Dr Bob Marzano CUE 2009 Keynote Part II - Assessment
Please note that the discussion starts on minute 20 of the first video. See post on Part I of this keynote.
Part I Min 20
Formative assessment as an instructional tool
Feedback from classroom.
Assessment should provide students with a clear picture of their progress on learning goals and how they might improve.
Bangert-Drowns, Kulick, & Morgan 1991
Feedback on classroom assessment
Provide Correct answers
Criteria understood by student vs. not understood
*Student reassessed until correct
"Assessment should be a process of interaction between teacher and student. That is all it is."
Students are able to say,
"This is what I see I have to get"
"This is what I see you have to learn"
"You can never rely on a single assessment no matter how good the assessment is"
Decisions made about the individual, the class, the school, the district. To whom does the assessment make sense?
"You cannot rely on the 100 point scale"
Rigorous rubric-base approach.
Observed score= the score+error
(the student 'deserved' another score)
We need to look at a lot of data over time to assess. This is where technology comes into the picture. Keeping track. Grade books.
Shows examples of students self-assessment.
Classroom Assessment & Grading that Work
By Robert Marzano
Applying the Theory on Measurement of Change to Formative Classroom Assessment
By Robert Marzano
Rubrics and Self-Assessment Project
"The two studies that made up the Project Zero's research focused on the effect of instructional rubrics and rubric-referenced self-assessment on the development of 7th and 8th grade students' writing skills and their understandings of the qualities of good writing."
Assessment bookmarks on my delicious