
118. Twitter Poll - PollDaddy and other apps enable Twitter to gather interest, information, attitudes, and guesses.
119. Post Links - News stories and other websites can be linked via Twitter (services such as bit.ly will shorten URLs).
YouTube
120. Video Demonstrations - Using a webcam, record a demonstration relevant to your topic and post it to YouTube.
121. Student Videos - Student projects, presentations, or speeches can take the form of video instead of PowerPoint, and uploaded for the class to see.
122. Closed Eyes Method – To prevent students at home from “reading” presentations (such as poem recitations) that were supposed to be memorized for YouTube upload, require them to give the performance with their eyes closed.
123. Interactive Video Quizzes - Using annotations (text boxes) and making them hyperlinks to other uploaded videos, instructors can construct an on-screen “multiple choice” test leading to differentiated video reactions, depending on how the student answers. Requires filming multiple videos and some editing work.
124. Movie Clips - Show brief segments of popular movies to illustrate a point, start a conversation, have students hunt for what the movie gets wrong, etc.
125. Embed Into PowerPoint - YouTube videos can be embedded into PPT as long as there is an active Internet connection; create a Shockwave Flash object in the Developer tab, and add the URL for “Movie” in the properties (the URL will need to replace “watch?=v/” with just “/v/”). Alternative: use one-button plugin from iSpring Free.
126. Shared Account – Instructor creates a generic YouTube username/account and gives the password to everyone in the class, so student uploads all go to the same place.
Wikis
127. Group Wiki Projects - Instead of emailing a document (or PPT) back and forth, student groups can collaborate in real time with a free wiki such as wikispaces.com
128. Wiki Class Notes - Offering a class wiki for the optional sharing of lecture notes aids students who miss class, provides a tool for studying, and helps students see the material from more than one perspective.
Blogs
129. Questions to Students - Use the blog to “push” questions and discussion prompts to students like you would email, but in a different forum.
130. Provide Links - The native HTML nature of the blog makes it easy to give links to news stories and relevant websites.
131. Substitute for Blackboard Discussion Board - Students can comment on each post (or previous comment) and engage in a dialogue that is similar to Blackboard, but while out in the Internet in general.
132. Electronic Role Play - Students create their own blogs, and write diary-type entries while role-playing as someone central to your content.
Creating Groups
133. Quick Division – Divide your class into two roughly equal segments for simultaneous, parallel tasks by invoking their date of birth: “if your birthday falls on an odd-numbered
day, do task X…if your birthday is even, do task Y.” Other variations include males and females, months of birth, odd or even inches in their height (5’10” vs 5’11”).
134. Question and Answer Cards – Make index cards for every student in the class; half with questions about class content; half with the right answers. Shuffle the cards and have students find their appropriate partner by comparing questions and answers on their own cards.
135. Telescoping Images – When you need the class to form new groups, craft sets of index cards that will be grouped together by theme, and randomly pass them out for students to seek the other members of their new groups. Example: one set of four index cards has pictures of Europe on a map, then France, then the Eiffel Tower, then a person wearing a beret (thematically, the images “telescope” from far away to close up, and the students must find others in their particular set of telescoping images).
136. Speed Sharing – Students write definitions, concepts, quiz questions, etc. on index cards and form two concentric circles, facing each other. For thirty seconds (or 60), they share their knowledge with the person opposite them. Then, the outer circle “rotates” so that everyone has a new partner, and the sharing is repeated. This can be done until each student has completed the circuit.
137. Trio Rotation – Group students into threes, and arrange the groups into a large circle. Each team of three works on a problem. Then, each team assigns a 1, 2, and 3 number to each person. The 1’s stay put, but the 2’s rotate clockwise and the 3’s rotate counterclockwise. Newly formed teams then work on a new problem.
138. Go to Your Post – Tape a sign onto opposite sides of the walls with different preferences (different authors, skills, a specific kind of problem to solve, different values) and let students self-select their working group
139. Four Corners – Put up a different topic in each corner of the room and ask students to pick one, write their ideas about it down, then head to “their” corner and discuss opinions with others who also chose this topic.
Icebreakers
140. Introduce Your Partner’s Non-Obvious Trait – Students partner up and are tasked with learning one thing about the other person that is not obvious by looking at them. Then, they introduce their partner to the larger class. Instructors can use this time to record a crude seating chart of the students and begin to learn their names.
141. Scrapbook Selection – Put students in groups and give each group a big pile of printed photos (best if laminated – maybe different shapes/sizes?) Ask them to choose one as a group that epitomizes their reaction/definition of the topic being discussed, and explain why.
142. Brush with Fame – Students relate their closest encounter with someone famous, even if it has to be a story about something that happened to a friend or relative.
143. Name Game – Students form circles in groups of 8-10 and one at a time state their name with an alliterative action: “I’m Jumping James!” Optimally, they should perform the action as well. They proceed around the circle, stating names and performing the actions, adding names one at a time, until the last person in the circle will have to say everyone’s name and perform all the actions.
144. Human Bingo – Students become acquainted at the start of a semester by performing a scavenger hunt you design as a handout: “find someone who dislikes carrots, someone who owns a German car, someone who has read a book about submarines, etc.”
145. Line Dance – Students line up according to their level of agreement on a controversial subject: strong agreement on one side, strong disagreement on the other.
146. Two Truths and a Lie – Go around the room and ask each student to relate two true statements and one falsehood about themselves, without giving away which is false.
Games (Useful for Review)
147. Crossword Puzzle – Create a crossword puzzle as a handout for students to review terms, definitions, or concepts before a test. Some online websites will automate the puzzle creation.
148. Jeopardy – Play jeopardy like the TV show with your students. Requires a fair amount of preparation.
149. Pictionary – For important concepts and especially terms, have students play pictionary: one draws images only, the rest must guess the term.
150. Super-Password – Also for concepts and terms; one student tries to get his partner to say the key term by circumlocution, and cannot say any of the “forbidden words” on a card prepared ahead of time.
151. Guess the Password – The instructor reveals a list of words (esp. nouns) one at a time and at each point, ask students to guess what key term they are related to. The hints become increasingly specific to make the answer more clear.
152. Twenty Questions – Assign a person, theory, concept, event, etc to individual students and have the partner ask yes/no questions to guess what the concept is. Also works on a plenary level, with one student fielding the questions from the whole class.
153. Hollywood Squares – Choose students to sit as “celebrities” at the front of the class. Variation: allow the celebrities to use books and notes in deciding how to help the contestants.
154. Scrabble – Use the chapter (or course) title as the pool of letters from which to make words (e.g., mitochondrialdna) and allow teams to brainstorm as many words as possible from that list, but all words must be relevant to this test. Variation: actually play scrabble on boards afterward.
155. Who am I? - Tape a term or name on the back of each student, out of view. Each student then wanders about the room, posing yes/no questions to the other students in an effort to guess the term on his own back.
Interaction Through Homework
156. Find the Company – Students search the Internet for a corporation that makes use of concepts/ideas from class, and must defend their choice in the next class session.
157. Diagnostic Learning Logs – Students track main points in lecture and a second list of unclear points. They then reflect on and analyze the information and diagnose their weaknesses.
158. Process Analysis – Students track the steps they take to finish an assignment and comment on their approaches to it.
159. Productive Study-Time Logs – Short records students keep on how long they study for a class; comparison allows those with lesser commitment to see the disparity.
160. Double-Entry Journals – Students note first the important ideas from reading, and then respond personally.
161. Paper or Project Prospectus – Write a structured plan for a term paper or large project.
162. Annotated Portfolios – Student turns in creative work, with student’s explanation of the work in relation to the course content and goals.
Student Questions
163. Student Questions (Index Cards) – At the start of the semester, pass out index cards and ask each student to write a question about the class and your expectations. The cards rotate through the room, with each student adding a check-mark if they agree this question is important for them. The teacher learns what the class is most anxious about.
164. Student Questions (Group-Decided) – Stop class, group students into fours, ask them to take five minutes to decide on the one question they think is crucial for you to answer right now.
165. Questions as Homework – Students write questions before class on 3x5 cards: “What I really wanted to know about mitochondrial DNA but was afraid to ask...”
166. Student-Generated Test Questions – Students create likely exam questions and model the answers. Variation: same activity, but with students in teams, taking each others’ quizzes.
167. Minute Paper Shuffle – Ask students to write a relevant question about the material, using no more than a minute, and collect them all. Shuffle and re-distribute, asking each student to answer his new question. Can be continued a second or third round with the same questions.
Role-Play
168. Role-Playing – Assign roles for a concept, students research their parts at home, and they act it out in class. Observers critique and ask questions.
169. Role Reversal – Teacher role-plays as the student, asking questions about the content. The students are collectively the teacher, and must answer the questions. Works well as test review/prep.
170. Jury Trial. Divide the class into various roles (including witnesses, jury, judge, lawyers, defendant, prosecution, audience) to deliberate on a controversial subject.
171. Press Conference – Ask students to role-play as investigative reporters asking questions of you, the expert on the topic. They should seek a point of contradiction or inadequate evidence, hounding you in the process with follow-up questions to all your replies.
172. Press Conference (Guest Speaker) – Invite a guest speaker and run the class like a press conference, with a few prepared remarks and then fielding questions from the audience.
173. Analytic Memo – Write a one-page analysis of an issue, roleplaying as an employer or client.
Student Presentations
174. Fishbowl – A student unpacks her ideas and thoughts on a topic in front of others, who take notes and then write a response. Avoid asking questions.
175. Impromptu Speeches – Students generate keywords, drop them into a hat, and self- choose presenters to speak for 30 seconds on each topic.
176. Anonymous Peer Feedback – For student presentations or group projects, encourage frank feedback from the observing students by asking them to rip up a page into quarters and dedicating comments to each presenter. Multiple variations are possible in “forcing” particular types of comments (i.e., require two compliments and two instances of constructive feedback). Then, ask students to create a pile of comments for Student X, another pile for Student Y, and so on.
177. PowerPoint Presentations – For those teaching in computer-mediated environments, put students into groups of three or four students. Students focus their attention on a chapter or article and present this material to the class using PowerPoint. Have groups conference with you beforehand to outline their presentation strategy and ensure coverage of the material.
Brainstorming
178. Brainstorming on the Board – Students call out concepts and terms related to a topic about to be introduced; the instructor writes them on the board. If possible, group them into categories as you record the responses. Works to gauge pre-existing knowledge and focus attention on the subject.
179. Brainstorming Tree – While brainstorming on the board, circle the major concepts and perform sub-brainstorms on those specific words; the result will look like a tree blooming outward.
180. Brainstorming in a Circle – Group students to discuss an issue together, and then spend a few minutes jotting down individual notes. One person starts a brainstorming list
and passes it to the student to the right, who then adds to the list and passes it along again.
181. Chalk Talk – Ask students to go to multiple boards around the room to brainstorm answers to a prompt/assignment, but disallow all talking. Can also be done in groups.
Online Interaction
182. Online Chat (All-Day) – For classes meeting at least partially in an online environment, instructors can simulate the benefits gained by a chat-room discussion (more participation from reserved instructors) without requiring everyone to meet in a chat room for a specific length of time. The day begins with a post from the instructor in a discussion board forum. Students respond to the prompt, and continue to check back all day, reading their peers’ posts and responding multiple times throughout the day to extend discussion.
183. Online Chat (Quick) – To gauge a quick response to a topic or reading assignment, post a question, and then allow students to chat in a synchronous environment for the next 10 minutes on the topic. A quick examination of the chat transcript will reveal a multitude of opinions and directions for further discussion. In online environments, many students can “talk” at once, with less chaotic and more productive results than in a face-to-face environment.
184. Online Evaluation – For those teaching in online environments, schedule a time which students can log on anonymously and provide feedback about the course and your teaching. Understand, however, that anonymity online sometimes breeds a more aggressive response than anonymity in print.
185. Pre-Class Writing – A few days before your computer-mediated class begins, have students respond in an asynchronous environment to a prompt about this week’s topic. Each student should post their response and at least one question for further discussion. During the face-to-face meeting, the instructor can address some of these questions or areas not addressed in the asynchronous forum.
186. E-Mail Feedback – Instructor poses questions about his teaching via e-mail; students reply anonymously.
NOTES/25QuickFormativeAssessments.pdf
New York • Toronto • London • Auckland • Sydney Mexico City • New Delhi • Hong Kong • Buenos Aires
Judith Dodge
ASSESSMENTS FORMATIVE
for a Differentiated Classroom
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Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012.
Editor: Joanna Davis-Swing Cover design: Jorge J. Namerow Interior design: Kelli Thompson
ISBN-13: 978-0-545-08742-1 ISBN-10: 0-545-08742-2
Copyright © 2009 by Judith Dodge. All rights reserved. Published by Scholastic Inc.
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 15 14 13 12 11 10 09
Acknowledgments
Thank you to Carol Ann Tomlinson, who continues to inform my work in this field
Thank you to Debra Steinroder, Jill Simpson, and Lisa Drewes, who took many of the ideas in this book and piloted them with their students, often improving them and making them more useful for others
Thank you to Noel Forte, who worked with me on the technology connections, making this book more current
Thank you to the countless teachers in over 75 school districts with whom I have worked over the past twenty years, exploring together how to refine the art and science of teaching and learning
A special thanks to the teachers in the following school districts, who eagerly shared their work, ideas, and students sample with me so that we could spread those ideas to others: Elmont, Freeport, Herricks, South Huntington, North Merrick, Mineola, Middle Country, Westhampton Beach
Thank you to Jen Maichin, a special education teacher, who pointed out how the assessment strategies in this book could help teachers implement the federal mandates of Response to Intervention in their general education classrooms
Thank you to Mike Mildon, who helped me finally go digital with my strategies
Thank you to my family, who has been so supportive during the process of completing this book
Thank you to my parents for always believing in me; they would have been so proud
And thank you to the team at Scholastic, including Joanna Davis-Swing, my editor, who continue to support me as a teacher of teachers
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Introduction What Are Formative Assessments and Why Should We Use Them? . . . . . . . . 4 Using a Variety of Formative Assessments . . . . . . . . . . . . . . . . . . . . . . . . . 5 Types of Assessment Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 How to Use the Assessments in This Book . . . . . . . . . . . . . . . . . . . . . . . . . 6 Keeping Track of the Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Differentiating Instruction in Response to Formative Assessments . . . . . . . . 7 Formative Assessment Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Designing Tiered Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Gathering Multiple Sources of Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . 10 25 Quick Formative Assessments: Quick Reference . . . . . . . . . . . . . . . . . 11
Section 1: Summaries and Reflections 1. Dry-Erase Boards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 2 . QuickWrite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 3 . WriteAbout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 4. S-O-S Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 5 . 3-2-1 Summarizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 6. My Opinions Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 7. My Textbook Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 8. FactStorming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Section 2: Lists, Charts, and Graphic Organizers 9 . My Top Ten List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 1 0 . Matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 1 1 . Noting What I’ve Learned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 1 2 . List-Group-Label . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 1 3 . Web Wind-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Section 3: Visual Representations of Information 1 4 . Picture Note Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 1 5 . QuickWrite/QuickDraw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 1 6 . Unit Collage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 1 7 . Photo Finish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 1 8 . Filming the Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 1 9 . Flipbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 20. SmartCards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Section 4: Collaborative Activities 2 1 . Turn ’n’ Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 22. Headline News! Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 2 3 . Four More! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 24 . Find Someone Who . . . Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 2 5. Carousel Brainstorming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Reproducibles Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Contents
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Introduction
What are Formative assessments and Why should We use them?
F ormative assessments are ongoing assessments, observations, summa- ries, and reviews that inform teacher instruction and provide students feedback on a daily basis (Fisher & Frey, 2007). While assessments are always crucial to the teaching and learning process, nowhere are they
more important than in a differentiated classroom, where students of all levels of readiness sit side by side. Without the regular use of formative assessment, or checks for understanding, how are we to know what each student needs to be successful in our classroom? How else can we ensure we are addressing students’ needs instead of simply teaching them what we think they need?
Traditionally, we have used assessments to measure how much our students have learned up to a particular point in time (Stiggins, 2007). This is what Rick Stiggins calls “assessment of learning” and what we use to see whether our students are meeting standards set by the state, the district, or the classroom teacher. These summative assessments are conducted after a unit or certain time period to determine how much learning has taken place.
Although Stiggins notes that assessments of learning are important if we are to ascribe grades to students and provide accountability, he urges teachers to focus more on assessment for learning. These types of assessment—formative assessments—support learning during the learning process.
Since formative assessments are considered part of the learning, they need not be graded as summative assessments (end-of-unit exams or quarterlies, for example) are. Rather, they serve as practice for students, just like a meaning- ful homework assignment (Chappuis & Chappuis, 2007/2008). They check for understanding along the way and guide teacher decision making about future instruction; they also provide feedback to students so they can improve their performance. Stiggins suggests “the student’s role is to strive to understand what success looks like and to use each assessment to try to understand how to do better the next time.” Formative assessments help us differentiate instruc- tion and thus improve student achievement.
When I work with teachers during staff development, they often tell me they don’t have time to assess students along the way. They fear sacrificing coverage and insist they must move on quickly. Yet in the rush to cover more, students are actually learning less. Without time to reflect on and interact meaningfully with new information, students are unlikely to retain much of what is “covered” in their classrooms.
Formative assessments, however, do not have to take an inordinate amount of time. While a few types (such as extended responses or essays) take considerably more time than others, many are quick and easy to use on a daily basis. On balance, the time they take from a lesson is well worth the information you gather and the retention students gain.
“Informative assessment isn’t an end in itself, but the beginning of better instruction.”
Carol ann Tomlinson (2007/2008, p. 11)
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Using a Variety of Formative Assessments
The National Forum on Assessment (1995) suggests that assessment systems include opportunities for both individual and group work. To provide you with a comprehensive repertoire, I have labeled each assessment as Individual, Partner, Small Group, or Whole Class (see chart, page 11). Listening in on student partners or small-group conversations allows you to quickly identify problems or misconceptions, which you can address immediately. If you choose a group assessment activity, you will frequently want to follow it up with an individual one to more effectively pinpoint what each student needs. Often, the opportunity to work with others before working on their own leads students toward mastery. The group assessment process is part of the learning; don’t feel you must grade it. The individual assessment that follows can remain ungraded, as well, although it will be most useful if you provide some feedback to the learner, perhaps in the form of a brief comment or, at the very least, a check, check-plus or check-minus, with a brief verbal explanation about what each symbol indicates (You have mastered the skill, You need more practice, etc.).
By varying the type of assessment you use over the course of the week, you can get a more accurate picture of what students know and understand, obtaining a “multiple-measure assessment ‘window’ into student understand- ing” (Ainsworth & Viegut, 2006). Using at least one formative assessment daily enables you to evaluate and assess the quality of the learning that is taking place in your classroom and answer these driving questions: How is this student evolving as a learner? What can I do to assist this learner on his path to mastery?
Types of Assessment Strategies
I have chosen a variety of quick ways for you to check for understanding and gather “evidence” of learning in your classroom. In this book, you will find four different types of formative assessments.
■ Summaries and Reflections Students stop and reflect, make sense of what they have heard or read, derive personal meaning from their learning experiences, and/or increase their metacognitive skills. These require that students use content-specific language.
■ Lists, Charts, and Graphic Organizers Students will organize information, make connections, and note relationships through the use of various graphic organizers.
■ Visual Representations of Information Students will use both words and pictures to make connections and increase memory, facilitating retrieval of information later on. This “dual coding” helps teachers address classroom diversity, preferences in learning style, and different ways of “knowing.”
■ Collaborative Activities Students have the opportunity to move and/or communicate with others as they develop and demonstrate their understanding of concepts.
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How to Use the Assessments in This Book
The quick formative assessments found within this book are designed for easy implementation in any classroom. Almost all can be used, with a little modifi- cation, throughout grades 3–8 and across the curriculum. A few are better for either younger or more sophisticated learners. Each strategy is labeled for easy identification by grade level on the list of strategies found on page 11.
You can choose any of the 25 quick assessments in this book to measure learning in your classroom. For each strategy, I will provide the following.
