http://www.smarterbalanced.
The Smarter Balanced Consortium is developing the Common Core Assessment. Click on the link below and follow directions to take the sample assessment in a grade level and subject of your choice to understand how and what students will be assessed on.
http://sbac.portal.airast.org/
Think about the following questions:
• What do you already do to help students to be successful?
• What else might you do to support students to achieve CCSS?
Explore some of the resources on the following link that provide sample units and performance-based assessments.
• http://www.edu-sources.org/
Post:
• How do you assess student learning in your classroom? What might you do differently to prepare student for the next generation of assessments based on the readings, activities and resources explored?
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The rigorous expectations of CCSS make it imperative that teachers prepare their students for assessments of the future. The sample assessment from the Smarter Balance Consortium seemed very advanced to me. I tried the 4th grade math portion, and I had trouble figuring out what some of the questions were asking and how I was supposed to input my answers. I would love for a typical American 4th grader to be able to do well on this assessment, but if our students are to face these assessments, they will have to have experience with this particular type of test and the types of questions it presents. I would fear that, as in the past, teachers would feel pressure to teach to the test and spend more time on test-taking strategies than on their subject matter.
Like most other teachers, I have tried many different ways to assess the students' progress. I've found that assessment is both an art and a science because it is difficult to create the proper instrument (situation, problem, question, experience) to accurately portray all the students have learned. We know this from experience on the other side as students-- do you remember walking away from a test or assignment thinking, "I studied and did my best, but I know I my grade won't show it"? I have tried used prescribed assessments which were designed by publishers and educators to summarize student learning. Also, I have often created my own assessments based on material we've covered, and the learning styles of my students. Because my goal is to have the students feel successful, I usually rely on a range of both kinds assessments to show student mastery.
The edweek.org article brings up an interesting argument: the term "formative assessment" means different things to different groups. The term could refer to the purpose and frequency of the assessment, or to the method of assessment. Some may use a formal "test" as a formative assessment if they administer the test in the middle of the unit with the purpose of determining what has already been mastered, and what gaps remain. This test wouldn't "count" as the final test, but it would help the teacher and students to see what the final test would look like and what they still need to know to perform well on it. I think the author is expressing concern that calling this type of testing "formative" emphasizes the instrument within a Measuring Paradigm.
The other use of the term "formative" assessment refers to an informal, teacher-led check for understanding. The teacher asks questions, observes students, or elicits responses. The author argues that this type of assessment more effectively enhances ongoing learning. It is, "part of everyday practice by students, teachers, and peers that seeks, reflects upon, and responds to information from dialogue, demonstration, and observation in ways that enhance ongoing learning." The author says that rather than considering formative assessment within the measurement paradigm, we should focus on the assessment within a learning paradigm.
The author states, "One course of action would be to redress the balance from formative assessment as an instrument toward formative assessment as a process for enabling learning by channeling the investment into teachers rather than tools." I can see how this is tricky because teachers change, retire, or get promoted while tools stay put and do their job until they're no longer needed. Investing in teachers is the choice we all want to make, but investing in the tools is important as well.
But no matter, the issue I face is how to prepare my student for assessments. I would use the samples found at the edu-sources.org link to help prepare my students for assessments. And I would be sure that all of our activities are thoroughly based on the standards. If we can reach these high standards, we are in for a brighter future.
But no matter, the issue I face is how to prepare my student for assessments. I would use the samples found at the edu-sources.org link to help prepare my students for assessments. And I would be sure that all of our activities are thoroughly based on the standards. If we can reach these high standards, we are in for a brighter future.
Hi Melinda! I like your insight on formative assessment and the distinction of the process versus the instrument. Regarding the assumed need to "teach to the test" in order to prepare the students to take the more rigorous CCSS assessment, I'm not sure about the math portion, but the ELA assessment contained questions and tasks that actually closely resemble classroom lessons and activities. There is a definite shift from learning the "correct answer" to demonstrating knowledge and skills. There were many items on the ELA assessment that were simply text boxes in which students needed to edit, revise, rewrite, and add details to given paragraphs or excerpts. Also, the performance task asked students to compose an argumentative essay based on a number of sources provided. These are all things that I would teach in my classroom to ensure students have the basic reading and writing skills necessary for high school and college. So although it seems like we are again being pushed to "teach to the test," I believe the test, as we call it, is a much different entity than it once was. :-)
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