Utilizing Student Involvement to Prepare for Final Exams Presented by Jessica Drogos Jeremy Vrtis Marie Gillespie amp Kurt Johns Workshop Objectives Understand the power of involving students in assessment ID: 478395
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Slide1
Finally
!
Utilizing Student Involvement to
Prepare for Final Exams
Presented by: Jessica Drogos, Jeremy Vrtis,
Marie Gillespie & Kurt JohnsSlide2
Workshop Objectives
Understand the power of involving students in assessment.
Obtain methods involving students in assessment including independent reflection and peer review.
The word
assessment
means to
‘sit beside’ someone.
We ‘sit beside’ our students and let them know the things they know/do well.
“Certain formative assessment practices increased the achievement of low-performing students to the point of approaching that of high-achieving students.”
Classroom Assessment for Student Learning , Second Edition p. 22Slide3
Formative or Summative
Formative
To inform ongoing learning
Summative
To summarize final learning
Classroom Assessment for Student Learning , Second EditionSlide4
Formative or Summative
Formative Examples
Summative Examples
Final Projects
Unit Exams
Quizzes
Reflection Forms
Journal Entries
Exit Slips
Classroom Assessment for Student Learning , Second Edition
Term Papers
Final ExamsSlide5
Think of a Classroom Unit
How do you express the clear purpose of your topic?
How do you maintain student centered lesson?
How do you assist students in achieving their goal?
How do you present objectives in student friendly language?
Fill in Topics (First
Column)
Use student
centered languageSlide6
Keys to Quality Assessment
Clear Purpose
Clear Targets
Sound Design
Effective Communication
Student
Involvement
Clear PurposeSlide7
Clear Purpose
For students to be able to improve, they must have the capacity to monitor the quality of their own work.
To do so students must ask…
Where am I going?
Where am I now?
How can I close the gap?Slide8
Keys to Quality Assessment
Clear Purpose
Clear Targets
Sound Design
Effective Communication
Student
InvolvementSlide9
Clear Targets
Students can hit any target they can see
and that holds
still for them.
Are learning targets clear to teachers?
What kind of achievements are to be assessed?
Are these learning targets the focus of instruction?
Fill in Subtopics
(Second
Column)Slide10
Keys to Quality Assessment
Clear Purpose
Clear Targets
Sound Design
Effective Communication
Student
InvolvementSlide11
Sound Design
Assessments are aligned to match the targets they are intended to measure
Do assessment methods match learning targets?
Are items, tasks, and scoring rubrics of high quality?
Does the assessment control for bias?Slide12
Possible Assessment Methods
Selected Response
Written Response
Performance Assessment
Personal CommunicationSlide13
Target-Method Match
Strong match: The method works for
all
learning targets in this type.
Good match: The method works for
many
of the learning targets of this type.Partial match: The method works in some instances for learning targets of this type.Poor match: The method never works for learning targets of this type.
Selected ResponseWritten ResponsePerformance AssessmentPersonal Communication
Knowledge
Reasoning
Skill
Product
Good
Strong
Partial
Strong
Good
Strong
Partial
Strong
Partial
Poor
Strong
Partial
Poor
Poor
Strong
Poor
?
?
?
?
Classroom Assessment for Student Learning , Second Edition
DispositionSlide14
Keys to Quality Assessment
Clear Purpose
Clear Targets
Sound Design
Effective Communication
Student
InvolvementSlide15
Effective Communication
Once the purpose and targets are clear and the assessments are soundly designed, then they must be effectively communicated to the students.
Can assessment results be used by students to guide their learning?
Do formative assessments give students effective feedback?
Do students see the connection between their targets and their results?
Do grades tell students if they hit their target?Slide16
Keys to Quality Assessment
Clear Purpose
Clear Targets
Sound Design
Effective Communication
Student
InvolvementSlide17
Student Involvement
The decisions that contribute the most to student learning success are made,
not by adults working in the system,
but by students themselves
.
Are learning targets clear to the students?
Can students use the results to self-assess and set goals?
Are students tracking and communicating their evolving learning?
Our Third
ColumnSlide18
3 Methods of Involving
Students in Assessment
Independent Reflection Prior to an Assessment
Peer Review
Independent Reflection
Independent Reflection Prior to an AssessmentSlide19
Independent Reflection
Prior to an Assessment
Your FormsSlide20
3 Methods of Involving
Students in Assessment
Independent Reflection Prior to an Assessment
Peer Review
Independent ReflectionSlide21
Peer Review
Vocabulary/concept review for the Marketing unit
Instead of the teacher grading their work they graded each other on:
Concept
Eye contact
Engaged audience
The average score increased from last semester by 4%Slide22
3 Methods of Involving
Students in Assessment
Independent Reflection Prior to an Assessment
Peer Review
Independent ReflectionSlide23
Independent Reflection
Quiz or Test Tracking Forms
Assessment:
Date:
Things I know really well
(knowledge target):
Things I can do really well (skill target):
Things
I need to know better (knowledge target)
:
Things I need to
do better (skill target):
What simple things did I do
wrong?
How do I not do it again?Slide24
Know
Learning Target
(
examples
)
Date
What I did well
What I need to work on
I can explain the constitutional structure
of our government.
I can describe the processes that have been used to create, amend, and repeal laws.Slide25
Independent Reflection
To Track Growth
Learning Target 1: I can explain the constitutional structure
of our government.
Assignment
Date
Score
What I did well
What I need to work on
Learning Target 2: I can describe the processes that have been used to create, amend, and repeal laws.
Assignment
Date
Score
What I did well
What I need to work onSlide26
Do
Assessment: Skill Objective
Course
: ENGLISH II: Interpersonal Communication
Skill
Activity
PRACTICING
FINAL
SPEECH OUT LOUD in class
Date
5/21
Score
10/10 for each
What did I do well with this skill?
What do I need to practice with this skill?
What is my plan for practicing?
Pitch
; not being monotone
7/10
I used some pitch changes at the beginning.
I used some pitch changes at the beginning.
I will practice the counting/pitch activity at home tonight.
Rate
; not rushing, using pauses, not having filler words
8/10
I used some good pauses.
I was rushing at the beginning. I know that my timing was 45 seconds this time through.
I will practice at home and time myself and make sure it takes me 55 secondsSlide27
Finally, the Final!Slide28
We’re done!