■ Introduction A description of the strategy and the relevant research behind it. I will explain how the strategy supports differentiated instruction.
■ Step-by-Step Instructions Steps for introducing and modeling the strategy for students
■ Applications Suggestions regarding what you can assess with the strategy
In addition, for many strategies you’ll find:
■ Tips for Tiering Any ideas specific to the strategy for supporting struggling learners and challenging advanced learners that may not appear in the Introduction of this book
■ TechConnect Ideas for integrating technology with the formative assessment
■ Reproducibles and/or Completed Samples of Student Work
All reproducibles in the book are on the enclosed CD. I’ve also included variations of some forms that are only on the CD. See page 95 for a complete list of the CD contents.
Exit Cards One of the easiest formative assessments is the Exit Card. Exit Cards are index cards (or sticky notes) that students hand to you, deposit in a box, or post on the door as they leave your classroom. On the Exit Card, your students have written their names and have responded to a question, solved a problem, or summarized their understanding after a particular learning experience. In a few short minutes, you can read the responses, sort them into groups (students who have not yet mastered the skill, students who are ready to apply the skill, stu- dents who are ready to go ahead or to go deeper), and use the data to inform the next day’s or, even, that afternoon’s instruction.
Feedback provided by the Exit Cards frequently leads to the formation of a needs-based group whose members require reteaching of the concept in a different way. It also identifies which of your students do not need to participate in your planned whole-group mini-lesson, because they are ready to be challenged at a greater level of complexity.
Several of the formative assessments contained in this book can be used as Exit Cards. In the table on page 11, I have placed an asterisk next to those assessments that you can use as an Exit Card to quickly sort and group students for subsequent instruction.
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Keeping Track of the Data
When you use formative assessments, you must keep track of the data that you collect. The easiest way to observe and assess student growth is to walk around your room with a clipboard and sticky notes. As you notice acquisition of a new skill or confusion and struggle with a skill, record the student’s name and jot down a brief comment. Consider keeping a folder for each child in which you insert any notes that you make on a daily basis. This process will help you focus on the needs of individual students when you confer with each child or develop lessons for your whole class.
Another way to keep track of the data is to use a class list such as the one on page 8. On this sheet, you can note specific skills and record how each student is doing. You can use a system of check-minus, check, and check-plus or the numbers 4, 3, 2, 1 to indicate student proficiency with the skill.
Differentiating Instruction in Response to Formative Assessments
Thomas R. Guskey suggests that for assessments to become an integral part of the instructional process, teachers need to change their approach in three important ways. They must “1) use assessments as sources of information for both students and teachers, 2) follow assessments with high-quality corrective instruction, and 3) give students second chances to demonstrate success” (2007).
Once you have assessed your learners, you must take action. You will be able to help your students achieve success by differentiating your instruction based on the information you have gathered. Ask yourself, “Who needs my attention now? Which students need a different approach? Which students are not learning anything new, because I haven’t challenged them?” “Tiering” your activities for two or three levels of learners is usually what is called for after a review of assessment data. We must be prepared to provide both corrective activities and enrichment activities for those who need them. An important caveat to keep in mind, however, is that the follow-up, corrective instruction designed to help students must present concepts in new ways and engage students in different learning experiences that are more appropriate for them (Guskey, 2007/2008). Your challenge will be to find a new and different pathway to understanding. The best corrective activities involve a change in format, organization, or method of presentation (Guskey, 2007/2008).
After using any of the formative assessments contained in this book, you can choose from among the suggestions on page 9 to scaffold your struggling learners or challenge your advanced learners. The suggestions for struggling learners will help students during their “second-chance” learning on the road toward mastery. The suggestions for advanced learners will challenge those students who, in my opinion, are frequently forgotten in mixed-ability classrooms. With these easy adjustments to your lesson plans, you will be able to respond to the diverse readiness needs of students in your heterogeneous classroom.
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Assessment of: ___________________________________________________________________
Now what? The next step . . . Use the information gathered to design tiered activities . See page 9 for ideas on how to tier follow-up learning activities
Students List Specific Skills: Record �, 3, 2, 1
Formative Assessment Data Collection
4= Advanced 3=Proficient 2=Developing 1=Beginning
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■ Offer teacher direction (reteaching with a different method).
■ Allow the student to work with a reading partner, study buddy, or learning partner. (Buddy-up an English language learner (ELL) with another student.) This will provide peer support for collaborative learning.
■ Allow students to use class notes, textbooks, and/or other classroom resources to complete the task.
■ Provide a model or exemplar (of a similar problem solved or a sample of the type of writing expected).
■ Furnish step-by-step directions; break down the task. ■ Provide hints or tips. ■ Color-code different elements; highlight for focusing;
provide “masks and markers” for focused attention on specific text.
■ Provide sentence strips, sticky labels with terms, or manipulatives (plastic coins, Judy clocks, Unifix
cubes, fraction tiles, number lines, algebraic tiles, calculators, etc.).
■ Provide a partially completed graphic organizer or outline.
■ Provide out-of-sequence steps for students to reorganize. ■ Provide a cloze (fill-in-the-blank) paragraph (with or
without a word box) for students whose language is extremely limited or for those who struggle with grapho-motor skills.
■ Give a framed paragraph or essay (with sentence starters to help organize the writing).
■ Provide guided questions. ■ Supply a word bank and definitions. ■ Support with visuals, diagrams, or pictures. ■ Provide words on labels for students to simply pull off
and place appropriately. ■ Allow additional time.
Scaffolding Struggling Learners
■ Design activities that are more complex, abstract, independent, and/or multistep.
■ Pose a challenge question or task that requires them to think beyond the concrete and obvious response (from the newly learned material) to more abstract ideas and new use of the information.
■ Require more complex expression of ideas: different types of sentences, synonyms, more than one adjective or action (verb) to describe what’s happening.
■ Require that metaphors and similes, idiomatic expres- sions, or specific literary elements be included in their writing.
■ Ask students to make text-to-text and text-to-world connections (more abstract than text-to-self connections).
■ Require students to note relationships and point out con- nections among ideas: compare and contrast; cause and effect; problem and solution; sequence, steps, or change over time; advantages and disadvantages; benefits; etc.
■ Ask students to tell the story from a different point of view. ■ Ask students to place themselves into the story or time
period and write from the first-person point of view. ■ Ask students to consider “What if?” scenarios. ■ Provide multistep math problems. ■ Include distracters. ■ Do not provide a visual prompt. ■ Ask students to suggest tips or hints that would help
others who struggle to make sense of the information ■ Provide a problem or model that does not work; have
students problem-solve. ■ Have students create their own pattern, graph, experi-
ment, word problem, scenario, story, poem, etc. ■ Have students use the information in a completely new
way (Design an awareness campaign about … ; Create a flier to inform …; Write/give a speech to convince …; Write an article to educate …; Write an ad to warn others about …; Design a program to solve the problem of …. )
Challenging Advanced Learners
Designing Tiered Activities Addressing Student Needs at Different Levels of Readiness
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10
Gathering Multiple Sources of Evidence
In differentiated classrooms everywhere, a resounding mantra is “Fair is not equal; fair is getting what you need.” Assessments enable us to determine what students need. But for our assessments to be accurate, we need multiple measures of student understanding. We need evidence gathered over time in different ways to evaluate how effective the teaching and learning process has been. Tomlinson and McTighe (2006) suggest that when we gather a “photo album” rather than a “snapshot” of our students, we can differentiate instruction based on a more accurate evaluation of our students’ learning needs.
I wish you success as you gather your own “photo album” of your students and choose from a variety of reflective, unique, and engaging assessment tools. This book offers you an “assessment tool kit” to choose from as you create a classroom that is continually more responsive to the needs of your diverse learners. These assessments will provide you and your students “evidence” of their learning and help them on their journey to greater achievement in school.
W ith the reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004) under No Child Left Behind, schools are searching for ways to implement the newly required Response to Intervention (RTI) model . This new way of delivering intervention to struggling students encompasses a three-tiered model .
Tier 1 interventions include monitoring at-risk students within the general education classroom, ensuring that each student has access to a high-quality education that is matched to his or her needs . RTI focuses on improving academic achievement by using scientifically based instructional practices .
According to the National Association of State Directors of Special Education (2005), Tier 1 strategies encompass “alternative assessment which utilizes quality interventions matched to student needs, coupled with formative evaluation to obtain data over time to make critical educational decisions .” Not to be confused with tiered activities, which are a cornerstone of a differentiated classroom (where one concept is taught at two or three levels of readiness), Tier I activities are any of the in-class interventions class- room teachers provide to assess and monitor their at-risk students .
The evidence-based formative assessments provided in this book are excellent methods for classroom teachers to measure the progress of their Tier 1 students .
Response to Intervention (RTI)
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11
summariEs & rEflECtions Verbal-linguistic & interpersonalSection 1
Gr. 3–� Gr. �–� I • P •G • C Assessments TechConnect Page #
✓ ✓ I • P •G • C ■ Dry-Erase Boards ✓ 13
✓ ✓ I ■ QuickWrite✱ ✓ 1�
✓ ✓ I ■ WriteAbout✱ ✓ 1�
✓ ✓ I ■ S-O-S Summary ✱ 1�
✓ ✓ I ■ 3-2-1 Summarizer✱ 22
✓ ✓ I ■ My Opinions Journal ✓ 2�
✓ I ■ My Textbook Page ✓ 2�
✓ G• I ■ FactStorming ✓ 32
✱ Can be used as Exit Cards
I–Individual P–Partner C–Whole Class G–Small Group
lists, Charts, and GraphiC orGanizErs logical-MatheMaticalSection 2
Gr. 3–� Gr. �–� I • P •G • C Assessments TechConnect Page #
✓ ✓ I ■ My Top Ten List ✱ 3�
✓ ✓ I • P •G ■ Matrix �1
✓ ✓ I ■ Noting What I’ve Learned ��
✓ ✓ I • P •G ■ List-Group-Label (LGL) ��
✓ ✓ I • P •G ■ Web Wind-Up ✓ �0
Visual rEprEsEntations of information spatial Section 3
Gr. 3–� Gr. �–� I • P •G • C Assessments TechConnect Page #
✓ I ■ Picture Note Making ✱ ✓ �3
✓ ✓ I •G ■ QuickWrite/QuickDraw!✱ ��
✓ ✓ I ■ Unit Collage ✓ ��
✓ ✓ I ■ Photo Finish ✓ �3
✓ ✓ I ■ Filming the Ideas ✓ ��
✓ ✓ I ■ Flipbooks ✓ �3
✓ ✓ I ■ SmartCards ✱ ✓ ��
CollaboratiVE aCtiVitiEs Kinesthetic & interpersonalSection 4
Gr. 3–� Gr. �–� I • P •G • C Assessments TechConnect Page #
✓ ✓ P ■ Turn ’n’ Talk ✓ �0
✓ P •G ■ Headline News! Summary ✓ �2
✓ ✓ C ■ Four More! ��
✓ ✓ C ■ Find Someone Who ... Review �1
✓ ✓ G•C ■ Carousel Brainstorming ✓ ��
All forms are available on the companion CD
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T he strategies that follow are summaries and
written reflections. Relying heavily on verbal-
linguistic skills and focusing mostly on intrapersonal
intelligence, students are asked to reflect upon their
own learning. They must reorganize information to make
meaning for themselves. Brooks and Brooks (cited in
McLaughlin & Vogt, 2000) note that from a constructivist
point of view, learning is understood as a process that
incorporates concrete experience, collaborative discourse,
and reflection. Following are eight strategies that invite
students to summarize and reflect after their learning
experiences.
Summaries and Reflections
Section 1
12
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1. If you have a class set of dry-erase boards, have two students pass one out to each classmate . This assigned job can rotate and can include collecting them at the end of the day and, occasionally, cleaning them of any remaining ink .
2. As students record and illustrate on the boards, pass among the desks, assessing student understand- ing . You might carry a clipboard to make notes about misconceptions or different ideas for sharing with students at the end of the activity .
Step-by-Step
Dry-Erase Boards Using dry-erase boards has been a standard strategy in classrooms where teachers encour- age consistent student engagement . However, there
are many classrooms where dry-erase boards sit on
shelves or in closets gathering dust, remnants of a
forgotten, or underused, technique for energizing
classrooms . Let me share an important reason for
digging them out and dusting them off .
Assessment is immediate with the use of a
dry-erase board . When students raise their boards
during class to offer responses to a question or
problem, you get on-the-spot information . You can
see if students are incorporating new knowledge,
and which areas, if any, are presenting confusion .
Depending upon your assessment of student under-
standing, you can instantly change the direction of
your lesson or reteach a part of it .
Dry-erase boards can be used for any subject . They are, however, particularly useful for math, language arts, and foreign-language review, practice, and enrichment . See page 14 for a sample lesson in language arts .
The dry-erase board is flexible and ideal for use in a differentiated classroom . Among the myriad tasks you can design for dry-erase boards are answer- ing questions, solving math problems, illustrating concepts, generating lists, composing sketches, and creating graphic organizers .
Whenever you feel the need to reengage your learners, you can create a brief activity with the dry- erase boards . You can use them from time to time
throughout the day, for short practice, or for reflection . They can be used for warm-ups, homework review, or guided practice . They can be used by individual students, partners, or small groups . Visual learners are aided by the use of images and colors . Tactile-kines- thetic learners are supported by the physicality of writ- ing or drawing, raising the boards, and the interactive environment they create .
You can use the boards as “Entrance Cards,” on which students write or draw something that makes a connection to the previous day’s lesson . This practice is effective in activating prior knowledge, and I’ve found it to be highly motivating as well .
Applications
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There are many teacher stores and online distributors that sell class sets of individual dry-erase boards or paddle dry-erase boards (with handles for easier student use) . Do an Internet search for “dry-erase boards” and you’ll find thousands .
Most teachers, however, have budgetary con- straints and find that class sets are too expensive for them to purchase (up to $100 per set) . Instead, they make their own . It’s easy . Go to a home improvement store and purchase one sheet of shower board—this is the material that is placed behind the tiles in a shower . It comes in 8' x 4' sheets and is white and shiny . One board costs around ten dollars . Many teachers have reported in online blogs that if you tell the salesperson that you are a teacher, he or she will accommodate you by cutting the board into 12" x 12" individual boards .
After having the board cut into the smaller size, cover the edges with duct tape . Ask your students to bring in old clean socks to serve as erasers . You will have to supply dry-erase pens, which can last the year, if properly taken care of (remind students to replace caps immediately when not in use) .
After a while, the ink leaves marks that are hard to remove from the shower board . I found an excel- lent idea online from a teacher who suggested treating the boards with car wax before using them to help keep marks from becoming permanent . There are many products that can be used every once in a while to completely clean the boards . The savings incurred by making the boards yourself is worth the occasional time you or your students will need to clean them thoroughly .
Tips for Making Your Own Dry-Erase Boards!
This activity will encourage students to write fuller, richer sentences. ■ First, have students write a simple sentence
on their board—for example, “Damien runs” or “Mary studies.”
■ Then, pull one card at a time from a set of cards with the following words written on them: How? Where? When? With whom? Why?
■ As you pull one card at a time from the box, direct students to erase and rewrite their sentence to include the new information.
■ Have two or three students share their sentences after each rewriting.
Language Arts: expanding sentences
The makers of SMART Board technology have created a new gadget that allows for on-the-spot assessment . These interactive clickers, or Senteos, allow the teacher to prepare an “Ask the Audience” portion of a lesson to instantly measure and view graphs of student understanding .
For more info: www .smarttech .com (search: Senteo) .
Using the free Web tool SurveyMonkey to assess students is another option . Unlike the handheld de- vices, SurveyMonkey doesn’t provide instant access to information . However, the results can be retrieved from the Web site or stored for later use .
A tutorial for SurveyMonkey can be found at http://www .surveymonkey .com/Home_Videos .aspx .
TechConnect
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1. Either midway through a lesson or at the end, provide students with a large sticky note, an index card, or a half-sheet of paper .
2. Advise students that they will have two (or three) minutes to reflect on what they have just learned and write about it .
3. State the prompt you want students to respond to . You may pose a question, ask for a summary
Step-by-Step
QuickWrite
A QuickWrite is a brief, timed writing activity . Giving students two or three minutes to reflect on and summarize their learning in
writing allows them to make sense of what they
have been studying .
A series of QuickWrites can be kept in a journal, allowing students to revisit what they have learned over time . You can collect the journals periodically and provide written feedback to your students .
Applications
Have students create a “TalkAbout” instead of a Quick- Write . Using a microphone connected to a computer and the free audio-capturing software that comes with Windows (Start/Programs/Accessories/Entertainment/ Sound Recorder), students will record their responses to the prompts instead of writing them . For students in
a differentiated classroom who would find it easier to speak than to write, this option would provide an appropriate alternative assessment .
■ For about $50, teachers can purchase a Webcam to attach to the computer so students can videotape themselves providing the summary.
TechConnect
of the content, require a list of steps, ask for an analysis of the work, or request the use of specific content-area vocabulary in a wrap-up of the topic under study . The more specific the prompt, the better the response .
4. Have a few students share their reflections with the class . Alternatively, you can collect the QuickWrites as Exit Cards .
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1. At the end of your lesson, provide a WriteAbout sheet to students (page 18) . (TIP: If you photocopy these pages on colored paper, they will be easy to find later when needed for studying.)
2. Model for the class how you would complete a WriteAbout . Depending upon the grade of your stu- dents, you may need to model several times . Brainstorm key words and draw a picture to represent the main idea .
3. Demonstrate how to write a summary using the key words on the list . Show students how you check off the terms as you use them and circle them in your writing .
4. Let partners talk and complete a WriteAbout together .
5. After a few practice opportunities with a partner, students should be ready to complete a WriteAbout on their own .
6. Collect this assessment and provide feedback to students . Provide a simple check or check-plus to indicate the individual’s level of mastery . Share with your class what a check or check-plus means . (A check means that you understand most of the terms and ideas, but still have to master others. Please notice any circles, question marks, or questions that I have written on your paper to help guide your next steps in learning.)
7. Plan your instruction for the next day so that it fills any gaps in class understanding and/or includes flexible grouping for a follow-up tiered activity .
Step-by-Step
WriteAbout
Research has shown that summarization yields some of the greatest leaps in comprehension and long-term retention of information (Wormeli,
2005) . A WriteAbout is a concrete tool for summa-
rization in which students use key vocabulary terms
(the language of the content area) to synthesize their
understanding in a paragraph as well as represent
key ideas graphically . Combining both verbal-linguis-
tic and spatial intelligences, this assessment tool is a
favorite of many students .
Debra Steinroder models a WriteAbout for her fifth-grade students using a poster-size version of a WriteAbout.
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The WriteAbout is also a useful tool for homework . It provides an opportunity for students to synthe- size the key understandings of the day’s lesson .
Keep in mind, however, that this assessment is designed for a single concept within a larger unit . Don’t use it, for example, to see what students have learned about the Civil War . Use it to see what they have learned about the Underground Railroad, the advan- tages held by the North or South, or Reconstruction after the war .
Teachers have used the WriteAbout paragraphs successfully with their “Expert Groups” in a Jigsaw review activity (See Dodge, 2005 for a more detailed
explanation about the Jigsaw Activity .) Briefly, stu- dents are assigned a Home Base Group and each is given a different subtopic, question, reading, or problem to complete . They then move into Expert Groups to work with others given the same assign- ment . There, each student completes his own Write- About . When he/she returns to the original Home Base Group, each Expert contributes his/her piece to the group’s poster on the whole topic . This poster or product represents a group assessment . To check for individual understanding, follow up with several short-response questions .
Applications
Using a software program like Kid Pix or the free paint tool that comes with Windows, students can draw the pictures, symbols, or steps . Then, using the paint tool found in either program, they can write their paragraph .
I n addition to the ideas on page 9, consider the following . To support struggling learners: Duplicate the Write-
About template with the vocabulary terms already printed on it . (Provide definitions, if you feel they are necessary)
Tips for Tiering!
