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What is an Assessment Capable Learner?

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Why are we striving for an “assessment-capable learner” and not a “self-regulated learner”?

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Why are we striving for an “assessment-capable learner” and not a “self-regulated learner”?

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Professor Hattie on Assessment-capable learners

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OVERVIEW OF "WHERE AM I GOING?"

Read the following excerpt from Jan Chappuis' article on "Seven Strategies of Assessment for Learning."
Strategy 1: Provide a clear and understandable vision of the learning target.
Begin by giving students a vision of the learning destination. Share with your students the learning targets, objectives, or goals either at the outset of instruction or before they begin an independent practice activity.

There are three ways to do this: (1) state the learning target as is, (2) convert the learning target into student-friendly language, or (3) for learning targets assessed with a rubric, convert the rubric to student‐friendly language. Introduce the language of quality to students. Check to make sure students understand what learning target is at the heart of the lesson by asking, "Why are we doing this activity? What are we learning?"
Strategy 2: Use examples and models of strong and weak work.
Help students sort through what is and isn't quality work by using strong and weak models from anonymous student work, examples from life beyond school, and your own work. Begin with examples that demonstrate strengths and weaknesses related to problems students commonly experience, especially the problems that most concern you. Ask students to analyze these samples for quality and then to justify their judgments. Use only anonymous work. When you engage students in analyzing examples or models, they develop a vision of what the knowledge, understanding, skill, product, or performance looks like when it's executed well.

Model creating a product or performance yourself. Show students the true beginnings, the problems you encounter, and how you think through decisions along the way. Don't hide the development and revision part, or students will think they are doing it wrong when it is messy at the beginning, and they won't know how to work through the rough patches.

What are some important points about each of the strategies?

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OVERVIEW OF "WHERE AM I GOING?" Read the following excerpt from Jan Chappuis' article on "Seven Strategies of Assessment for Learning." Strategy 1: Provide a clear and understandable vision of the learning target. Begin by giving students a vision of the learning destination. Share with your students

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How will you teach them how to become capable of their own assessment and learning?

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Provide a clear and understandable vision of the learning target.

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OVERVIEW OF STRATEGY 1

Strategy 1: Provide a clear and understandable vision of the learning target.

Read through the following handout. What are some key points about each section? Where do you see those points illustrated in the examples?
Learning Targets: Helping Students Aim for Understanding In Today's Lesson [webinar]
A few ways of providing a clear and understandable vision of learning targets include:

writing targets that are conversational in tone;

extracting the essence of the learning;

using "I can ____," or "I know ____" statements;

considering the guiding questions you want students to be able to answer; and

inviting students into the learning process.

When teachers communicate learning standards in explicit, understandable terms, students know exactly what to be focusing on and that increases their ability to learn. The following examples demonstrate how standards are transformed into student-friendly language and prompt guiding questions for students.

Informing the students of the learning target by telling them what it is or by writing it on the board is not sufficient.

Most "lesson objectives" are written in language for teachers.

Discussion about what a lesson objective means can help students express the objective in their own words and clarify the concept in their own minds.

Some ideas to include students might include asking them to write down the daily learning objective in a student planner, then rank themselves daily 1-5 stars on how confident they are in that skill or knowledge, or leading a discussion about the daily learning target, asking students to make connections to previously learned skills or knowledge.

What are other ways to help students more clearly understand the learning targets?

EXAMPLE: English Language Arts

Hover over the boxes below to view the student friendly learning target of the standard.

EXAMPLE: Mathematics

Hover over the boxes below to view the student friendly learning target of the standard.

EXAMPLE: Early Learning

Hover over the boxes below to view the student friendly learning target of the standard.

Now it's time to practice what you've seen. In the following activity, choose one of the given English Language Arts or Mathematics standards. Use the form or the activity sheet below to create student friendly learning targets.

English Language Arts
Activity Sheet: Practice Providing Clear Learning Targets.
Mathematics

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OVERVIEW OF STRATEGY 1 Strategy 1: Provide a clear and understandable vision of the learning target. Read through the following handout. What are some key points about each section? Where do you see those points illustrated in the examples?

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(Look in the Unit Guides)

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Dr. Joana King - Assistant Superintendent of Curriculum and Instruction ​ Elizabeth McCracken - Director of Curriculum and Instruction Scott Sisemore - Director of Instructional Technology...

