Tools for Thoughtful Assessment

Tools for thoughtful Assessment Break out Session #3
2:15pm‐3:45pm

Assessment‐Driven Instruction

Presented by Tr. Harvey F. Silver, EdD
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Let’s begin our work on our first learning target by
exploring this question:

What’s the relationship
between instruction and assessment?

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What’s the relationship between
instruction and assessment?
We’ll begin our investigation of this important question
with something that every respectable workshop
should start with…

snack time!

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2:15pm‐3:45pm

Here’s one way of thinking about the relationship
between instruction and assessment…

Assessment Instructional Integrated
Design Design Lesson/Unit
Design

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This reminds us of a classic song…
Feel free to sing along…

Try, try, try to separate them
Assessment and Instruction
It's an illusion
Go together like a horse and carriage
Try, try, try, and you will only come
This I tell you brother
To this conclusion
You can't have one without the other

Assessment and Instruction, Assessment and Instruction
Go together like the horse and carriage
It's an institute you can't disparage
Dad was told by mother
Ask the local gentry
You can't have one, you can't have none, you can't have
And they will say it's elementary
one without the other!

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What’s the relationship between
assessment design and instructional design?

Assessment informs instruction
and
Instruction responds to assessment
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2:15pm‐3:45pm

Preparing Students
Blueprint for for New Learning
Lesson Design
How do you establish your
purpose, activate students’
prior knowledge, and prepare
them for learning?

Deepening and Presenting New Learning Reflecting on and
Reinforcing Learning Celebrating Learning

y p
How do you help students y p
How do you present new   How do you help
How do you help
solidify their understanding information and provide students look back on their
and practice new skills? opportunities for students to learning and refine their
actively engage with content? learning process?

Applying Learning

How do students demonstrate
their learning and what kinds
of evidence do you collect
to assess their progress? 7

Blueprint Instruction Assessment
Preparing How do you
Students   establish your
for New purpose, activate
Learning students’ prior
knowledge, and
prepare  them
for learning?

See next page for activity sheet

Presenting How do you
New present new
Learning information and
provide
opportunities for
students to
actively engage
with content?

3

Match the assessment questions to the section of the blueprint below.

How will I… How will I help students How will I…
• engage students in meaningful writing reflect on, learn from, and • identify and communicate
tasks that help them synthesize and celebrate their learning targets to students?
show what they know? accomplishments? • assess students’ background
• develop high‐quality culminating knowledge, interests, attitudes,
assessment tasks and grading schemes? and learning profiles?
• differentiate summative assessment • prepare students to produce
practices to promote success for all high‐quality work?
students?
How will I … How will I…
• have students practice, process, and check their • check for understanding while presenting new
grasp of the material?   information?
• help students improve their work through • check for understanding after presenting new
feedback and self‐assessment? information?
• encourage students to establish goals and assess
their progress?
Blueprint/Instruction   Assessment

Preparing Students  for New Learning
How do you establish your purpose, activate
students’ prior knowledge, and prepare
them for learning?

Presenting New Learning
How do you present new information and
provide opportunities for students to actively
engage with content?

Deepening and Reinforcing Learning
How do you help students solidify their
understanding and practice new skills?

Applying Learning
How do students demonstrate their learning
and what kinds of evidence do you collect to
assess their progress?

Reflecting on and Celebrating Learning
How do you help students look back on their
learning and refine their learning process?

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2:15pm‐3:45pm

Deepening How do you help
and students  solidify
Reinforcing their understanding
Learning and practice new
skills?


Applying How do students
Learning demonstrate  their
learning and what
kinds of evidence do
you collect  to
you collect to
assess their
progress?


Reflecting on How do you help
and students look back
Celebrating on their learning
Learning and refine their
learning process?
learning process?

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2:15pm‐3:45pm

Lesson One: Love and Marriage, Horse and Carriage, Assessment and Instruction
Preparing How do you establish your How will I…
Students for New purpose, activate students’ • identify and communicate learning targets to students?
Learning prior knowledge, and prepare • assess students’ background knowledge, interests, attitudes, and
them for learning? learning profiles?
• prepare students to produce high‐quality work?
How do you present new How will I…
Presenting New information and provide • check for understanding while presenting new information?
Learning opportunities for students to • check for understanding after presenting new information?
actively engage with content?
How do you help students How will I …
solidify their understanding • have students practice, process, and check their grasp of the
Deepening and
p g
and practice new skills?
and practice new skills? material?
Reinforcing
• help students improve their work through feedback and self‐
Learning
assessment?
• encourage students to establish goals and assess their progress?
How do students How will I…
demonstrate their learning • engage students in meaningful writing tasks that help them
Applying Learning and what kinds of evidence synthesize and show what they know?
do you collect to assess their • develop high‐quality culminating assessment tasks and grading
progress? schemes?
• differentiate summative assessment practices to promote
success for all students?

Reflecting on and How do you help students How will I…
Celebrating look back on their learning • help students reflect on, learn from, and celebrate their
Learning and refine their learning accomplishments?
process?

Tools for Thoughtful Assessment
By Abigail L. Boutz
Harvey F. Silver
Joyce W. Jackson
Matthew J. Perini

How Will IWhat isand Communicate Learning
Identify the question?
Goals to Students?

If you don’t know where you’re going, you might wind up
someplace else.
— Yogi Berra

What is the intended learning? That one question should drive all
What is the intended learning? That one question should drive all
planning and assessment in schools today.
— Rick Stiggins, Judith Arter, Jan Chappuis,
and Stephen Chappuis, Classroom Assessment
for Student Learning—Doing It Right, Using It
Well, 2006, p. 54

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2:15pm‐3:45pm

STUDENT‐FRIENDLY LEARNING TARGETS
What is it?
A tool that offers students a clear vision of the learning to come
by ensuring that classroom learning targets are spelled out in
specific and student‐friendly language .

