Classroom Assessment Practices Survey

By Katherine Korkidis

Name:__________________________________ Date:____________________Subject/Grade:___________________

1. What type of assessments do you find most informative in your classroom? Why?



2. Do you apply differentiated assessments for your students? Can you give an example.



3. Do your assessments drive your instructional strategies? If so, how?



4. Do your students create their own assessments? In other words are your assessments teacher -directed or student -directed or a combination of both.


5. How do you use the data obtained from your assessment strategies?




6. Do your students do self-assessment?




7. Do you use technology as an assessment tool? If so, how?



8. Do you use rubrics as an assessment tool?




9. Do you offer your students revision and discussion of their assessments?




10. How do you use assessments in your classroom?

Article #2: A guide to standardized Writing Assessment

I am a supporter of the use of a writing assessment in all subject areas and as part of a standardized exam. In CT this was a state requirement across all disciplines and across all schools. To digress for a few lines, as I began to apply this requirement to physics I could see the need to improve my students writing skills, particularly in science writing. My students had mastered how to write lab reports, but could not write a formal paper. Several years ago I introduced an authentic assessment project entitled " The Scientist of the Month". This writing assignment requires the student to do research on the life and work of a scientist that has played a major role in the material we are covering in class e.g. Newton and Galileo, etc. The paper is 2000 words and must cite 5 references in APA format and consists of two parts.

For example for October's paper on Isaac Newton the students were asked to do the following:



Part 1: Your essay should provide a brief background on Isaac Newton, the man and the scientist. The paper begins with his family history from his early days in England to his student days at Cambridge. Your paper should provide a brief biographical overview of Isaac Newton, from his birth in England in 1642 to his groundbreaking scientific theories and discoveries. The paper should cover Newton's scientific achievements, starting with the fact that he established a unified theory of approach to modern science. It should discuss his discoveries relating to the white light, the telescope and to the field of optics in general. The paper should also covers Newton's mathematical achievements in the form of calculus and his most famous discovery of all - gravity.


Part 2:
The main focus of this section of the paper is Newton's three laws of motion.
1) Law of Inertia;
2) Law of Acceleration; and
3) Law of Interaction.

Your paper should explain what each law is, how it applies to the behavior of motion and what its significance is to the world of physics. Comment on how through these three laws, Newton was able to prove the nature of objects in the universe, and how they interact with each other.



This monthly assignment helps me monitor my students improvement in their writing skills over time.



Returning to the article Baldwin(1) points out that" strong writing skills have become an increasingly important commodity in the 21st century". As students move through college into their fields of choice - communication through wirting is key; whether it is through a blog or a formal or informal report, it is used as one of the "must meet" objectives for performance reviews.


(1) Baldwin, D. (2004). A Guide to Standarized Writing Assessment. Educational Leadership, 72-75.

2/18 - Week 5: Using Standarized test results.

How do you and teachers in your school use standarized test results?


Standarized tests can be categorized as either criterion referenced tests or norm-referenced tests. The difference lies in that scores on criterion referenced tests are interpreted by relating performance to some predetermined criterion, whereas scores on norm-referenced tests are interpreted by comparing them with scores obtained by members of the group on which the test was normed.

Most school districts including those in Sparta Township use standardized test results for:

• diagnosing learning difficulties;
• detecting discrepancies between potential and achievement, for example scholastic aptitude tests (which are general in nature and measure one's ability to improve as a result of instruction) and achievement tests (which are specific in nature and tend to be used to evaluate an individual's status upon the completion of a particular subject area);
• assessing growth in academic achievement;
• grouping students for instruction according to some attribute that may be measured (in conjunction with other sources of data such as cummulative records, report card grades, and teacher judgement);
• planning instructional activities; and
• determining reasonable achievement levels in order to modify the curriculum.

In addition scores can be used to determine the performance of Sparta schools with other similar schools in other districts. Trends in performance for a district over many years can be very informative. Parents and the community use these scores to monitor the performance of their school district. I remember in CT, the CAPT (I believe similar to HSPA in NJ) scores were published in the state paper and used to rank high schools. Prospective home buyers would use these scores to determine where they would move to to insure a quality education for their children. The scores can also be used, under the federal NCLB law in the United States, where low test scores mean schools and districts can be labeled "in need of improvement" - this happened to a school in CT in a nearby district.

It should be noted that in Sparta these test scores do not drive instruction nor curriculum - they simply offer suggestions - according to my colleagues. Yet, reality dictates that some preparation for the students imbedded in instruction must be done so they can be successful.

2/11 - Week 4: Addressing Parental Concern

"A parent has challenged the time you spend on giving your tests as well as those mandated by the state. How do you respond?"


My answer to this parent would be as follows:

"State testing neither drives nor dictates currriculum and instruction; instead it focuses instruction. In my view state testing focuses educational resources such as instruction on the most important aspects of education - imparting a pre-defined set of knowledge and skills. Often aspects of the state test can be incorporated into daily assessments.
In addition, preparing for state tests or any tests given in a course through review insures that both the student and the teacher can determine the degree of understanding of the material. I find when we review for any test, not matter how limited the time spent, I walk away with a better perspective as to what still needs to be developed or any misconceptions. It is an exercise that insures valuable data for all parties involved."

