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Getting the Most Out of Assessment “You haven’t taught until they’ve learned.” – UCLA Basketball Coach John Wooden “So how do you know they have learned?”

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Presentation on theme: "Getting the Most Out of Assessment “You haven’t taught until they’ve learned.” – UCLA Basketball Coach John Wooden “So how do you know they have learned?”"— Presentation transcript:

1 Getting the Most Out of Assessment “You haven’t taught until they’ve learned.” – UCLA Basketball Coach John Wooden “So how do you know they have learned?”

2 2012 Legislation Requires Colorado to participate as a Governing Board member in a consortium of states that focuses on the readiness of students for college and careers. Requires the Board to rely upon the assessments developed by the consortium expected to be ready for spring Encourages the Board to conduct a fiscal and student achievement benefit analysis of Colorado remaining a Governing Board member starting on or before January 1, 2014.

3 Proposed Summative Assessment Timeline TCAP and CoAlt Continue as is Field test new social studies and computer based science items 2013 TCAP and CoAlt Reading, Writing, and Math will continue First year of new social studies and science assessments will be operational 2014 New Reading Writing, and Math assessments Second year of new social studies and science assessments will be operational 2015

4 Tensions-Multiple Measures validity vs. reliability performance/constructed response tasks vs. selected response items all students vs. sampling content vs. skills local educators vs. professional testing contractors local scoring vs. outside scoring student work vs. numeric scores summative vs. formative holistic vs. analytic stand-alone vs. embedded one-year’s growth vs. differences in resources (instructional time, etc.) mandate by edict vs. preparation through professional development Moving Through Tensions Re-envisioning the purpose of assessment -asking key questions to invite innovative thinking regarding evidence of student learning

5 Evidence of Student Learning A Private Universe/ MIT and the Light Bulb Honors Student and the Light Bulb What Causes the Seasons? Office of Assessment, Research & Evaluation

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7 Assessments and protocols which uncover private thinking You and the Moon More examples (Traffic Light, etc.) Honeycomb!

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9 Tensions-Assessment Literacy validity vs. reliability performance/constructed response tasks vs. selected response items all students vs. sampling content vs. skills local educators vs. professional testing contractors local scoring vs. outside scoring student work vs. numeric scores summative vs. formative holistic vs. analytic stand-alone vs. embedded one-year’s growth vs. differences in resources (instructional time, etc.) mandate by edict vs. preparation through professional development Moving Through Tensions Defining purpose s for assessment across all disciplines

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11 Formative Assessment “Process used by both teachers and students during instruction that provides ‘in the moment’ feedback for adjusting teaching and learning. It reveals points of confusion, misunderstanding or progress toward mastery of an idea.” (CDE, 2011) Typical uses An instructional process used to inform instruction and learning during the learning process Aligned to standards and focused on learning progressions Intended to motivate students towards learning targets Used for instructional purposes and is not punitive or used to compare students to students, teachers to teachers, schools to schools, or districts to districts Using informal and formal instructional strategies to gather, interpret, and use information to adjust and monitor teaching and learning. Examples Exit ticket Formative Performance Task Think-Pair-Share Self-Assessments Response Journals Observations Anecdotal Records Office of Assessment, Research & Evaluation

12 Interim Assessment “Assessments typically administered every few months to fulfill one or more of the following functions: instructional (e.g., to supply teachers with student diagnostic data); evaluative (e.g., to appraise ongoing educational programs; predictive (e.g., to identify student performance on a later high-stakes test).” (CDE, 2011) Typical uses Provides a predictive measure of postsecondary & workforce readiness; Provides student demonstration of current knowledge and progress towards mastery of standards; Informs instructional and/or programmatic adjustments; Results can be used in educator effectiveness evaluation Examples Acuity Galileo NWEA Quarterly District Assessments Office of Assessment, Research & Evaluation

13 Summative Assessment Typical uses Accountability, including school, educator, and student (e.g., graduation) Certify mastery Program/curricular evaluation Monitor trends and progress Know students’ achievement levels Grades End of unit or end of year, comprehensive and standardized measurement of student mastery in order to assess student learning, inform taxpayers, state policy makers, support identification of successful programs, and/or serve a variety of state and federal accountability needs.” (CDE, 2011) Examples TCAP NAEP End of Unit Summative Assessment Final Exam Office of Assessment, Research & Evaluation