Steps:
1. Write the targets in “I will” or “I can” format.
1 W it th t t i “I ill” “I ”f t
2. Frame them in simple, age‐appropriate language that will
make sense to students.
3. Define concepts that may be unfamiliar to students in
familiar terms.
4. Be specific so that students can tell what they’re trying to
achieve and when they’ve achieved it.

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Here are four standards that a middle school science teacher
selected for a unit on ecosystems.
STANDARDS THAT I INTEND TO ADDRESS DURING THIS UNIT
RST.6‐8.7. Integrate quantitative or technical information expressed in words in a
text with a version of that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
RST.6‐8.3. Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
p , g , p g
RST.6‐8.4. Determine the meaning of symbols, key terms, and other domain‐
specific words and phrases as they are used in a specific scientific or technical
context relevant to grades 6–8 texts and topics.
RST.6‐8.9. Compare and contrast the information gained from experiments,
simulations, video, or multimedia sources with that gained from reading a text
on the same topic.

Review the standards and write two
student friendly learning goals
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Things that students will KNOW and BE ABLE TO DO (declarative and procedural
knowledge):
I will know how to create and label a food web.
I will know that plants make their own food using energy from the sun.
Concepts that students will UNDERSTAND and appreciate:
I will understand that the plants and animals in an ecosystem depend on one
another for survival.
I will understand that humans can positively and negatively affect the health of
ecosystems.
y
THINKING SKILLS/PROCESSES that students will use and develop:
I will be able to compare and contrast the roles of producers, consumers, and
decomposers.
I will be able to apply what I know about a plant’s or animal’s relationship to its
ecosystem and to other living things to predict how a change in the ecosystem
might affect the population of that plant or animal.
Behaviors and “HABITS OF MIND” that students will focus on:
I will use my prior knowledge to help me make sense of new material.
I will ask questions and search for reasons/explanations.
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2:15pm‐3:45pm

What- is the question?
How Will I Use Pre-Assessments to Inform and
Pre
Enhance Instruction?

Getting to know you,
Getting to know all about you.
— Oscar Hammerstein,
“Getting to Know You,” from The King and I
g , g

To teach a student well, a teacher must know that student well.
— Carol Ann Tomlinson and Marcia B. Imbeau,
Leading and Managing a Differentiated Classroom, 2010, p. 58

HAND OF KNOWLEDGE
What is it?
A tool that gives us insight into our students’ interests, talents,
and learning preferences by having them complete a hand‐
shaped organizer with the following “getting to know you”
questions:
Pinky finger
Pinky finger What do you do for fun in your free time?
What do you do for fun in your free time?
Ring finger What is something that you’re really good at?
Middle finger Think about something interesting that you learned
outside of school.  What is it? Why is it interesting? How
did you learn it?
Index finger What word or phrase best describes you as a learner?
Thumb When school is hard or boring, what makes it that way?
Be specific.
Palm What is a dream that you have for your future?
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HAND OF KNOWLEDGE

Review the following two student  Hand of
Knowledge.  What can you learn from each hand
that would help you work with that student more
effectively?


8

Hand of Knowledge Example One

Hand of Knowledge Example Two

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2:15pm‐3:45pm

HAND OF KNOWLEDGE

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HAND OF KNOWLEDGE

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How Will I Prepareis the question?
What Students to Produce
High-
High-Quality Work?

Quality is everyone’s responsibility.
—W. Edwards Deming, quality and management expert

We had to write our first lab report. And it was like, Hello! We
W h dt it fi t l b t A d it lik H ll ! W
never really learned what a good lab report was supposed to have
in it. I mean I guess we sort of knew from middle school. But this
was high school science, and I just wasn’t clear about what I was
supposed to do. The teacher just assumed we would be able to do
it on our own. And that’s how I got my first F in school.
—Claire B., frustrated high school student

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2:15pm‐3:45pm

STUDENT‐GENERATED ASSESSMENT CRITERIA

What is it?
A tool that helps students produce higher‐quality products and
performances by showing them what exemplary work looks
like and helping them identify its essential attributes

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Review the following three student work that
represent different levels of performance
(expert, proficient, apprentice).
p p pp


Expert Example
Student A
How are Birds and Bats Similar and Different?
While there are actually many differences between bats and birds, at first
glance, bats and birds appear to be very similar creatures. The most
obvious reason for this is that both birds and bats have wings and can fly.
Birds and bats are also often similar in size. Another reason why birds and
bats look similar is that they are both vertebrates, which means that they
both have b kb
b th h backbones. If you t k a closer l k h
take l look, however, you will fi d th t
ill find that
there are actually many important differences between bats and birds.
Although birds and bats look similar from far away, birds are covered with
feathers while bats are covered with fur. Additionally, bats are mammals
but birds are not. Like other mammals, bats have live babies. In contrast,
birds lay eggs instead. Birds and bats also have different types of homes.
For example, bats live in caves, whereas birds live in nests. Finally, while
birds are active during the day, bats are nocturnal animals, which means
that they come out at night. So although birds and bats may look similar at
first, they are really not that much alike after all.

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Expert

By Pablo

While there are actually many differences between bats and birds, at first glance, bats and
birds appear to be very similar creatures. The most obvious reason for this is that both birds and
bats have wings and can fly. Birds and bats are also often similar in size. Another reason why
birds and bats look similar is that they are both vertebrates, which means that they both have
backbones. If you take a closer look, however, you will find that there are actually many
important differences between bats and birds. Although birds and bats look similar from far
away, birds are covered with feathers while bats are covered with fur. Additionally, bats are
mammals but birds are not. Like other mammals, bats have live babies. In contrast, birds lay
eggs instead. Birds and bats also have different types of homes. For example, bats live in caves,
whereas birds live in nests. Finally, while birds are active during the day, bats are nocturnal
animals, which means that they come out at night. So although birds and bats may look
similar at first, they are really not that much alike after all.

