This is my NCTM Talk from November 30th, 2012

1. 12/7/12
Summative Assessment in a Formative
Assessment World!! It’s a Crazy Teaching Life!
November 30th, 2012 Rise and stumble from the bed, it wakes the
worries in my head, and I pour myself a bowl of
Chicago NCTM Regional Meeting Cherrios…
A vision cannot be true or false but Think about the good and bad, the happiness
ultimately is evaluated against other outweighs the sad, and the balance evens out
the highs and lows…
possible directions for your classroom
and your school… There’s lessons to be learned and progress to be
made, tomorrow I can say I am a little older and
Timothy D. Kanold wiser… It’s a crazy life…
You’re either wrong or right…
tkanold.blogpspot.com
It’s a crazy life…
Our outcomes for this session
1) understand your TPOV about high quality
mathematics assessment
2) Build a basis for high quality assessments
and the accurate grading/scoring of those
assessments
3) Use the PLC Teaching-Assessing –
Learning cycle as part of a formative
assessment process
3
Noel Tichy – Your Teachable
Point of View or TPOV
Our 1st outcome for this session
“A cohesive set of ideas and
concepts that a person is
1) Understand your TPOV about high able to clearly articulate to
quality mathematics assessment others.”
Director,
Global
Leadership
Program
&
Professor
of
Management
and
Organiza<ons
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2. 12/7/12
How do you discover your TPOV
Your TPOV for Effective Assessment?
for Effective Assessment?
Discuss with a shoulder partner
your 30 second personal vision
for effective assessment…
The meaning of words used in your An Assessment TPOV with Great
TPOV matter! Language matters! Reward…
Evaluating the Evidence – John Hattie (2009)
meta-analysis of over 800 studies…
Assessment (and grading) as a
process of Formative Feedback
.73
Assessment as a form of Formative Assessment as a form of Formative
Feedback .73 Feedback .73
Turn to the Popham Reading…
Take a moment to scan the reading
and highlight/underline statements that
connect with your current assessment
situation.
When ready, share one or two
highlights with a shoulder partner.
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3. 12/7/12
Assessment as
a Means of learning
and not an
End to learning Our 2nd outcome for this
session
Action to 2) Build a basis for high quality
feedback assessments and the accurate
really matters… grading /scoring of those assessments
Evaluating the Quality of Our High Quality Assessment Instrument Tool
Surfboards!!!
On what “Basis” do you determine
the characteristics of a high
quality unit assessment or exam?
A TPOV for High Quality Assessment Eliminating Grading Variance…
Instruments… page 7 working with your colleagues!
Using the “Assessment or Test Evaluation
Rubric” criteria – A culture of Collaborative
Assessment and “grading”
FEET-MEET and GREET decision-making is one of the
most important tasks of grade
What you would add to the Rubric, level or course based teachers
what you like or dislike and how you and teacher teams…
might use it in your school or district….
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4. 12/7/12
Shoulder partner to answer this Improving the Accuracy of Your
question… Feedback and Grading Practices
How do you and those that teach Double Scoring: A second scoring of student
papers by a different teacher (Group scoring)
the same course or grade level
as you know that the grading of
Calibration: Agreement between evaluators
any assessment instrument is as to the rubric score for an exam (Anchor
accurate? papers)
Inter-rater Reliability: Two or more evaluators
agree on a student score (Discuss
differences)
The Teaching – Assessing –
Learning Cycle…
Our 3rd outcome for this session
Step 1:
3) Use the PLC Teaching-Assessing –
Collaborative teams
identify learning targets,
and design common core
Learning cycle as part of a formative
unit tasks and assessment
instruments
assessment process
Step 5:
Step 2:
Collaborative teams use
Teachers implement
ongoing student
formative assessment
assessment feedback to
classroom strategies
improve instruction The PLC
Teaching – Assessing – Learning
Cycle
Step 4:
Step 3:
Students use Step 1
Students take action on
assessment instruments for
classroom formative
motivation, reflection and
assessment feedback
action
Step 1: Teaching – Assessing –
Three Critical Equity Questions: Learning Cycle
1) What is it we want our students to ON A UNIT – BY - UNIT BASIS:
learn? (The Standards) 1. AGREEMENT ON COMMON LEARNING
TARGETS
2) How will we know if they are 2. AGREEMENT ON COMMON HIGH
learning? (Your Common Assessments) QUALITY/ HIGH CONITIVE DEMAND
TASKS…
3) How will we respond when students
3. AGREEMENT ON ALL COMMON
do not learn? Formative Assessment
Processes) ASSESSMENT INSTRUMENTS…
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5. 12/7/12
Steps 2 and 3: Teaching – Assessing Step 4: Teaching – Assessing –
– Learning Cycle Learning Cycle
Daily – in class – formative Students and faculty reflect on
assessment – around the team successes and focus next step
designed mathematical tasks… actions based on evidence of
areas of weakness, during and
after the unit of study - as the
assessment instrument is used for
formative student learning.
Thinking
About
Your
PLC
Common
Summative Assessment in a Formative
Assessment World!!
Core
Implemeta8on
Prac8ces...
In
2012-­‐2013
–
what
part
of
your
November 30th, 2012
Assessment
Vision
do
you
and
your
Chicago NCTM Regional Meeting
colleagues
most
need
to
focus
on?
1)
High
quality
common
exams
wriCen
Have a Great Holiday and School
before
the
Unit
begins?
Year!!
2)
Calibrated
scoring
of
those
exams
to
Thank you!
ensure
accuracy
to
grading
for
all
students?
3)The
use
of
all
assessments
(surIoards)
as
Timothy D. Kanold
part
of
a
formaJve
Process?
tkanold.blogpspot.com
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