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Looking at student work Liane Benedict Oswego County BOCES S/CDN March 2014.

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Presentation on theme: "Looking at student work Liane Benedict Oswego County BOCES S/CDN March 2014."— Presentation transcript:

1 Looking at student work Liane Benedict Oswego County BOCES S/CDN March 2014

2 background Significant county-wide adoption of domains & modulesSignificant county-wide adoption of domains & modules Literacy NetworkLiteracy Network County wide network representing all 9 districtsCounty wide network representing all 9 districts Approximately participantsApproximately participants Turn Key instructional teacher leadersTurn Key instructional teacher leaders Potential for county wide analysis was intriguingPotential for county wide analysis was intriguing Process is NOT perfected…work in progressProcess is NOT perfected…work in progress

3 Rationale Module assessments offer a wealth of informationModule assessments offer a wealth of information Common assessmentsCommon assessments Looking at student work in this way provides opportunity for teachers to:Looking at student work in this way provides opportunity for teachers to: Monitor student progress toward proficiency on standardsMonitor student progress toward proficiency on standards Calibrate assessment practices with each otherCalibrate assessment practices with each other Collaborate around implementation strategiesCollaborate around implementation strategies Understand how state standards apply to their teaching practiceUnderstand how state standards apply to their teaching practice How else might we use student work samples?How else might we use student work samples? Models, critique & descriptive feedbackModels, critique & descriptive feedback

4 A protocol consists of agreed upon guidelines for a conversation, and it is the existence of this structure -- which everyone understands and has agreed to -- that permits a certain kind of conversation to occur -- often a kind of conversation which people are not in the habit of having.A protocol consists of agreed upon guidelines for a conversation, and it is the existence of this structure -- which everyone understands and has agreed to -- that permits a certain kind of conversation to occur -- often a kind of conversation which people are not in the habit of having. Protocols are vehicles for building the skills and culture necessary for collaborative work. Thus, using protocols often allows groups to build trust by actually doing substantive work together.Protocols are vehicles for building the skills and culture necessary for collaborative work. Thus, using protocols often allows groups to build trust by actually doing substantive work together.

5 Beginning the process Start small and simpleStart small and simple Grade level groupsGrade level groups K-2 used this time for collaborative discussions around implementationK-2 used this time for collaborative discussions around implementation Samples of student work from districtsSamples of student work from districts Module assessmentsModule assessments

6 Approximation Activity Orient to the specific standards the work was designed to assess and the task Orient to the specific standards the work was designed to assess and the task Read each sample of student workRead each sample of student work 1 minute per paper to read and think1 minute per paper to read and think Work with partner to sort papers into three broad categoriesWork with partner to sort papers into three broad categories Higher quality than what we would expectHigher quality than what we would expect On grade levelOn grade level Approaching what we would expectApproaching what we would expect

7 Module 2A End of unit 2 Assessment Synthesizing information from text and audio resourcesSynthesizing information from text and audio resources Review standards, learning targets and description of the assessmentReview standards, learning targets and description of the assessment Review 2 point rubricReview 2 point rubric Review the two textsReview the two texts

8 Approximation Activity Orient to the specific standards the work was designed to assessOrient to the specific standards the work was designed to assess Read each sample of student workRead each sample of student work 1 minute per paper to read and think1 minute per paper to read and think Work with partner to sort papers into three broad categoriesWork with partner to sort papers into three broad categories Higher quality than what we would expectHigher quality than what we would expect On grade levelOn grade level Approaching what we would expectApproaching what we would expect

9 Select one piece of work to discuss deeply with your partnerSelect one piece of work to discuss deeply with your partner If choosing higher quality piece, discuss what you see that is unexpected. Note what they might still do to improve.If choosing higher quality piece, discuss what you see that is unexpected. Note what they might still do to improve. If choosing on grade level piece, discuss specific things the student did well and what they could improve.If choosing on grade level piece, discuss specific things the student did well and what they could improve. If choosing the approaching expectations piece, find at least one thing the student did well and one critical area of improvementIf choosing the approaching expectations piece, find at least one thing the student did well and one critical area of improvement Table Discussion: What patterns are you noticing?

10 Stars & Steps Star feedback on the quality of the work in meeting the learning targetsStar feedback on the quality of the work in meeting the learning targets Steps feedback on which learning target has not been demonstratedSteps feedback on which learning target has not been demonstrated Descriptive and non-evaluativeDescriptive and non-evaluative As a formative assessment practice, students have the opportunity to improve their work by applying the steps and recognize their accomplishments – the stars…As a formative assessment practice, students have the opportunity to improve their work by applying the steps and recognize their accomplishments – the stars…

11 Challenges Module implementation strugglesModule implementation struggles PacingPacing Teachers want to talk about implementationTeachers want to talk about implementation Still internalizing new expectations for rigor – not calibrated yet…Still internalizing new expectations for rigor – not calibrated yet… DDI process and culture varies greatly in each districtDDI process and culture varies greatly in each district Shift from scoring to diagnosingShift from scoring to diagnosing What do students know and still need to learn?What do students know and still need to learn?

12 Deeper dive Fine tune the protocolFine tune the protocol More work on effective feedbackMore work on effective feedback Building more consistent structures in schools to allow for this processBuilding more consistent structures in schools to allow for this process Class, grade level, multi-grade level and school wide trendsClass, grade level, multi-grade level and school wide trends More effective collection of the dataMore effective collection of the data Continue to calibrate assessment practicesContinue to calibrate assessment practices How else might we use student work samples?How else might we use student work samples? Models, critique & descriptive feedback – students looking at student work.Models, critique & descriptive feedback – students looking at student work.Models, critique & descriptive feedbackModels, critique & descriptive feedback

13 Grade 5 Module 3 Unit 2 Performance Assessment Scores IntroductionBody Paragraph Conclusion Statement Conventions ABCOverallAB A ABCD Letters correspond to a criterion on each section of the rubric These scores were populated for professional development purposes to be used while learning a protocol for data analysis and have not been through a calibration process. Grade level calibration and scoring of performance assessments against rubrics is an important step for data inquiry teams to conduct together.

14 Expeditionary Learning development-turnkey-kit-ela-3-8-july-2013http://www.engageny.org/resource/professional- development-turnkey-kit-ela-3-8-july-2013


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