Proficient

By Elise

I used to think bats and birds were the same but now I know they are different. Birds and bats are very similar. For
example both can fly. Bats and birds also have some interesting differences between them. One example is bats fly
around in the dark at night and live in caves. Birds are afraid of the dark so they come out at daytime and they don’t
go into caves. That is why birds live in nests. Another interesting difference is that birds lay eggs and bats don’t.
Another interesting similarity is that both bats and birds eat some of the same things, but bats eat blood and birds
don’t. Another interesting difference between bats and birds is that birds are birds and bats aren’t. Finally, birds sleep
with their heads up but bats hang upside down. How would you like to eat blood and sleep during the day upside down?

Apprentice

By Prince

Birds and bats are both animals and they can fly. Birds and bats are the
same size, so that is one reason they are the same. But bats are black
and birds are not black. Also birds probably don’t have teeth. These are
reasons bats and birds are different. For example, birds have beaks and
bats don’t. Birds and bats like to eat the same food. But bats also eat
blood. Bats like being awake at night and birds sleep during the night like
I do. That is a difference. Another difference is because birds lay eggs
and bats live in caves. Bats would probably win if they got in a fight with
a bird.

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2:15pm‐3:45pm

Proficient Example
Student B

I used to think bats and birds were the same but now I know they are
different. Birds and bats are very similar. For example both can fly. Bats
and birds also have some interesting differences between them. One
example is bats fly around in the dark at night and live in caves. Birds are
afraid of the dark so they come out at daytime and they don’t go into
caves. That is why birds live in nests. Another interesting difference is
that birds lay eggs and bats don’t. Another interesting similarity is that
both bats and birds eat some of the same things, but bats eat blood and
birds don’t. Another interesting difference between bats and birds is that
birds are birds and bats aren’t. Finally, birds sleep with their heads up but
bats hang upside down. How would you like to eat blood and sleep during
the day upside down?

Apprentice Example
Student C

Birds and bats are both animals and they can fly. Birds and bats are the
same size, so that is one reason they are the same. But bats are black
and birds are not black. Also birds probably don’t have teeth. These are
reasons bats and birds are different. For example, birds have beaks and
bats don’t. Birds and bats like to eat the same food. But bats also eat
blood. Bats like being awake at night and birds sleep during the night like
I do. That is a difference. Another difference is because birds lay eggs
and bats live in caves. Bats would probably win if they got in a fight with a
bird.


HIGH‐PERFORMANCE APPROACH

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2:15pm‐3:45pm


THREE‐LEVEL APPROACH

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CHECKLISTS

What is it?
A tool that prepares students to produce complete and quality work by
giving them a checklist of elements to include or procedures to follow

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CHECKLISTS
WRITER’S CHECKLIST FOR A CONSTRUCTED‐RESPONSE ITEM

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2:15pm‐3:45pm

CHECKLISTS
TEN‐POINT CHECKLIST FOR REPLACING A VEHICLE’S BATTERY
Replacing a Vehicle’s Battery: A Nine‐Point Checklist

To replace a vehicle’s battery, follow these steps:
Connect a memory holder to the cigarette lighter to store vehicle’s
information.
g p yp , g ,
Using cable pullers and battery pliers, remove the negative cable first,
and the positive cable second.
Remove the hold‐down clamps and carefully remove the battery.
Place the new battery in the tray with the terminals in the proper
position.
Install the hold‐down clamps and make sure they are secure.
Install washers on both terminals to prevent corrosion.
Connect the positive cable first, then the negative cable.
Disconnect the memory holder from the cigarette lighter.
Make sure the vehicle starts and runs and that the dash indicator shows
normal operation.
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CHECKLISTS

Take a look at how one teacher uses a checklist
to help her students during a project.

35

RUBRICS

What is it?
A tool that prepares students to produce high‐quality
work by providing them with clear criteria for
distinguishing different levels of performance

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2:15pm‐3:45pm

Holistic Rubric

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Analytic Rubric

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What is the question?
How Will I Check for Understanding While
Presenting New Information?

Your audience gives you everything you need. They tell you.
— “Funny Girl” Fanny Brice

When we refer to formative assessments, we are referring to the
informed judgments that the teacher strategically gathers and
uses within the classroom to move a student from point A to point
B. Such assessments require skilled teachers who continuously
take note of and respond to where their students are.
— Pérsida Himmele and William Himmele,
Total Participation Techniques, 2011, p. 104

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2:15pm‐3:45pm

STOP, SLOW, GO

What is it?
A tool that provides on‐the‐spot feedback about the
pace and effectiveness of classroom lessons

40

STOP, SLOW, GO

41

SPEEDY FEEDBACK

What is it?
A tool that prepares teachers to teach more
effectively by providing them with on‐the‐spot
feedback about students’ grasp of the material

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2:15pm‐3:45pm

SPEEDY FEEDBACK

WHITEBOARDS
Before beginning a lesson, give each student a
whiteboard or a pad of paper and a marking pen.
Stop at various times during your presentation to ask
content‐related questions or give students problems
to solve. Have students record their responses in
large print, show their work if appropriate, and hold
their boards/pads up for you to see.

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SPEEDY FEEDBACK

LETTER CARDS/CLICKERS
Before beginning a lesson, give each student a set of
nine index cards labeled A, B, C, D, E, True, False, Yes,
and No. (If you have access to electronic clickers, use
them instead.) Stop at various times throughout your
them instead ) Stop at various times throughout your
presentation to ask questions about the material that
you’ve presented: multiple‐choice, yes/no, or
true/false. Have students hold up the card that
reflects their response or enter a response on their
clickers.

