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OrganizationalFocus
InvolvingStudentsinDiagnostic,
FormativeandSummativeAssessment
Page38
Facilitatedby:
JenniferBorgioli
Learner‐CenteredInitiatives,Ltd.(LCI)
516‐502‐4231
[email protected]
©2013Learner‐CenteredInitiatives,Ltd.
Assessmenttoproduce
learning…
andnotjustmeasure
learning.
©2013Learner‐CenteredInitiatives,Ltd.
Mypersonalessential
question:Canwe
reducelearningtoa
number?
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DoyouhonestlywanttoknowwhatXexactlyis?Isyourlife
goingtobeimprovedbymomentarilyknowingwhatxis?
No.Absolutelynot.Thiswholeproblemisaconspiracy
againsthardworkingAmericanstudents.Letmetellyou,
solvingforXrightnowisnotgoingtostoptherecession.It
fact,it’snotgoingtodoanything.Andanotherthing.When
haveyoueverhadtoknowwhatisXisinyourlong
esteemedprofessionalcareer?Exactly.Thisisafutile
attemptfor“educators”inthisdistricttoboastoftheir
student’ssuccessrate.Iamgoingtogotherestofmylife
notknowingwhatXis.BecausewhatisXwhenyoureally
thinkaboutit?Aletter,thespot,twolinescrossingeach
other.Idon’tthinkanyonewilleverreallyknowwhatX
trulyisbecausetheessenceofXisbeyondourbrain
potential.Inconclusion,HarryS.Truman’smiddlename
wasjust theletterS,notanactualname.Nowthatisa
letterthat’sactuallybeingutilized.See,youlearned
©2013Learner‐CenteredInitiatives,Ltd.
“Lessthan20%ofteacher
preparationprogramscontain
higherleveloradvancedcourses
inpsychometrics(assessment
design)orinstructionaldata
analysis.”
InsideHigherEducation,April
2009
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Tobeassessmentsavvy….
Implications
Minimize
interruptions.
Makethemworthy.
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Overarchingquestion
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Assessment

Whoisresponsiblefor
assessingstudentlearning?
Assessment:testasdogs:pitbull

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Whendoweassessstudentsandwhy?
Definition:Thestrategiccollectionofevidenceof
studentlearning.(Martin‐Kniep,2009)
Athingandaprocess
©2013Learner‐CenteredInitiatives,Ltd.
Throughouttheentirelearning process
beginningwithwhatstudentsalreadyknowor
cando
Momentswithinthelearningprocess:
DIAGNOSTICORBASELINE
(before)
FORMATIVE
(during)
SUMMATIVEORCULMINATIVE
(after)
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PeriodicAssessment
(outsideofTeachingandLearning)
Doneforeducators:
Standardizedassessments
typicallygivenasa
programcheck‐ins
(example:interim
assessments,AIMSweb,
DIBELS)
©2013Learner‐CenteredInitiatives,Ltd.
Diagnostic
DiagnosticorBaselineAssessment
(beforeteaching)
Doneforstudents:forplanning
orplacement.Usedtogather
datatoplaninstruction,
connectnewknowledgewith
old,placechildren,orsecure
additionalservices
©2013Learner‐CenteredInitiatives,Ltd.
FormativeAssessments
Donewithstudents:togather
informationabouttheir
learningsoastoadjust
instruction,monitorwhere
individualstudentsare,
studentself‐reflectionand
instructionalplanning
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Formative
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Provocation
Whataretheimplications
ofreferringtoformative
assessmentasfeedback?
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Finally,assessingwhattheyhavelearned
Summative
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©2013Learner‐CenteredInitiatives,Ltd.
GuidingQuestion:Whatdoesit
lookliketoinvolvestudentsin
theentireassessmentprocess?
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©2013Learner‐CenteredInitiatives,Ltd.
STUDENTSCANOWNTHEIRLEARNING
Mypost‐testhas123wordsandmypre‐testhas50words.
My
pre‐testhas6conceptsandmypost‐testhas8concepts.Mypost‐
testhas8sentencesandmypre‐testhas6sentences.
Mypost‐testisorganizedinsentences.Mypre‐testisorganizedin
alistform.Thepre‐testwaswrittenlikesporadicgunfire,each
thoughtcameoutoneatatimeafewminutesapart.Whilethe
thoughtsformypost‐testflowedoutinclumps.
Mypre‐testisveryshallow,allitisis simplefactsthatonly
scratchthesurface.Mypost‐testhasfactswithalittlemore
substance,thatcancutthroughthesurfaceandtakeawayalayer.
Thetoneofmypre‐testisoneoflevity.Thetoneofmypost‐test
isoneofsincerity.
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©2013Learner‐CenteredInitiatives,Ltd.
ProcessAssessment
andStudentReflection
Wewillnotknowunlessweask
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Reflection questions
 What
was easy for you? What was hard?
 What did you do well?
 How did you know you were finished?
 What did you learn about doing research?
 What do you need to improve?
©2013Learner‐CenteredInitiatives,Ltd.
FOCUS OF REFLECTION
LOW
HIGH
The teacher is the
only person who
reflects on the
students’ products
and processes and
who evaluates their
work
Students reflect on
products and processes
using ongoing and specific
questions, checklists, or
rubrics
Students evaluate their
own and each other’s tasks
Feedback is elaborate and
comes from the teacher
and peers.
©2013Learner‐CenteredInitiatives,Ltd.
Whatformscanreflectiontake?
Process
(how you…)
Product or performance
Learning (what you…)
Learner (its meaning for you)
©2013Learner‐CenteredInitiatives,Ltd.
TipstoIncreaseStudents’
InvestmentinReflection









Createasafeenvironmentforstudentstoshare
Ensurethereflectionsaremeaningfulandpurposeful
Usespecificquestionsandpromptsthatrequirespecific
responses
Usethereflectionstoinforminstruction,guidegoal
setting,checkforunderstanding,etc.
Usereflectionasaninstructionaltoolonanongoingbasis
Modelanddiscusswhatqualityreflectionlookslike;
critiquingexamplesasaclass
Ensurethatstudentsunderstandwhatthecriteriafora
qualityreflectionlookslike
Providehonestandcontinuousfeedback
Actasaninterested/caringaudience
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©2013Learner‐CenteredInitiatives,Ltd.
©2013Learner‐CenteredInitiatives,Ltd.
ConsideringtheRoleofRubricsin
IncreasingStudentEngagedIn
Assessment
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Endof
Session
Reflection
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Validity
 Extenttowhichanassessment
measureswhatisintendedto
measureandprovidessound
informationsupportingitspurpose
 Onecannotjudgevaliditywithout
clarityofpurpose
©2013Learner‐CenteredInitiatives,Ltd.
©2013Learner‐CenteredInitiatives,Ltd.
©2013Learner‐CenteredInitiatives,Ltd.
Alignment
Degreetowhich
whatisassessed–
thecontentand
typeoflearning–
matcheswhat
teachersaretrying
toteachandthe
assessment
purposes.
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