Rik in MA, a Facilitator of Formative Assessments FOR Learning, with a HS Math focus, is honored to join this #sblchat Crew tonight to discuss "Assessment Design" or "Design in Assessing"!
Katie, science teacher, tweeting from the Chicagoland area. So happy to be moderating with the phenomenal @garnet_hillman and @RoweRikW tonight! #sblchat
In Latin, assessment is assidere which means to sit alongside. Tonight's chat will speak to assessment design that supports our learners and provides accurate information to students and teachers alike so they can move forward together. #sblchat
A1-Our purpose of assessment is to identify where the understanding of our Learners is compared to our Learning Targets (Standards) so we can work toward closing that gap. #sblchat
A1 To determine where the learning is. Sometimes that is just for feedback, for both student and teacher. Sometimes that is to make it official and report it out to others. #sblchat
A1: Assessment should provide student/teachers/parents/admins with information on student attainment of standards/targets. Info should be used to promote student learning as often as possible. #sblchat
A1: Assessment should involve students demonstrating learning and Ts demonstrating a commitment to learning goals AND skillfully working with students #sblchat
So true!!! I have a gifted kid who has difficulty writing (3rd gr.). He has tons of imagination, but can't get it into text. I wonder if he wants it to be perfect, and that is paralyzing him. #sblchat
So true!!! I have a gifted kid who has difficulty writing (3rd gr.). He has tons of imagination, but can't get it into text. I wonder if he wants it to be perfect, and that is paralyzing him. #sblchat
A2 Quality assessment practices are tightly aligned to the standards/targets, engaging and relevant, and provide students ample opportunity to show proficiency. #sblchat
A2-Characteristics of a quality assessment include:
> Choice
> Varying ways to demonstrate understanding
> Some paper, some digital
> Various REDO options
> Some multiple-choice, some Short Answer, some Open Response #sblchat#ATAssess
A2 Quality assessments are aligned to standards. Quality summatives allow students to demonstrate what they know. Even better, if students have a variety of ways they can show said knowledge. #sblchat
A2: Quality assessment matches target/standard to appropriate assessment method, collects enough data to make decisions on, and occurs often enough to timely inform teaching and learning. #sblchat
A2 - the assessment should actually measure what we are trying to assess. If Ss need to explain, then the assessment should have them explain. Alignment. #sblchat
A1: I think of assessment from a sports mentality. What is the point of playing without keeping score? You record points even during scrimmages. Within practice with your own teammates, you monitor goals! That is how assessment in the classroom works. All of the time #sblchat
A2) It’s aligned to standards, anchors or learning targets. It assesses multiple DOK. It is designed to allow for clear feedback. It may even be differentiated by process or product, according to student choice. #sblchat
A2: Just ASKING this Q and internalizing it = a win!This is a question we need to constantly ponder ... and involve our Ts to really think about as we move through the school year. I wish I had thought about this Q more - in the first decade of my career especially. #sblchat
A2: Regardless of the method, it needs to measure what you expect Ss to have learned / are learning. Meaning, they reflect the targets Ts have been helping Ss to hit. #sblchat
A2: just jumping in for a bit to share that a quality assessment is quick, easily administered, addresses the immediate learning target, and informs next steps for Ts and Ss. #sblchat
A2: Depends on the goal... What are we aiming to capture & how do we best achieve that? Id say a few musts are: accessible, informative, collaborative (T & L learn from the process), and lead to reflection about what works, needs to be enhanced, or challenge increased #sblchat
A1: I think of assessment from a sports mentality. What is the point of playing without keeping score? You record points even during scrimmages. Within practice with your own teammates, you monitor goals! That is how assessment in the classroom works. All of the time #sblchat
I have been wanting to try out assessments where students can choose how they want to be assessed. I’m going to dive into using @Seesaw next quarter and see how it goes!
