This webinar agenda covers assessment for learning. It includes discussing the speaker's elevator pitch on using rich tasks to make school more relevant and engaging. An assessment planning framework is presented which outlines key questions about desired learning results, assessment purposes and audiences. The role of formative assessment is discussed. Standardized tests are addressed as well as key features of the LumiBook software. Different types of assessments are outlined including selected response items, constructed responses, performances and process-focused assessments. Methods of evaluation and communication of results are also covered. The need to match assessment evidence to learning goals is emphasized.

1. Assessment for Learning
Webinar Agenda
√ My Elevator Pitch
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√ Assessment Planning Framework
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√ The Need for Goal Clarity
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√ Aligning to Standards
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√ The Role of Formative Assessment
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√ What About Standardized Tests?
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√ Key LumiBook Features
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Elevator Pitch
What is an Elevator Pitch?
This is the 30-60 second description of your book and
why someone should buy your book or work with you.
It’s called an “elevator pitch” because it describes the
challenge:
How would you explain your book if fate placed you in
an elevator with your audience and you only had the time
it takes to get from the bottom of the building to the top?
© 2009 Jay McTighe
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2. Assessment for Learning
My Elevator Pitch
How might we develop and use rich tasks to…
• focus on those outcomes that matter most
• make school more relevant & engaging
for learners and teachers
Assessment Planning Framework: Key Questions
Desired Learning Results
Purpose(s) for Assessment
Audience(s) for Assessment
What do we want students to know,
understand, and be able to do?
Why are we assessing? How will the
assessment information be used?
For whom are the assessment results
intended? What information do they need?
Long-term Transfer Goals:
J diagnose student strengths and needs
J provide feedback on student learning
Factual Knowledge:
J provide a basis for instructional
placement
J teacher/instructor
J students
J parents
J inform and guide instruction
Skills and Processes:
J grade-level/department team
J communicate learning expectations
J other faculty
J motivate; focus student attention and
J school administrators
effort
J provide practice applying knowledge
and skills
Understanding(s):
J provide a basis for evaluation
__ grading
__ promotion/graduation
__ program selection/admission
J provide accountability data
Habits of Mind:
__ school/district
__ teacher evaluation
__ administrator evaluation
J curriculum supervisors
J policy makers
J business community/employers
J college admissions officers
J higher education
J general public
J other: ______________________
J gauge program effectiveness
The long-term aim of CCSS is
Autonomous Transfer
Students who are College and Career ready:
Demonstrate independence
“Students can, without scaffolding, comprehend
and evaluate complex texts across a range of
types and disciplines, and they can construct
effective arguments and convey intricate or
multifaceted information.”
© 2009 Jay McTighe
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3. Assessment for Learning
Next Generation
Science Standards
 Seven Crosscutting Concepts
Structure and Function. The way in
which an object or living thing is shaped
and its substructure determine many of
its properties and functions.
E/LA Standards
Write arguments to support
claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.
Mathematical Practices
Eight Standards of Mathematical
Practice are included along with the
content standards.
Example:
Make sense of problems and
persevere in solving them
© 2009 Jay McTighe
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4. Assessment for Learning
Framework of Assessment Approaches and Methods
How might we assess student learning in the classroom?
PERFORMANCE-BASED ASSESSMENTS
SELECTED
RESPONSE
ITEMS
CONSTRUCTED
RESPONSES
J fill in the blank
J multiple-choice
PRODUCTS
J essay
J research paper
J true-false
J blog/journal
J short answer
J matching
J dance/movement
demonstration
examples
J athletic skills
J concept map
J Tweeet
J portfolio
J dramatic reading
J “show your work”
J illustration
J enactment
J science project
J debate
e.g., fill in a:
J 3-D model
J iMovie
J Podcast
J observation
J interview
J conference
performance
J label a diagram
J representation(s)
J oral questioning
(“kid watching”)
J science lab
J lab report
J story/play
PROCESSFOCUSED
PERFORMANCES
J oral presentation
J process
description
J “think aloud”
J learning log
J musical recital
J Prezi/Power Point
J music performance
Evaluation and Communication Methods
Evaluation Methods
How will we evaluate student
knowledge and proficiency?
Selected-Response Items:
J answer key
J scoring template
J machine scoring
Performance-Based
Assessments:
J generic rubric
J task-specific guide
Communication/
Feedback Methods
Evaluation Roles
Who will be involved in evaluating student
responses, products or performances?
Judgment-Based Evaluation by:
How will we communicate
assessment results?