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SPEEDY FEEDBACK
HAND SIGNALS
Similar to Letter Cards except that students respond
using simple hand‐signals rather than index cards
(e.g., thumbs up/thumbs down instead of “yes/no” or
“true/false”—or one, two, three, or four fingers
instead of “A, B, C, or D”)
d f“ ”)

WORD CARDS
Similar to Letter Cards except that students are given
cards containing content‐related vocabulary terms

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2:15pm‐3:45pm

How Will I Check for Understanding After
Presenting New Information?
Staying on the surface all the time is like going to the circus and
staring at the outside of the tent.
—Dave Barry, humorist and author

Instruction should not be a Ouija‐boardlike game in which
teachers guess about what to do next. Ed
h b h d Educating kids is far too
i kid i f
important for that sort of approach. Rather, instructing students
should be a carefully conceived enterprise in which decisions
about what to do next are predicated on the best available
information. And the best available information about what to do
next almost always flows from a determination about what
students currently know and can do.
‐‐ W. James Popham,
Transformative Assessment, 2008, p. 14

4‐2‐1
What is it?
A tool that both solidifies and tests students’ grasp of what
they’ve learned from readings, lectures, etc. by having them
identify, discuss, and summarize key points with their
classmates

Individually:
FOUR key
ideas

Pairs:
The TWO most
important ideas
Groups of four:
The ONE most
important idea
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4‐2‐1
Steps
1. Identify the four most important points.
2. Share and compare your points with a partner.
Then agree on two ideas.
3. Pair up with another pair.
Pair up with another pair.
4. Share and compare your points with another pair.
5. Try to reach a consensus about the one most
important idea.
6. Select the most important point and write a
summary paragraph.

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2:15pm‐3:45pm

4‐2‐1

In the 1900s, Today, there are Humans have Tigers are also
Individually: there were more less than 3200 destroyed a lot of getting killed
FOUR key than 100,000 tigers left on the tiger’s habitat. by poachers
ideas tigers in the Earth. and farmers.
world.

Pairs: Today, there are Tigers are getting killed
The TWO most Less than 3200 and their habitat is
important ideas tigers left on Earth. being destroyed.

Groups of four: Tigers will go extinct if we
The ONE most don’t do something about it.
important idea
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4‐2‐1
Summary Paragraph: What did I learn by reading this article?
Tigers are in big trouble. If we don’t do something about it, they
will go extinct. Last century, there were over 100,000 tigers in
the world. Today, there are less than 3200. Tigers need lots of
space and the places where they live are getting destroyed by
humans.
humans In the last ten years about half of their habitat has
years,
been destroyed. Another problem is that tigers are getting killed
by poachers. Killing the tigers is illegal, but the poachers do it
anyway because they want to sell tiger skin and tiger claws and
tiger teeth for money. Thinking about a world with no more
tigers makes me sad. If we don’t do something about this
problem, kids 100 years from now might not even know what a
tiger is.
50

MEMORY BOX

What is it?
A review and assessment technique that has students
draw a “Memory Box” on paper and fill it with
everything they can remember about a given topic
(facts, formulas, dates, etc.).


20

Memory Box

Steps

1. Take a moment to review your notes.
2. Using the Memory Box below, write down everything you can remember about the topic.
3. Boggle:
• Compare your list with a partner. Earn a point for everything you have that they don’t have.
4. MVP: Most Valuable Point

Memory Box

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2:15pm‐3:45pm

MEMORY BOX
Steps
1. Take a moment to review your notes.
2. On a blank sheet of paper, create a box.
3. Write down everything you can remember about
the topic.
4. Boggle:
• Compare your list with a partner. Earn a point for
everything you have that they don’t have.
5. MVP: Most Valuable Point

MEMORY BOX

How Will I Have Students Practice, Process, and
Check Their Grasp of the Material?

I appear to be wiser than he, because I do not fancy I know what I
do not know.
— Socrates (as recounted in Plato’s “Apology”)

This research finds that, without training, most learners cannot
, g,
accurately judge what they do and don’t know, and typically
overestimate how well they have mastered material when they
are finished studying. This “illusion of knowing” is reflected in the
assertion that many students make after they receive a poor
grade on a test: “But I studied so hard. I thought I really knew the
material cold. How could I have failed?”
— Harold Pashler, et al.,
Organizing Instruction and Study to Improve Student Learning, 2007, p. 23

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2:15pm‐3:45pm

SPOT CHECK QUIZZER

What is it?
A non‐graded, unannounced quiz whose purpose is
to help students assess what they do and don’t
already know so that they can use their study time
y y y
more wisely

SPOT CHECK QUIZZER
Steps
1. Administer a short, ungraded quiz on previously‐
taught material.
2. Share the answers with students, either verbally or
via an answer key.
y
3. Instruct students to identify and revisit material that
caused them problems on the quiz.

GRADUATED DIFFICULTY

What is it?
Inspired by the work of Muska Mosston (1972), this
differentiating‐by‐readiness tool lets students choose
what level to work at while practicing essential skills

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2:15pm‐3:45pm

GRADUATED DIFFICULTY
Steps
1. Identify a skill that you want students to practice. Develop
three different tasks that will help them practice the selected
skill, each at a different level of difficulty.
2. Present all three tasks to students. Have them compare the
different tasks, determine what makes one more difficult
than another, and choose the task that feels right to them.
3. Prepare students to make good choices by discussing the
3 Prepare students to make good choices by discussing the
consequences of selecting tasks that are too hard or too easy
(too hard and they won’t be successful, too easy and they
won’t improve).
4. Provide an answer key so that students can check their work
as they go.
5. Observe students as they work to see how they’re getting
along.
6. Have students reflect on what they learned.