A2 Quality formatives give information about learning to both the student and the teacher. By far, my favorite and most used is conversations with kids. Also known as the informal formative assessment cycle (say that five times fast). https://t.co/83d7L80v5s#sblchat
A2: Depends on the goal... What are we aiming to capture & how do we best achieve that? Id say a few musts are: accessible, informative, collaborative (T & L learn from the process), and lead to reflection about what works, needs to be enhanced, or challenge increased #sblchat
My student-athletes compete in practice & we measure our success w a clearly defined & explicitly stated standard. Getting better means honesty about HOW we need to do WHAT we need to do. Assessment requires clear targets, intentional preparation and honest feedback #sblchat
A2) questions aligned to the standard and/or goal being taught, questions specific to key skills, vocab, or processes required to show proficiency #sblchat
I hear what your saying. I ran X country. We timed every single thing we ran. Some times were more important, but each one was an assessment. I also wrestled. We didn't keep "score" during practice, but you knew who you could "better"
#sblchat
Exciting! I haven’t checked out pear deck yet cut I’ve heard great things. I look forward to seeing how it goes for you and I’ll share my journey! #sblchat
A3-When designing assessments, our first step is to know the Standards or Learning Targets and be aware of various ways Learners could convey their understanding. #sblchat#ATAssess
A3 Know your standards. @garnet_hillman taught me to use a KUD (what Ss are expected to know, understand, and do) to analyze them. With that, you can start to build ways students can demonstrate their learning. #sblchat
I agree with everything you wrote except for the words before the &. Practice is for risk taking, making mistakes, getting better, expanding skills and strategies, and feedback NOT competition. #sblchat
My student-athletes compete in practice & we measure our success w a clearly defined & explicitly stated standard. Getting better means honesty about HOW we need to do WHAT we need to do. Assessment requires clear targets, intentional preparation and honest feedback #sblchat
While assessments can be scored (the summative / performance kind), using points with formative work will & does cloud the purpose of asking Ss to practice / learn. #sblchat
In reply to
@garnet_hillman, @LWPulley, @MrWeimann
A3. I use backwards design. I start with the objective and unpack the learning activities. The learning activities inform the assessment. They should all align with the std. in #physed, our stds have a lot of verbs, so I use those to design tools that measure the verb #sblchat
A3. Defining standards clearly and articulating those standards to stakeholders. You can’t make good beer with bad hops and you can’t craft quality assessments without meaningful and defined standards. #sblchat
A3: First step of assessment design is determining purpose, 2nd is identifying targets, 3rd is matching assessment method to target, 4th is planning for feedback, 5th is involving students. H/T @rstiggins@JanChappuis#sblchat
In reply to
@garnet_hillman, @RStiggins, @JanChappuis
Q3 When designing assessments, it's important to, first, reflect upon/ examine and dialogue with Ss where they might have struggled on past assessments. #sblchat
I hear what your saying. I ran X country. We timed every single thing we ran. Some times were more important, but each one was an assessment. I also wrestled. We didn't keep "score" during practice, but you knew who you could "better"
#sblchat
Points get such a negative rap. I don't think that they are inherently evil. They can be a #standard , just like #lettergrades , GPAs, etc. I, personally, use a variety of things when communicating with kids (3rd grdrs). Sometimes I make their achievement a game. #sblchat
I like to just have a one slide PearDeck open during class so when a thinking question comes up I can "ask question" and get everyone's input before discussing...
A3: First step = intentionally build trust & respect w learners into the design. I think I may have to borrow these Qs to get this convo going among staff. Would love to hear from our Ts. The convo alone could get us moving together and thinking a little deeper. #sblchat
It was totally time! Push, push, push.
#sblchat
What are kids feeling the push toward? I say let it be #creativity Make it something that is nearly impossible to measure!