Students use A WriteAbout to help them process the information they have been learning in a unit on animal adaptations. They check off the vocabulary terms and circle them in their writing as they use the key words in context. (This template is available on the CD.)
TechConnect
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■
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■ ■
■
Draw a picture or write symbols in this box to summarize the topic
List Key Words about the topic
❑ _______________________________________________________
❑ _______________________________________________________
❑ _______________________________________________________
❑ _______________________________________________________
❑ _______________________________________________________
❑ _______________________________________________________
❑ _______________________________________________________
❑ _______________________________________________________
❑ _______________________________________________________
Paragraph: Summarize your learning by using the terms above in a paragraph about the topic. Check off the terms as you use them. Then circle the terms in your paragraph.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
WriteAbout
__________________________________________________________________________________Topic
Name _________________________________________________________ Date ______________________
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S-O-S Summary
An S-O-S Summary is an assessment that can be used at any point in a lesson . The teacher presents a statement (S), asks the
student’s opinion (O) (whether the student agrees
or disagrees with the statement), and asks the
student to support (S) his or her opinion with
evidence . This summary can be used before or
during a unit to assess student attitudes, beliefs,
and knowledge about a topic . It can be used at
points throughout a unit or lesson to assess what
students are coming to understand about the
topic . And it can be used at the end of a unit to
see if attitudes and beliefs have been influenced
or changed as a result of new learning .
■ Read the following statement: ______________ What does it mean?
■ What’s your opinion? Circle one: I agree I disagree
■ Support your opinion with evidence (facts, data, reasons, examples, etc.).
S-O-S
This fifth grade student is using the S-O-S Summary to practice writing an English Language Arts essay on characterization—without all of the writing. Reacting to the given statement, she provides her opinion with brief, bulleted responses, supporting her opinion with evidence. (This template is available on the CD.)
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The S-O-S Summary is excellent practice for essay writing without all of the writing . It helps students choose a point of view and support it with evidence presented in brief bulleted points . Teachers can use it frequently because it requires much less time than an essay—both to write and to assess .
The S-O-S Summary is also good practice for students who are required to complete DBQs (document-based questions) in social studies, write critical-lens essays in English Language Arts, or ponder ethical dilemmas in science . Each of these tasks requires students to take a stand on a particular issue and support their point of view with evidence, facts, and examples .
Applications
I n addition to the ideas on page 9, consider the following . To challenge advanced learners: If you have a ma-
ture class, capable of independent, critical thinking, you can make this activity more complex . Ask half of the class to agree with the statement and the other half to disagree with it; have students complete an S-O-S Summary from their assigned viewpoint . Then hold a debate . Have the two groups stand on
opposite sides of the room with their S-O-S Summary in hand and encourage the two sides to defend their opinions orally by using all of the facts, data, and examples they have written . Then, ask students to return to their seats and write the very best argument they can for the opposite viewpoint . This is an excellent exercise for developing listening skills; arguing from a particular viewpoint; and deconstructing conflicts in literature, history, and everyday life .
Tips for Tiering!
1. Provide students with an S-O-S Summary sheet (page 21) .
2. Write a statement (not a question!) on the board for students to copy . This activity works best when the statement is one which can be argued from two points of view (see sample statements in box below) .
3. Give students five minutes to agree or disagree with the statement by listing facts, data, reasons,
examples, and so on that they have learned from class discussion, reading, or media presentations .
4. Collect the S-O-S Summary sheet to assess student understanding .
5. Make decisions about the next day’s instruction .
Step-by-Step
■ The main character is a hero.
■ Recycling is not necessary in our community.
■ If you are young, it’s not important to have good health habits.
■ The city is the best place to live.
■ The Industrial Revolution produced only positive effects on society.
■ You don’t need to know math to live comfortably in the world.
Sample Statements
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■
■
■ S-O-S Summary
Read the following statement:______________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
What does it mean?________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
What’s your opinion? Circle one: I agree I disagree
Support your opinion with evidence (facts, reasons, examples, etc.).
■
■
■
Name _________________________________________________________ Date ______________________
Read the following statement:______________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
What does it mean?________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
What’s your opinion? Circle one: I agree I disagree
Support your opinion with evidence (facts, reasons, examples, etc.).
■
■
■
Name ________________________________________________________ Date ______________________
✁
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NOTES/Classroom Assessments and Grading That Work.pdf
Classroom Assessment and Grading
That Work
One Day Overview
Author: Robert J. Marzano
Presenter: B. McGarvey
Marzano Research Lab [email protected]
January, 2009
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 1
1
Classroom Assessment & Grading
From Research to Practice 2Resources
Designing
& Assessing Educational Objectives
Applying the New Taxonomy
Robert J. Marzano John S. Kendall
Nature of Knowledge & Learning
Assessment & Grading
3
1. If changes in classroom formative assessment and grading are going to work and be sustained, all aspects of the system of curriculum, instruction, and assessment must work together.
2. The flaws in the present system are significant and they profoundly influence students.
3. There is a compelling body of research, as well as massive anecdotal evidence, that support changing formative assessment & grading practices to significantly enhance students’ learning.
4. It is possible, and feasible, to gradually change our classroom formative assessment and grading practices.
LEARNING GOALS: “Understandings” Participants will increase understanding of the following:
4
6. To track student learning on academic topics
LEARNING GOALS: “Skills”
Participants will increase their ability:
7. To provide students with a clear picture of their progress on specific learning goals and how they might improve
5. To identify academic topics
8. To use a grading scale that provides consistent feedback and encourages students to improve.
5
I. INTRODUCTION:
ŹWelcome - Outcomes ‘n Agenda ŹPrime-the-Pump!
II. CREATING DISEQUILIBRIUM!
ŹFlaws in the Current System ŹThe Research on Feedback ŹAccountability in Education
Why Change?
II. TRACKING STUDENT PROGRESS
ŹAbout Learning Goals ŹCharting Progress ŹSeparating out Academic and Non-Academic Feedback
What Changes?
6
III. UNPACKING the STANDARDS (A new format!!)
ŹMeasurement Topics
- In a Scoring Scale Format - From Points & Percentages to Rubrics
THIS ALL ORGANIZES THE CURRICULUM IN A SCORING SCALE FORMAT….
clear and useful!
What Changes?
☺
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 2
7
IV. GRADING PRACTICES…..Formative Feedback ŹAssigning Topic Grades
ŹAssigning Final Grades for Academic Topics and Non-Academic Factors
ŹAbout Averaging….About Zeroes!
ŹReporting Out Progress Reports….Report Cards…Transcripts
ŹPolicy Work
What Changes?
V. CLOSING:
ŹReflecting on the Days
- Insights - Questions - Next Steps 8
Why Do We Need
to Make Changes?
Creating Disequilibrium!
1. Flaws in the current Grading System
Three areas that underscore the need to change our feedback system:
2. The Research on Effective Feedback
3. Accountability in Education 10
FLAWS IN THE CURRENT
SYSTEM
11
“GRADES” – From the Students’ Point of View
MIDDLE SCHOOL GIRL: I’d like the report cards to be, like, so if you let’s say out of the 9 weeks that we were doing it before we get our report card; we’re working on this one certain thing in math and we get let’s say a “D” and then we get a “C” a “B” and an “A”. And then on the report card, I think we should get our best grade.
HIGH SCHOOL GIRL: I have photography class and I have taken it for three years and I took it again. And I have an “A+” in that class and I know nothing. I have never done anything. I don’t show him any work. He gave me an “A”. We just talk all the time and I don’t think it is fair ‘cause other kids, like, do stuff and they don’t get a good grade or anything and I feel bad. Then I have an English class where I turn in all my work and I don’t have a good grade at all. And she just, like, – it goes on favorites with her. If you’re her favorite, she’ll give you an “A”. If you’re not, she won’t pass you or whatever.
12
PARENT: Recently we got a letter from the results of the “turnover testing” that the kids have to take. And it said that they were congratulating my husband and I on my son being the third smartest or most intelligent child in his age group for the nation. And yet when I look at my son’s report card he’s an average - there are average grades – C’s a few B’s
HIGH SCHOOL BOY: Say a math teacher teaches you just how to do a problem, then he’ll give you a homework set with those problems on ‘em. You have to, like, go home and do it and then the next day he comes and grades you. And you just have one night to listen, and maybe you didn’t understand it, or you need more help, and there wasn’t enough class time. And you try to go home and do the problem; you can’t, and then, the next day have to turn it in and they grade it and they count you off ‘cause you didn’t know how to do it or you are just practicing and but then you may start to get it later on, but then, you got a bad grade on it the first time you did it and maybe now you got a good grade but it still lowers it down because the first time you may not have known what you were doing
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 3
13
MIDDLE SCHOOL GIRL: Well, when I get a “D” on my report card, sometimes I get scared ‘cause it’s, like, well, what am I going to do. What is it that I am doing wrong. And then I try to figure out what I am doing wrong so I can improve on it.
ELEMENTARY BOY: I think it would be good if they gave us two grades because we want to know if we’re smart in class and we want to know if we’re doing good in class.
HIGH SCHOOL BOY: I think that the teachers should spend more time on one lab instead of trying to move so fast. I think basically their goal is not to teach sometimes their goal is to just get the book or get whatever you are going through done. (Interviewer: What do you wish they would do different?) Slow down! And, like, make sure each kid knows what they’re doing. And like, put more into the class or just put more into each student than into one big class.
14
HIGH SCHOOL GIRL: I don’t think my report card grades were fair at all because I had to miss some school for a family problem and I would still get in all the work and stuff and they didn’t…they wouldn’t…they’d give me, like, a really bad grade and I would show them and tell them what was going on and they didn’t seem to, like, give any affection to whatever, you are like any other student and you can just turn it in and it doesn’t matter what is happening.
ELEMENTARY BOY: In art, where I’d be trying my best, and she was just giving me C’s and D minuses and stuff. And, I didn’t know what she wanted me to do ‘cause I was just trying as hard as I could. Then, the last semester, she gave me one C and two B’s.
ELEMENTARY GIRL: It depends on our attitude and our behavior. So, they write down what they think of us. It isn’t, like, they just that they write down what they are supposed to. I think it is good that we fail because we are talking because we know they said be quiet and don’t talk.
15
PARENT: I think grades are very detrimental to the children. I have kids that are, that school is very easy to and I have children that are in the learning handicap program. I think the comments are very essential on the report cards, but, I think, the grades are very opinionated. I have had some kids come home from school, do no homework at all, and get an A in the class and the same, and then another child in the same class, struggle, struggle, and struggle, work and work and work and do poorly in the class because of personality conflicts.
HIGH SCHOOL GIRL: A lot of times they, like, rush so hard, like, teach you so many things. That, like, it just blows by, like math and stuff. I learned Algebra and Geometry and I have no idea how to do it now. It’s…I learned it back then and got a good grade. But, it’s…they try to put too much in and teach you too much, like, just to get it done for their curriculum or whatever their reasoning is.
16
(that you see!)
in the Current Grading System
…and so…..What’s the Fix??
Activity
List the Flaws
The definition of Grading in Standards-Based Education
Grades are FEEDBACK to the Learner on the degree to which he/she has the knowledge in standards (benchmarks, indicators, learning goals…etc) at a particular point in time.
18
THE THREE
PARADIGM SHIFTS FOR GRADING IN A STANDARDS-BASED EDUCATIONAL SYSTEM
1. Our purpose is to develop talent – not to sort and select talent.
2. Grades as a feedback system vs a rewards/punishment system
3. Mass customization of education vs mass production of education
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 4
19
Why Do We Need
to Make Changes?
Creating Disequilibrium!
1. Flaws in the current Grading System
Three areas that underscore the need to change our feedback system:
2. The Research on Effective Feedback
3. Accountability in Education
21
THE RESEARCH ON
FEEDBACK
22
John Hattie
(reviewed 7,827 studies on learning and instruction)
Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”
…reported that providing students with specific information about their standing in terms of particular objectives increased their achievement by 37 percentile points.
23
9. Home Atmosphere
10. Learned Intelligence and
Prior Knowledge
11. Motivation & Interest
Student
6. Instruction
7. Classroom Management
8. Curriculum Design
Teacher
1. Guaranteed and Viable Curriculum
2. Clear Goals and Effective Feedback
3. Parent & Community Involvement
4. Safe & Orderly Climate
5. Staff Collegiality & Professionalism
School
WHAT WORKS IN SCHOOLSFactors That Influence LEARNING
24
Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Cues, questions, and advance organizers
Instructional Strategies That Influence LEARNING
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 5
25
1. Feedback should be “corrective” in nature.
2. Feedback should be timely.
3. Feedback should be specific to a criterion.
4. Students can effectively provide their own feedback.
Generalizations from the Research on “Providing Feedback”
26
% ile
im pr
ov em
en t i
nc re
as e
0
20
80
100
40
60
Starting percentile 50th
Starting percentile 50th
Teacher assessment effectiveness
Student Achievement
Increase of 34%ile to 84%ile 13%ile increase
to 63%ile
Impact of improving……………….
classroom assessment effectiveness
27
% ile
im pr
ov em
en t i
nc re
as e
0
20
80
100
40
60
Starting percentile 50th
Starting percentile 50th
Teacher assessment effectiveness
Student Achievement
28%ile increase to 78%ile
Increase to 99th
percentile
Impact of improving……………….
classroom assessment effectiveness
28
Like most things in education, classroom assessment enhances student achievement under certain conditions only (Marzano)
# 1. Feedback from classroom assessments should provide students
with a clear picture of: - their progress on learning goals, and
- how they might improve
# 2. Feedback from classroom assessment should encourage
students to improve.
# 3. Classroom assessment should be formative in nature.
# 4. Formative classroom assessments should be quite frequent.
The Conditions (hmm – criteria):
29
Feedback from classroom assessments should
provide students with a clear picture of:
- their progress on learning goals, and
- how they might improve
Condition # 1
30
# of studies Characteristic of Feedback from Classroom Assessment
Percentile Gain/Loss
6 Right/wrong -3
39 Provide correct answers 8.5
30 Criteria understood by student vs. not understood
16
9 Explain 20
4 Student reassessed until correct
20
Bangert-Drowns, Kulik, Kulik, & Morgan, 1991
Which Assessment/Feedback works Best?
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 6
31
# of studies Characteristic of Feedback from Classroom Assessment
Percentile Gain/Loss
89 Displaying results graphically
26
49 Evaluation by rule [uniform way of interpreting
results of classroom assessments using a tight
logic)
3249 Evaluation by Rule
32
Fuchs & Fuchs 1988
Uniform way of interpreting results of classroom assessments using a tight logic
Which Assessment/Feedback works Best?
32
Failure avoidant
Feels controlled by external
forces
Success oriented
Believes success results from
effort.
Feedback from classroom assessments should encourage students to improve.
Condition # 2
33
FormativeFrequent
Condition # 3 Condition # 4
34
Formative assessments are defined as any activity that can be used to “provide information to be used as feedback to modify the teaching and learning activities in which [students’] engage.”
(Black and William as quoted in Marzano)
35
Why Do We Need
to Make Changes?
Creating Disequilibrium!
1. Flaws in the current Grading System
Three areas that underscore the need to change our feedback system:
2. The Research on Effective Feedback
3. Accountability in Education
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 7
37
ACCOUNTABILITY IN EDUCATION
38
Complex Reasoning Standards
Exit Outcomes
Content Standards
In our schools, students are:
with this content knowledge
to practice getting better at these life-long learning habits
doing these kinds of things
Un its
of
Stu dy Effective Communicator
Collaborative Worker Involved Citizen Quality Producer Complex Thinker Knowledgeable Person Self-directed Learner
What Do We Want Our Students to Know, Be Able To Do, and Be Like?
39
Complex Reasoning Standards
Content Standards
Life-long Learning Standards
Evid ence
Of
Stud ent
Lea rnin
g
© 1995, B. McGarvey, South Portland, Maine
40
Complex Reasoning Standards
Content Standards
Life-long Learning Standards
Evid ence
Of
Stud ent
Lea rnin
g
© 1995, B. McGarvey, South Portland, Maine
Basic Literacy……………..In-depth Understanding
Sources of Evidence
(data)??
ASSESSING STUDENT LEARNING
DISTRICT ASSESSMENTS • Screenings • Standardized Tests • Performance
Assessments and Demonstrations
STATE ASSESSMENT • MEA
CLASSROOM ASSESSMENTS • Products • Performances • Portfolio • Tests, Quizzes • Observations
41
What Changes Do We Need
to Make? 42
A G rad
ual Tra
nsfo rma
tion Use Formative Assessment to Monitor and Encourage
Student Learning
Establish Grading Practices
(Policies) that Accurately
Reflect Student Learning
Continuously Monitor Student
Learning and Adjust Learning
Experiences Accordingly
Align Reporting Forms &
Procedures to the Grading
Practices
Step 1
Step 2
Step 3
Step 4The Changes!
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 8
43
Use Formative Assessment to Monitor and Encourage
Student Learning
Establish Grading Practices
(Policies) that Accurately
Reflect Student Learning
Continuously Monitor Student
Learning and Adjust Learning
Experiences Accordingly
Align Reporting Forms &
Procedures to the Grading
Practices
Step 1
Step 2
Step 3
Step 4
Track Learning
Goals
Formative Feedback
Grading Policies
Report Card (etc)
A G rad
ual Tra
nsfo rma
tion
The Changes!
44
TRACK STUDENT PROGRESS
on Learning Goals!
45
Setting specific goals for student achievement and then tracking progress regarding those goals is one of the most powerful actions a teacher, school, or district can take.
Marzano on:
Setting Specific Goals + Tracking Progress
46
First…. About Learning Goals
We did
thi s y
este rda
y!
47
TRACK STUDENT PROGRESS
on Learning Goals!
48
Se e f
ul l s
iz ed
pa ge
at th
e e nd
of y
ou r p
ac ke
t.
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 9
49
Se e f
ul l s
iz ed
pa ge
at th
e e nd
of y
ou r p
ac ke
t.
50
4 I have everything described in level 3, AND I go beyond what was directly taught in class.
3 I have all the simple information, AND I have no major errors on the complex knowledge directly taught in class.
2 I have the simple, yet important information, BUT I have major errors on the more complex knowledge.
1 I make major mistakes. I just don’t understand it yet.
Se e f
ul l s
iz ed
pa ge
at th
e e nd
of y
ou r p
ac ke
t.
51
Se e f
ul l s
iz ed
pa ge
at th
e e nd
of y
ou r p
ac ke
t.
52
a________________
b________________
c________________
d________________
Tracking My Own Learning Student Name______________________ Date__________
Topic
____________________________________________________
____________________________________________________ My score at beginning:_______________ My goal:_________ by ______________
100%
80%
60%
40%
20%
0
a b c d e f g h
e________________
f_________________
g________________
h________________
Pretest 2/12 (48%)
Quiz 2/19 (60%)
Quiz 2/15 (60%)
53
D at
e_ _9
/1 7_
D at
e_ 9/
24 _
D at
e_ 10
/1 _
D at
e_ 10
/2 0_
D at
e_ 10
/3 1_
D at
e_ 11
/1 5_
D at
e_ __
__ __
D at
e_ __
__ _
4
3
2
1
My Progress in Writing Process—Content and Organization
Goal
Achievement
Effort
Behavior
APP6.2
54
What are they learning? How well are they learning?
Se e f
ul l s
iz ed
pa ge
at th
e e nd
of y
ou r p
ac ke
t.
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 10
55
World Literature
Se e f
ul l s
iz ed
pa ge
at th
e e nd
of y
ou r p
ac ke
t.
56
AP Calculus
Se e f
ul l s
iz ed
pa ge
at th
e e nd
of y
ou r p
ac ke
t.
57
Economics
Se e f
ul l s
iz ed
pa ge
at th
e e nd
of y
ou r p
ac ke
t.
58
Economics
Se e f
ul l s
iz ed
pa ge
at th
e e nd
of y
ou r p
ac ke
t.
59
What are they learning? How well are they learning?
