Nichelles Assessment Toolbox

based on Seven Practices for Effective Learning

http://www.ascd.org/publications/educational-leadership/nov05/vol63/num03/Seven-
Practices-for-Effective-Learning.aspx

Note from reading:

The assessment strategies that we have described address three factors that influence student
motivation to learn (Marzano, 1992). Students are more likely to put forth the required effort when
there is
Task claritywhen they clearly understand the learning goal and know how teachers will evaluate
their learning (Practices 1 and 2).
Relevancewhen they think the learning goals and assessments are meaningful and worth learning
(Practice 1).
Potential for successwhen they believe they can successfully learn and meet the evaluative
expectations (Practices 37).
By using these seven assessment and grading practices, all teachers can enhance learning in their
classrooms.

My plan for addressing the seven practices in my classroom:

In my classroom I will use the seven practices for effective learning to make sure all of my students
are getting the best educational experience they possibly can. Implementing these practices helps
keep the teacher aware of how their students are doing and allows them to see if a student needs
more help to better understand the material. I really liked the use of the formative assessments in
order to check students progress. Throughout long lessons it's easy to forget what you learned at
the beginning, so these assessments allow a refresher for the students. In the end before the
summative assessment they can then review all of these to look back on the important parts from
the lesson. I also support the idea of offering appropriate choices. Having a variety of options for
projects allow the students to pick and perhaps be more interested in the project. This allows them
to use their creativity where they think they can best apply it, some students may be good at
writing, some may enjoy posters, and others may like creating other things. I also been in
classrooms where students are allowed to correct their tests or quizzes to get half points back. This
doesnt only allow their grades to be improved, but also allows them to have to go over their work.
Some students will get their tests back and never go back a figure out what they did wrong, a grade
is simply enough feedback for them. So creating an incentive for them will encourage them to fix
the mistakes and learn from them. I really liked these seven practices, they provided some insight
to some things that I never would have thought to use in my classroom. As teachers I feel like we
will constantly be learning our whole teaching career and should always be open to new ideas.

1. Use summative assessments to frame meaningful performance goals.

Authentic performance tasks provide a worthy goal and help learners see a reason for their learning.

1) Cumulative exam: Online Varsity Tutors: http://www.varsitytutors.com/high_school_math-

practice-tests
This is a great online resource for tests. It has a difficulty level so you know what to expect.
I maybe wouldnt allow them to take tests online, however I would possibly print off some
of these tests and let them take them in class. When I was scrolling through these tests and
taking some they have a good variety of problems on them that would allow for a wide
 range of testing. The problems lead up to the main idea, so as a teacher you would be able to
see where the students started getting stuck.
2) Quick Check Quizzes: http://www.mathopolis.com/questions/quizzes.php
Quick Quizzes are a great way to check how a lesson is going and see if the students are
keeping up to pace. They dont have to be long, only about 10 minute quizzes to check how
that days plan went and see if you are able to move on to the next topic. In math its
important for your students to keep up since math builds off of precious topics. These
quizzes to test for knowledge are a great idea to see if the class is ready to move forward.

Example 1: Lab report

https://sites.google.com/a/sduhsd.net/schaller/home/writing-lab-
reorts/writinglabreports
Example 2: Problem set (Mendelian genetics)
https://docs.google.com/a/luther.edu/document/d/1T3bZbYYt_XtUQRXEkvqMGW
gG0XzcDxtXDvYda8f6wMw/edit
Example 3: Cumulative exam (natural selection and fossils)
https://googledrive.com/host/0BwnsfOtxGhSbTlRldVdVM0FJTGs/7th%20Grade%
20natural%20selection%20and%20fossils%20assessment%20201313684177760
16.html

2. Show criteria and models in advance.

Unlike selected-response or short-answer tests, authentic performance assessments are typically
open-ended and do not yield a single, correct answer or solution process. Consequently, teachers
cannot score student responses using an answer key or a Scantron machine. They need to evaluate
products and performances on the basis of explicitly defined performance criteria.