A3: First step of assessment design is determining purpose, 2nd is identifying targets, 3rd is matching assessment method to target, 4th is planning for feedback, 5th is involving students. H/T @rstiggins@JanChappuis#sblchat
In reply to
@garnet_hillman, @RStiggins, @JanChappuis
A3: Understand the goal... Backward design & the #UDL framework can be so powerful as we need to know what we're aiming for before we establish our map/path to get there. #sblchat
This is where I need to continue improving - giving students options when it comes to assessments. Would be cool to have the students identify ways to show their understanding instead of traditional assessments. Choice for them, and they're doing the work. #goals#sblchat
Respectfully disagree - we practice competing and it is necessary. I believe we can do all of the above. Academics and other learning may be different, but in sports it is important to embrace competition as part of the process ... #sblchat
This is where I need to continue improving - giving students options when it comes to assessments. Would be cool to have the students identify ways to show their understanding instead of traditional assessments. Choice for them, and they're doing the work. #goals#sblchat
I am loving this idea more and more, especially in #physed. Performance anxiety is real and I’d love to empower students more by allowing them to show me what they feel competent in! #sblchat
A4-Our Learners say they have less fear and anxiety assessing since they now know that our assessing methods are iterative ways to determine the learning, understanding, and retention. REDOs are always an option. #sblchat
One of our favorites is a Tic-Tac-Toe where our Learners choose a row, column, or diagonal to demonstrate their understanding and application. #TTTDiff#sblchat
This is where I need to continue improving - giving students options when it comes to assessments. Would be cool to have the students identify ways to show their understanding instead of traditional assessments. Choice for them, and they're doing the work. #goals#sblchat
Learning for learning sake is like running to run. That is what I do now (I'm 44;)
I also learn to learn, now. But, to plant that seed of intrinsic motivation, you sometimes have to generate a little competition. I never would have run 5 miles as a teen. #sblchat
In reply to
@KatieBudrow, @garnet_hillman, @LWPulley
It helped me when I looked at performance assessments, instead of selected response or extended response. When I switched over to project-based, the options for demonstration opened up. #sblchat
A4 - Take the high stakes away. Assess in multiple ways. Allow Ss opportunities to choose how to demonstrate their learning. Allow opportunities for reassessments if they need it. #sblchat
A4 Make assessment a verb and build it into your classroom culture. Show students how to peer assess and self-assess, and make those both and ongoing process. It might take a while for the fear to decline, but just keep working at it. #sblchat
A4-We conveyed to a Parent and their Learner today the importance of varying assessment methods, times, and opportunities. The Parent wished all teachers offered opportunities for learning, re-learning, and forgiveness for not having learned it YET. #sblchat#LearnWithoutFear
A4) by using formative assessment rather than summative assessment. When students know assessment is a measuring stick not a score, they'll become more at ease knowing there's more practice coming up. #sblchat
I am loving this idea more and more, especially in #physed. Performance anxiety is real and I’d love to empower students more by allowing them to show me what they feel competent in! #sblchat
IMO Learning is a journey not a game! We stop along the way to see “how” we are doing toward getting to the destination not “where” we are on the path. #nopointchasing#sblchat
In reply to
@KatieBudrow, @MrWeimann, @garnet_hillman, @LWPulley
A4: Create a culture of learning where mistakes are just opportunities to learn/improve, and no assessment is the end of the road if S is willing to continue striving for mastery. Then assessment is just a chance to measure S progress, nothing to fear. #sblchat
A4. If we can remove the high stakes feel of assessments and help students see it as a learning too, that is key. Not sure how to do it yet, but I’m trying! #sblchat
Extrinsic motivation plants the seed for intrinsic motivation? I'm not sure if science would back that up. In fact, autonomy, master, and purpose will spark intrinsic motivation. Use those, and you won't need any games. #sblchat
In reply to
@MrWeimann, @garnet_hillman, @LWPulley
A4. My Dad was a great teacher and he told me 30 years ago that tests (old term) had to be a part of helping kids learn or you are wasting a lot of time. I always told kids that assessments are part of the learning process. #sblchat
How do we help Ss take it seriously? Mine always want to know how much it’s worth. That somehow determines if it’s even with their time. #middleschoolproblems#sblchat
Extrinsic motivation plants the seed for intrinsic motivation? I'm not sure if science would back that up. In fact, autonomy, master, and purpose will spark intrinsic motivation. Use those, and you won't need any games. #sblchat
In reply to
@MrWeimann, @garnet_hillman, @LWPulley
A4. My Dad was a great teacher and he told me 30 years ago that tests (old term) had to be a part of helping kids learn or you are wasting a lot of time. I always told kids that assessments are part of the learning process. #sblchat