J numerical scores
J teacher(s)/instructor(s)
J peers/co-workers
J expert judges (external raters)
J student (self-evaluation)
J letter grades
J proficiency scale
J parents/community members
J employers
J rating scale
J developmental continuum/
learning progression
J narrative report (written)
J checklist
J checklist
J written comments
J written/oral comments
J verbal report/conference
Recognizing the limits
of assessment...
“Evaluation is a complex, multifaceted process. Different tests
provide different information, and
no single test can give a complete
picture of a student’s academic
development.”
from CTB/McGraw-Hill Terra Nova Test Manual
© 2009 Jay McTighe
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5. Assessment for Learning
Think “Photo Album”
versus “Snapshot”
Sound assessment requires multiple
sources of evidence, collected over time.
Match the Assessment Evidence
with the Learning Goals
=
3 Stages of Backward Design
1. Identify desired results.
2. Determine acceptable evidence.
3. Plan learning experiences
& instruction.
© 2009 Jay McTighe
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6. Assessment for Learning
UBD Planning Template
Standard(s):
Cover Stage 1
What do the assessments
suggest the goals must be?
Understandings
▲
▼
❁
❇
❅
✑
Essential Questions
Assessment Evidence
Performance
T
ask(s):
Other Evidence:
▲
▼
❁
❇
❅
✒
Learning Plan
▲
▼
❁
❇
❅
✓
Stage 2 – UbD Template
Performance Tasks Essential Questions
You Are What You Eat:
Create a picture book
to teach 1st graders
about “healthful”
eating.
Camp Menu:
Design a 3-day menu
for meals and snacks
for a weekend camping
trip. Explain why your
menu plan is both
healthy and tasty.
Other Evidence
• Quiz on the food
groups and their
nutritional benefits.
• Skill check:
interpreting nutrition
information on food
labels.
• Test on health
problems caused by
poor eating.
Stage 1 – UbD Template
Established Essential Questions Standards)
Goals (e.g., Content
Students will use a knowledge of nutrition to plan
appropriate diets for themselves and others.
Understandings
• A balanced diet
contributes to mental
and physical health.
• Poor nutrition leads to
various health problems.
Knowledge
• nutrition vocabulary
• food groups
• nutrition-related health
problems
© 2009 Jay McTighe
Essential Questions
• What is healthful,
balanced eating?
• What are consequences
of poor eating?
Skills
• interpret nutrition info.
on food labels
• analyze & evaluate diets
• plan a balanced diet
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7. Assessment for Learning
example:
State Tour
The State Department of Tourism has
asked your help in planning a four-day tour
of (your state) for a group of foreign visitors.
Plan the tour to help the visitors understand
the state’s history, geography and its key
economic assets.
You should prepare a written itinerary,
including an explanation of why each site
was included on the tour.
example:
What’s the Trend?
Interpret the data on our changing
heights in 2nd grade for the past school year.
Prepare a chart for the 1st graders to help
them understand:
•how our class grew this year
•how they are likely to grow next year
example:
What’s Your Position?
After reading ________ (literature or
informational texts), write ________
(essay or substitute) that compares
________ (content) and argues
________ (content). Be sure to
support your position with evidence
from the texts.
© 2009 Jay McTighe
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8. Assessment for Learning
example:
What’s Your Position?
After researching school policies and
student & staff opinions on Internet
filters in schools, write a (blog, letter
to the School Board, editorial for the
school paper) that argues for your
position. Support your position with
evidence from your research. Be sure to
acknowledge competing views.
example:
What’s Your Position?
What makes something funny?
After reading selections from Mark
Twain and Dave Barry, write a review
that compares their humor and
argues which type of humor works
for a contemporary audience and
why. Be sure to support your position
with evidence from the texts.
example:
Science Investigation
The Pooper Scooper Kitty Litter
Company claims that their litter is 40%
more absorbent than other brands.
You are a Consumer Advocates researcher
who has been asked to evaluate their claim.
Develop a plan for conducting the investigation. Your plan should be specific enough
so that the lab investigators could follow it
to evaluate the claim.
© 2009 Jay McTighe
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9. Assessment for Learning
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Anticipating Concerns
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“AYP requires us to keep raising our test scores.”
Beware: Mistaking the
measures for the goals!
“Practicing for a
standardized test is
like practicing for your
annual physical exam!”
!
something to think about...
“What is assessed signals
what is important to learn.
How it is assessed signals
how it should be learned.”
Jay McTighe
© 2009 Jay McTighe
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