Student Name Johnny Doe Language Art Grade so far this quarter: C LANGUAGE ARTS LEARNING GOAL 4-A Exceeds grade level standard 2-C Below grade level standard
3-B Meets grade level standard 1-D Significantly below grade level standard
0-F—Not enough worked complete to provide a score
WRITING (focus has been on persuasive writing)
1. Organizes ideas for writing 2+ (C+)
2. Edits for grammar and conventions 3- (B-)
3. Writing shows strong voice and word choice 3 (B)
READING (focus has been on short stories for fiction, biography for non-fiction)
1. Understands and uses what is read—fiction 4 (A)
2. Understands and uses what is read—non-fiction 3- (B-)
LITERATURE (focus has been on short stories)
1. Understands characteristics of major types of literature 2+ (C+)
2. Understands literary elements such as plot, character 2 (C)
ACCESSING AND USING INFORMATION
1. Understands characteristics of information resources Not graded this period
2. Finds, selects, organizes, and uses information Not graded this period
WORK HABITS 4-A Consistently 2-C Inconsistently
3-B Generally 1-D Seldom
1. Gets work in on time 1 (D)
2. Follows directions 1 (D)
3. Participates in, and contributes to, class 3 (B)
4. Completes class assignments 3 (B)
5. Completes homework 1 (D)
6. Puts effort into work 2 (C)
Johnny Doe’s grade for Learning Goals -- 2.7-- (B-)
W ork Habits -- 1.8-- (C-)
Overall 2.2 --(C)
Johnny has a list of assignments, the scores on each, and the missing work.
Se e f
ul l s
iz ed
pa ge
at th
e e nd
of y
ou r p
ac ke
t.
60
Se e f
ul l s
iz ed
pa ge
at th
e e nd
of y
ou r p
ac ke
t.
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 11
Continuously Monitor Student Progress
Tracking Progress and
Separate Academic & Non-Academic Factors
Janie
Jamal
Josh
Students
Assignments and Assessments
Standard Topics
4.04.0
2.02.02.02.02.02.04.02.04.04.03.5
3.53.5
3.02.51.53.03.02.52.53.53.02.01.0
3.53.5
2.02.02.03.02.52.51.53.53.03.02.5
Writing--Org Writing-Mech Rdg. Comp. Work
Completion
A ss
ig n.
1 --
10 /1
A ss
ig n.
2 --
10 /7
A ss
ig n
3 10
/1 1
A ss
ig n
4 –
10 /2
1
A ss
ig n
5 10
/2 5
W k.
1 0/
15
W k
10 /1
W k.
1 0/
23
W k.
1 0/
8
A ss
ig n.
1 --
10 /1
A ss
ig n
4 –
10 /2
1
A ss
ig n.
6 --
10 /2
8
A ss
ig n
7 10
/3 0
A ss
ig n.
3 –
10 1
1
A ss
ig n.
11 /1
A ss
ig n
10 1
1/ 4
Janie
Jamal
Josh
Students
Assignments and Assessments
Standard Topics
4.04.0
2.02.02.02.02.02.04.02.04.04.03.5
3.53.5
3.02.51.53.03.02.52.53.53.02.01.0
3.53.5
2.02.02.03.02.52.51.53.53.03.02.5
Writing--Org Writing-Mech Rdg. Comp. Work
Completion
A ss
ig n.
1 --
10 /1
A ss
ig n.
2 --
10 /7
A ss
ig n
3 10
/1 1
A ss
ig n
4 –
10 /2
1
A ss
ig n
5 10
/2 5
W k.
1 0/
15
W k
10 /1
W k.
1 0/
23
W k.
1 0/
8
A ss
ig n.
1 --
10 /1
A ss
ig n
4 –
10 /2
1
A ss
ig n.
6 --
10 /2
8
A ss
ig n
7 10
/3 0
A ss
ig n.
3 –
10 1
1
A ss
ig n.
11 /1
A ss
ig n
10 1
1/ 4
Writing
Org.
Writing
Mech.
Reading
Compr.
C om
pletion
Janie
Jamal
Josh
Students
Assignments and Assessments
Standard Topics
4.04.0
2.02.02.02.02.02.04.02.04.04.03.5
3.53.5
3.02.51.53.03.02.52.53.53.02.01.0
3.53.5
2.02.02.03.02.52.51.53.53.03.02.5
Work On Time
A ss
ig n.
1 --
10 /1
A ss
ig n.
2 --
10 /7
A ss
ig n
3 10
/1 1
A ss
ig n
4 –
10 /2
1
A ss
ig n
5 10
/2 5
W k.
1 0/
15
W k
10 /1
W k.
1 0/
23
W k.
1 0/
8
A ss
ig n.
1 --
10 /1
A ss
ig n
4 –
10 /2
1
A ss
ig n.
6 --
10 /2
8
A ss
ig n
7 10
/3 0
A ss
ig n.
3 –
10 1
1
A ss
ig n.
11 /1
A ss
ig n
10 1
1/ 4
Colonization Conflicts in Hist. Writing Org.
Janie
Jamal
Josh
Students
Assignments and Assessments
Standard Topics
4.04.0
2.02.02.02.02.02.04.02.04.04.03.5
3.53.5
3.02.51.53.03.02.52.53.53.02.01.0
3.53.5
2.02.02.03.02.52.51.53.53.03.02.5
Work On Time
A ss
ig n.
1 --
10 /1
A ss
ig n.
2 --
10 /7
A ss
ig n
3 10
/1 1
A ss
ig n
4 –
10 /2
1
A ss
ig n
5 10
/2 5
W k.
1 0/
15
W k
10 /1
W k.
1 0/
23
W k.
1 0/
8
A ss
ig n.
1 --
10 /1
A ss
ig n
4 –
10 /2
1
A ss
ig n.
6 --
10 /2
8
A ss
ig n
7 10
/3 0
A ss
ig n.
3 –
10 1
1
A ss
ig n.
11 /1
A ss
ig n
10 1
1/ 4
Colonization Conflicts in Hist. Writing Org.
Coloniza tion
Conflicts in
History
Writing Org.
W ork on Tim
e
Janie
Jamal
Josh
Students
Assignments and Assessments
Standard Topics
4.04.0
2.02.02.02.02.02.04.02.04.04.03.5
3.53.5
3.02.51.53.03.02.52.53.53.02.01.0
3.53.5
2.02.02.03.02.52.51.53.53.03.02.5
Homework
A ss
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1 --
10 /1
A ss
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2 --
10 /7
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3 10
/1 1
A ss
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4 –
10 /2
1
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ig n
5 10
/2 5
W k.
1 0/
15
W k
10 /1
W k.
1 0/
23
W k.
1 0/
8
A ss
ig n.
1 --
10 /1
A ss
ig n
4 –
10 /2
1
A ss
ig n.
6 --
10 /2
8
A ss
ig n
7 10
/3 0
A ss
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3 –
10 1
1
A ss
ig n.
11 /1
A ss
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10 1
1/ 4
Ecosystems. Adaptation Sci. Inquiry
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 12
Janie
Jamal
Josh
Students
Assignments and Assessments
Standard Topics
4.04.0
2.02.02.02.02.02.04.02.04.04.03.5
3.53.5
3.02.51.53.03.02.52.53.53.02.01.0
3.53.5
2.02.02.03.02.52.51.53.53.03.02.5
Homework
A ss
ig n.
1 --
10 /1
A ss
ig n.
2 --
10 /7
A ss
ig n
3 10
/1 1
A ss
ig n
4 –
10 /2
1
A ss
ig n
5 10
/2 5
W k.
1 0/
15
W k
10 /1
W k.
1 0/
23
W k.
1 0/
8
A ss
ig n.
1 --
10 /1
A ss
ig n
4 –
10 /2
1
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ig n.
6 --
10 /2
8
A ss
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7 10
/3 0
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3 –
10 1
1
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11 /1
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Ecosystems. Adaptation Sci. Inquiry
Eco- systems
Adapta- tion
Science Inquiry
W ork on Tim
e
68
•Identify one grade level (or course) learning goal per quarter or per semester for each of the following subject areas: mathematic, reading, writing, science, and social studies.
•Construct a rubric, or other type of common scale, for each learning goal.
•Have teachers formally and informally assess each learning goal at least once every two weeks keeping track of each student’s score on each learning goal. (Use of appropriate computer software is highly recommended)
•Have students keep track of their progress on each goal and use the data as the basis for teacher/student interactions about student progress.
•Periodically aggregate the data by grade level. Have teachers meet to discuss student progress and how it might be improved.
Continuous Monitoring of Student Achievement
69
WHEN students learn something is more important than whether they learn it well.
WHETHER students LEARN something WELL is more important than when they learn it. 70
Guaranteed & Viable Curriculum
SCHOOL (DISTRICT) FACTOR
71
The Importance of Standards
In the recounting of our nation’s drive toward educational reform, the last decade of [the 20th] century will undoubtedly be identified as a time when a concentrated press for national educational standards emerged.
Glaser and Linn (1993) 72
Okay! We are going to say it:
……there is a problem with standards!
It’s the biggest elephant in the room for K-12 education……
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 13
73
Another title for this presentation could have been…
The Most Important Thing
Districts (a state?)
Can Do Right Now
to Help Classroom Teachers
74
The Problem with Standards:
Too much content
75
The
Guaranteed and Viable Curriculum
should identify
the essential knowledge
for the topics at each grade level
Does Yours??? 76
If you wanted to teach all of the standards in the national documents, you would have to change
schooling from K-12 to K-22 .
• 255 standards across 14 subject areas
• 3,500 benchmarks
• @ 5 hrs/benchmark….17,500 of class time is needed
• 13,000 hours of class time available
• 9,000 hours of instruction available
29% - 69%
77
What do we do?
Make Standards Useful (Marzano)
Making Standards Useful:
Unpack Standards
Identify Measurement Topics
5
5
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 14
79
GOALS of unpacking the standards:
- to decrease the amount of content! - to identify measurement topics
Why “measurement topics?” 80
Marzano:
“….articulating measurement topics makes it easier to develop formative classroom assessments. It also clearly delineates what teachers are to address from one grade level to the next.”
81
“Unpacking” is an opportunity:
1. to delete content that is not considered essential;
2. to delete content that is not amendable to classroom assessment;
3. to combine content that is highly related.
82
TOPIC TOPIC TOPIC
CONTENT STANDARD
• Benchmark
• Benchmark
• Benchmark
• Benchmark
Reporting Students’ Progress
Too broad for feedback
Too many, not feasible
83
TOPIC TOPIC TOPIC
CONTENT STANDARD LIFE SKILLS
TOPIC TOPIC
Measurement topics need to include life skills (e.g., participation, work completion, behavior, working in groups).
Reporting Students’ Progress
84
Measurement Topics
(Examples)
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 15
85
STANDARD: Reading
– Reading for Main Idea
– Word Recognition and Vocabulary
– Literary Analysis
– Genre
Sample Language Arts Reporting Topics
STANDARD: Writing
– Research and Information Organization
– Drafting and Revising
– Format
– Audience and Purpose
– Word Processing
86
STANDARD: Language
– Spelling – Language
Mechanics – Language
Conventions
Sample Language Arts Reporting Topics
STANDARD:
Speaking and Listening
– Oral Comprehension
– Analysis and Evaluation of Oral Media
– Speaking Applications
87
STANDARD: Numbers and Operations
– Number Sense and Number Systems
– Basic Addition and Subtraction
– Basic Multiplication and Division
– Operations, Computation, and Estimation
Sample Mathematics Reporting Topics
STANDARD: Geometry
– Lines, Angles, and Geometric Objects
– Transformations, Congruency, and Similarity
88
STANDARD:
Measurement
– Measurement Systems
– Perimeter, Area, and Volume
Mathematics Reporting TopicsSample Mathematics Reporting Topics
STANDARD:
Algebra
– Basic Patterns – Functions and
Equations – Algebraic
Representations and Mathematical Models
STANDARD:
Data Analysis
& Probability
– Data Organization and Interpretation
– Probability
89
Sample Science Reporting Topics
STANDARD:
Earth & Space Science
– Atmospheric Processes and the Water Cycle
– Composition and Structure of the Earth
– Composition and Structure of the Universe and the Earth’s Place in It
STANDARD:
Life Sciences
– Principles of Heredity and Related Concepts
– Structure and Function of Cells and Organisms
– Relationships Among Organisms and Their Physical Environment
– Biological Evolution and Diversity of Life
90
STANDARD: Physical Sciences
– Structure and Properties of Matter
– Sources and Properties of Energy
– Forces and Motion
Sample Science Reporting Topics
STANDARD: Nature of Science
– Nature of Scientific Inquiry
– Scientific Enterprise
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 16
91
STANDARD: Citizenship, Government
& Democracy
– Rights, Responsibilities, and Participation in the Political Process
– The U.S. and State Constitutions
– The Civil and Criminal Legal Systems
Sample Social Studies Reporting Topics
STANDARD: Culture &
Cultural Diversity
– The Nature and Influence of Culture
92
Sample Social Studies Reporting Topics
STANDARD:
Economics
– The Nature and Function of Economic Systems
– Economics Throughout the World
– Personal Economics
STANDARD:
History
– Significant Individuals and Events
– Current Events and the Modern World
STANDARD:
Geography
– Spatial Thinking the Use of Charts, Maps, and Graphs
93
STANDARD: Creative
Expression
– Elements of Music
(Mechanics) – Emotional
Impact
Sample Music Reporting Topics
STANDARD: Health
Cultural Heritage
– Music of Cultures
– Music in History
STANDARD: Criticism & Aesthetics
– Quality of Musical Works
– Personal Preferences
94
STANDARD: Creative
Expression
– Elements and Principles of Design
– Techniques & Methods
– Relationships Among Art Forms
– Personal & Professional Benefits
Sample Art Reporting Topics
STANDARD:
Health
Cultural
Heritage
– Art History
– Art in Cultures
STANDARD: Criticism & Aesthetics
– Characteristics & Merits of Art
– Personal Preferences
95
STANDARD: Person-to-Person Communication
– Informal Communication Strategies
– Formal Communication Strategies
–
Sample Foreign Language Reporting Topics
STANDARD: Reading,
Listening, Viewing
– Comprehension
96
STANDARD: Oral & Written
Presentations
– Comprehensibility
Sample Foreign Language Reporting Topics
STANDARD: Workings
of Language
– Language Control
– Vocabulary
STANDARD: Cultural
Practices, Products,
Perspectives
– Cultural Practices & Perspectives
– Cultural Connections
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 17
97
STANDARD: Health Promotion & Disease Prevention
– Components of Health – Health Problems – Influences on Health
Sample Health Reporting Topics
STANDARD: Health Information, Services & Products
– Identifying Resources – Evaluating Resources
– Accessing Resources
98
STANDARD: Risk Reduction
– Safety – Coping Strategies
Sample Health Reporting Topics
STANDARD: Communication
Skills
– Listening Strategies
– Self-Expression Strategies
– Conflict Resolution Strategies
STANDARD: Wellness Planning
– Self- Assessment
– Decision- Making
– Goal-Setting
99
STANDARD:
Life Skills
– Participation
– Work Completion
– Behavior – Working in Groups
Sample Life Skills Reporting Topics
100
MEASUREMENT TOPICS IN SCORING
SCALE FORMAT
(Make Them Useful!)
5 SIMPLE (but important) KNOWLEDGE
5 COMPLEX KNOWLEDGE
101
Your Topic of Study _________________
List the knowledge that you want students to get as a result of the activities in this unit of study.
102
Your Topic of Study _________________
COMPLEX Knowledge
for this topic
SIMPLE,
but Important Knowledge
for this topic
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 18
103
TOPIC of study for a particular grade
Complex Knowledge
for this topic
Simple, but Important
Knowledge
for this topic
Knows:
Terms and Details
Understands:
Organizing Ideas (generalizations, concepts, principles)
104
TOPIC: American Civil War
Complex Knowledge
for this topic
Simple, but Important Knowledge
for this topic
An understanding of: - Civil wars can be the cruelest wars because every
victory may also be a self-inflicted wound. - Civil wars can leave scars that influence all
aspects of the society (political, social/cultural, economic).
• Recognize and recall basic terms such as: Civil War, Emancipation Proclamation, Robert E. Lee, Ulysses S. Grant; union, rebels, Gettysburg
• Recognize/recall isolated details such as: - The American Civil War was fought from 1861…
- The major causes were…
Grade 8
105
TOPIC: Atmospheric Processes & Water Cycle
Complex Knowledge
for this topic
Simple, but Important Knowledge
for this topic
An understanding of: - How the water cycle processes (condensation, precipitation,
surface run-off, percolation, evaporation) impact climate changes
- The effects of temperature & pressure in different layers of Earth’s atmosphere
• Recognize and recall basic terms such as: climactic patterns, atmospheric layers, stratosphere, troposphere
• Recognize/recall isolated details such as: - Precipitation is one of the processes of the water
cycle - The troposphere is one of the lowest portions of the
earth’s atmosphere
Gr. 8
106
TOPIC of study for a particular grade
Complex Knowledge
for this topic
Simple, but Important
Knowledge
for this topic
Knows:
Terms and Details (related to the skills & processes)
Is able to:
Skills and Processes (psychomotor and mental)
107
TOPIC: Accessing Information
Complex Knowledge
for this topic
Simple, but Important Knowledge
for this topic
Is skilled at: - Searching Internet using keywords in a Google search—
focus on narrowing search
• Recognize and recall basic terms such as: Internet, Google, keywords, search
Grade 8
108
TOPIC: Map Reading
Complex Knowledge
for this topic
Simple, but Important Knowledge
for this topic
Is be skilled at: - Reading and interpreting symbols
• Recognize and recall basic terms such as: topographical map, map legend or map key, symbols…..
Grade 5
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 19
109
TOPIC: Work Completion
Complex Knowledge
for this topic
Simple, but Important Knowledge
for this topic
Is be skilled at: - Handing in assignments that meet format requirements - Developing and implementing basic time-management
plans for assignments - Completing assignments on time and providing acceptable
explanations when assignments are not handed in on time.
• Recognize and recall basic details such as:
- Knows the format requirements for assignments - Knows the elements of basic time-management plans - Knows deadlines for assignments
Grades 6 - 8
110
MARZANO’S GENERIC SCALE
111
4
3
2
1
0
A generic scale for measurement topics
The student’s responses demonstrate no major errors or omissions regarding any of the
complex information and/or processes
THAT WERE EXPLICITY TAUGHT
3
112
4
3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes
2
1
0
The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes THAT WERE EXPLICITLY TAUGHT
A generic scale for measurement topics
2
113
4
3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes
2 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes
1
0
The student provides responses that indicate a distinct lack of
understanding of the knowledge. However, with help, the student
demonstrates partial understanding of some of the
knowledge
A generic scale for measurement topics
1 114
4
3
2
1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge
0
The student provides little or no response. Even with help the
student does not exhibit a partial understanding of the knowledge
A generic scale for measurement topics
0
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 20
115
4
3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes
2 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes
1
0
In addition to exhibiting level 3 performance, the student’s
responses demonstrate in-depth inferences and applications that go beyond what was taught in class
A generic scale for measurement topics
4
116
Even with help, no understanding or skill demonstrated.
With help, a partial knowledge of some of the simpler and complex details and processes
No major errors or omissions regarding the SIMPLER details and processes that were explicitly taught, BUT major errors or omissions regarding the more COMPLEX ideas and processes
No major errors or omissions regarding any of the information and/or processes (SIMPLER OR COMPLEX) that were explicitly taught
In addition to exhibiting level 3 performance, in-depth inferences and applications in situations that GO BEYOND what was taught in class.
0
1
2
3
4
Generic SCALE for Measurement Topics
117
Patterns of Responses
• Student answers Level 2 items correctly, but not Level 3 and Level 4 items.
• Student answers Level 2 and Level 3 items correctly, but not Level 4 items.
• Student misses all items, but with help can answer some correctly.
• Students misses all items even when helped.
Score
2
3
1
0 118
The complete scale allows for half-point scores (3.5, 2.5, 1.5, .5)
Building the Complete Scale
119
.5 With help, a partial knowledge of some of the simpler details and processes but not of the
more complex ideas and processes.