Can’t just be one classroom though. Needs to be systemic. Also, will not happen overnight. Changing student mindset with grading, etc is a huge hill to climb #sblchat (also, that slight anxiety is just our biological defense system. A “little” anxiety is actually good)
A4: change the way we frame “learning” - move away from all or nothing points, disproportionate zeroes and grading practices based on a 0-59 scale for Es. Design formative assessments that are useful/meaningful experiences.This is a very small piece of a solution. #sblchat
How do we help Ss take it seriously? Mine always want to know how much it’s worth. That somehow determines if it’s even with their time. #middleschoolproblems#sblchat
Points (rightfully) get a bad rap because they’re arbitrarily assigned, and are terrible “tools” for motivation — countless studies (Wiliam, Pink) have confirmed this fact. Also, I don’t see any value in using them (or letter grades) with elementary Ss. #sblchat
In reply to
@kenoc7, @MrWeimann, @garnet_hillman, @LWPulley
A1 The point of playing w/out keeping score is to practice play execution w/out fear of making mistakes. If points kept, what's the difference between a scrimmage & game? Points scored in practice not a good indicator of improvement, learning or competition. #sblchat
A1: I think of assessment from a sports mentality. What is the point of playing without keeping score? You record points even during scrimmages. Within practice with your own teammates, you monitor goals! That is how assessment in the classroom works. All of the time #sblchat
A4: Allow for mistakes to serve as points for learning & growth, celebrate the changing of "UGH!" to "ah-ha!" moments, Promote assessment as a checkpoint, not an endpoint, & create a culture of expert learning where we are all learning from & with each other. #sblchat#UDLChat
It can start in one classroom though. In my experience we didn't have systemic change, but the kids knew what assessment was about in my room. #sblchat
Points (rightfully) get a bad rap because they’re arbitrarily assigned, and are terrible “tools” for motivation — countless studies (Wiliam, Pink) have confirmed this fact. Also, I don’t see any value in using them (or letter grades) with elementary Ss. #sblchat
In reply to
@kenoc7, @MrWeimann, @garnet_hillman, @LWPulley
A4: Build success through smaller assessments students are likely to succeed in. Scaffold. Recognize strengths, background. Make sure students reflect to realize how their own performance in the learning process prepared them (or didn't) for assessment. All help. #sblchat
A4: Allow for mistakes to serve as points for learning & growth, celebrate the changing of "UGH!" to "ah-ha!" moments, Promote assessment as a checkpoint, not an endpoint, & create a culture of expert learning where we are all learning from & with each other. #sblchat#UDLChat
A4: Allow for mistakes to serve as points for learning & growth, celebrate the changing of "UGH!" to "ah-ha!" moments, Promote assessment as a checkpoint, not an endpoint, & create a culture of expert learning where we are all learning from & with each other. #sblchat#UDLChat
A5-Our role of Common Assessment with our #MHSAlgebra1 PLC and our Learners is to share strategies, ways to overcome initial failure, and opportunities to grow through ongoing challenges. #sblchat
I am extremely open-minded, and I sure hope that I am not ruining kids... I don't take points, grades, or % all that seriously (around the Ss) in 3rd grade. It is common for me to say, while teaching whole group, that the person who gets the Q correct earns 1,000 pts. #sblchat
In reply to
@mrdyche, @kenoc7, @garnet_hillman, @LWPulley
I converted to a standards based system in a large high school with only one other teacher from another content area (thanks @j_ozbolt). It wasn't easy, but it was so worth it!!! #sblchat
A5-A role of Common Assessment for our PLC is that it gives us points around which to Collaborate, Connect, and Correct. We're able to learn from each other during our twice a week PLC meetings. #sblchat
A4 Make assessment a verb and build it into your classroom culture. Show students how to peer assess and self-assess, and make those both and ongoing process. It might take a while for the fear to decline, but just keep working at it. #sblchat
A5 Important but very limited; provides opportunities for external validation and moderation (shared marking). Both are very important but IMO most assessment should be classroom based not common. get scores and descriptive feedback. #sblchat
A4: Allow for mistakes to serve as points for learning & growth, celebrate the changing of "UGH!" to "ah-ha!" moments, Promote assessment as a checkpoint, not an endpoint, & create a culture of expert learning where we are all learning from & with each other. #sblchat#UDLChat
A5: Common assessments allow teachers to be their individual, creative selves while striving toward the same targets with the same measuring stick (the common assessment). Who wants to be a Stepford teacher? #sblchat
A5) I'm not very good with these but I believe the purpose is to measure across multiple sections of a grade level and create collaboration specific to best teaching practices. #sblchat
Move into SB last year and loved it. But I have 2 colleagues who aren’t quite ready for to and I moved back to more traditional model for the sake of alignment and clarity. Now I’m working with them to embrace the standards based awesomeness. #sblchat