Graduated
Difficulty:
Fractions

Graduated Difficulty: Fractions

Level One

60

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2:15pm‐3:45pm


Level Two

61


Level Three

62


Level Four

63

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2:15pm‐3:45pm

Reflection on Graduated Difficulty for Fractions

• What level did you choose? Why did you choose it?
• What makes level two more challenging than level 1?
What makes levels 3 more challenging than 2? What
makes level 4 more challenging than 3?
• What do you need to work on to move to the next
level?
• Write a learning goal that expresses what you need
to know and be able to do to move to the next level.

64

How Will I Help Students Improve Their
Work Through Feedback and Self-
Self-
Assessment?
Other rappers dis me.
Say my rhymes are sissy.
Why? Why exactly?
Be more constructive
With your feedback, please.
—M i
Music parody specialists The Flight of the Conchords,
d i li t Th Fli ht f th C h d
“Hiphopopatamus vs. Rhymenoceros”

When anyone is trying to learn, feedback about the effort has three
elements: recognition of the desired goal, evidence about present
position, and some understanding of a way to close the gap between
the two. All three must be understood to some degree by anyone
before he or she can take action to improve learning.
— Paul Black and Dylan Wiliam,
Inside the Black Box: Raising Standards Through Classroom Assessment, 1998, p. 143

Glow and Grow

What is it?
A feedback tool that boosts confidence and achievement
by telling students what they’ve done well (what “glows”)
and what they can do to improve (where they can “grow”)

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2:15pm‐3:45pm

Glow and grow

What do you think
glows?

What do you think
What do you think
needs to grow?

Glow and grow

Three ways your work GLOWS
GLOWS…
• Your sentences start with capital letters and end with periods.
• You remembered to give three reasons why you like your toy.
• You stuck to the topic. Everything is about your favorite toy.

Two ways your work can GROW
GROW…
• Four of your sentences start with the word “my.”
Can you start some of them with a different word?
• Your letter “z” is backwards. Can you find and fix your
mistakes?

WHAT AND WHY FEEDBACK

What is it?
Feedback that prepares students to produce
higher‐quality work by helping them understand what
they’ve done well,  what needs work, and why
they’ve done well what needs work and why

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2:15pm‐3:45pm

What’s the difference between the sentences in column A and
column b?
Column A Column B
This is an extremely effective It sums‐up the ideas in your
concluding sentence. paragraph and relates back to
y
your topic sentence.
p
This is the third problem set in a Your strategy of checking your
row where you’ve gotten a calculations before submitting
perfect score. your work is paying off!


What: This is an extremely effective concluding sentence.

Why: It sums‐up the ideas in your paragraph and relates back to
your topic sentence.

What: This is the third problem set in a row where you’ve gotten
a perfect score.

Why: Your strategy of checking your calculations before
submitting your work is paying off!

How Will I Help Students Monitor Their Learning
and Establish Goals and Plans for Moving Forward?

Without continual growth and progress, such words as
improvement, achievement, and success have no meaning.
— Benjamin Franklin

We tend to think of students as passive participants in assessment
rather than engaged users of the information that assessment can
produce. What we should be asking is, how can students use
assessment to take responsibility for and improve their own
learning?
— Stephen Chappuis and Rick Stiggins,
“Classroom Assessment for Learning,” 2002, p. 41

28

2:15pm‐3:45pm

TEST ASSESSMENT

What is it?
A tool that transforms classroom tests into learning
opportunities by helping students analyze their
performance and devise customized plans for
improvement (Which content objectives did I master?
Which caused me problems? What can I do to move
forward?)

TEST ASSESSMENT

74

SECOND‐CHANCE TEST
What is it?
A tool used to give students a second
chance to take a test after they have
analyzed their errors in order to improve
their performance
h i f

Retention is stronger when students analyze and correct their own mistakes.

— IES National Center for Educational Research
Organizing Instruction and Study to Improve Student Learning

29

2:15pm‐3:45pm

TEST FEEDBACK
What is it?
A tool that makes test‐taking experiences more
positive by giving students the opportunity to
demonstrate their knowledge of untested material
and express their feelings about their tests
and express their feelings about their tests

It also provides teachers with feedback about the
effectiveness of classroom instruction

TEST FEEDBACK

77

How Will I Use Writing Tasks to Have Students
Synthesize and Show What They Know?

Dancing in all its forms cannot be excluded from the curriculum of all
noble education; dancing with the feet, with ideas, with words, and,
need I add that one must also be able to dance with the pen?
— Friedrich Nietzsche

If you detest the idea of school becoming an academic boot camp filled
f d h id f h lb i d i b fill d
with six hours a day of practice multiple‐choice test questions, then you
should support student writing for its engagement, interest, and fun. If
you worry about your child’s performance in the world of high‐stakes
testing, then you too should support student writing, because it is the
skill most directly related to improved scores in reading, social studies,
science, and even mathematics.
— Douglas Reeves,
Reason to Write, 2002, p. 5

30

2:15pm‐3:45pm

CONSTRUCTED RESPONSE

What is it?
An acronym‐based technique that helps students craft high‐
quality answers to constructed‐response items; students’
responses can then be used to assess their content knowledge
and/or writing skills
/ g


What are some of the problems your students
have difficulty with when writing a response to
an open‐ended question?