14 Tensions-Diverse Stakeholders validity vs. reliability performance/constructed response tasks vs. selected response items all students vs. sampling content vs. skills local educators vs. professional testing contractors local scoring vs. outside scoring student work vs. numeric scores summative vs. formative holistic vs. analytic stand-alone vs. embedded one-year’s growth vs. differences in resources (instructional time, etc.) mandate by edict vs. preparation through professional development Moving Through Tensions Commitment to collaborative approaches and multiple layers of implementation

15 Content Collaboratives P-12 educators from around the state are gathering to identify and create high-quality assessments, which are aligned to the new Colorado Academic Standards and may be used in the context of Educator Effectiveness evaluations. The Content Collaboratives, CDE, along with state and national experts, will establish examples of student learning measures within each K – 12 content area including: Cohort I DanceDrama & Theatre ArtsMusic Reading, Writing and Communicating Social StudiesVisual Arts Cohort II Physical EducationScienceWorld LanguagesComprehensive Health Mathematics Dawn

16 Work of Content Collaboratives 2012 Researchers offer assessments for consideration to the Content Collaboratives Cohorts I & II of Content Collaboratives review/create/recommend assessments for piloting & peer review, based on technical criteria provided by the Technical Steering Committee Cohort I assessments begin piloting in Fall 2012 to determine its utility within educator effectiveness evaluations Guiding principles and criteria posted on the website for designing and vetting assessments to be used in ed. Effectiveness evaluations 2013 Continue piloting of Cohort I assessments & begin peer review of assessments in terms of how the assessments function for the purposes of educator effectiveness evaluation Begin piloting of Cohort II assessments in January 2013, with peer review in summer 2013 Begin populating Resource Bank with assessments in August 2013 Content Collaboratives, using identified measures, begin working on instructional practice aligned to the Colorado Academic Standards 2014 Continue to refine and build the Resource Bank Build out sophisticated instructional lessons that respond to gaps in student learning 2015 Continue to refine and build the Resource Bank Continue to build statewide capacity Continue build-out of the bank in regards to instructional practices

17 Pilot then peer review National Researchers I: Jan-Mar 2012 II: Jun-Aug 2012 I: Feb-May 2012 II: July-Nov 2012 I &II: Feb-Dec 2012 I & II: Aug Aug 2014 I: Aug 2013 II: Aug 2014 Researchers gather existing fair, valid and reliable measures for Consideration. Technical Steering Committee creates frameworks and design principles for collaboratives to use in reviewing and creating measures. Committee reviews recommendations of collaboratives. Piloting and peer review of measures. Aug 2012-Aug 2013: Cohort I piloting & peer review January 2013-Aug 2014: Cohort II piloting & peer review Measures placed in online Education Effectiveness Resource Bank for voluntary use. Collaboratives use protocol to review researchers’ measures for feasibility, utility and gaps. Prepare to fill gaps. Provide recommendations to Technical Steering Committee. Cohort I & II: Flow Chart of Work Colorado Content Collaboratives Technical Steering Committee Future Work Bank Dawn

18 High Quality Assessment Review Tool A high quality assessment should be... Aligned to the content you want students to master Uses clear and rigorous scoring criteria Is fair and unbiased Provides students with an opportunity to learn colorado content collaboratives cde

19 How are we doing this? Who is involved? Researchers Content Collaborative Members Technical Steering Committee Center for Assessment (NCIEA) Pilot Districts Peer Reviewers Other states and districts Office of Assessment, Research & Evaluation

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21 Inventory of Assessments colorado content collaboratives cde

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23 Review Progress colorado content collaboratives cde

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25 How Colorado Will Determine Student Learning Quality Criteria for One Measure Multiple Measure Design Principles for Combinations of Measures Growth Measure Composite colorado content collaboratives cde

26 Assessment in DPS Denver Public Schools Teachers in math, reading, and writing have a variety of standardized state and/or district assessments that can contribute measure of student growth to a teacher’s evaluation In all other subjects, there are neither state nor district assessments that can be used in a similar way Nearly 70 percent of the 4500 teachers in DPS teach something other than math, reading, or writing

27 Non-Tested Subjects Assessment Development Beginning in November 2011, DPS embarked on developing assessments in traditionally non-tested subjects Working collaboratively with teachers Assessments will be used to develop measures of student growth and contribute to teacher evaluations Work will continue through summer of 2014

28 Current and Future Work Cohort 1 – Music – Visual Arts – Physical Education Work during the school year will include: – Dance – Drama/Theater Arts – Social Studies


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