ABOUT ME - Checking for Understanding Online - SINGAPORE AMERICAN SCHOOL ASCD PBLWORKS EDUTOPIA - The e-Assessment Association
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
7/15/21
Checking for Understanding
Online
Assessments in a Virtual Environment
Andrew Miller | @betamiller
1
ABOUT ME
SINGAPORE AMERICAN SCHOOL
ASCD
PBLWORKS
EDUTOPIA
2
1
7/15/21
Where I’m From
Where I Live
3
SESSION OUTCOMES
● Review principles and strategies for formative and
summative assessment
● Gain strategies and tools to check for understanding
● Understand how checking for understanding works
with and for instructional.
4
2
7/15/21
Gradual Release of
Responsibility
TEACHER RESPONSIBILITY
Focused Instruction “I do”
Guided
“We do”
Instruction
Collaborative “You do
it together”
Learning
Independent “You do it
Learning alone”
STUDENT RESPONSIBILITY
5
Comparing Formative and Summative
Assessments
Formative Assessments Summative Assessments
Improve instruction Purpose? Measure of student
Provide student feedback competency
Ongoing throughout unit When administered? End of unit or course
Self-monitor understanding How do students use Gauge their progress toward
results? course or grade level goals
and benchmarks
Check for understanding How do teachers use Grades, promotion
results?
6
3
7/15/21
MAPPING ASSESSMENT TO THE SAS CYCLE OF INQUIRY
QUESTION INVESTIGATE CREATE REFLECT
Explore exemplars Conduct research Draft Share & reflect
Identify topics &
Analyze Revise & edit
questions
Consider audience &
purpose
Explicit instruction, practice & feedback
7
Assessment Shifts
First, assessments are in service of learning
(“assessment as learning”), not just for
evaluating learning. Second, assessments are
performance-based, involving the application
of skills and knowledge to meaningful tasks,
not just recall of knowledge or concepts.
8
4
7/15/21
SAS Definition of Embedded Performance Assessment
➔ A series of assessment tasks (both formative &
summative) that make up a unit;
Formative
➔ that lead to the successful application and transfer of
knowledge and skills;
Formative
➔ that apply to an authentic or “real-world” situation;
➔ that are tailored to a specific audience; Formative
➔ and evaluated by clear standards/criteria for success.
Summative
9
PORTFOLIO: Collection of student performance tasks and reflections that exemplify
learning and growth along multiple dimensions (skills, knowledge, dispositions)
PERFORMANCE TASK: A demonstration of the application of skills and
knowledge to a problem or task found in the real world, tailored to a specific
audience, and assessed by clear outcomes for success.
FORMATIVE TASK: Key pieces of formative work that represent
milestones toward the completion of the performance task.
E NCE STUDENT WORK REAL-TIME OBSERVATIONS
“REAL-TIME” EVIDENCE
EV I D Learning activities, drafts of
work
Student peer discourse
Student behaviors/actions
OF
during learning
A R N IN G FORMAL CHECKS FOR
UNDERSTANDING
CONFERENCES
Student-teacher conversations,
LE Synthesis and reflection
prompts, quizzes, exit slips, etc.
student reflections (product,
process), planning and progress
10
5
7/15/21
Feed up: establishing purpose
Check for understanding:
daily monitoring of learning
Feed back: providing students with
information about their success and needs
Feed forward: using student
performance for “next steps” instruction
and feeding this into an instructional
model
Fisher & Frey, 2009; Hattie & Timperley, 2007
11
A clear
learning
target
establishes
criteria for
success
12
6
7/15/21
A Planning Process for Establishing Purpose
1. Unpack the Standard
2. Write the Learning Goal
3. Write the Purpose Statement
“Our purpose
today is…”
13
Check for
Understanding:
How am
I doing?
14
7
7/15/21
15
Quick Write:
What tools and techniques do you
use to check for understanding?
16
8
7/15/21
Checking for Understanding involves…
• Oral language
• Questioning
• Written language
• Projects and performance
• Tests
• Common assessments and consensus
scoring
Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA:
Association for Supervision and Curriculum Development.