In reply to
@garnet_hillman, @LWPulley, @cody_charles1, @j_ozbolt
A5 Also love other things that are used as teacher tools, like common rubrics. Each teacher has a consistent foundation to use, plus the autonomy to make it their own. #sblchat
A5 - If we believe in the power and benefits of a guaranteed and viable curriculum there needs to be some common ground to measure how well the team implemented the GVC. #sblchat
I would add that a culture which values teacher growth and mutual respect among colleagues must complement common assessments for authentic dialogues to occur. #sblchat
Alignment and clarity are important but doing what is best for students and creating a culture of learning are more important IMO. When we know what works best we should embrace it. #sblchat
Move into SB last year and loved it. But I have 2 colleagues who aren’t quite ready for to and I moved back to more traditional model for the sake of alignment and clarity. Now I’m working with them to embrace the standards based awesomeness. #sblchat
In reply to
@garnet_hillman, @LWPulley, @cody_charles1, @j_ozbolt
A5: Can I play devil’s advocate for 1 tweet? Please understand I totally understand the “why” behind common assessments & agree with many of these responses. With that said, isn’t it a little ironic that we want to differentiate instruction and then standardize testing? #sblchat
A4: Aikido is a martial art based on redirecting energy. That's what I do w/ assessment. My Ss aren't permitted to fail, bc I redirect their wk toward the "light". After only a couple of these experiences, they love quizzes and "graded" assignments. My Ss beg me 4 more. #sblchat
A5 - It depends on what manner they are used. They can be a powerful component of a PLC that promotes learning from one another. They can also serve to create animosity and unhealthy competition/resentment. Setting the stage and modeling the way is important. #sblchat
A5: The best formative assessments are frequently informal, w/ feedback happening instantly, or very close, to learning process. Common assessments rarely meet that criteria, but IF used to evaluate instruction or provide quality interventions they're very powerful. #sblchat
A5: Can I play devil’s advocate for 1 tweet? Please understand I totally understand the “why” behind common assessments & agree with many of these responses. With that said, isn’t it a little ironic that we want to differentiate instruction and then standardize testing? #sblchat
A5: Ideally, to calibrate high quality instruction / instructional design among teams; identify student misconceptions; clarify common acceptable evidence of comprehension...#sblchat
A5. I think one of the greatest things which the process of developing common assessments can do is promote tough conversations in which teachers identify essential learning targets together. #sblchat
Agreed COdy. We want to use common Standards. But the rest IMO should not ne standardized. We want our Learners to be individuals, not standard students. #sblchat
A6-Based on the questions our Learners provide, we design daily assessing opportunities to offer clarification and challenge their thinking at a deeper level. #sblchat#GoogleForms
Another idea: assessment should be differentiated just like instruction!! Some kids perform well with pressure or points, while others would die with that kind of stress. #sblchat
In reply to
@alexisannreid, @KatieBudrow, @garnet_hillman, @LWPulley
Agreed. I see it as a way to measure apples to apples. It also serves as a tool to analyze your collective teaching. If one Ts students mastered a concept and another’s didn’t, then you can analyze teaching too. #sblchat
A6) another one I'd like to know more about for our building. I know student choice is a popular theme with assessment but the "how" needs clarification for me #sblchat
A5: The best formative assessments are frequently informal, w/ feedback happening instantly, or very close, to learning process. Common assessments rarely meet that criteria, but IF used to evaluate instruction or provide quality interventions they're very powerful. #sblchat
Spot on! I’d also a good assessment doesn’t feature simple tasks that can be Googled or copied, but, instead, tasks that require students to use acquired skills to do something relevant to the course of study, themselves + their world. #sblchat
A6 - Start by simply asking the question to Ss regarding how they would like to be assessed. Most ideas are great ones. I grew my own assessment bank of ideas over time by regularly asking Ss this. They made me look smarter and more creative! #sblchat
Spot on! I’d also a good assessment doesn’t feature simple tasks that can be Googled or copied, but, instead, tasks that require students to use acquired skills to do something relevant to the course of study, themselves + their world. #sblchat
We always need to come back to what is good for learning. When we use manipulations, like games and points, we steer directly away from the fact that learning has value itself. We need to focus on that. #sblchat
In reply to
@MrWeimann, @alexisannreid, @garnet_hillman, @LWPulley
A6: even with best intentions these awesome #sblchat ideas = difficult to pull off in many schools. For my Ss = worth the risk. Can be tough in isolation, but much better than traditional. I am now more interested in systemic change! Hard to convince some Ldrs to invest. Help.