1.5 Partial knowledge of the simpler details and processes, but major errors or omissions
regarding the more complex ideas and processes.
2.5 No major errors or omissions regarding any of the simpler information and/or processes and
partial knowledge of the more complex information and processes.
3.5 In addition to exhibiting level 3 performance, partial success at in-depth inferences and
applications that go beyond what was taught in class.
Even with help, no understanding or skill demonstrated.0
With help, a partial knowledge of some of the simpler and complex details and processes.
1
No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more COMPLEX ideas and processes
2
No major errors or omissions regarding any of the information and/or processes (SIMPLER OR COMPLEX) that were explicitly taught
3
In addition to exhibiting level 3 performance, in-depth inferences and applications in situations that GO BEYOND what was taught in class.
4
SCALE Format for Measurement Topics
Se e f
ul l s
iz ed
pa ge
at th
e e nd
of y
ou r p
ac ke
t.
120
• You then create assessment items for:
Level 2 Important but Simpler,
Level 3 Important and relatively Complex, AND
Level 4 Use of Knowledge in Novel Situations
Item Response Theory
“A Scale That Measures Learning Over Time”
• For each topic, you identify the knowledge for:
Level 3 Important and relatively Complex
Level 2 Important but Simpler
This means that……..
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 21
121
•Identify one grade level (or course) learning goal per quarter or per semester for each of the following subject areas: mathematic, reading, writing, science, and social studies.
•Construct a rubric, or other type of common scale, for each learning goal.
•Have teachers formally and informally assess each learning goal at least once every two weeks keeping track of each student’s score on each learning goal. (Use of appropriate computer software is highly recommended)
•Have students keep track of their progress on each goal and use the data as the basis for teacher/student interactions about student progress.
•Periodically aggregate the data by grade level. Have teachers meet to discuss student progress and how it might be improved.
Continuous Monitoring of Student Achievement
AND, Adjusting Learning (Instruction) 122
and
Adjust Learning Experiences Accordingly
• Grouping and regrouping within the classroom and systemically
• Support Classes– double dipping
• Take Responsibility – “ability to respond”
• “Re-teaching” blocks of time”
•????????????
Fro nt-
loa d t
he Int
erv ent
ion s!
123
What Changes Do We Need
to Make? 124
A G rad
ual Tra
nsfo rma
tion Use Formative Assessment to Monitor and Encourage
Student Learning
Establish Grading Practices
(Policies) that Accurately
Reflect Student Learning
Continuously Monitor Student
Learning and Adjust Learning
Experiences Accordingly
Align Reporting Forms &
Procedures to the Grading
Practices
Step 1
Step 2
Step 3
Step 4The Changes!
125
Use Formative Assessment to Monitor and Encourage
Student Learning
Establish Grading Practices
(Policies) that Accurately
Reflect Student Learning
Continuously Monitor Student
Learning and Adjust Learning
Experiences Accordingly
Align Reporting Forms &
Procedures to the Grading
Practices
Step 1
Step 2
Step 3
Step 4
Track Learning
Goals
Formative Feedback
Grading Policies
Report Card (etc)
A G rad
ual Tra
nsfo rma
tion
The Changes!
126
Use FORMATIVE FEEDBACK to monitor and encourage student learning
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 22
127
Like most things in education, classroom assessment enhances student achievement under certain conditions only (Marzano)
Remember!
128
The Conditions (hmm – criteria):
Feedback from classroom assessments should provide students with a clear picture of: - their progress on learning goals, - how they might improve
1.
Feedback from classroom assessment should encourage students to improve.
2.
Classroom assessment should be formative in nature.3.
Formative classroom assessments should be quite frequent.
4.
129
Feedback from classroom assessments should
provide students with a clear picture of:
- their progress on learning goals, and
- how they might improve
Condition # 1
130
Feedback from classroom assessments should provide students with a clear picture of:
- their progress on learning goals, and - how they might improve
Establish Measurement Topics
(specific learning goals!)
Use a scoring scale with tight logic
(“Evaluation by rule”) to provide formative feedback
to students
131
# of studies Characteristic of Feedback from Classroom Assessment
Percentile Gain/Loss
6 Right/wrong -3
39 Provide correct answers 8.5
30 Criteria understood by student vs. not understood
16
9 Explain 20
4 Student reassessed until correct
20
Bangert-Drowns, Kulik, Kulik, & Morgan, 1991
Which Assessment/Feedback works Best?
132
# of studies Characteristic of Feedback from Classroom Assessment
Percentile Gain/Loss
89 Displaying results graphically
26
49 Evaluation by rule [uniform way of interpreting
results of classroom assessments using a tight
logic)
3249 Evaluation by Rule
32
Fuchs & Fuchs 1988
Uniform way of interpreting results of classroom assessments using a tight logic
Which Assessment/Feedback works Best?
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 23
133
• Establish Measurement Topics
Use Formative Assessment to Monitor
and Encourage Student Learning
•Monitor and Encourage Student Achievement through Classroom Formative Assessment for Each Measurement Topic
Item Response Theory vs. Points/percentages
The Change! 134
In Search of the “True Score” True Score = Observed Score + Error
Item Response Theory vs. Points/percentages
Step 2: Use Formative Assessment to Monitor
and Encourage Student Learning
Remember?? Standard Error of Measure (SEM)
SAT SEM = 30
135
Total /100
+
+
A. Items 1-10
Ten items that require recall of important but simpler content that was explicitly taught
B. Items 11-14
Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught.
C. Item 15-16
Two items that asks for application in novel situations– in situations that go beyond what was explicitly taught
Total for section
Total for section
Total for section 136
Points/percentages
Item Response Theory
“A Scale That Measures Learning Over Time”
Step 2: Use Formative Assessment to Monitor
and Encourage Student Learning
•Monitor and Encourage Student Achievement through Classroom Formative Assessment for Each Measurement Topic
137
What Changes Do We Need
to Make? 138
A G rad
ual Tra
nsfo rma
tion Use Formative Assessment to Monitor and Encourage
Student Learning
Establish Grading Practices
(Policies) that Accurately
Reflect Student Learning
Continuously Monitor Student
Learning and Adjust Learning
Experiences Accordingly
Align Reporting Forms &
Procedures to the Grading
Practices
Step 1
Step 2
Step 3
Step 4The Changes!
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 24
139
Use Formative Assessment to Monitor and Encourage
Student Learning
Establish Grading Practices
(Policies) that Accurately
Reflect Student Learning
Continuously Monitor Student
Learning and Adjust Learning
Experiences Accordingly
Align Reporting Forms &
Procedures to the Grading
Practices
Step 1
Step 2
Step 3
Step 4
Track Learning
Goals
Formative Feedback
Grading Policies
Report Card (etc)
A G rad
ual Tra
nsfo rma
tion
The Changes!
140
GRADING PRACTICES
(Formative Feedback)
141
Making Standards UsefulAssigning FINAL
SCORES for TOPICS
142
Assessment
Assessment
Assessment
Assessment
Topic:
1. Average
4
The Research “Test”
What is the degree to which this practice:
Encourages students to learn?
Supports that mistakes are inherent in the learning process?
Supports students learning in different timeframes
143
Assessment
Assessment
Assessment
Assessment
Topic:
2. Weighted Average
5
X 2
The Research “Test”
What is the degree to which this practice:
Encourages students to learn?
Supports that mistakes are inherent in the learning process?
Supports students learning in different timeframes
144
Topic:
3. Assessment Event
Assignment/Assessment
Assignment/Assessment
Assignment/Assessment
Assignment/Assessment
X 0
X 0
X 0
X 0
Assessment Event
The Research “Test”
What is the degree to which this practice:
Encourages students to learn?
Supports that mistakes are inherent in the learning process?
Supports students learning in different timeframes
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 25
145
Assessment
Assessment
Assessment
Assessment
Topic:
4. Trend Score (Power Law)
146
Power Law
0 10 20 30 40 50 60 70 80 90
100
1 rep 10 reps
20 reps
100 reps
1000 reps
2000 reps
3000 reps
4000 reps
learning
147
In Search of the “True Score”
Observed Score = True Score + Error
Remember? Standard Error of Measure (SEM)
SAT SEM = 30 148
Power Law
3
2.5
2
1.5
1
.5
0 Pre-Test Score 2 Score 3 Score 4 Score 5 Score 6 Post-Test
Average Score = 1.64
Learning Trend = 2.21
.71
1.24
1.55 1.78
1.94
2.08
2.21
Mode = 1.5
1 1 1.5 1.5 1.52 3ObservedScore
149
2.0 3.0 2.0 1.5 2.0 1.0 2.0 2.0 1.5 3.0 2.5 2.0 2.5 3.0 2.0 3.0 2.0 2.5 3.0 3.0 3.0 2.5 2.5 3.0 3.0 3.0 3.5 3.0 3.0 3.0
Topic Scores for Three Students Student 1 Student 2 Student 3
Average
T op
ic S
co re
s
Trend Score 150
Topic:
4. Trend Score (Power Law)
Assessment
Assessment
Assessment
Assessment
The Research “Test”
What is the degree to which this practice:
Encourages students to learn?
Supports that mistakes are inherent in the learning process?
Supports students learning in different timeframes
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 26
151
Assessment 2.5
Assessment 3.0
Topic:
5. Growing Preponderance of Evidence
Assessment 2.0
Assessment 3.0
Assessment 1.5
152
1.0
Student #1
1.5
2.0 2.5
3.0
3.5
3.5
7 assessments
153
2.5
Student #2
3.0
3 assessments
3.5
154
3.5
Student #3
4.0
2 assessments
155
Marzano:
“For any given student you use… as many or as few assessments as are needed to make a valid and reliable judgment.”
156
Topic:
5. Preponderance of Evidence
Assessment 2.5
Assessment 3.0
Assessment 2.0
Assessment 3.0
Assessment 1.5
The Research “Test”
What is the degree to which this practice:
Encourages students to learn?
Supports that mistakes are inherent in the learning process?
Supports students learning in different timeframes
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 27
157
Who decides which method is used to determine FINAL SCORES for TOPICS?
• Individual teachers?
• School policy?
• District policy?
Decision Time!
158
Making Standards UsefulAssigning
FINAL Course or Subject Grade
159
Making Standards Useful
Two Approaches
Compensatory approach
Conjunctive approach
160
Making Standards Useful
Assigning FINAL Course or Subject Grade
Compensatory Approach
Performance on one measurement topic can compensate for performance
on another.
161
“..…Isolated overall letter grades (or overall percentage scores or even average rubric scores) are extremely deficient because they cannot provide the level of detailed feedback necessary TO ENHANCE STUDENT LEARNING. This inherent weakness of overall or omnibus grades and scores has been recognized and discussed by a number of assessment experts.
—Marzano’s Classroom Assessment & Grading That Work
My emphasis here!
“….An overall grade is relatively meaningless from a measurement perspective. However, overall grades will probably be the norm in most schools for some time to come.”
162 32.512n/aTOTALS
3.513.5Behavior
2.512.5Participation
2.512.5Work completion
2.012.0Patterns & functions
6.023.0Problem-solving
1.511.5Measurement
5.022.5Central tendency & dispersion
2.512.5Data analysis & distributions
7.023.5Probability
Quality
Points
WeightFinal
Topic Score
Measurement
Topic
The Weighted Average
32.5 divided by 12 = 2.71 (the student’s summary score)
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 28
163
3.00 - 4.00 = A
2.50 - 2.99 = B
2.00 - 2.49 = C
1.50 - 1.99 = D
Below 1.50 = F
Jus t a
n e xam
ple !
Converting Scaled Scores to Letter Grades
164
3.00 - 4.00 = A
3.90 - 4.00……….100 3.80 - 3.89………...99 3.70 - 3.79…………98 3.60 - 3.69………..97 3.50 - 3.59………..96 3.40 - 3.49…….….95 3.30 - 3.39…..…...94 3.20 - 3.29……..…93 3.10 - 3.19………...92 3.00 - 3.09……....91
Converting Scaled Scores to Letter Grades and Percentages
Just an example!
165
Making Standards Useful
Assigning FINAL Course or Subject Grade
Conjunctive Approach
One score does not “pull up” another. Rather, overall grades are determined
by score patterns across the measurement topics.
166
One Example of a Conjunctive System
No topic score below 3.0
No topic score below 2.5
No topic score below 2.0
No topic score below 1.5
Some topic scores below 1.5
What are the pluses and minuses of this scenario?
A
B
C
D
F
Grade Score Pattern
167
Another Example of a Conjunctive System
Grade
A
B
C
D
F
No topic score below 2.5 and the majority 3.0 or above
No topic score below 2.0 and the majority 2.5 or above
No topic score below 1.5 and the majority 2.0 or above
No topic score below 1.0 and the majority 1.5 or above
Some topic scores below 1.0 or the majority not above 1.5
Score Pattern
What are the pluses and minuses of this scenario?
168
1. Which approach will you use to determine final course grades?
F Compensatory approach?
F Conjunctive approach?
2. Who decides this? Individual teachers? School policy? District policy?
Decision Time!
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 29
169
Making Standards UsefulAssigning FINAL SCORES
for ACADEMIC TOPICS and NON-ACADEMIC FACTORS
Academic Grade:
Topic:
Topic:
Topic:
Topic: Average or weighted average
Academic Grade:
Topic:
Topic:
Topic:
Topic:
Non-Academic Grade:
Investment:
Homework:
Academic Grade:
Topic:
Topic:
Topic:
Topic:
Non-Academic Grade:
Investment:
Homework:
Grade for Class/Subject
?????
173
Some teachers will want student performance on these factors averaged back into the overall grade for the subject or course; others will not.
Should this be a district or school decision or should each teacher decide?
Decision Time!
174
Some teachers will want to be able to take credit away from students or lower the grade for behavioral infractions.
Should this be a district or school decision or should each teacher decide?
Decision Time!
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 30
175
Some teachers will want to be able to give zeroes for work not passed in.
Should this be a district or school decision or should each teacher decide?
Decision Time! Academic Grade: Topic:
Topic:
Topic:
Topic:
NonAcad. Grade:
Investment:
Homework:
Grade for Class/Subject
?????
177
What Changes Do We Need
to Make? 178
A G rad
ual Tra
nsfo rma
tion Use Formative Assessment to Monitor and Encourage
Student Learning
Establish Grading Practices
(Policies) that Accurately
Reflect Student Learning
Continuously Monitor Student
Learning and Adjust Learning
Experiences Accordingly
Align Reporting Forms &
Procedures to the Grading
Practices
Step 1
Step 2
Step 3
Step 4The Changes!
179
Use Formative Assessment to Monitor and Encourage
Student Learning
Establish Grading Practices
(Policies) that Accurately
Reflect Student Learning
Continuously Monitor Student
Learning and Adjust Learning
Experiences Accordingly
Align Reporting Forms &
Procedures to the Grading
Practices
Step 1
Step 2
Step 3
Step 4
Track Learning
Goals
Formative Feedback
Grading Policies
Report Card (etc)
A G rad
ual Tra
nsfo rma
tion
The Changes!
180
REPORT CARDS…..
(Formative Feedback)
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 31
181 Janie
Jamal
Josh
Students
Assignments and Assessments
Standard Topics
3.7
2.02.01.34.01.33.34.03.7
3.3
3.73.72.32.33.33.32.01.7
3.7
3.02.72.33.73.34.03.73.7
Investment
A ss
ig n.
1 --
10 /1
A ss
ig n.
2 --
10 /7
A ss
ig n
3 10
/1 1
A ss
ig n
4 –
10 /2
0
A ss
ig n
9 10
/2 5
A ss
ig n.
5 --
10 /1
A ss
ig n.
6 --
10 /8
A ss
ig n
67 10
/2 0
A ss
ig n
8 –
10 /2
1
Academic Assignments Work
completion
182 Janie
Jamal
Josh
Students
Assignments and Assessments
Standard Topics
3.7
2.02.01.34.01.33.34.03.7
3.3
3.73.72.32.33.33.32.01.7
3.7
3.02.72.33.73.34.03.73.7
Homework
A ss
ig n.
1 --
10 /1
A ss
ig n.
2 --
10 /7
A ss
ig n
3 10
/1 1
A ss
ig n
4 –
10 /2
0
A ss
ig n
9 10
/2 5
A ss
ig n.
5 --
10 /1
A ss
ig n.
6 --
10 /8
A ss
ig n
67 10
/2 0
A ss
ig n
8 –
10 /2
1
Academic Assignments
183
Se e f
ul l s
iz ed
pa ge
at th
e e nd
of y
ou r p
ac ke
t.
184
Se e f
ul l s
iz ed
pa ge
at th
e e nd
of y
ou r p
ac ke
t.
185
Standards Based Gradebook with Non-Achievement Factors
Se e f
ul l s
iz ed
pa ge
at th
e e nd
of y
ou r p
ac ke
t.
186
About Action Research with Bob
Marzano
Source Authors: Robert Marzano and Debra Pickering
© 2009 Marzano Research Lab. All Rights Reserved. 32
187
Choose the assessment/grading strategy to study.
ACTION RESEARCH
Choose the unit of
instruction.
Design a pretest and posttest for that
unit.
Administer the
pretest.
Record the posttest scores (along with student demographic information).
Administer the
posttest .
Submit all data to your
school leader.
OR Deliver the same unit
to two groups of students: during one, use the strategy;
during the other, do not use the strategy
If you teach the same course/subject to two different classes….
Deliver two different units within the same subject area to the same students: during one, use the strategy; during the other, do not use the strategy
If you are a self-contained classroom…..
and….do your own reflection (journal?) during the whole process!!
188
Possible Focus for
ACTION RESEARCH in Assessment & Grading
- using the scoring scale format for giving students feedback
Study the effects of:
- separating out academic and non-academic feedback
- students charting their progress
- using a formative approach to feedback and final grades
Da ta
du e t
o M ich
ael by
Fe br
ua ry
9th
4 I h
av e
ev er
yt hi
ng d
es cr
ib ed
in le
ve l 3
, A N
D I
go b
ey on
d w
ha t
w as
d ir
ec tl
y ta
ug ht
in c
la ss
.
3 I h
av e
al l t
he s
im pl
e in
fo rm
at io
n, A
N D
I ha
ve n
o m
aj o
r er
ro rs
o n
th e
co m
pl ex
k no
w le
dg e
di re
ct ly
t au
gh t
in c
la ss
.
2 I h
av e
th e
si m
pl e,
y et
im po
rt an
t in
fo rm
at io
n, B
U T
I h av
e m
aj or
e rr
or s
o n
th e
m or
e co
m pl
ex k
no w
le dg
e.
1 I m
ak e
m aj
o r
m is
ta ke
s. I
ju st
d on
’t u
nd er
st an
d it
y et
.
W ha
t a re
th ey
le ar
ni ng
? H
ow w
el l a
re
th ey
le ar
ni ng
?
W or
ld Li
te ra
tu re
A P
C al
cu lu
s
E co
no m
ic s
E co
no m
ic s
W ha
t a re
th ey
le ar
ni ng
? H
ow w
el l a
re
th ey
le ar
ni ng
?
S tu
d e n t N
a m
e J
o h n n
y D
o e
L a n g u a g e
A r t G
r a d e s
o f a r t h is
q u a r te
r : C
L A
N G
U A
G E
A R
T S
L E
A R
N I N
G G
O A
L 4
- A
E x c e e d
s g
r a
d e l
e v e l
s ta
n d
a r d
2 - C
B e lo
w g
r a
d e l
e v e l
s ta
n d
a r d
3 - B
M e e ts
g r a d
e l
e v e l
s ta
n d
a r d
1
- D
S
ig n
if ic
a n tl
y b
e lo
w g
r a d
e l
e v e l
s ta
n d a
r d
0 - F
— N
o t
e n o
u g
h w
o r k e d
c o
m p
le te
t o
p r o
v id
e a
s c o
r e
W R
I T
I N
G (
fo c u
s h
a s b
e e n
o n
p e r s u
a s iv
e w
r it
in g
)
1 .