17
• Oral to Oral
– listens to a selection and retells it orally
• Oral to Written
– listens to a selection and retells it in writing (summary)
• Oral to Video
– listens to a selection and creates an I-movie
• Reading to Oral
– reads a selection and retells it orally
• Reading to Written
Retellings – reads a selection and retells it in writing (summary)
• Reading to Video
– reads a selection and creates an I-movie
• Viewing to Oral
– views a film and retells it orally
• Viewing to Written
– views a film and retells it in writing (summary)
• Viewing to Video
– views a film and creates an I-movie
18
9
7/15/21
Checking for Understanding through Writing
• Interactive writing
• Read, Write, Pair, Share
• Summary writing
• RAFT
19
Checking for Understanding Through Projects and Performances
Oral
presentations
Collaborative learning
Portfolios
Foldables ™
20
107/15/21
Considerations for Test Design
• Use Text-Dependent Questions
• Teach integrity and behavior
• Match items with purpose
– Multiple choice for item analysis
– Short answer for recall of information
– Dichotomous for sampling wide knowledge
– Essay for organizing info, creative responses.
21
22
117/15/21
a rd to
H
e a ch ,
T
a rd t o
H
Learn
23
Feedback
How am I doing?
24
127/15/21
“Feedback should
cause thinking.”
Wiliam, 2011, p. 127
25
kin g
Ma E
TIM ed back
Fe
for
jects
r pro nsure
ers o U ts
r pap r them. studen
thei ve e -
to have ks all o k, som s faith
ly ar ac er
, on hm edb Oth fail to
how ed wit h the fe e grade. its, but work.
re tu rn
d o wit p t th ’s ed tu re
he o a
r to ce her fu
h at ’s w hat it and ac the teac to their ng both
w d it re te ge ti e
her f, an top the igno duplica nowled , frustra s realiz
y teac ore o ill k nues eacher ing aren they
’t
sk an eeds m time w mises fully er this
conti
A
sf .T ad d
n
she bet that that pro our tran is cycle udents t into gr ding, an gure
g f Th d st pu an fi
good nythin ttle bit o er. h ers an rs they underst time to en do
A a li ll teac e hou dents’
list. t se we more d th
coup a bes how is th u had know an
to re re to be r is in edback - that roving st nly we ly
is su e-sa
ve at fe nfortu imp t, “If o ents real
time ked tim know th ning. U too en
lam hat stu out it!”
d
day oo s ar far er
work e overl Teacher and le s have d e u t w g ab a rd time
ot H
vi o
On back. aching acher c to pro rely ethin save e. By
feed r te y te isti som r—N ays to iv unt,
arte e are w is effect to acco
ey
use rtant fo condar e it real k, so th ing. Sm k g.
se mak feedbac eavy lift for- in
o
imp y, most to W ork lly, ther feedbac elines arnin
ts e
natel studen ce-to-fac do the ts with rly,
h in k fu at gu id for le
y to en la Than sure th owing re time kes.
man idual, fa back de stud regu ,
en
and g the fo eate m
ll o
n mista e,
iv fe ed vi ce cr n o unat
ind ritten pro forman hours in takin ers can a
er th e’re fort else
t to er ee ts
on w attemp their p l the w mmen teac
h rath w ne
an o ut un ti ed co errors kes. If someo
In
ion
ab apers
stru
ct sfers ocus
on
em
ista
ves
(or
mat grade p lly con tran u- 1. F us mak oursel
back st
they g carefu feed back to f what f
All o tch them
e of
AM
n 1:06
writi argin. this typ arning ding o pleted we ca 8/2/
12
m , le an m
26
the o often ility for underst ents co knew
To onsib d
little The stu ay they
resp ave w
the , who h o next. e best
ts d th
den need to ork in
w
they signed 2
as 1
the ER
2 0
MB
TE
EP
P / S
HI
RS
DE
L LEA
NA
IO
C AT
E DU
42
42
ndd
13
y.i
-Fre
Fish7/15/21
Feedback is...
Timely
Specific
Understandable
Actionable
Wiggins, 1998
27
Peer Critique Tips
1) Model, model, model
2) Sentence frames or starters
3) “One or two things”
4) Protocols (Charrette, Post it notes, etc.)
28
147/15/21
Don’t Wait!!!
29
Feed forward
Where to next?
30
157/15/21
Feeding forward
involves…
Using what students know
and do not know to
determine what happens
next.
31
32
167/15/21
33
THANK YOU!
Any questions?
andrew@andrewkmiller.
com
twitter @betamiller
34
17You can also read