Eight challenges students face when writing a constructed response:
1. How to read the question carefully
2. What kind of thinking the question is asking of them
3. How to collect and organize their ideas
4. How to find their big idea
5.
5 How to use details and give supporting evidence
How to use details and give supporting evidence
6. How to sequence their arguments
7. How to end a writing piece
8. How to write legibly, spell correctly, and use proper
writing mechanics

31

2:15pm‐3:45pm

Read the question or writing prompt slowly and
carefully
Establish the purpose for writing
Start by introducing your topic or thesis
Provide evidence, reasons, or examples to support your
, , p pp y
opening statement or thesis
Organize your supporting information
Nail your ending
Skim your draft for errors, unclear terms/ideas, and
rough‐sounding writing
Edit and polish your original response

WRITING FRAMES

What is it?
A collection of customizable writing frames that can
be used to assess and extend student learning

WRITING FRAMES
Writing Frames are extremely versatile in the sense that they
can be used in different ways and for different purposes:
• They can be used to deepen and check students’ grasp
of critical content at any point in the instructional
process (start, middle, or end of a lesson/unit).
• They can be used for both formative and summative
purposes.
• They can be used to develop specific kinds of thinking
and writing skills.
• They can be used to differentiate assessment and boost
student engagement.
• They can be used to target Common Core State
Standards.

32

2:15pm‐3:45pm

Compare & Contrast Identify & describe
Relate personally Define
Evaluate Explore possibilities
Associate Argue a position
Summarize
Trace/sequence
Interpret/analyze
Validate
Explain

How Will I Develop High-Quality Culminating
High-
Assessment Tasks and Evaluation Frameworks?

What we want is to see the child in pursuit of knowledge, and not
knowledge in pursuit of the child.
— George Bernard Shaw

[Traditional tests] measure only narrow bands of skills. Broader
[Traditional tests] measure only narrow bands of skills Broader
tests can give broader ranges of scores and help students see
where they have mastery and where they need to improve.
—Robert J. Sternberg,
“Assessing What Matters,” 2007/2008, p. 33

C‐LIST

What is it?
A tool that simplifies the process of creating rubrics and rating
scales by providing a list of criteria (a “C‐List”) to choose from

33

2:15pm‐3:45pm

C‐LIST
I will assess my students’ work for the following dimensions:
Completion: Did the student complete the assignment in a timely and
responsible manner?
Content: Does the student demonstrate a thorough understanding of the
relevant material?
Competence: Does the student’s work reflect competence in a particular skill(s)?
Craftsmanship: Does the student’s work reflect care, craftsmanship, and quality?
Communication: Did th t d t
C i ti Did the student communicate his or her thoughts in a clear and
i t hi h th ht i l d
effective manner?
Creativity: Is the student’s work creative, original, and interesting?
Cooperation: Did the student help others or contribute to the success of a
group?
Character: Did the student demonstrate positive attitudes, behaviors, or habits
of mind?
Critical Thinking: Does the student’s work reflect complex and analytical thinking?
Complex Did the student approach problems in a thoughtful/logical way?
Problem Solving:

PERFORMANCE TASK DESIGNER

What is it?
A tool that makes performance assessment tasks easier to
design by providing a planning template and a menu of
authentic tasks, contexts, and thinking skills to choose from

PERFORMANCE TASK DESIGNER
The Performance Assessment Designer tool helps you
design tasks that
assess students’ mastery of key content (declarative or
procedural knowledge);
assess students ability to use a specific thinking process(es);
assess students’ ability to use a specific thinking process(es);
require students to create meaningful products; and
incorporate real‐world contexts (increases authenticity and
engagement).


34

CONTENT KNOWLEDGE THINKING PROCESSES
Solving percentage problems
Solving percentage problems Error analysis and pattern finding
Error analysis and pattern‐finding

You be the Teacher!
TASK DESCRIPTION:
Here are six percentage problems that a student completed for homework.
Pretend that you are the teacher. Examine the student s work, identify the
Pretend that you are the teacher Examine the student’s work identify the
errors, and correct them. Then identify and explain the flaw in thinking that led
the student who jade these errors understand where he went wrong and how
to avoid making a similar type of mistake in the future.
ASSESSMENT CRITERIA
• Locates and corrects mistakes
Identifies and clearly explains the flaw in thinking that led to the mistakes.
• Id tifi d l l l i th fl i thi ki th t l d t th it k
• Designs a lesson plan that explains what the error is and how to avoid
making it.
CONTEXT PRODUCT
Teaching/Education Classroom lesson

35
92

2:15pm‐3:45pm

Different places have different Interpreting data from brochures
weather Planning what to pack
The weather influences what
you wear

Packed and Ready to Go…
TASK DESCRIPTION:
Look at the collection of travel brochures and pick a place that looks like it
would be fun to visit. Use the pictures on the brochure to guess what the
weather is like in that place. Then look at the pieces of clothing on your
worksheet and decide which ones you would pack if you were going there on
vacation. Cut those pieces of clothing out and paste them onto your suitcase.
Record the name of the place that you’re planning to visit and explain why you
packed what you packed. What will the weather be like? How do the clothes
that you packed “fit” with that weather?
ASSESSMENT CRITERIA (not shown)

CONTEXT PRODUCT
Travel and Tourism Suitcase full of clothing
and explanation
91

Solving percentage problems Error analysis and pattern‐finding

You be the Teacher!
TASK DESCRIPTION:
Here are six percentage problems that a student completed for homework.
Pretend that you are the teacher.  Examine the student’s work, identify the
errors, and correct them. Then identify and explain the flaw in thinking that led
the student who jade these errors understand where he went wrong and how
ASSESSMENT CRITERIA
• Locates and corrects mistakes
• Identifies and clearly explains the flaw in thinking that led to the mistakes.
• Designs a lesson plan that explains what the error is and how to avoid
making it.
CONTEXT PRODUCT
Teaching/Education Classroom lesson
92

How Will I Differentiate Summative Assessment
to Promote Success for All Students?