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UNPACKING STRATEGY 1

Using Rubrics to Determine Success Criteria

A rubric is a criterion-based tool used to communicate expectations of proficiency and to assess a student's demonstrated level of performance, understanding, or knowledge around the defined criteria.

Rubric Components

Criteria, categories of quality as defined by the learning standard(s) and the task instructions

Performance level headings (may be assigned a numerical value)

Descriptors describe attributes of the product or performance for each criterion at each level

Suggested Guidelines

List performance levels from the highest to the lowest.

Write descriptors in student-friendly language.

Use specific learning standards.

Rubric descriptors should provide specific descriptive feedback to student.

Rubric development is a process; there's always room for improvement.

Quality Rubric from Scratch

Determine criteria from the standard(s) and the task

Determine performance level headings

First define the descriptors for proficiency

Define descriptors for other performance levels

Use the Checklist for Rubric Quality

Provide examples of student work for each performance level.

Click here for a Checklist for Rubric Quality

What are some potential challenges of developing rubrics for your classroom? From your experience and what you have learned so far, what are some benefits of using quality rubrics?

"Helpful rubrics offer rich descriptors that clarify for learners the quality sought; poor rubrics amount to no more than saying that 'Excellent is better than Good' etc."

How can quality rubrics help develop Assessment Capable Learners?

How could concepts from this video inform the process of rubric development?

What lessons did you learn from this video about the Assessment Capable Learner?

Final Thoughts

Rubrics are a good starting point because they organize the criteria for students into levels of description about various aspects of the work.

You can find out how students comprehend what the descriptive levels of a rubric mean by asking them to state them in their own words.

Students can learn to more precisely identify levels of quality when they see them by looking at examples of work.

Students who can identify quality levels in sample papers are better at self-assessment and at producing desired levels of work themselves.

Resources for Using Technology to Create Rubrics

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UNPACKING STRATEGY 1 Using Rubrics to Determine Success Criteria A rubric is a criterion-based tool used to communicate expectations of proficiency and to assess a student's demonstrated level of performance, understanding, or knowledge around the defined criteria.

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Use Sample Work (Strong and Weak)

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OVERVIEW OF STRATEGY 2

Strategy 2: Use Sample Work

Provide examples of both strong and weak work to students.

Engage students in analyzing the samples using the scoring guide to determine appropriate and inappropriate responses.

Ask students to justify their analysis.

Students will understand best what a goal really means when they can see examples of good work.

UNPACKING STRATEGY 2

Click here to watch Criteria for Success.

How do the criteria for success help students give targeted feedback to their peers?

How does Ms. Montanez make the criteria for success accessible to her young learners?

How has Ms. Montanez used strong and weak work to engage students in analyzing the samples learned from using criteria for success with her students?

Click here to watch Class Warm Up Routine.

How does this strategy allow for immediate re-teaching?
What criteria does Ms. Alcala use to pick her "favorite no"? How do students participate in the activity while looking at this example of strong/weak work?
Click here to watch an Early Learning video example.
How does this strategy allow students to express their emotions? How does this strategy aid problem solving?
Reflections

1. Which of your learning targets might benefit most from a strategy 2 activity?

2. Where might you find examples of strong and weak work?

3. How will you engage students in analyzing samples?

4. How much time might you devote to these activities?

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OVERVIEW OF STRATEGY 2 Strategy 2: Use Sample Work Provide examples of both strong and weak work to students. Engage students in analyzing the samples using the scoring guide to determine appropriate and inappropriate responses. Ask students to justify their analysis. Students will understand best what a goal really means when they can see examples of good work.

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OVERVIEW OF "WHERE AM I NOW?"

Read the following excerpt from Jan Chappuis' article on "Seven Strategies of Assessment for Learning."
Strategy 3: Offer regular descriptive feedback.
Effective feedback can be defined as information provided to students that results in an improvement in learning. In our current system, most of the work students do is graded, and marks or grades may be the only formal feedback they receive. Unfortunately, marks and grades deliver a coded summary evaluation without specific information about what students did well or what their next steps in learning might be.