The Six Facets of Assessment

The Six Facets of Assessment - Why assess?



1. Reflection on Instructional Strategies

2. Revision of Instructional Strategies

3. Setting teaching/learning objectives

4. Improve my teaching

5. Meet the need of the students

6. Meeting Instructional Goals

7. Placement of students

8. Question Assessment



How do we test students in a classroom setting?

Observation

Questioning

Authentic Assessment

Participation

2/4 - Week 3: RAFT Post 2/6/09

In a supervisory position, I might have to act as a mediator between the teacher and her convictions with those of the parent. In this RAFT, I take on the role of a subject area supervior discussing a student's placement in CP versus Honors with an angry parent. The conversation is through a phone interaction.

Scenerio:
R: Subject Area Supervisor
A: Angered parent about student placement
F: Phone Conversation
T: School's decision for student's placement in CP vs. Honors

A - Angry parent

R - Subject area supervisor.

R - Goodmorning Mrs. Madison, I understand that you wish to speak with me regarding Billy's placement in CP Physics.

A- Yes, that is correct!! I am very concerned that your decision has tracked Billy and will affect both his GPA and how colleges view his performance. Billy plans to go into Engineering and needs to show promise in physics. Billy does well in math and science, why would you do this to my son?


R - Mrs. Madison, I understand your concerns and know you want Billy to succeed. The key to success for any student is to help him build the confidence he needs to tackle the material at hand. Honors physics, although covering the same topics, moves at a much faster pace than CP. If a student falls behind for any reason, he might become lost. This affects the student in two ways: one, the student loses his confidence to be able to master the material and two, the student eventually loses interest in the subject matter - in other words, loses engagement. Ultimately, this leads to poor performance. In CP Physics, Billy will be able to follow the material at his own pace.


A- Are you saying that Billy is not competent in handling the material in Honors Physics?


R - No not at all, Mrs. Madison - we feel Billy is very competent - that is why we recommended that Billy take Physics his senior year.


R - Billy is a meticulous worker. He likes to take the time to perfect each assignment. His math skills are good but require extra time for him to work through each problem. In a faster paced course, Billy will be overwhelmed and stressed. Our goal is to have Billy succeed and receive a grade that will show his perspective colleges that he can master physics.


A- But colleges are looking for higher level courses!!


R- Yes, and physics is considered by virtue of its content, a higher level course. On Billy's transcipt, physics will stand out, especially with a high grade which we feel Billy can achieve. Moreso, we would like Billy to finish physics with the confidence that he can succeed in any future physics course in college.

R- Mrs. Madison, our goal is to work with you and Billy to give him the tools he needs to be successful in college. A thorough understanding of the concepts in physics will provide him with those tools. We are laying a solid foundation for Billy upon which he can build once he enters college.

A- But he will not enter a good college if he is not taking Honors Physics!!

R- Mrs. Madison, colleges do look for higher level courses to some degree, but moreso, they look for overall performance in the courses taken. Since physics by virtue of the course material is considered higher level, both requirements are fulfilled. In additon, physics is an elective in our science program. The fact that Billy decided to take this elective will impress colleges in of itself.

A- Are you sure he will be seen as a strong science student?

R- Mrs. Madison, Billy's transcript will speak for itself especially accompanied by a strong finish in physics.

A- Are you sure he will do well?

R - Mrs. Madison, I know Billy will try his best!!

A- Ok then, we will go with your recommendation.

R- Mrs. Madison, I thank you for your support. With your guidance and mine, Billy will know he can address any challenge and succeed- the best gift we can both offer him.

Article #1: Why teachers must be data experts - 1/28/09

Standarized testing is only one type of data and can be somewhat limiting. There are many forms of data that are often much more relevant and informative to the classroom setting. Such data collection, although not numerical in nature can be just as effective, if not moreso. Science and math teachers, such as myself, generally and traditonally see only numerical date as valid and significant. "In teaching, relationships and perceptions matter as much as curriculum and practice"(Morrison, 2008). This approach allows educators to target their instruction on a global scale and also stimulates differentiation by virtue of targeting on a individual or subpopulation scale. The goal here is to inform the educator and to aid in adapting instruction, not to drive instruction. If resistance to data generated by standarized tests is evident in teachers it is because they have not bought into the idea that all data can be useful to create the overall picture. It is also perceived, at times, that standarized data must drive instruction - "teach to the test". In reality such data can be used successfully to guide student learning and instruction. Morrison points out that to have "buyin" by teachers, both the purpose and relevance of such data must be made clear - it is more than just a "snapahot". In additon, the data should be shared and interpreted amongst colleagues with a similar discipline - so all can benefit from what is revealed. Typically such data as Morrison points out is treated as a separate entity - a stand alond test. "The problem is that we frame data as an entity teachers need to meet and engage with, rather than as information that arises organically out of teachers work with learners"(Morrison, 2008). If both forms of data are used together they complement instruction and will most benefit student learning.