Presentation on theme: "Data for Student Success Examining Student Work to Inform Instruction “It is about focusing on building a culture of quality data through professional."— Presentation transcript:
Data for Student Success Examining Student Work to Inform Instruction “It is about focusing on building a culture of quality data through professional development and web based dynamic inquiries for school improvement.”
Introduction to the Grant Federal Title II Part D of the NCLB Act of 2001 Enhancing Education through Technology Grant awarded through CEPI
Agenda for this Module Why examine student work? Ways to examine student work Factors and structures that facilitate meaningful discussions.
Outcomes of this module Better understand WHY and HOW to examine student work. Understand how to use the Examining Student Work Protocol and the Collaborative Assessment Conference to facilitate the regular examination of student work. Understand the factors and structures that facilitate meaningful conversations. Identify a game plan to regularly examine student work and use the information to inform instruction.
“If there is anything close to a silver bullet for improving student achievement, it would be the continuous, collaborative examination of student work.”
“The practice of having teachers work together to study student work is one of the most promising professional development strategies in recent years. Examining student work helps teachers intimately understand how state and local standards apply to their teaching practice and to student work. ” Joan Richardson, editor of the National Staff Development Council newsletter
Why Examine Student Work? To clarify teaching and learning objectives To understand reasons behind school/district -level data To monitor student learning between formal assessment periods To inform and adjust instruction and make best use of teaching time To improve communication and collaboration between educators To encourage mutual accountability between educators To improve student learning and achievement
Beyond the Surface Level Data “You can’t ‘guarantee’ what you don’t monitor.” Mike Schmoker Moving to the student level…
Surface Level: What Does Our MEAP Data Tell Us? Example: MEAP 5 th grade reading, 2008- 2009
Our students did as well as, or better than, the state average. Our students did worse than the state average.
Define the Student Learning Problem These 4 items, as well as 6 others - a total of 10/18 items (56%) on this strand (31% of the reading test)- are based on one GLCE: R.CM.04.03 – “explain relationships among themes, ideas, and characters within and across texts to create a deeper understanding by categorizing and classifying, comparing and contrasting, or drawing parallels across time and culture.”
Do our students have a problem with the expectations of this GLCE?
Key Questions Have teachers “unpacked” this GLCE to determine what students should know and be able to do? Do we know if our students have mastered the expectations of this GLCE before they take the MEAP? Are we assessing this GLCE? –If so, how and how often? –What do we do with the information gained from the assessments? Is our instruction matched to our students’ needs?
HOW CAN WE EXAMINE STUDENT WORK IN A MEANINGFUL WAY?
Method #1 The Examining Student Work Protocol was developed to diagnose student strengths and needs with the primary purpose of informing and adjusting instruction.
Objectives of the Examining Student Work Protocol Show the power of examining student work Facilitate the professional dialogue that occurs as teachers come to agreement on criteria for proficiency Understand teachers’ misconceptions and their understanding of the GLCE being assessed
The Examining Student Work Protocol asks teachers to 1.Identify characteristics of proficiency on a GLCE using a specific assignment or assessment. 2.Diagnose students’ strengths and needs based on their performance. 3.Determine next instructional steps based on the diagnosis.
Foundational Understanding: Summative versus Formative Summative – Assessment of learning Formative - Assessment for learning
To use assessment information effectively, teachers must shift their mindset from scoring (a summative examination of) to diagnosing (a formative examination of) student performance.
In the first part of the Examining Student Work Protocol, a team of teachers work through the process of reaching consensus on what the team believes constitutes a proficient student response to the question posed in the assessment.
Part 1: Reaching Consensus about Proficiency Ask clarifying questions to be sure all members of the team have the same understanding: –What did you ask the students to do? –Which GLCE were you assessing? –What do you consider proficient performance on this assignment? –Exactly what did students need to say or write for you to consider their work proficient?
Why is Having a Clear Understanding of Proficiency Important?
“To assess student achievement accurately, teachers and administrators must understand the achievement targets their students are to master. They cannot assess (let alone teach) achievement that has not been defined.” Stiggins, Richard J. 2001. “The Principal’s Leadership Role in Assessment.” NASSP Bulletin (January 2001): 13–26.
“If you know what you want, you’re more likely to get it.”