Effective feedback identifies student strengths and weaknesses with respect to the specific learning target(s) they are trying to achieve in a given assignment. It helps students answer the question, "Where am I now?" with respect to "Where do I need to be?" And it points the way to "How can I close the gap?" With those answers in mind, offer feedback instead of grades on work that is for practice and offer students opportunities to act on it before holding them accountable for mastery. Giving students time to act allows them to grow with guidance. Also, providing this kind of feedback models the kind of thinking you want students to engage in when they self‐assess and identify next steps.

Involve students as peer feedback‐givers. Research literature includes promising learning gains attributable to peer feedback (c.f., White & Frederiksen, 1998). To offer each other useful feedback, students must understand the intended learning targets, objectives, or goals (Strategy 1); be clear about how to distinguish levels of quality (Strategy 2); and have practiced with protocols for offering feedback in a controlled situation (Strategy 3).
Strategy 4: Teach students to self-assess and set goals.
With this strategy, we transfer the ownership of learning to the student. In essence, when we teach students to self‐assess and set goals, we teach them to provide their own feedback. To be accurate self‐assessors, students need a clear vision of the intended learning (Strategy 1), practice with identifying strengths and weaknesses in a variety of examples (Strategy 2), and exposure to feedback that models "self‐assessment" thinking: "What have I done well? Where do I need to continue working?" (Strategy 3).

This strategy is a proven contributor to increased learning and a necessary part of becoming a self‐regulated learner. It is not what we do if we have the time or if we have the "right" students-those who can already do it. Monitoring and regulating their own learning can be taught to all kinds of students, including those with mild to moderate learning disabilities (Andrade, 2010). Struggling students especially are the right students, and they have the most to gain from learning how to do this kind of thinking.

What are some important points about each of the strategies?

How do you ( or could you) offer feedback to students?

How do you ( or could you) teach students to self-assess and set goals?

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OVERVIEW OF "WHERE AM I NOW?" Read the following excerpt from Jan Chappuis' article on "Seven Strategies of Assessment for Learning." Strategy 3: Offer regular descriptive feedback. Effective feedback can be defined as information provided to students that results in an improvement in learning. In our current

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Offer Regular Descriptive Feedback

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OVERVIEW OF "WHERE AM I NOW?"

Read the following excerpt from Jan Chappuis' article on "Seven Strategies of Assessment for Learning."
Strategy 3: Offer regular descriptive feedback.
Effective feedback can be defined as information provided to students that results in an improvement in learning. In our current system, most of the work students do is graded, and marks or grades may be the only formal feedback they receive. Unfortunately, marks and grades deliver a coded summary evaluation without specific information about what students did well or what their next steps in learning might be.

Effective feedback identifies student strengths and weaknesses with respect to the specific learning target(s) they are trying to achieve in a given assignment. It helps students answer the question, "Where am I now?" with respect to "Where do I need to be?" And it points the way to "How can I close the gap?" With those answers in mind, offer feedback instead of grades on work that is for practice and offer students opportunities to act on it before holding them accountable for mastery. Giving students time to act allows them to grow with guidance. Also, providing this kind of feedback models the kind of thinking you want students to engage in when they self‐assess and identify next steps.

Involve students as peer feedback‐givers. Research literature includes promising learning gains attributable to peer feedback (c.f., White & Frederiksen, 1998). To offer each other useful feedback, students must understand the intended learning targets, objectives, or goals (Strategy 1); be clear about how to distinguish levels of quality (Strategy 2); and have practiced with protocols for offering feedback in a controlled situation (Strategy 3).
Strategy 4: Teach students to self-assess and set goals.
With this strategy, we transfer the ownership of learning to the student. In essence, when we teach students to self‐assess and set goals, we teach them to provide their own feedback. To be accurate self‐assessors, students need a clear vision of the intended learning (Strategy 1), practice with identifying strengths and weaknesses in a variety of examples (Strategy 2), and exposure to feedback that models "self‐assessment" thinking: "What have I done well? Where do I need to continue working?" (Strategy 3).

This strategy is a proven contributor to increased learning and a necessary part of becoming a self‐regulated learner. It is not what we do if we have the time or if we have the "right" students-those who can already do it. Monitoring and regulating their own learning can be taught to all kinds of students, including those with mild to moderate learning disabilities (Andrade, 2010). Struggling students especially are the right students, and they have the most to gain from learning how to do this kind of thinking.