1) Rubric for when grading problems (p.201):

https://web.njit.edu/~ronkowit/teaching/rubrics/samples/math_probsolv_chicago.pdf
This is a great way to let the students know how you are going to be grading their problems
on tests, quizzes, homework, etc. This may also encourage them to show their work
because they will realize they can get points for trying or leading in the right direction.
2) Models: http://www.korthalsaltes.com/
Showing student work when it comes to math projects is a great idea. The link is for
outlines for creating geometric shapes at the end of a geometry unit. Some students like to
see what they are creating, so giving them the piece of paper that has the outline just isnt
enough. They want to see the final project and understand what the expectations are. So
providing good and bad examples allows them to see what their end goal is.

Example 1: Rubric (multiple life science examples included)

http://www.rcampus.com/rubricshellc.cfm?sid=29&
Rubric (school-wide, student expectations)
http://www.whrsd.org/uploaded/documents/Schools/WH_High_School/School-
wide_rubrics_1_5_11.pdf
Example 2: Modelsuse anonymous student examples, in a range of weak to strong
performaces, as examples for your students
3. Assess before teaching.
At the outset of any unit of study, certain students are likely to have already mastered some of the
skills that the teacher is about to introduce, and others may already understand key concepts. Some
students are likely to be deficient in prerequisite skills or harbor misconceptions. Armed with this
diagnostic information, a teacher gains greater insight into what to teach, by knowing what skill gaps
to address or by skipping material previously mastered; into how to teach, by using grouping options
and initiating activities based on preferred learning styles and interests; and into how to connect the
content to students' interests and talents.

1) IXL-iPad app. https://www.ixl.com/

IXL is an app on the iPad that allows students to do problems on various subjects in math,
they can pick a grade to work on and they move ahead to 100% based on how well they do
on the problems. The teacher can get an app to see how well they do on their work. The
feedback consists of how long it took to complete the topic, which questions they got wrong,
as well as a summary of the content that gave the class the hardest time. This is a great way
to see where your class stands with a topic before you start to cover it, or perhaps it could
be used to review specific topics at the beginning of the year that are needed to start the
new class.
2) Graffiti wall: http://info.marygrove.edu/MATblog/bid/75035/Top-Ten-Assessment-
Strategies-for-K-12-Teachers
I really like the idea of a Graffiti wall to see what the students think they know at the
beginning of the lesson. As the lesson goes on they can add to their wall and see the
progress they are making. After they learn a new topic the students will be excited to go
add to their posters and keep making more graffiti.

Examples: Content surveys, anticipatory guide, KWL, etc.

https://daretodifferentiate.wikispaces.com/Pre-Assessment (see Pre-assessment
strategies document for many ideas)
Examples: Boxing, Graffiti wall, etc.
http://kendrik2.wordpress.com/2007/09/27/pre-assessment-strategies/
(multiple ideas provided)

4. Offer appropriate choices.

Students differ not only in how they prefer to take in and process information but also in how they
best demonstrate their learning.

1) Choose a Box project (communicable diseases)

https://docs.google.com/a/luther.edu/file/d/0BwnsfOtxGhSbUE85dThTU0tXcWc/edit
Ive never heard of this choose a box project but I really liked it and think I would use it in
my class room. Math is hard to come up with projects, but sometimes students learn best
when they have to teach it to themselves. So even though this link is for diseases, I would
modify it to create it math based. For example, I would possible have them teach a lesson,
and they would get the choice of how they would teach it, through a power point, SMART
board, poster, etc.
2) Math history: https://www.google.com/webhp?sourceid=chrome-
instant&ion=1&espv=2&ie=UTF-8#q=famous%20mathematicians
Another great option for students is to make them understand how important it is to
understand math and know where it came from. One of the classes I enjoyed in college was
the History of Math class. You dont realize the history of math until you research it, it is
 then when you come to find just how far math went, and how much its been adapted. So
researching the history, or a specific mathematician helps them understand, it also
incorporates writing into the subject.

5. Provide feedback early and often.

To serve learning, feedback must meet four criteria: It must be timely, specific, understandable to the
receiver, and formed to allow for self-adjustment on the student's part.