A pre-requisite to interpreting student work is a clear understanding of what you are looking for. What does a proficient response look like? What exactly do your students already know and what do they still need to learn?
It is not enough that an individual teacher defines proficiency. It is critical that at least a grade level or subject team has reached consensus on the definition of proficiency to ensure that all students are held to the same performance expectations.
Only after the team has agreed on what constitutes a proficient response are they able to diagnose student strengths and needs.
Walking Through The Examining Student Work Protocol One way to assess R.CM.04.03 at the classroom level: Assess student responses to a comprehension prompt by using a targeted rubric.
Which of These Students is Proficient? Use the rubric to evaluate the student responses. Use the proficiency criteria you determined. How well does each student seem to be comprehending? How do you know? What is the evidence? What insights did you gain from your discussion?
Part 2: Diagnose Student Strengths and Needs What do our students know and what are they able to do? What is their next instructional need? –Based on student work, what is their next step in learning? What is the learning challenge? –What is our next instructional step to meet this challenge? Define the learner-centered problem – the problem or challenge in a student’s understanding or skills that interferes with the student’s performance.
Moving Towards Knowing the Learner Analyzing student responses –Understand a student’s response is the end product of his/her thinking. there is a logic to the thinking process that the student used. –Need to answer questions such as: Do students have any skills or knowledge to build on? Do we need a total re-teaching of a concept? Are students lacking skills and/or content knowledge? Is the design of the assessment itself an issue?
Part 3: Determining Next Instructional Steps Based on this information – What students need additional support? What are the next learning steps for these students in the next 3-6 weeks? What students are proficient? What are the next learning steps for these students?
Diagnosing and Planning Use the “Planning a Data Conference” worksheets to discuss group data with your table. Be ready to share your plans.
Based on what we know, how well does this assessment align with this GLCE? R.CM.04.03 – “explain relationships among themes, ideas, and characters within and across texts to create a deeper understanding by categorizing and classifying, comparing and contrasting, or drawing parallels across time and culture.”
Student Achievement Schmoker cites in Results Now: –Instruction itself has the largest influence on achievement. –The two things that matter most: What is being taught and how well. –“Regardless of what a state policy or district curriculum spells out, the classroom teacher decides…what topics to cover.” (Manzo, 2003)
More Practice with the Examining Student Work Protocol The student work samples relate to mathematics – Grade 6 MEAP Fall 2005 –GLCE D.RE.05.02-Data and Probability What are we asking students to do? What is the mathematics behind the task? –Do the problem. –Make a list of the needed skills/concepts/understandings.
Examining Student Work Protocol Part 1 Work on this problem by yourself. What would a proficient student need to do to be successful on this? –Make a list of the criteria for success. –Prioritize the list – What is most critical for the student to have in place to be proficient?
Examining Student Work Protocol continued Examine the student work samples against the prioritized list. Sort samples into two piles – proficient, not proficient. Compare with a partner-do your piles match? –If not, discuss until you can agree.
Examining Student Work Protocol Part 2-Diagnosis What are the strengths of the proficient students? What are the challenges of the non- proficient students?
Examining Student Work Protocol Part 3-Adjusting Instruction For the students who are not proficient: what is their next instructional step? How will you group them? What resource will you use? How will you provide instruction? How will you know they have learned what they need? What evidence will you collect? When?
Examining Student Work Protocol Part 3 continued For those students that are proficient: what are their next learning steps in the next 3-6 weeks? How will you group them? What resource will you use? How will you provide instruction? How will you know they have learned? What evidence will you collect? When?
Kinds of Student Work Examining student work is about teachers looking at individual student demonstration of learning – evaluating, determining instructional needs, planning for instruction, teaching to the objective determined as the next step in student learning. Demonstrations can include: –Student oral responses –Student writing –Student test results – answers to questions, multiple choice, short answers –Student performance
Benefits of Examining Student Work Examining student work –Provides neutral, observable data. –Challenges assumptions. –Helps build common understanding of knowledge and skills students need. –Leads to discussions of work quality: What are we considering proficient? –Supports a culture of improvement. –Leads to improved teaching and learning.
The examining student work process requires the regular collection of student performance data that is analyzed for where the student needs to go next instructionally and used to modify instruction.