What are some important points about each of the strategies?

How do you ( or could you) offer feedback to students?

How do you ( or could you) teach students to self-assess and set goals?

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OVERVIEW OF "WHERE AM I NOW?" Read the following excerpt from Jan Chappuis' article on "Seven Strategies of Assessment for Learning." Strategy 3: Offer regular descriptive feedback. Effective feedback can be defined as information provided to students that results in an improvement in learning. In our current

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Types of Feedback

Evaluative Feedback, (e.g., percentage marks, letter grades) and frequent evaluation can have a negative impact on learning and motivation. Even praise, when focused on characteristics of the learner rather than on the characteristics of the work, can have the opposite of the intended effect.

Tells learners how they compare to others

Provides a judgment summarizing the quality of the learning

Assigns a grade or a quantitative score to the work

Descriptive Feedback helps students to learn by providing information about their current achievement (Where am I now?) with respect to a goal (Where am I going?) and identifying appropriate next steps (How can I close the gap?). Depending on the nature and delivery of the feedback, it can have powerful positive effects on student learning and engagement.

Provides specific information in the form of written comments or conversations

Helps the learner understand what he or she needs to do to improve

Is a crucial part of formative assessment

Descriptive feedback is formative, can be verbal or written. Evaluative feedback is summative, a grade. These two types of feedback are applicable to all students (ELL, SpEd, K-12).

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Strategy 3: Evaluative and Descriptive Feedback

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FEEDBACK IN PRACTICE Types of Feedback Evaluative Feedback, (e.g., percentage marks, letter grades) and frequent evaluation can have a negative impact on learning and motivation. Tunstall & Gipps, 1996, Black & Wiliam, 1998 Even praise, when focused on characteristics of the learner rather than on the characteristics of the work,

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Levels of Feedback

According to Hattie and Timperley's model, feedback can occur at four levels. Click the buttons below to read more about each level of feedback.

Instructional Fit

To determine which level of feedback is most appropriate for a given situation, think about the student's acquisition of new knowledge/skills. The type of feedback to provide is guided by the level of instruction and learning.

Task: Use task level for new material.

Process: Use process level when student has some degree of proficiency.

Self-Regulation: Use self-regulation level when student has high degree of proficiency.

TASK Level Feedback

How well has the task been understood and performed? Is it correct or incorrect?

The first level of feedback is more information focused (incorrect or correct), leads to acquiring more or different information, and builds more surface knowledge. This type of feedback is most common and most students see feedback in these terms. Having correct information is a pedestal on which processing and self-regulation can be effectively built.

EXAMPLE

"Your learning goal was to structure your recount in a way that the first thing you write is the first thing you did. Then write about the other things you did in the same order that they happened. You have written the first thing first, but after that it becomes muddled. You need to go through what you have written, number the order in which things happened, and re-write them in that order."

PROCESS Level Feedback

What are the processes needed to perform the task? Are there alternative processes that can be used?

The second feedback level is aimed at the processes used to create the product or complete the task. Feedback at this process level appears to be more effective than at the task level for enhancing deeper learning. Process level feedback can have a powerful interactive effect between feedback aimed at improving the strategies and processes and feedback aimed at the more surface task information.

EXAMPLE

"You are stuck on this word and you have looked at me instead of trying to work it out. What else might you try? Think about what you have done before when you were 'stuck' on something. What strategies have we used in class when we did not understand or weren't sure of what the word was or meant?"

"You were asked to compare these ideas. For example, you could try to see how they are similar, different, and how they relate together."

SELF REGULATION Level Feedback

Self-monitoring, directing, monitoring the processes and task. What is the conditional knowledge and understanding needed to know what you are doing?

The third level, self-regulation, focuses on students monitoring their own learning processes. Feedback at this level can enhance students' skills in self-evaluation, provide greater confidence to engage further on the task, can assist in the student seeking and accepting feedback, and can enhance the willingness to invest effort into seeking and dealing with feedback information. When students can monitor and self-regulate their learning, they can more effectively use feedback to reduce discrepancies between where they are in their learning and the desired outcomes or successes of their learning.

EXAMPLE

"I am impressed by how you went back to the beginning of the sentence when you became stuck on this word. But in this case it didn't help. What else could you do? When you decide on what it means I want you to tell how confident you are and why."