1) Entrance tickets: I think entrance thickets or a start of the class problem is a great way to
be able to check understanding, and it allows you to go over it right away at the beginning of
class to see how they did and answer any questions they may have. If its a short quiz only
roughly 2-3 problems they will get feedback quicker than middle of the unit quizzes that are
longer. If you have entrance tickets for them to do which check understanding right away
you will be able to see how slow or fast you can do your lesson for that particular day.
2) Homework checks: As a teacher assigns homework every day it can get overwhelming to
try to correct it all. So only collecting certain problems or days is a great way to check to see
how the students are doing, and only have to grade a select amount of problems that show
how the understanding is going. If its a simple assignment its easy to be able to get it back
to them the next day.

Example 1: Quiz using Google Spreadsheets

https://docs.google.com/a/luther.edu/spreadsheet/viewform?hl=en_US&formkey=
dGdrd0JhQjcxajBydUJJMUUtcTA3bHc6MA#gid=0
Example 2:
http://www.stemresources.com/index.php?option=com_content&view=article&id=
52&Itemid=70 (contains a TON of post-instructional activities to reinforce and
review content and check for comprehension)

6. Encourage self-assessment and goal setting.

The most effective learners set personal learning goals, employ proven strategies, and self-assess their
work. Teachers help cultivate such habits of mind by modeling self-assessment and goal setting and by
expecting students to apply these habits regularly.

1) Math rubrics for group work: https://www.pinterest.com/lfrazee79/math-projects/

In math depending on the project there are different rubrics. Pinterest has many ideas on
math projects and rubrics. When you give a student an assignment they always what to
know what the requirements are for it and know what they have to do in order to do well
on it. Providing a rubric allows the students to see what they need and figure out where
they want to aim in order to score highly. Many of the rubrics are based on how the project
turns out, but its important to see if they grasp the content that goes with it. Some of these
rubrics check for understanding rather than if a poster just looks nice.
2) Goal setting:
http://worksheetplace.com/index.php?function=DisplayCategory&links=2&id=279&link1=
31&link2=279
There are many resources online that help with goal setting. This is something that
students need to take into consideration. Having them learn to plan short term and long
term goals will help them in life after high school. Providing them worksheets to help guide
them when they arent very familiar with goal setting is a great idea.
 Example 1: Rubric for group work (see example attached at bottom of document)
Example 2: Student-led conferences, learning target goals, etc.
http://www.assessmentforlearning.edu.au/professional_learning/student_self-
assessment/student_strategies_enhance.html#1

7. Allow new evidence of achievement to replace old evidence.

Classroom assessments and grading should focus on how wellnot on whenthe student mastered
the designated knowledge and skill.

1) Learning from mistakes: test revisions with partial credit returned for explanation
http://www.facultyfocus.com/articles/educational-assessment/learning-from-mistakes-a-
different-approach-to-partial-credit/
I really liked this example, especially the 1-5 steps that it gives. In those steps when it has
students come up with problems that give the same kind of solution will really make them
have to think. Coming up with math problems is harder than you think so when they are
forced to come up with certain types of solutions it will make them have to dig deeper into
the content. Also, if you dont provide some way of having them gain back credit they may
not even look at their tests and see where they went wrong. A lot of students will just look at
their score and never open the test again. An incentive is a great way to make them go back
and see why they got something wrong.
2) Student grading: Another great way I like to allow them to learn from mistakes is to let
them group up in partners and go through their work together. If they come to a problem
that they both have different answers on then they have to work through it to see who had
the correct answer. When students do this they start to go through the math problems step
by step and can usually catch their mistake. They would then circle the ones they changed,
and submit it to the teacher for a final grading. Sometimes students can learn great from
each other.