Method #2: The Collaborative Assessment Conference
What is the Collaborative Assessment Conference? The CAC was developed by Steve Seidel and his colleagues at Project Zero.Project Zero http://www.lasw.org/CAC_description.ht mlhttp://www.lasw.org/CAC_description.ht ml
The structure for the CAC evolved from three key ideas: First, students use school assignments, especially open- ended ones, to tackle important problems in which they are personally interested. Second, we need to suspend judgment long enough to look carefully and closely at what is actually in the work rather than what we hope to see in it. Third, we need the perspective of others to help us to see aspects of the student and the work that would otherwise escape us, and we need others to help us generate ideas about how to use this information to shape our daily practice.
Steps in the CAC 1.Getting Started 2.Describing the Work 3.Asking Questions about the Work 4.Speculating about What the Student is Working On 5.Hearing from the Presenting Teacher 6.Discussing Implications for Teaching and Learning 7.Reflecting on the Collaborative Assessment Conference »Times are flexible
CAC in Action-The Virtual Protocol http://www.lasw.org/vp.html
Collaborative Assessment Conference Protocol Simulation Using 9 th grade social studies responses
Scenario You are a member of a team of middle school or high school social studies teachers. Your students have been asked to write to the prompt on the next slide and handouts. Each teacher has scored his or her responses with the rubric before coming to the group. One teacher on your team is especially frustrated by the low level of student responses. That teacher (presenting candidate) has brought samples of student work to the conference.
Read through the prompt, rubric, and student responses.
CAC Simulation Groups of 4-5 Choose one person to be the presenting candidate and one to be facilitator. 20-30 minutes
Debriefing the CAC What went well? What was difficult? What are the potential benefits of using this protocol on a regular basis?
WHAT NEEDS TO BE IN PLACE FOR EFFECTIVE WORK EXAMINATION MEETINGS TO OCCUR?
Some things look like, or are supposed to be, examining student work, but aren’t. Just because assessments are used, it doesn’t mean they are of good quality. Just because data is being collected, it doesn’t mean it’s being used meaningfully. Just because teachers are meeting, it doesn’t mean they’re using the time well.
A True Scenario In 06/07 the district curriculum coordinator mandated a requirement for a comprehension assessment to be completed 3 times a year K-8. (Data Inventory) Student responses were to be scored and data collected in a table format. This data was sent to the curriculum coordinator and never seen again.
A True Scenario In 08/09, a new curriculum coordinator instructed principals to continue with the assessment, but expected the principal to analyze building data as they relate to the student achievement goals. Questions to ask: –Looking at the data collected, what do you do with it? –What process is used to begin to make sense of the data?
Building the Context to Examine Student Work What are the systemic pieces needed in a school to measure student progress over time? What needs to occur? –Decisions are made to collect data. –Assessments are developed and given. –Data is collected in some format and provided by teachers. –Data is analyzed and used to make instructional decisions by teachers. –Data and student samples are discussed by grade level teams and administrators. –Student work is used to determine proficiency and the next learning steps.
“Collaborative Inquiry” Read the article. Pick out one sentence you feel is most important. Identify two factors or structures that facilitate collaborative inquiry.
The Context for Examining the Data Using the Five Critical Questions of Learning: –What is it we expect them to learn? –How will we teach so that they can learn? –How will we know when they have learned it? –How will we respond when they do not learn? –How will we respond when they already know it?
Keep in mind… The quality of the learning information is dependent upon the quality of the assessment data gathered. The teacher needs to see the link between the usefulness of the data being gathered and the learning information about the student it will provide in order to use it to adjust instruction.
Instruction for Learning It is what the teacher knows and understands about the quality of the assessment data that determines the quality of learning instruction that occurs in the classroom.
Student Work – A Vehicle for Learning “Teachers have lately been required to conduct exhaustive, student-by-student reading assessments that can take days to conduct. But few are told how to use their results. We never encountered a single case where teachers used these assessment results to adjust or improve instruction; they used them to group or regroup students.” – Mike Schmoker
What would we see and hear in a school where effective examination of student work is occurring? What behaviors would you observe? What is the evidence?
How well does your school align with this list? What are your next steps?
Anyone too busy to reflect on one’s practice is also too busy to improve. Robert Garmston