O rg
a n
iz e s i
d e a s f
o r
w r it
in g
2 +
( C
+ )
2 .
E d
it s f
o r
g ra
m m
a r
a n
d c
o n
v e n
ti o
n s
3 -
(B -)
3 .
W ri
ti n
g s
h o
w s s
tr o
n g v
o ic
e a
n d
w o
rd c
h o
ic e
3 (
B )
R E
A D
I N
G (
fo c u
s h
a s b
e e n
o n
s h
o r t
s to
r ie
s f
o r f
ic ti
o n
, b
io g
r a
p h
y f
o r n
o n
-f ic
ti o
n )
1 .
U n
d e rs
ta n
d s a
n d
u s e s w
h a t
is r
e a d
— fi
c ti
o n
4 (A
)
2 .
U n
d e rs
ta n
d s a
n d
u s e s w
h a t
is r
e a d
— n
o n
-f ic
ti o
n 3 -
( B
- )
L I T
E R
A T
U R
E (
fo c u
s h
a s b
e e n
o n
s h
o r t
s to
r ie
s )
1 .
U n
d e rs
ta n
d s c
h a ra
c te
ri s ti
c s o
f m
a jo
r ty
p e s o
f li
te ra
tu re
2 +
( C
+ )
2 .
U n
d e rs
ta n
d s l it
e ra
ry e
le m
e n
ts s
u c h
a s p
lo t,
c h
a ra
c te
r 2 (
C )
A C
C E
S S
I N
G A
N D
U S
I N
G I
N F
O R
M A
T I O
N
1 .
U n
d e rs
ta n
d s c
h a ra
c te
ri s ti
c s o
f in
fo rm
a ti
o n
r e s o
u rc
e s
N o
t g ra
d e d
t h
is p
e r io
d
2 .
F in
d s , s e le
c ts
, o
r g a n
iz e s , a n
d u
s e s i n
fo rm
a ti
o n
N o
t g ra
d e d
t h
is p
e r io
d
W O
R K
H A
B I T
S 4
- A
C o
n s is
te n
tl y
2 - C
I n
c o
n s is
te n tl
y
3 - B
G e n
e r a
ll y
1 - D
S
e ld
o m
1 .
G e ts
w o
rk i
n o
n t
im e
1 (
D )
2 .
F o
ll o
w s d
ir e c ti
o n
s 1 (
D )
3 .
P a rt
ic ip
a te
s i n
, a n
d c
o n
tr ib
u te
s t
o , c la
s s
3 (
B )
4 .
C o
m p
le te
s c
la s s a
s s ig
n m
e n
ts 3 (
B )
5 .
C o
m p
le te
s h
o m
e w
o rk
1 (
D )
6 .
P u
ts e
ff o
rt i n
to w
o rk
2 (
C )
J o
h n
n y D
o e ’s
g ra
d e
f o
r L
e a
rn in
g G
o a ls
- -
2 .7
-- (B
-)
W o
rk H
a b it s -
- 1
.8 --
(C -)
O v e
ra ll
2 .2
- -(
C )
J o
h n
n y h
a s a
l is
t o
f a
s s ig
n m
e n
ts ,
th e
s c o
re s o
n e
a c h
, a
n d
t h e
m is
s in
g w
o rk
.
S ta
nd ar
ds B
as ed
G ra
de bo
ok w
ith N
on -A
ch ie
ve m
en t F
ac to
rs
.5 W
it h
he lp
, a p
ar ti
al k
no w
le dg
e o f s
om e o
f t he
si m
pl er
d et
ai ls
a nd
p ro
ce ss
es b
ut n
ot o
f t he
m or
e co
m pl
ex id
ea s a
nd p
ro ce
ss es
.
1. 5
P ar
ti al
k no
w le
dg e o
f t he
si m
pl er
d et
ai ls
a nd
p ro
ce ss
es , b
ut m
aj or
er ro
rs o
r o m
is si
on s
re ga
rd in
g th
e m or
e c om
pl ex
id ea
s a nd
p ro
ce ss
es .
2 .5
N o
m aj
or er
ro rs
o r o
m is
si on
s r eg
ar di
ng a
ny o
f t he
si m
pl er
in fo
rm at
io n
an d/
or p
ro ce
ss es
a nd
pa rt
ia l k
no w
le dg
e o f t
he m
or e c
om pl
ex in
fo rm
at io
n an
d pr
oc es
se s.
3. 5
I n
ad di
ti on
to ex
hi bi
ti ng
le ve
l 3 p
er fo
rm an
ce , p
ar ti
al su
cc es
s a t i
n- de
pt h
in fe
re nc
es a
nd
ap pl
ic at
io ns
th at
g o
be yo
nd w
ha t w
as ta
ug ht
in cl
as s.
E ve
n w
it h
h el
p , n
o u
n d
er st
an d
in g
or s
k il
l d em
on st
ra te
d .
0
W it
h h
el p
, a p
ar ti
al k
n ow
le d
ge o
f s om
e of
t h
e si
m p
le r
an d
c om
p le
x d
et ai
ls a
n d
p
ro ce
ss es
. 1
N o
m aj
or e
rr or
s or
o m
is si
on s
re ga
rd in
g th
e SI
M P
L E
R d
et ai
ls a
n d
p ro
ce ss
es B
U T
m
aj or
e rr
or s
or o
m is
si on
s re
ga rd
in g
th e
m or
e C
O M
P L
E X
id ea
s an
d p
ro ce
ss es
2
N o
m aj
or e
rr or
s or
o m
is si
on s
re ga
rd in
g an
y of
t h
e in
fo rm
at io
n a
n d
/o r
p ro
ce ss
es
(S IM
P L
E R
O R
C O
M P
L E
X )
th at
w er
e ex
p li
ci tl
y ta
u gh
t 3
In a
d d
it io
n t
o ex
h ib
it in
g le
ve l 3
p er
fo rm
an ce
, i n
-d ep
th in
fe re
n ce
s an
d a
p p
li ca
ti on
s in
s it
u at
io n
s th
at G
O B
E Y
O N
D w
h at
w as
t au
gh t
in c
la ss
. 4S
C A
L E
F o
rm at
f o
r M
ea su
re m
en t
T o
p ic
s
NOTES/note 1.pdf
Types of Classroom Assessment
The Basics of Assessment
Assessment instruments on any level serve at least one of two purposes. One purpose can be to give an
individual some indication of actual achievement. The other purpose is to identify trends among groups. The
information compiled from standardiz ed tests tells districts how their students are doing in comparison to
students in similar situations around the state or nation. From this information, districts can make decisions about
the delivery of their educational program. In the classroom, assessments can inform the teacher about the
progress of students as a lesson proceeds and of their achievement when instruction has concluded. In all cases,
it boils down to gathering information for making decisions. Simple. There’s nothing mystical or magical about this,
though it seems that assessment folks often try to make it so. Just read carefully and you’ll see how it all works.
The Basic Terms
Assessment and evaluation are two completely separate activities. So let’s make a clear distinction between
them. We cannot ensure that you won’t see them used interchangeably elsewhere, but our hope is that you will
have a broader perspective of this important instructional tool. We will further break this down into two types of
assessments: formative and summative.
Assessment
Assessment, whether your version in the classroom or those districtwide high-stakes standardiz ed versions, is
the means by which information is gathered to make a variety of decisions. For example, a house may be
assessed in terms of siz e, building materials, location, and number of bedrooms and bathrooms. In the
classroom you might assess a student’s skill, knowledge, reasoning, or dispositions. When information about the
characteristics or qualities of something or someone is gathered, that constitutes an assessment.
In school, and in your particular classroom, assessment is part of an effective educational strategy because it
comes at the beginning (finding out what your students already know) and at the end of instruction (determining
what has been learned as a result of the learning experience). In your work as a teacher, there will be times when
you need information for purposes of making instructional decisions and other times when you will need to place
an academic value on the information gathered. In either case, good assessment is the basis for all that follows.
Evaluation
Since assessment is just the gathering of information, that’s not the part that really bothers test takers. Rather, it’s
the next step when the assessment information (data) is compared to some value structure. Evaluation is when
value is placed on accumulated assessment data. When a teacher places a value (a grade) on test results, or a
tax assessor places value (in dollars) on the assessment of a house, then evaluation has occurred. So you can
see that all evaluations include assessments, but not all assessments necessarily include evaluations.
So, assessing and evaluating are two different activities with different guidelines. For assessment the key point is
to gather the appropriate data for the decision that needs to be made. For evaluation the key point is in
establishing an appropriate value structure to represent the data.
T he keys t o good evaluat ion of your st udent s’ progress:
1. Gather the appropriate data (assessment)
2. Establish an appropriate value structure to represent the results (evaluation)
Formative and Summative Assessments: Two of the Most Important Tools in the
Box
Though we will also discuss standardiz ed testing, our emphasis is going to be on classroom assessments that a
teacher uses. Rather than shifting back and forth between assessment and evaluation, we will make a useful
distinction between two types of assessments: formative and summative.
Format ive assessment s are those data collection activities that a teacher uses to make instructional decisions.
Don’t let the “form” in formative confuse this with meaning a “formal” test (whatever that is). In this case we are
using data to help formulate our course of instruction. This could be as structured as a lengthy written test given
before a lesson or unit begins to find out what your students know. It could be that same test given to the
students midway through the lesson to see how things are going—or even at the end but before the final test just
to see whether the students have progressed as you desired. But it could also be a pop test here and there or
even just the questions that you ask in class to see how things are going with the lesson. It could also be the case
that you use a checklist as you monitor student work. In all of these cases you are using the information to make
decisions about what you need to do. No grades are assigned, no stickers distributed, no smiley faces or frowns
on the student’s lab report. Formative assessments are the means you use to find out how things are going so
that you can decide how to proceed. The robust use of formative assessments, if you pay attention to the data
you collect, will be the key to providing effective learning experiences for your students.
So, an important aspect of the assessment component of an effective teacher’s strategy will be the consistent
use of formative assessments. Rather than plowing through some unit of study and simply having a test
(summative assessment) at the end, a teacher who uses formative assessments throughout instruction can
monitor the progress of the students and adjust instruction accordingly. This is the purpose of formative
assessments.
It is important for you to understand that assessment techniques represent skills that a teacher must develop.
Simply asking a class, “Does everybody understand?” will not suffice for a viable formative assessment.
Students who do understand will likely answer affirmatively while students who don’t understand may prefer not
to make that point known. No one likes to look foolish in front of one’s peers; thus formative assessments must
be conducted in a manner that protects the student’s self-concept.
A teacher might conduct formative assessments by asking open-ended questions and watching to see who
responds and who does not. One might direct questions at individual students but ask for opinions or rephrasing.
The teacher could also ask a question and, upon receiving no response, rephrase the question as if the difficulty
had been in the original phrasing. Paper-and-pencil tests, quiz z es, checklists, and other exercises that are
ungraded protect the selfesteem of a student among classmates but provide the teacher with assessment data
that can clarify the instructional route to pursue either with the group or with individuals. ï »¿
Summat ive assessment , which we might typically think of as evaluation, is intended specifically for the purpose
of assigning a grade. There is no plan to reteach the topic based upon the assessment results, but instead the
teacher considers the instruction for the particular topic to be complete: students will be assessed and evaluated
for their mastery of the material, and then the class will move on to the next topic.
When constructing summative assessments, Stiggins (2001) recommends that teachers keep the perspective
that the real users of assessment data are the students themselves. Merely receiving a letter or numerical grade
advises a student of the value placed on the work, but it does not do anything to clarify the learning that has—or
has not—taken place. That is, what questions were answered correctly? Which were incorrect? Assuming that the
information was taught because it bears some importance, what does the student still need to learn? Keeping the
focus on students and learning as assessments are designed represents the first step toward high-quality
assessments. So, while formative assessments are specifically intended to inform the teacher, summative
assessments must also communicate effectively with the test taker. And this is true as well if the assessment is
one that the teacher completes rather than the student. That is, if the teacher—perhaps in a kindergarten setting—
uses checklists or anecdotal notes to assess students as they work, the student still ultimately needs to know
whether they are making progress, doing things correctly, or have mastered the lesson. The bottom line? Don’t
keep the results a secret from the people who really need to know the results—the students.
Formative and summative assessments are indispensable aspects of effective instruction, but clearly the aims
are different. The former is used to modify or plan instruction, the latter for recogniz ing the level of academic
achievement a student has reached. And as you will see in upcoming sections of this unit, assessments are not
necessarily a matter of responding in writing to questions on a page. There are many formats that we can use,
and it will always be the case that we want to choose a format that is suited to the task at hand and
developmentally appropriate for the student.
Formative and Summative Assessment
Format ive Assessment :
Teacher might ask questions, use observations, or a written test
Responses tell the teacher whether students are ready to move on or if students need more instruction
Summat ive Assessment
Teacher might ask questions, use observations, or a written test
Responses used to assign a grade; there will be no reteaching
From The Educator's Field Guide. Copyright © 2011 by Corwin. All Rights Reserved.
NOTES/note 2.pdf
presented by Lynne Ecenbarger
Classroom Assessments
Test = obtain a score
Assess = obtain the
“how” or “why”
behind the score
Evaluate = after
intervention, obtain
evidence that the
intervention is working
Assessment implies that
a decision will be made
and some action taken
to enhance learning.
Previous Cycle of ClassroomTeaching/Assessment
Teach Test
Grade Go On
• record score
M T W Th F
• write 5 x each
• use in sentence
• workbook page/pretest
• post test
• go on
• ABC order
Cycle of Classroom Asse ssment
Pre-Asse ssments Te ach
Ongoing/Formati ve Asse ssments Re te ach/Enrich
Summati ve Asse ssments Grade
Assessments are too often
viewed as autopsies
when they should be
viewed as physicals.
Like most things in education, classroom assessment enhances student achieve-
ment under certain conditions only.
Feedback from classroom assess- ments should provide students with a clear picture of:
their progress on learning goals
how they might improve
Feedback from classroom assess- ment should encourage students to improve.
Classroom assessment should be formative in nature.
Formative classroom assess- ments should be quite frequent.
Robert Marzano, 2007
It has been said that
feedback is often too
little, too late, too
vague, presented in
the wrong form,
and therefore
lacking in impact.
Jensen, 1998
What is “good” classroom assessment?
Classroom Assessments
• used to assess lessons’ objectives • administered within classrooms • administered continuously throughout the day • used to differentiate instruction
Classroom Screening and Progress Monitoring Tools
Based on Grade Level Standards and Curriculum
• different from grade level screening tools such as DIBELS, AIMS Web, etc. which are administered across the grade level
• information is used instead to differentiate Tier 1 instruction in individual general education classrooms
Initial Asse
sssm ent
and th en Fo
rmativ e
Asses smen
ts (Pr ogres
s
Monit oring)
(3-4 x yea
r)
Look for a
patter n
(clust ering)
of er rors;
ask, “ what
do the se
errors in ea
ch clu ster
have in com
mon? ”;
then a sk, “h
ow do es
this c luster
differ from
the on e befo
re an d afte
r it?”
4-8
“grid the kid” by placing their name on the chart based on assessed level of readiness; form the tiers for small group interventions
D es
tin y
P au
l
C la
ir e
Te ss
S am
B ro
ok e
M as
on
E m
ily
4-8
provide research-based instruction and interventions until the first progress monitoring; reassess; “regrid the kids” based on progress; readjust the intervention groups
D es
tin y
P au
l C
la ir
e
Te ss
S am
B ro
ok e
M as
on
E m
ily
• Sample the key content in the unit
• Mirror the post-assessment
• Contain a low baseline
• Align with CCSS
• Are closely tied to the content
learning objectives
• Can be efficiently scored
• Support decision-making
• Inform students of the purpose
Classroom Lesson Pre-Assessments (before
each lesson or unit of study):
PREASSESSMENTS
Alphaboxes
Quickwrites
Ready-Set-Show
Anchor Activities
Anticipation Guides
Graphic Organizers
Tests from Textbooks
Dry Erase/Show Me/Chalk Boards
Alphaboxes Quickwrites
Graphic Organizers Anticipation Guides Dictation Sentences Running Records
TAPS Pre-Tests/Tests from Textbooks
Teacher introduces the topic. Students write three words or phrases that come to mind when they hear the topic. They write each response in the box that the word/phrase begins with. For example, if the topic were “rocks”, a student might write “igneous” in the /i/ box, “gems” in the /g/ box, and “minerals” in the /m/ box. Have the students share with a partner or in a whole-class setting. They may only share answers that have not already been given. Any student that shares must be able to explain how the word/phrase they have listed is related to the topic.
Anticipation Guide
“From Egg to Butterfly” agree disagree 1. The butterfly has five
stages in its life cycle.
2. The egg is the last stage.
3. Caterpillars spend five days in the egg before hatching.
4. Caterpillars eat in- sects for their food.
5. Caterpillars eat for about fifteen days before form- ing a hard shell.
6. Caterpillars change into pupas after shedding their outer skin.
7. The caterpillar spends about ten days inside a pupa.
8. Caterpillars eat while inside the pupa.
9. There are about 20 days in the life cycle of a butterfly.
10. An butterfly has six legs and three body parts.
Teacher lists the objectives for the unit ahead of time in an “Anticipation Map”, falsifying two or three of the objectives. Students are asked to check whether they agree or dis- agree with each of the statements. The teacher could use this as a post-assessment, as well, by pre- senting the “Anticipation Map” at the end of the unit and having each student check the appropriate box based on what they learned.
From Our Classroom Strategy Library
Anticipation Guide
All About Adolescent Literacy www.adlit.org Resources for Parents and Educators of Kids Grades 4—12
Name
Topic
Read each statement below. Respond in the left column whether you agree (A) or disagree (D)
with each statement. Think about why you agree or disagree, and be prepared to share.
Before Reading
Agree/Disagree
Statement/Question After
Reading Agree/Disagree
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
free, open-
ended
resou rces f
rom A dLit.o
rg
(stand s for A
doles cent L
iterac y)
A Quick Write is a literacy strategy which can be used in any content area to develop writing fluency, to build the
habit of reflection into a learning experience, and to informally assess student thinking. The strategy asks learners to respond in 2–10 minutes to an open-ended question or prompt posed by the teacher. This writing assignment can be used at the beginning, middle, or end of a lesson. For example, students are asked to
write about what they learned, problems they encount- ered, what they liked (or did not like) about the lesson, how well they understood the concepts, and questions
they may have about the lesson. In content teaching, the integration of reading and writing reinforces meaning
construction as both activities use similar processing skills.
Quickwrites in 5 Steps for students in grades K-2:
Model and rehearse with students the following 5 steps: 1. Think. (They repeat as you raise one finger.) 2. Draw a picture. (They repeat as you raise another finger.) 3. Write something. (They repeat as you raise a third finger.) 4. Write your name. (They repeat as you raise a fourth finger.) 5. Write the date. (They repeat as you raise a fifth finger.)
Facilitating Quickwrites for students in grades 3-12:
1. Remind students that they can’t stop writing until the timer goes off and, when it does, they may finish only their last sentence. 2. Give students exactly 1 minute to think and start everyone together. 3. Turn the timer away from students so they will not watch the clock. 4. Circulate, encourage, and praise. 5. Ask volunteers to share their Quickwrites and allow for questions and positive comments.
Formative Assessment - an Integral Part of Classroom Instruction
Weighing cows won’t make ‘em fatter, just as testing kids won’t increase student learning!
• Are closely tied to the content students are learning
• Can be spontaneous or planned
• May be formal or informal
• Can cause critical teacher
insights into student learning and/or misconceptions
• Require careful observation and reflection
• Support decision-making
regarding instruction
Provides Regular Feedback!
Formative Assessments to Inform Lesson Planning…
Everything students might SAY, DO, or CREATE has the potential to be formative because it can provide information about
how much they understand and helps the teacher plan the next steps of instruction.
The line between assessment
and instruction should be blurred!
Don’t ever assess
unless you’re
going to take action!
Let’s take a closer look at types of formative assessments...