"You checked your answer with the resource book [self-help] and found you got it wrong. Any ideas of why you got it wrong [error detection]. What strategy did you use? Can you think of another strategy to try and how else you could work it out if you are correct?"
Use this handout to reflect on your own feedback practices.
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STRATEGY 3 IN PRACTICE Levels of Feedback According to Hattie and Timperley's model, feedback can occur at four levels. Click the buttons below to read more about each level of feedback. Instructional Fit To determine which level of feedback is most appropriate for a

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You will need to make a free TCH account

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ELA.W.11-12.5

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

11-12: 11th & 12th Grades

5:
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1-\x80\x933 up to and including grades
11-12 on page 54.)

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.SL.11-12.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards 6-\x80\x9312

11-12: 11th & 12th Grades

1a:
Initiate and participate effectively in a range of collaborative discussions (one on
one, in groups, and teacher-led) with diverse partners on grades 11-\x80\x9312 topics,
texts, and issues, building on others'\x80\x99 ideas and expressing their own clearly and
persuasively.

a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well reasoned
exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as
needed.

c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required
to deepen the investigation or complete the task.

Download Common Core State Standards (PDF 1.2 MB)

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Thought starters

1. What materials do students use?

2. How do these materials help them give effective feedback?

3. Why is it helpful for students to communicate writing goals to their partners?

4. How do students use the six traits of writing?

School Details

School 7 Oceanside Senior High School
3160 Skillman Avenue
Oceanside NY 11572

Data Provided By:

Teachers

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Five Steps to Revision: Using Warm and Cool Feedback

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Students in Erin Gilrein's ELA class present their essays on Siddhartha to a partner. Before engaging in peer review, students select a writing goal that they're working on. Sharing this goal helps to focus the peer review process. Students then use a six traits rubric to assess each other's writing, pulling language from the rubric to guide their discussions.

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Teach Students to Self-Assess and Set Goals

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OVERVIEW OF STRATEGY 4

Strategy 4: Teach Students to Self-Assess and Set Goals

Read this handout on self-assessment and engaging in assessment. Stop and reflect after each paragraph.

What was new for you? Was there anything unexpected or interesting?

Strategy 4 is about self-assessment.

Self-assessment: Students make judgments about what they know and can do.

Justification: Students show evidence to support the self-assessment.

Goal Setting: Students make a plan for continued learning.

UNPACKING STRATEGY 4

Self-Assessment Readiness

This is a brief checklist to consider if your students are ready to self-assess. If we ask students to self-assess too early, they may feel overwhelmed. It is best to have students self-assess once they have learned, practiced, and received some feedback.

Self-Assessment Tools

Template

This tool is a template that teachers could ask students to complete after returning an assignment or assessment. Students would list the items, the learning target that was being assessed/practiced, if their answer was correct or incorrect, why the student missed the question, and how they plan to study the skill. This type of tool asks students to think about why they made errors and even allows them to see patterns in their errors. How do you think you think this tool would work for your students? What types of adjustments would you want to consider?

Click here to download the tool.

Example

The following tool is an example of how students can use tools to self-assess prior to, during, and after learning.

Click here to download an example.

When students are learning to self-assess, they should be:

Identifying their own strengths and areas for improvement.

Writing in a response log at the end of class, recording key points they have learned and questions they still have.

Using established criteria, select a work sample for their portfolio that proves a certain level of proficiency, explaining why the piece qualifies.

Offering descriptive feedback to classmates.

Using your feedback, feedback from other students, and their own self-assessment to identify what they need to work on and set goals for future learning.

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OVERVIEW OF STRATEGY 4 Strategy 4: Teach Students to Self-Assess and Set Goals Read this handout on self-assessment and engaging in assessment . Stop and reflect after each paragraph. What was new for you? Was there anything unexpected or interesting? Strategy 4 is about self-assessment.

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Take a moment to think about practices you already implement or plan to implement for strategies 3 and 4. Jot down ideas you want to remember to use in your upcoming ELA unit. Bring that to today's PLCs/grade level planning.

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Strategy 4: Teach Students to Self-Assess and Set Goals

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This is what we'll use to gauge our progress in becoming ACL students, teachers, and school.