Now, the world don’t move to the beat of just one drum,
What might be right for you, may not be right for some.
— Alan Thicke, Gloria Loring, and Al Burton,
“It Takes Diff’rent Strokes” (theme song)

Many of the students we are consigning to the dust heaps of
our classrooms have the abilities to succeed. It is we, not
they, who are failing. We are failing to recognize the variety
of thinking and learning styles they bring to the classroom,
and teaching them in ways that don't fit them well.
— Robert J. Sternberg,
Thinking Styles, 1997, p. 17

36

2:15pm‐3:45pm

TASK ROTATION

What is it?
A differentiated assessment framework that uses four different
styles of tasks to test students’ grasp of critical content material

94

TASK ROTATION
Sternberg and Grigorenko (2003) note that students who fail to
achieve their academic potential often fail because we have
failed to teach and assess them in ways that are consistent with
their individual talents. Task Rotation addresses this problem by
giving students the chance to “show what they know” in a way
that appeals to them and plays to their strengths. It also
h l h d l h h l
prepares them to become stronger, more well‐rounded thinkers
by having them complete tasks that are outside of their normal
comfort zones.

95

Four Different Styles of Assessment Tasks
MASTERY TASKS INTERPERSONAL TASKS
MASTERY TASKS assess students’ ability to remember information or INTERPERSONAL TASKS assess students’ ability to make personal
follow procedures with accuracy and precision. UNDERSTANDING TASKS
SELF‐EXPRESSIVE TASKS
INTERPERSONAL TASKS
MASTERY TASKS
connections to the content material and to other people.
To create a Mastery task, you might ask students to To create an Interpersonal task, you might ask students to
Recall important information (facts, formulas, dates, etc.) Share their feelings, reactions, or opinions about the content
Define terms or concepts Connect or apply the content to their personal lives/experiences
INTERPERSONAL TASKS assess students’ ability to make personal
UNDERSTANDING TASKS assess students’ ability to explain and think
MASTERY TASKS assess students’ ability to remember information or
SELF‐EXPRESSIVE TASKS assess students’ ability to express and apply
Demonstrate, describe, or follow a set of procedures Teach, work with, or offer advice to other people
Put information into sequential order
about the content in an analytical way. something (If you were __, what would you feel/do?)
follow procedures with accuracy and precision.
their learning in new and creative ways.
Create and label visual displays (charts, maps, diagrams, etc.)
Personify
connections to the content material and to other people.
Put themselves in someone else’s shoes (real or fictional)
To create an Understanding task, you might ask students tobased on personal values
To create an Interpersonal task, you might ask students to
To create a Mastery task, you might ask students to decisions
To create a Self‐Expressive task, you might ask students to
Perform calculations or procedures with accuracy Prioritize information or make
List or summarize information Communicate with others (write a letter, diary entry, etc.)
Share their feelings, reactions, or opinions about the content
Speculate or anticipate consequences (What if __?)
Compare and contrast items, ideas, events, procedures, or people
Recall important information (facts, formulas, dates, etc.)
Describe something or someone (who, what, when, where) Role play

Analyze causes and effects
Represent information non‐linguistically (Create a symbol for __.)
Define terms or concepts
Connect or apply the content to their personal lives/experiences
UNDERSTANDING TASKS
UNDERSTANDING TASKS SELF‐EXPRESSIVE TASKS
SELF EXPRESSIVE TASKS
Teach, work with, or offer advice to other people
Create or invent something original (product, slogan, myth, etc.)
Present a logical argument/support a position with evidence
Demonstrate, describe, or follow a set of procedures
UNDERSTANDING TASKS assess students’ ability to explain and think SELF‐EXPRESSIVE TASKS assess students’ ability to express and apply
about the content in an analytical way. their learning in new and creative ways.
Personify something (If you were __, what would you feel/do?)
Explain why
Put information into sequential order
Discuss the implications or big‐picture significance of something
To create an Understanding task, you might ask students to To create a Self‐Expressive task, you might ask students to
Use a simile to illustrate their understanding of a concept or idea
Put themselves in someone else’s shoes (real or fictional)
Create and label visual displays (charts, maps, diagrams, etc.)
Classify and categorize
Compare and contrast items, ideas, events, procedures, or people Speculate or anticipate consequences (What if __?)
Analyze causes and effects Represent information non‐linguistically (Create a symbol for __.)
Generate alternatives (solutions to a problem, endings to a story)
Prioritize information or make decisions based on personal values
Generate and test hypotheses
Perform calculations or procedures with accuracy
Present a logical argument/support a position with evidence Create or invent something original (product, slogan, myth, etc.)
Explain why Discuss the implications or big‐picture significance of something
Apply their learning to a new and different context etc.)
Make or evaluate decisions using specific criteria
List or summarize information a Use a simile to illustrate their understanding of a concept or idea
Communicate with others (write letter, diary entry,
Classify and categorize
Express their learning in a creative or artistic way
Analyze, interpret, and draw conclusions about data, texts, etc.
Role play
Describe something or someone (who, what, when, where)
Generate and test hypotheses Generate alternatives (solutions to a problem, endings to a story)
Make or evaluate decisions using specific criteria Apply their learning to a new and different context
Analyze, interpret, and draw conclusions about data, texts, etc. Express their learning in a creative or artistic way