During the
Lesson
Quick, Ongoing Assessment Ideas
3-2-1
R.A.F.T.’s
paper-pass
quickwrites
dry-erase slates
Ready-Set-Show
five questions for this answer
mindmaps and other graphic organizers
exit slips
I Ha ve-W
ho H as?
Yes/No cards
“During Instruction” Asse ssment Ide as
Pinch Cards
Obser vations
Stop-and-Jots
Masking
Note -Taki
ng
R .A.F. T.’s Quick write s
Re ady-Se t-Show Exit Slips
Le arning Logs Fi ve Que stions for this Answer
Mindmaps and other graphic organizers
3-2-1
Summ arizer
Ready - Set - Show Ready - Set - Show
. ?
!
1/2
1/3
1/5
I’ve almost got it!
I’m lost!
I’m a bit confused!
I could te ach this!
Pinch Card (check for understanding)
TIPS
(Thi nk/In
k/Pa ir/Sh
are)
Students write the teacher’s question in the “Think” box. They then write their response in the “Ink” box. When the teacher says “Pair”, they turn and share their answer with a partner. To complete this activity, I ask the students to take a few minutes and write the name of their partner in the “Pair” box and to write what their partner shared in the “Share” box.
Formative Assessing with Learning Logs
Short, ungraded and unedited, reflective writing in learning logs is
a venue to promote genuine consideration of learning activities. Learning logs provide
authentic writing experiences in any content area.
Ideas for Math Journal Topics
Write 12 things that the number six means to you. Pretend you have to explain to a new student how to
subtract numbers. Use any concept or algorithm. Write a reaction to the lesson being studied. Discuss how you approach a problem and solve it. Then
discuss another way to do it. Discuss ways that a triangle and a square are alike, and
then how they are different. “Today I discovered….” “Something I’ve been wondering about…” “I think fractions were discovered when…”
Items to Gather: • wooden paint sticks • Sharpies Instructions: Step 1: First start with your first stick and write start. Step 2: Next start writing your clues and the answers on the tip. Step 3: Then write finish on your last stick.
Other Tips/Suggestions: You can make all of the facts connect or make them different like I did above. You can make it longer for your high kids and shorter for your lower kids. Give them a timer and have them try to beat 1 minute. You can make any changes you desire!
Place Value
I Have - Who Has
After the
Lesson
Quick, Ongoing Assessment Ideas
3-2-1
R.A.F.T.’s
paper-pass
quickwrites
dry-erase slates
Ready-Set-Show
five questions for this answer
mindmaps and other graphic organizers
exit slips
I Ha ve-W
ho H as?
Yes/No cards
“Af ter Instruction” Asse ssment Ide as
Exit Slips 3-2-1- Summarizers
Snowball Fights Paper Pass
Le arning Logs I Have-Who Has
Foldable s Writ ten Re sponse s
Exit Cards Exit Cards (AKA “Ticke ts to Le ave”) are used to gather information on student re adine ss levels, intere sts, and/ or le arning profile s.
The te acher hands out inde x cars to students at the end of an inst ructional sequence or class period. The te acher asks the students to re spond to a pre-de termined prompt on their inde x cards and then turn them in as they le ave the classroom or t ransition to another subject.
The te acher revie ws the student re sponse s and separate s the cards into instructional groups based on pre se t criteria.
Exit Cards
•On your e xit card ... •Explain the dif ference
be t ween simile and me taphor. Gi ve an e xample of e ach as part of your e xplanation.
Exit Cards
We have begun a study of “author ’s craf t”.
•Identif y three e xample s of figurati ve language used in the novel Morning Girl by Michael Dorris.
Exit Cards
Today you began to le arn about decimals and f ractions.
• List three things you le arned. • Write at le ast one que stion
you have about decimals and/ or f ractions.
From Our Classroom Strategy Library
Exit Slips
All About Adolescent Literacy www.adlit.org Resources for Parents and Educators of Kids Grades 4—12
Write one thing you learned today.
Name
Rate your understanding of today’s topic on a scale of 1-10. What can you do to improve
your understanding?
Name
Describe one way that today’s lesson could be used in the real world.
12 Digital Tools to Implement Exit Slips
3-2-1 Summarizer
3
2
1
Identify three “ah-ha’s” from today’s lesson about plate tectonics.
Pose two new questions you have about plate movement.
Name one thing you will remember forever.
3-2-1 Summarizer
Af ter re ading over my first draf t...
3 re visions I can make to improve my draf t 2 re source s I can use to help improve my draf t 1 thing I re ally like about my first draf t
Foldables (3-D Graphic Organizers)
“…a three-dimensional student-made (and/or teacher- made) interactive graphic organizer based upon a skill”. Foldables provide students with a “fast, kinesthetic activity that helps them organize and
retain information either before, during, or after reading”.
What are Foldables?
Formative:
Assessment FOR Learning
Summative:
Assessment OF Learning
• Are like a rear view mirror of the pre-assessment
• Contain a high ceiling
• Assess content, skills, and
strategies
• Focus on application
of knowledge to novel situations
• Couple with trait rubrics
• Include opportunities for
personal reflections
• Can be used to calculate
gain scores
Post-Assessments: Summative Assessments:
Teachers employ when they assign reports,
essays, persuasive writing, and creative or
expressive writing, as well as research papers.
Students show what they have learned by
synthesizing information and explaining their
understanding of concepts and ideas.
Students write for an audience with a specific
purpose.
Products may apply knowledge in new ways
or use academic structures for research and/
or formal writing.
Writing-to-Demonstrate Knowledge Summative Assessments
Summative Assessments
Checklists
Debates
Products
Demonstrations
Portfolio Reviews
End of Unit Tests
Summative Essays
Performance Assessments
Knowledge Comprehension Application
• Workshee t • Concept Map • Quiz/Te st
• Blogging • Diar y • Lists • Peer Te ach • Show and Tell • Summarize • Cartoon Strip • Flow Chart • Illustration
• Cre ate a puzzle, game, skit, movie, podcast, wiki, PowerPoint • Gi ve a speech • Make a topographic map • Perform a play • Take and display a collection of photographs on a particular topic • Write an e xplanation/se t of instructions
Analysis Synthe sis Evaluation • Conduct inve stigations to support a vie w • Construct a graph • Cre ate a socio-gram f rom a narrati ve • Cre ate a decision-making matrix to help make a decision • Prepare a report • Write a commercial to sell a ne w product
• Cre ate an advertisement • Invent a machine to do a specific task • Write a TV show; puppe t show • Role Play • De sign a ne w mone tar y system
• Prepare and conduct a debate • Write a persuasi ve speech arguing for/ against • Evaluate the character ’s action • Post critical comment to forums/blog/wiki’s/e tc. • Conduct inve stigations • PBL
Summati ve Asse ssments
Bloom’s Digital Taxonomy
Create a model. Write a poem. Write and produce a play. Create a table of contents. Make a game. Compile a booklet. Create a slide show. Create a radio program. Write a book. Write a new law. Create a video. Write a new song. Draw a diagram. Write a biography. Create an advertisement. Design and construct a new product. Give a speech. Make a learning center. Have a panel discussion. Make a dictionary. Draw a set of blueprints. Plan a journey. Make a relief map. Compile a portfolio of sketches. Make a map. Write an opinion article. Make a chart. Submit a story to a magazine. Take a survey; interpret the results. Write an essay. Design an experiment. Present a mock trial. Write a computer program. Develop a display. Create a dance. Make a simulation gamer. Build a planetarium. Formulate a scientific theory. Teach a lesson. Make an animated movie. Create a political cartoon. Hold a press conference. Write a letter to the editor. Conduct a debate. Design a travel brochure. Write a news report.
Least Likely to Yield Sophisticated Product
Make a diorama. Keep a diary. Make a collage. Draft and circulate a petition. Conduct an interview. Make a list. Create a word search. Create a recipe. Make a puzzle. Make a mobile. Make a collection of... Create a slogan or bumper sticker. Make a timeline. Be a mentor. Prepare and serve ethnic food. Do a pantomime. Collect and analyze water. Develop and use a questionnaire. Invite a speaker to class. Work on needlepoint. Draw a storyline. Discuss character development. Put together a photo album.
Most Likely to Yield Sophisticated Product
Multiple Intelligences Project Ideas
Verbal/ Linguistic
Visual/Spatial Logical/ Mathematical
Musical Interpersonal Intrapersonal Bodily/ Kinesthetic
Naturalist
Create an audiotape
Give a persuasive speech
Write a poem
Write a play or script
Write an advertisement
Write a letter
Debate
Design a logo
Design a brochure
Make a diagram or flowchart
Make a sculpture
Create a cartoon or comic
Build a model
Film a video
Interpret data
Conduct an experiment
Create an outline
Create a timeline
Present statistics
Graph data
Write a jingle
Lip sync a song
Write a song or rap
Create a radio show
Give an instrumental performance
Create sound effects
Conduct a survey
Create a game show or talk show
Work on a cooperative project
Interview someone
Write a Readerʼs
Theater
Tutor a classmate
Construct a portfolio
Keep a journal
Express your opinion in different ʻvoicesʼ
Write a narrative
Write a good test for this material
Act it out
Perform a pantomime
Choreograph a dance
Create a videotape
Create a sculpture
Create an observa- tion log
Conduct an experiment
Collect specimens to represent the material
Individual and Group Project Ideas
Artwork portfolio drawing collage comic strip mural clay models illustration of a story in sequence
Oral Work oral exam role-playing panel discussion tv talk show oral history of an event debate telephone interview news report conference with parents, teacher, other students
Other Projects artifacts scrapbook model building costume of characters or countries crossword puzzle mobile flannel board story map of a country puppet show advertising campaign for a product
Individual and Group Project Ideas
Written Work
diary of a famous person writing portfolio poetry notebook book or movie review letter to parents, editor, tv station original fairy tale modern-day myth math problem-solving logs pen-pal letters graphs, charts, diagrams original recipes pamphlet describing a disease vacation brochure
Media
videotape of studentsʼ performances video of original commercial video of news program video or cassette of student-conducted interviews cassette tape or readings or oral performances computer printout or disk
Kinesthetic
pantomime dance routine write and perform a song as a mnemonic device tv commercial
may be an individual or group activity
Independent Projects
may continue for a period of time
results in a product, presentation, or performance
typically has a time line and milestones
has aspects of formative evaluation as the project proceeds
Independent Project Planning Map Name: __________________________________________________
Start Date: _______________________________________________
1. Pose a question. (I wonder.....) The question is the hardest part of the project. What do you really want to know and why?
2. Time for research and note-taking. Look for information in these resources:
encyclopedia magazines videos internet interviews experiences trade books school programs other ____________
3. List bibliographic information. (Where did I get my information?)
4. Look back at your question. (Has my research answered the ques- tion that I posed?) If yes, move to the next step. If not, go back to your research.
5. Decide how you can best show what you have learned. (What product will I choose? Do I have a scoring guide to help me know when I am successful?)
6. What steps do you need to take to complete your project? Check the scoring guide several times while working on the project.
7. Plan your class presentation. (Do I need a classmate’s help to do my presentation? Do I need props or music?)
8. Practice and revise your presentation including using any charts or models. Practice so that you can talk about your work without read- ing from a written report. (Did I check the scoring guide again to see if my presentation is “looking good”?)
9. Be prepared to write a reflection. (What did I enjoy most about my research? What did I learn? What did I enjoy about my project and presentations? If I could do it all again, what would I change?)
Exploring What I Know
Name: _______________________________________ Topic: ______________________________________
1. What is your big idea? ____________________________________________________________________
______________________________________________________________________________________________
2. List or web your big idea.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
3. Looking at your list or web, write down some ideas you want to explore.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
4. Choose one of your possible ideas. Ask yourself questions like the following to
help you choose:
What makes this idea so interesting? __________________________________________________
____________________________________________________________________________________________
Why is this an important topic to study? _______________________________________________
____________________________________________________________________________________________
What questions keep circling around in your head about this idea? ________________
____________________________________________________________________________________________
After talking to a teacher, parent, or friend about your idea, what new ideas
come from your talk? ___________________________________________________________________
____________________________________________________________________________________________
How can I make this idea stand our from all others? _________________________________
____________________________________________________________________________________________
5. What is your choice for a final topic question to explore? ____________________________
____________________________________________________________________________________________
Project Planner
Name:
Due Date for Topic and Questions:
The specific topic I will investigate: __________________________________________ ______________________________________________________________________ ______________________________________________________________________
The specific questions I will investigate (list as many who/what/when/where/why/how questions as appropriate): ________________________________________________ _____________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Due Date for Gathering Resources:
The resources I will use (minimum of three):
Print Resources (books, magazines, journals): _________________________________ ______________________________________________________________________
Web Sites: _____________________________________ ______________________________________________________________________
Other Resources (interviews, software, videos, exhibits): _________________________ ______________________________________________________________________
Due Date for Product Description:
Describe Your Product(s): _________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Due Date for Evaluation Checklist:
Solicit parental feedback.
Solicit peer feedback.
Complete a self-evaluation form.
Due Date for Sharing:
I will share my project using:
a display: _____________________________________________________________
a presentation: _________________________________________________________ Due Date for Written Reflection:
Project-Based Learning on the Web
http://www.4teachers.org/projectbased
This site provides research-based support for PBL as well as the ability to create your own checklists for project work.
http://www.project-approach.com
Aimed at early childhood and elementary grades, this site supports PBL with research, practical planning materials, and fully described examples.
http://www.exchange.co-nnect.net/Teleprojects
A well-organized site with many technology based projects available. Some require fee; many are free.
http://www.autodesk.com/foundation/pbl
Supported by the Autodesk Foundation, more success stories and background support for PBL.
http://www.pblmm.k12.ca.us
One of the Technology Innovation Challenge Grants, this California- based effort has a multi-media focus, but has rich information around PBL for all.
http://www.bie.org/pbl
Designed to support middle and secondary school teachers, but don’t miss the Project Examples linked off Resources.
http://www.millennaire.com/pbl.html
This site links folks to online projects ranging from simple to complex.
Project Evaluation
Name: _____________________________ Topic: ____________________________________
Research Question: _____________________________________________________________
Teacher and Peer Assessment:
Research:
Used at least three sources
Documented sources
Gathered interesting information
Worked hard preparing
Preparation
Was well prepared
Demonstrated good delivery skills
Used multiple delivery modes
Demonstrated understanding of topic
Answered questions effectively
Teacher and Class Comments:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Excellent Satisfactory Needs Work
Excellent Satisfactory Needs Work
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
NOTES/note 3.pdf
presented by Lynne Ecenbarger
Classroom Assessments
Test = obtain a score
Assess = obtain the
“how” or “why”
behind the score
Evaluate = after
intervention, obtain
evidence that the
intervention is working
Assessment implies that
a decision will be made
and some action taken
to enhance learning.
Previous Cycle of ClassroomTeaching/Assessment
Teach Test
Grade Go On
• record score
M T W Th F
• write 5 x each
• use in sentence
• workbook page/pretest
• post test
• go on
• ABC order
Cycle of Classroom Asse ssment
Pre-Asse ssments Te ach
Ongoing/Formati ve Asse ssments Re te ach/Enrich
Summati ve Asse ssments Grade
Assessments are too often
viewed as autopsies
when they should be
viewed as physicals.
Like most things in education, classroom assessment enhances student achieve-
ment under certain conditions only.
Feedback from classroom assess- ments should provide students with a clear picture of:
their progress on learning goals
how they might improve
Feedback from classroom assess- ment should encourage students to improve.
Classroom assessment should be formative in nature.
Formative classroom assess- ments should be quite frequent.
Robert Marzano, 2007
It has been said that
feedback is often too
little, too late, too
vague, presented in
the wrong form,
and therefore
lacking in impact.
Jensen, 1998
What is “good” classroom assessment?
Classroom Assessments
• used to assess lessons’ objectives • administered within classrooms • administered continuously throughout the day • used to differentiate instruction
Classroom Screening and Progress Monitoring Tools
Based on Grade Level Standards and Curriculum
• different from grade level screening tools such as DIBELS, AIMS Web, etc. which are administered across the grade level
• information is used instead to differentiate Tier 1 instruction in individual general education classrooms
Initial Asse
sssm ent
and th en Fo
rmativ e
Asses smen
ts (Pr ogres
s
Monit oring)
(3-4 x yea
r)
Look for a
patter n
(clust ering)
of er rors;
ask, “ what
do the se
errors in ea
ch clu ster
have in com
mon? ”;
then a sk, “h
ow do es
this c luster
differ from
the on e befo
re an d afte
r it?”
4-8
“grid the kid” by placing their name on the chart based on assessed level of readiness; form the tiers for small group interventions
D es
tin y
P au
l
C la
ir e
Te ss
S am
B ro
ok e
M as
on
E m
ily
4-8
provide research-based instruction and interventions until the first progress monitoring; reassess; “regrid the kids” based on progress; readjust the intervention groups
D es
tin y
P au
l C
la ir
e
Te ss
S am
B ro
ok e
M as
on
E m
ily
• Sample the key content in the unit
• Mirror the post-assessment
• Contain a low baseline
• Align with CCSS
• Are closely tied to the content
learning objectives
• Can be efficiently scored
• Support decision-making
• Inform students of the purpose
Classroom Lesson Pre-Assessments (before
each lesson or unit of study):
PREASSESSMENTS
Alphaboxes
Quickwrites
Ready-Set-Show
Anchor Activities
Anticipation Guides
Graphic Organizers
Tests from Textbooks
Dry Erase/Show Me/Chalk Boards
Alphaboxes Quickwrites
Graphic Organizers Anticipation Guides Dictation Sentences Running Records
TAPS Pre-Tests/Tests from Textbooks
Teacher introduces the topic. Students write three words or phrases that come to mind when they hear the topic. They write each response in the box that the word/phrase begins with. For example, if the topic were “rocks”, a student might write “igneous” in the /i/ box, “gems” in the /g/ box, and “minerals” in the /m/ box. Have the students share with a partner or in a whole-class setting. They may only share answers that have not already been given. Any student that shares must be able to explain how the word/phrase they have listed is related to the topic.
Anticipation Guide
“From Egg to Butterfly” agree disagree 1. The butterfly has five
stages in its life cycle.
2. The egg is the last stage.
3. Caterpillars spend five days in the egg before hatching.
4. Caterpillars eat in- sects for their food.
5. Caterpillars eat for about fifteen days before form- ing a hard shell.
6. Caterpillars change into pupas after shedding their outer skin.
7. The caterpillar spends about ten days inside a pupa.
8. Caterpillars eat while inside the pupa.
9. There are about 20 days in the life cycle of a butterfly.
10. An butterfly has six legs and three body parts.
Teacher lists the objectives for the unit ahead of time in an “Anticipation Map”, falsifying two or three of the objectives. Students are asked to check whether they agree or dis- agree with each of the statements. The teacher could use this as a post-assessment, as well, by pre- senting the “Anticipation Map” at the end of the unit and having each student check the appropriate box based on what they learned.
From Our Classroom Strategy Library
Anticipation Guide
All About Adolescent Literacy www.adlit.org Resources for Parents and Educators of Kids Grades 4—12
Name
Topic
Read each statement below. Respond in the left column whether you agree (A) or disagree (D)
with each statement. Think about why you agree or disagree, and be prepared to share.
Before Reading
Agree/Disagree
Statement/Question After
Reading Agree/Disagree
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
free, open-
ended
resou rces f
rom A dLit.o
rg
(stand s for A
doles cent L
iterac y)
A Quick Write is a literacy strategy which can be used in any content area to develop writing fluency, to build the
habit of reflection into a learning experience, and to informally assess student thinking. The strategy asks learners to respond in 2–10 minutes to an open-ended question or prompt posed by the teacher. This writing assignment can be used at the beginning, middle, or end of a lesson. For example, students are asked to
write about what they learned, problems they encount- ered, what they liked (or did not like) about the lesson, how well they understood the concepts, and questions
they may have about the lesson. In content teaching, the integration of reading and writing reinforces meaning
construction as both activities use similar processing skills.
