Presentation on theme: "Student Growth vs. Student Achievement: Why we need to measure both and how Assessment FOR Learning can help March 16, 2011."— Presentation transcript:
Student Growth vs. Student Achievement: Why we need to measure both and how Assessment FOR Learning can help March 16, 2011
Growth Models Parents of students ranging from the gifted to those with special needs want to know if their child is learning and growing. Teachers long to celebrate not just a standardized test score, but how much individual children have progressed in their classroom.
Growth Models Expecting every child to learn and grow is a foundation of our Noble Profession, it resonates with common sense. Like every meaningful, significant, and life-changing school experience, it begins with an effective teacher with a heart for children
Student Growth vs. Student Achievement What’s the Difference?! DVD courtesy of a non- profit based in Ohio Visit www.battelleforkids.orgwww.battelleforkids.org
Our Core Business Teaching & Learning Our Focus Continuous Improvement Our Commitment Every Child Every Day
TOOLBOX AFL: Formative Assessment; Descriptive Feedback; Second Chances; Flexible Grouping; High Student Engagement What SOLs SOL Blueprints Curriculum Guides Best Practices How Hire the Best (student-centered teachers) Equip Them Support Them Empower Them Continually Add Tools to their Toolbox How Well Extremely Well Every Child; Every Day Evidenced by: External Measures (including test scores) Teacher’s Gradebook Successful Students
What about the SOLs?! The SOLs represent the minimum A teacher cannot be just the purveyor of facts and figures, we will not succeed…at least not with the ones who need us the most! We must aim for the heart We need to be a nation of thinkers and doers not just test takers!
ESEA The Elementary and Secondary Education Act
When ESEA (NCLB) is reauthorized what will it look like and what will it mean for us?
When ESEA (NCLB) is reauthorized: The name will change 100% proficiency (everyone passing every test) will be replaced with 100% College and Career Ready Highly Qualified will be replaced with “Highly Effective” (as measured by student growth) “AYP” will go away in name, but reporting by subgroups (Ethnicity, SWD, SES, LEP, etc.) will remain
Where No Child Left Behind doesn’t work today …first, moving away from this focus on AYP, and focusing on growth and gains. I think this is a much fairer, much more thoughtful way to evaluate progress… Secretary Arne Duncan January 27, 2011
Republicans, Democrats, and Bill Gates agree that… 1.Highly effective teachers help students learn 2.Student growth should be a measure of teacher effectiveness 3.Compensations systems should reflect #’s 1 and 2
The Virginia DOE has complied with ARRA Mandates Virginia’s Reaction to ARRA Mandates Establish a Measure of Student Growth (The SGP) Adopt a Model Teacher Evaluation with student growth as a “significant factor” Provide Guidelines for Creating a Comprehensive Pay System
The “Salem Way” is to take parts of things we like and build better solutions for our students and staff This will not be as “neat and tidy” or nearly as fast as the DOE approach because we desire a high level of participation in design and individualization in implementation
Three Inextricably Linked Future Realities for Public Education Student Growth / Value-Added Analysis Professional Evaluation with Student Growth as a “Significant Factor” Strategic Compensation
Assessment FOR Learning Teacher as “Provider of Sit-N-Get” vs. Teacher as “Designer of Opportunity”
Application in The Classroom The Classroom is where “the magic” happens Change this big can’t be successful without a corresponding change in The Classroom To make the appropriate policy changes we must understand how they relate to The Classroom
Assessment FOR Learning Definition: …is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics. - W. James Popham
What does it look like in the classroom? Frankly, everything students do has potential value as formative assessment. Assessments may range from: oral responses to written responses physical performances to inactivity completing practice worksheets to engaging in peer conferences taking conventional quizzes to creating graphic representations of a concept computing math problems on personal dry-erase boards to indicating the level of understanding with a simple thumbs-up or thumbs-down It takes myriad forms in the classroom and is as unique to individual teachers as are instructional styles. Training and Technical Assistance Center at The College of William and Mary http://web.wm.edu/ttac/corner/2006febmar.html?&=&svr=www Assessment FOR Learning
It’s about how the results of the assessments will be used – not what the assessments are.
Assessment FOR Learning A teacher’s daily reflection: Did I leave class today with the assessment data/info I need to know for sure how well my students - as a group and/or individually - understood the lesson I just taught them? Did my students leave class today with the assessment data/info they need to know for sure how well they understood the lesson I taught them?
The Heart of AFL Frequent (daily) assessments for the purpose of helping students learn – as opposed to Assessment FOR Grading only Teacher using feedback to guide instruction – that day as well as in the future Students using feedback to guide their own learning – that day as well as in the future Grading systems that allow for assessments to be used as practice – to help learning
After lecturing for a week, your teacher gave you a test and then moved on to the next topic.
Experiential knowledge: After lecturing for a week, your teacher gave you a test and then moved on to the next topic. You had a big test scheduled for the following day but you were not positive what information you needed to know for it.
Experiential knowledge: Your teacher gave you a study guide that consisted of two columns worth of information and definitions, and as you studied you ended up having to relearn the majority of the material.
Experiential knowledge: Your teacher gave you a study guide that consisted of two columns worth of information and definitions, and as you studied you ended up having to relearn the majority of the material. You earned an A on the large unit test but received a B on your report card because you did not do as well on the class work and quizzes that led to the test.
On the other hand: Your teacher lectured for a week and assessed you daily to make sure you understood the content.
On the other hand: Your teacher lectured for a week and assessed you daily to make sure you understood the content. You had a big test scheduled for the following day and knew exactly what you needed to know for it because you had already been assessed many times on the same material.
On the other hand: Your teacher taught your class how to use feedback from assessments to create personalized study guides that only included the information you had not yet mastered completely.
On the other hand: Your teacher taught your class how to use feedback from assessments to create personalized study guides that only included the information you had not yet mastered completely. You earned an “A” on a large unit test and received an “A” on your report card. While you had not done as well on the class work and quizzes that led up to the test, those assessments were not averaged into your grade but instead were used by you to guide your learning.
Assessment FOR Learning It’s time to move away from a summative/achievement-only world and enter a world of AFL/growth.
Assessment FOR Learning Resource: Assessment FOR Learning Ning http://salemafl.ning.com email@example.com firstname.lastname@example.org