96

See next page for full sheet

37

MASTERY TASKS INTERPERSONAL TASKS

MASTERY TASKS assess students’ ability to remember INTERPERSONAL TASKS assess students’ ability to
information or follow procedures with accuracy and make personal connections to the content material
precision.   and to other people.
To create a Mastery task, you might ask students to   To create an Interpersonal task, you might ask
• Recall important information (facts, formulas, students to
dates, etc.) • Share their feelings, reactions, or opinions
• Define terms or concepts about the content
• Demonstrate, describe, or follow a set of • Connect or apply the content to their personal
procedures lives/experiences
• Put information into sequential order • Teach, work with, or offer advice to other
• Create and label visual displays (charts, maps, people
diagrams, etc.) • Personify something (If you were __, what
• Perform calculations or procedures with would you feel/do?)
accuracy • Put themselves in someone else’s shoes (real
• List or summarize information or fictional)
• Describe something or someone (who, what, • Prioritize information or make decisions based
when, where)   on personal values
• Communicate with others (write a letter, diary
entry, etc.)
• Role play
UNDERSTANDING TASKS SELF‐EXPRESSIVE TASKS

UNDERSTANDING TASKS assess students’ ability to SELF‐EXPRESSIVE TASKS assess students’ ability to
explain and think about the content in an analytical express and apply their learning in new and creative
way. ways.
To create an Understanding task, you might ask To create a Self‐Expressive task, you might ask
students to   students to
• Compare and contrast items, ideas, events, • Speculate or anticipate consequences (What if
procedures, or people __?)
• Analyze causes and effects • Represent information non‐linguistically
• Present a logical argument/support a position (Create a symbol for __.)
with evidence • Create or invent something original (product,
• Explain why slogan, myth, etc.)
• Classify and categorize • Discuss the implications or big‐picture
• Generate and test hypotheses significance of something
• Make or evaluate decisions using specific • Use a simile to illustrate their understanding
criteria of a concept or idea Generate alternatives
• Analyze, interpret, and draw conclusions (solutions to a problem, endings to a story)
about data, texts, etc.   • Apply their learning to a new and different
context
• Express their learning in a creative or artistic
way

38

2:15pm‐3:45pm

SAMPLE TASK ROTATION: Mathematics (Middle School)
AREA & PERIMETER
Mastery Task Interpersonal Task
If a 4˝ X 10˝ rectangle were placed next Pick your two favorite rooms at home or
to a 5˝ X 12˝ rectangle as shown in the in school and sketch their floor plans.
figure below, what would be the area On your sketch, record the dimensions
and perimeter of the combined figure? of the rooms (remember to indicate
units), their areas and perimeters, and
the reasons why you selected them.
Criteria for success: Show and explain Criteria for success: Complete all parts
your work. of the task and show your calculations.
Understanding Task Self‐Expressive Task
What is the fewest number of sides Create a problem that asks someone to
that you must know to accurately calculate the area and perimeter of a
calculate the area and perimeter of a shape that you create by combining
figure like this one? two rectangles, a square, and an
equilateral triangle. Provide a detailed
Criteria for success: Explain your answer key.
reasoning. Criteria for success: The problem that
you create must be solvable using only
four measurements.

SAMPLE TASK ROTATION: Social Studies (High School)
“I HAVE A DREAM”
Mastery Task Interpersonal Task
Pretend that you are a reporter assigned to cover If you had been on the National Mall that day
Dr. King’s “I Have a Dream” speech. Write an article with the hundreds of thousands of other people
about what you saw and heard. who came to hear Dr. King speak, how do you
think you would you have felt? Describe your
Criteria for success: Your article should indicate feelings in a diary entry.
when, where, and why the speech was given. It
Criteria for success: Describe how you would have
should also summarize Dr. King’s dream.
felt and why you would have felt that way. Be
specific: What aspects of the speech, the crowd, or
the overall scene would have triggered those
feelings?
Understanding Task Self‐Expressive Task
Has Dr. King’s dream been realized? Write a one or Dr. King’s speech was so rich with images and
two paragraph response to this question. metaphors that people could see his dream in
their minds as he spoke. What did you see when
Criteria for success: Take a clear position and you listened to his speech? Draw your vision of Dr.
support that position with specific evidence and King’s dream on paper. Identify at least three
examples. specific lines or passages that inspired your
image.
Criteria for success: Your completed product
should illustrate your understanding of the
specific passages that you selected. It should also
convey a general understanding of Dr. King’s
hopes and dreams for the future.

How Will I Help Students Reflect on, Learn from,
and Celebrate Their Achievements?
By three methods we may learn wisdom: first, by reflection,
which is noblest; second, by imitation, which is easiest; and
third by experience, which is the bitterest.
— Confucius

Teachers who promote reflective classrooms ensure th t
T h h t fl ti l that
students are fully engaged in the process of making
meaning. They organize instruction so that students are the
producers, not just the consumers, of knowledge. To best
guide children in the habits of reflection, these teachers
approach their role as that of "facilitator of meaning
making.”
— Arthur L. Costa and Bena Kallick,
Learning and Leading with the Habits of Mind, 2008, p. 222

39

2:15pm‐3:45pm

A JOB WELL DONE

What is it?
A collection of easy‐to‐use techniques for acknowledging
and celebrating students’ achievements

A JOB WELL DONE
RECOGNITION TECHNIQUES

OOHS AND AAHS
Have students acknowledge behaviors or qualities of work
that deserve recognition by making “ooh and aah” sounds.
Oohs and aahs can be initiated by you (identify something
specific that a student has done well and ask the class to
ooh and aah in appreciation) or by your students (ask
students to ooh and aah when they see or hear something
they think is worth praising).

A JOB WELL DONE
RECOGNITION TECHNIQUES

SHOUT OUT
Identify actions or accomplishments that you want to
acknowledge, and ask the class to give the appropriate
student(s) a “shout out” for those accomplishments. Be
specific about what the shout outs are for so that everyone
can learn from the experience.

40

Tools for Thoughtful Assessment

Tools for Thoughtful Assessment

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