Self-Assessment RubricGroup Work (connects to Practice 6)

Note: Calculate the score by multiplying the level number by the number in parentheses under the
category name. For example, if the performance matches Level 3 for Graphics, the score is 3 x 2 or 6.
Put 6 in the Score column in the Graphics row, then, add it to the other points for a total.
Topic How
Level 2: Level 3: Level 4: My
did I Level 1:
Developing Accomplished Exemplary Score
do? Beginning

I collected
Researching I did not some I collected some I collected a
and collecting collect any information, information, lot of good 12 points
information information but only a but not all of it information possible
related to the small portion was related to for my part of
(x 3) topic. of it was useful the topic. the topic.
for the topic.

I did not share I shared a I shared some I shared lots of

any little bit of useful useful
Sharing information information information information 4 points
information with my with my with my group. with my team. possible
group. group.
(x 1)

Participating in I did not I participated I participated

the tasks I participated
participate in less than half on more than
in all the tasks
any of the the time on half, but not all 12 points
(x 3) and possible
tasks or any tasks or the tasks and
assignments.
assignments. assignments. assignments.

I did not I completed I completed

Completing my I completed all
complete any fewer than more than half,
tasks of the tasks
of the tasks half the tasks but not all, the 8 points
assigned to
(x 2) assigned to assigned to tasks assigned possible
me.
me. me. to me.

I listened to
other group
I did not listen I did not listen I listened to members
Listening to to other to other group other group ideas and 8 points
other members members of members members ideas suggestions,
possible
of the group the group; I ideas or and suggestions and then
(x 2) did things my suggestions nearly all the decided if it
own way. very often. time. would help the
project to
follow them.

I argued with I discussed I discussed

Co-operating my group I sometimes things with things with
with my team members and argued with other group other group 8 points
tried to get other group members and members possible
(x 2) them to do members. had only a few without
things my way. arguments. arguing.

Sometimes I
Having things Our group
Making fair In my group, I had the best
go my way is made fair
decisions only worked idea, and 8 points
the only way a decisions as
with my sometimes it possible
(x 2) group should much as we
friend. was someone
work. could.
else.

Note: Calculate the score by multiplying the level number by the number in parentheses under the
category name. For example, if the performance matches Level 3 for Graphics, the score is 3 x 2 or 6.
Put 6 in the Score column in the Graphics row, then, add it to the other points for a total.
Level 1: Level 2: Level 3: Level 4: My
Beginning Developing Accomplished Exemplary Score
 The audience The student
The audience The student
cannot presents the
has difficulty presents the
understand information in a
Organization because the information in
presentation logical,
student presents a logical
(x2) because there interesting
the information sequence that
is no sequence fashion that the
sequence in an the audience
of audience can 8 points
erratic manner. can follow.
information. follow. possible

Subject The student The student is The student is The student

Knowledge does not have uncomfortable at ease demonstrates
(x3) a grasp of the with the answering full knowledge
information; information and anticipated by answering all
the student is able to answer questions, but types of
cannot answer only elementary cannot questions with
questions questions. elaborate. explanations
concerning the and 12 points
subject. elaborations. possible

Graphics The student The student The students The students

(x2) uses occasionally graphics relate graphics clarify
unnecessary uses graphics to the and enhance the
or no graphics that rarely presentation. presentation,
support the 8 points
presentation. possible

Mechanics The students The The The

(x 1) presentation presentation has presentation presentation has
has 4 or more 3 spelling &/or has no more no spelling or
spelling &/or grammatical than 2 spelling grammatical
grammatical errors. &/or errors
errors. grammatical 4 points
errors. possible

Eye Contact The student The student The student The student
(x 1) reads all of the occasionally maintains eye maintains eye
presentation uses eye contact, contact most of contact with the
with no eye but still reads the time but audience,
contact. most of the frequently seldom
presentation. returns to returning to 4 points
his/her notes. their notes. possible

Elocution The student The students The students The student uses
(x 1) mumbles, voice is low, voice is clear, a clear voice
incorrectly he/she he/she and correct
pronounces incorrectly pronounces pronunciation.
terms, and pronounces nearly all All audience
speaks too terms and the words members can
quietly for all audience has correctly and hear what is
to hear. difficulty most of the said clearly. 4 points
hearing. audience can possible
hear what is
said.