Quickwrites in 5 Steps for students in grades K-2:
Model and rehearse with students the following 5 steps: 1. Think. (They repeat as you raise one finger.) 2. Draw a picture. (They repeat as you raise another finger.) 3. Write something. (They repeat as you raise a third finger.) 4. Write your name. (They repeat as you raise a fourth finger.) 5. Write the date. (They repeat as you raise a fifth finger.)
Facilitating Quickwrites for students in grades 3-12:
1. Remind students that they can’t stop writing until the timer goes off and, when it does, they may finish only their last sentence. 2. Give students exactly 1 minute to think and start everyone together. 3. Turn the timer away from students so they will not watch the clock. 4. Circulate, encourage, and praise. 5. Ask volunteers to share their Quickwrites and allow for questions and positive comments.
Formative Assessment - an Integral Part of Classroom Instruction
Weighing cows won’t make ‘em fatter, just as testing kids won’t increase student learning!
• Are closely tied to the content students are learning
• Can be spontaneous or planned
• May be formal or informal
• Can cause critical teacher
insights into student learning and/or misconceptions
• Require careful observation and reflection
• Support decision-making
regarding instruction
Provides Regular Feedback!
Formative Assessments to Inform Lesson Planning…
Everything students might SAY, DO, or CREATE has the potential to be formative because it can provide information about
how much they understand and helps the teacher plan the next steps of instruction.
The line between assessment
and instruction should be blurred!
Don’t ever assess
unless you’re
going to take action!
Let’s take a closer look at types of formative assessments...
During the
Lesson
Quick, Ongoing Assessment Ideas
3-2-1
R.A.F.T.’s
paper-pass
quickwrites
dry-erase slates
Ready-Set-Show
five questions for this answer
mindmaps and other graphic organizers
exit slips
I Ha ve-W
ho H as?
Yes/No cards
“During Instruction” Asse ssment Ide as
Pinch Cards
Obser vations
Stop-and-Jots
Masking
Note -Taki
ng
R .A.F. T.’s Quick write s
Re ady-Se t-Show Exit Slips
Le arning Logs Fi ve Que stions for this Answer
Mindmaps and other graphic organizers
3-2-1
Summ arizer
Ready - Set - Show Ready - Set - Show
. ?
!
1/2
1/3
1/5
I’ve almost got it!
I’m lost!
I’m a bit confused!
I could te ach this!
Pinch Card (check for understanding)
TIPS
(Thi nk/In
k/Pa ir/Sh
are)
Students write the teacher’s question in the “Think” box. They then write their response in the “Ink” box. When the teacher says “Pair”, they turn and share their answer with a partner. To complete this activity, I ask the students to take a few minutes and write the name of their partner in the “Pair” box and to write what their partner shared in the “Share” box.
Formative Assessing with Learning Logs
Short, ungraded and unedited, reflective writing in learning logs is
a venue to promote genuine consideration of learning activities. Learning logs provide
authentic writing experiences in any content area.
Ideas for Math Journal Topics
Write 12 things that the number six means to you. Pretend you have to explain to a new student how to
subtract numbers. Use any concept or algorithm. Write a reaction to the lesson being studied. Discuss how you approach a problem and solve it. Then
discuss another way to do it. Discuss ways that a triangle and a square are alike, and
then how they are different. “Today I discovered….” “Something I’ve been wondering about…” “I think fractions were discovered when…”
Items to Gather: • wooden paint sticks • Sharpies Instructions: Step 1: First start with your first stick and write start. Step 2: Next start writing your clues and the answers on the tip. Step 3: Then write finish on your last stick.
Other Tips/Suggestions: You can make all of the facts connect or make them different like I did above. You can make it longer for your high kids and shorter for your lower kids. Give them a timer and have them try to beat 1 minute. You can make any changes you desire!
Place Value
I Have - Who Has
After the
Lesson
Quick, Ongoing Assessment Ideas
3-2-1
R.A.F.T.’s
paper-pass
quickwrites
dry-erase slates
Ready-Set-Show
five questions for this answer
mindmaps and other graphic organizers
exit slips
I Ha ve-W
ho H as?
Yes/No cards
“Af ter Instruction” Asse ssment Ide as
Exit Slips 3-2-1- Summarizers
Snowball Fights Paper Pass
Le arning Logs I Have-Who Has
Foldable s Writ ten Re sponse s
Exit Cards Exit Cards (AKA “Ticke ts to Le ave”) are used to gather information on student re adine ss levels, intere sts, and/ or le arning profile s.
The te acher hands out inde x cars to students at the end of an inst ructional sequence or class period. The te acher asks the students to re spond to a pre-de termined prompt on their inde x cards and then turn them in as they le ave the classroom or t ransition to another subject.
The te acher revie ws the student re sponse s and separate s the cards into instructional groups based on pre se t criteria.
Exit Cards
•On your e xit card ... •Explain the dif ference
be t ween simile and me taphor. Gi ve an e xample of e ach as part of your e xplanation.
Exit Cards
We have begun a study of “author ’s craf t”.
•Identif y three e xample s of figurati ve language used in the novel Morning Girl by Michael Dorris.
Exit Cards
Today you began to le arn about decimals and f ractions.
• List three things you le arned. • Write at le ast one que stion
you have about decimals and/ or f ractions.
From Our Classroom Strategy Library
Exit Slips
All About Adolescent Literacy www.adlit.org Resources for Parents and Educators of Kids Grades 4—12
Write one thing you learned today.
Name
Rate your understanding of today’s topic on a scale of 1-10. What can you do to improve
your understanding?
Name
Describe one way that today’s lesson could be used in the real world.
12 Digital Tools to Implement Exit Slips
3-2-1 Summarizer
3
2
1
Identify three “ah-ha’s” from today’s lesson about plate tectonics.
Pose two new questions you have about plate movement.
Name one thing you will remember forever.
3-2-1 Summarizer
Af ter re ading over my first draf t...
3 re visions I can make to improve my draf t 2 re source s I can use to help improve my draf t 1 thing I re ally like about my first draf t
Foldables (3-D Graphic Organizers)
“…a three-dimensional student-made (and/or teacher- made) interactive graphic organizer based upon a skill”. Foldables provide students with a “fast, kinesthetic activity that helps them organize and
retain information either before, during, or after reading”.
What are Foldables?
Formative:
Assessment FOR Learning
Summative:
Assessment OF Learning
• Are like a rear view mirror of the pre-assessment
• Contain a high ceiling
• Assess content, skills, and
strategies
• Focus on application
of knowledge to novel situations
• Couple with trait rubrics
• Include opportunities for
personal reflections
• Can be used to calculate
gain scores
Post-Assessments: Summative Assessments:
Teachers employ when they assign reports,
essays, persuasive writing, and creative or
expressive writing, as well as research papers.
Students show what they have learned by
synthesizing information and explaining their
understanding of concepts and ideas.
Students write for an audience with a specific
purpose.
Products may apply knowledge in new ways
or use academic structures for research and/
or formal writing.
Writing-to-Demonstrate Knowledge Summative Assessments
Summative Assessments
Checklists
Debates
Products
Demonstrations
Portfolio Reviews
End of Unit Tests
Summative Essays
Performance Assessments
Knowledge Comprehension Application
• Workshee t • Concept Map • Quiz/Te st
• Blogging • Diar y • Lists • Peer Te ach • Show and Tell • Summarize • Cartoon Strip • Flow Chart • Illustration
• Cre ate a puzzle, game, skit, movie, podcast, wiki, PowerPoint • Gi ve a speech • Make a topographic map • Perform a play • Take and display a collection of photographs on a particular topic • Write an e xplanation/se t of instructions
Analysis Synthe sis Evaluation • Conduct inve stigations to support a vie w • Construct a graph • Cre ate a socio-gram f rom a narrati ve • Cre ate a decision-making matrix to help make a decision • Prepare a report • Write a commercial to sell a ne w product
• Cre ate an advertisement • Invent a machine to do a specific task • Write a TV show; puppe t show • Role Play • De sign a ne w mone tar y system
• Prepare and conduct a debate • Write a persuasi ve speech arguing for/ against • Evaluate the character ’s action • Post critical comment to forums/blog/wiki’s/e tc. • Conduct inve stigations • PBL
Summati ve Asse ssments
Bloom’s Digital Taxonomy
Create a model. Write a poem. Write and produce a play. Create a table of contents. Make a game. Compile a booklet. Create a slide show. Create a radio program. Write a book. Write a new law. Create a video. Write a new song. Draw a diagram. Write a biography. Create an advertisement. Design and construct a new product. Give a speech. Make a learning center. Have a panel discussion. Make a dictionary. Draw a set of blueprints. Plan a journey. Make a relief map. Compile a portfolio of sketches. Make a map. Write an opinion article. Make a chart. Submit a story to a magazine. Take a survey; interpret the results. Write an essay. Design an experiment. Present a mock trial. Write a computer program. Develop a display. Create a dance. Make a simulation gamer. Build a planetarium. Formulate a scientific theory. Teach a lesson. Make an animated movie. Create a political cartoon. Hold a press conference. Write a letter to the editor. Conduct a debate. Design a travel brochure. Write a news report.
Least Likely to Yield Sophisticated Product
Make a diorama. Keep a diary. Make a collage. Draft and circulate a petition. Conduct an interview. Make a list. Create a word search. Create a recipe. Make a puzzle. Make a mobile. Make a collection of... Create a slogan or bumper sticker. Make a timeline. Be a mentor. Prepare and serve ethnic food. Do a pantomime. Collect and analyze water. Develop and use a questionnaire. Invite a speaker to class. Work on needlepoint. Draw a storyline. Discuss character development. Put together a photo album.
Most Likely to Yield Sophisticated Product
Multiple Intelligences Project Ideas
Verbal/ Linguistic
Visual/Spatial Logical/ Mathematical
Musical Interpersonal Intrapersonal Bodily/ Kinesthetic
Naturalist
Create an audiotape
Give a persuasive speech
Write a poem
Write a play or script
Write an advertisement
Write a letter
Debate
Design a logo
Design a brochure
Make a diagram or flowchart
Make a sculpture
Create a cartoon or comic
Build a model
Film a video
Interpret data
Conduct an experiment
Create an outline
Create a timeline
Present statistics
Graph data
Write a jingle
Lip sync a song
Write a song or rap
Create a radio show
Give an instrumental performance
Create sound effects
Conduct a survey
Create a game show or talk show
Work on a cooperative project
Interview someone
Write a Readerʼs
Theater
Tutor a classmate
Construct a portfolio
Keep a journal
Express your opinion in different ʻvoicesʼ
Write a narrative
Write a good test for this material
Act it out
Perform a pantomime
Choreograph a dance
Create a videotape
Create a sculpture
Create an observa- tion log
Conduct an experiment
Collect specimens to represent the material
Individual and Group Project Ideas
Artwork portfolio drawing collage comic strip mural clay models illustration of a story in sequence
Oral Work oral exam role-playing panel discussion tv talk show oral history of an event debate telephone interview news report conference with parents, teacher, other students
Other Projects artifacts scrapbook model building costume of characters or countries crossword puzzle mobile flannel board story map of a country puppet show advertising campaign for a product
Individual and Group Project Ideas
Written Work
diary of a famous person writing portfolio poetry notebook book or movie review letter to parents, editor, tv station original fairy tale modern-day myth math problem-solving logs pen-pal letters graphs, charts, diagrams original recipes pamphlet describing a disease vacation brochure
Media
videotape of studentsʼ performances video of original commercial video of news program video or cassette of student-conducted interviews cassette tape or readings or oral performances computer printout or disk
Kinesthetic
pantomime dance routine write and perform a song as a mnemonic device tv commercial
may be an individual or group activity
Independent Projects
may continue for a period of time
results in a product, presentation, or performance
typically has a time line and milestones
has aspects of formative evaluation as the project proceeds
Independent Project Planning Map Name: __________________________________________________
Start Date: _______________________________________________
1. Pose a question. (I wonder.....) The question is the hardest part of the project. What do you really want to know and why?
2. Time for research and note-taking. Look for information in these resources:
encyclopedia magazines videos internet interviews experiences trade books school programs other ____________
3. List bibliographic information. (Where did I get my information?)
4. Look back at your question. (Has my research answered the ques- tion that I posed?) If yes, move to the next step. If not, go back to your research.
5. Decide how you can best show what you have learned. (What product will I choose? Do I have a scoring guide to help me know when I am successful?)
6. What steps do you need to take to complete your project? Check the scoring guide several times while working on the project.
7. Plan your class presentation. (Do I need a classmate’s help to do my presentation? Do I need props or music?)
8. Practice and revise your presentation including using any charts or models. Practice so that you can talk about your work without read- ing from a written report. (Did I check the scoring guide again to see if my presentation is “looking good”?)
9. Be prepared to write a reflection. (What did I enjoy most about my research? What did I learn? What did I enjoy about my project and presentations? If I could do it all again, what would I change?)
Exploring What I Know
Name: _______________________________________ Topic: ______________________________________
1. What is your big idea? ____________________________________________________________________
______________________________________________________________________________________________
2. List or web your big idea.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
3. Looking at your list or web, write down some ideas you want to explore.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
4. Choose one of your possible ideas. Ask yourself questions like the following to
help you choose:
What makes this idea so interesting? __________________________________________________
____________________________________________________________________________________________
Why is this an important topic to study? _______________________________________________
____________________________________________________________________________________________
What questions keep circling around in your head about this idea? ________________
____________________________________________________________________________________________
After talking to a teacher, parent, or friend about your idea, what new ideas
come from your talk? ___________________________________________________________________
____________________________________________________________________________________________
How can I make this idea stand our from all others? _________________________________
____________________________________________________________________________________________
5. What is your choice for a final topic question to explore? ____________________________
____________________________________________________________________________________________
Project Planner
Name:
Due Date for Topic and Questions:
The specific topic I will investigate: __________________________________________ ______________________________________________________________________ ______________________________________________________________________
The specific questions I will investigate (list as many who/what/when/where/why/how questions as appropriate): ________________________________________________ _____________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Due Date for Gathering Resources:
The resources I will use (minimum of three):
Print Resources (books, magazines, journals): _________________________________ ______________________________________________________________________
Web Sites: _____________________________________ ______________________________________________________________________
Other Resources (interviews, software, videos, exhibits): _________________________ ______________________________________________________________________
Due Date for Product Description:
Describe Your Product(s): _________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Due Date for Evaluation Checklist:
Solicit parental feedback.
Solicit peer feedback.
Complete a self-evaluation form.
Due Date for Sharing:
I will share my project using:
a display: _____________________________________________________________
a presentation: _________________________________________________________ Due Date for Written Reflection:
Project-Based Learning on the Web
http://www.4teachers.org/projectbased
This site provides research-based support for PBL as well as the ability to create your own checklists for project work.
http://www.project-approach.com
Aimed at early childhood and elementary grades, this site supports PBL with research, practical planning materials, and fully described examples.
http://www.exchange.co-nnect.net/Teleprojects
A well-organized site with many technology based projects available. Some require fee; many are free.
http://www.autodesk.com/foundation/pbl
Supported by the Autodesk Foundation, more success stories and background support for PBL.
http://www.pblmm.k12.ca.us
One of the Technology Innovation Challenge Grants, this California- based effort has a multi-media focus, but has rich information around PBL for all.
http://www.bie.org/pbl
Designed to support middle and secondary school teachers, but don’t miss the Project Examples linked off Resources.
http://www.millennaire.com/pbl.html
This site links folks to online projects ranging from simple to complex.
Project Evaluation
Name: _____________________________ Topic: ____________________________________
Research Question: _____________________________________________________________
Teacher and Peer Assessment:
Research:
Used at least three sources
Documented sources
Gathered interesting information
Worked hard preparing
Preparation
Was well prepared
Demonstrated good delivery skills
Used multiple delivery modes
Demonstrated understanding of topic
Answered questions effectively
Teacher and Class Comments:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Excellent Satisfactory Needs Work
Excellent Satisfactory Needs Work
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NOTES/Top Tech Tools for Formative Assessment-1.pdf
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Top Tech Tools for Formative Assessment
Edulastic Visit Website:
https://www.edulastic.com/
Powerful formative assessment tool
tracks achievement of standards
GRADES
K-12
TYPE
Website
PRICE
Free
PlayPosit Visit Website:
http://www.playposit.com/
GRADES
2-12
TYPE
Website
PRICE
Free, Paid
Through formative assessment, teachers check student understanding, get valuable data on student learning, and
then use that data to modify instruction. When teachers know what students know (or don't know), they can adjust
to meet students right at their level. The best formative assessment tools also help students self-reflect and assess,
figuring out where they are and where they need to go as learners. Browse the tools below to find one that meets
your needs. There are formative assessment apps for everything from discussion to quizzing, polling, and student
responses to interactive lessons and videos.
Interesting seeing how two of the best formative assessment apps compare? Check out our EdTech Showdown
featuring Kahoot! and Formative.
Interactive Lessons and Video
TOP PICK
COMMON SENSE RATING
4 / 5TEACHER RATING
5 / 5
COMMON SENSE RATING
4 / 5TEACHER RATING
4 / 5
Bookmark
Simple design makes it easy to jump
into interactive video
GoClass Visit Website:
https://www.goclass.com/guestapp/index.aspx
Deliver interactive lessons right to
kids' mobile devices and tablets
GRADES
6-12
TYPE
Website
PRICE
Free
The Answer Pad Visit Website:
http://www.theanswerpad.com/
Simple, multipurpose assessment tool
for the BYOD classroom
GRADES
6-12
TYPE
Website
PRICE
Free, Paid
Kahoot! Visit Website: https://getkahoot.com/
Game-like student-response tool can
GRADES
8-12
TYPE
Website
PRICE
Free
Quizzing, Polling, and Student Response
COMMON SENSE RATING
4 / 5TEACHER RATING
Not Yet Rated
COMMON SENSE RATING
3 / 5TEACHER RATING
5 / 5
COMMON SENSE RATING
3 / 5TEACHER RATING
4 / 5
spark competitive fun
Socrative Visit Website:
http://www.socrative.com/
Snapshot quizzes and questions
measure student learning
GRADES
3-12
TYPE
Website
PRICE
Free
Quizalize Visit Website:
https://www.quizalize.com/
Familiar game show quizzes with a
few new features
GRADES
4-12
TYPE
Website
PRICE
Free, Paid
Plickers Publisher: Plickers Inc.
Useful rapid-response tool for tech-
limited classrooms
GRADES
5-12
TYPE
App
PRICE
Free
PLATFORMS
Android,
iPad,
iPhone,
iPod Touch
COMMON SENSE RATING
3 / 5TEACHER RATING
4 / 5
COMMON SENSE RATING
3 / 5TEACHER RATING
3 / 5
COMMON SENSE RATING
3 / 5
TEACHER RATING
3 / 5
GoSoapBox Visit Website:
http://www.gosoapbox.com
Solid web-based clicker tool gives
instant feedback
GRADES
6-12
TYPE
Website
PRICE
Free, Paid
Poll Everywhere Visit Website:
http://www.polleverywhere.com/
Straightforward student-response
tool does its job well
GRADES
7-12
TYPE
Website
PRICE
Free, Paid
Backchannel Chat Visit Website:
https://backchannelchat.com
Real-time, moderated online
discussions can engage and
GRADES
7-12
TYPE
Website
PRICE
Free to Try,
Paid
Discussion
COMMON SENSE RATING
3 / 5TEACHER RATING
4 / 5
COMMON SENSE RATING
3 / 5TEACHER RATING
3 / 5
COMMON SENSE RATING
3 / 5 TEACHER RATING
4 / 5
encourage
TodaysMeet Visit Website: https://todaysmeet.com/
Easy online conversations
supplement and extend the
classroom
GRADES
8-12
TYPE
Website
PRICE
Free, Paid
Piazza Visit Website: https://piazza.com
Advanced Q&A tool compels
collaboration, higher-order thinking
GRADES
10-12
TYPE
Website
PRICE
Free
COMMON SENSE RATING
3 / 5TEACHER RATING
4 / 5
COMMON SENSE RATING
4 / 5TEACHER RATING
4 / 5
