Presentation on theme: "Learning and Leading With Assessment Data Bena Kallick Richmond, VA October 28,2010 1."— Presentation transcript:
Learning and Leading With Assessment Data Bena Kallick Richmond, VA October 28,2010 1
2 Every team must compose a paragraph (5 or more sentences) in which you explain the meaning and implications of this video as it relates to student achievement and success. Focus on the attitude, beliefs, and thought processes of the characters and how these influence and control their behavior. Be sure to include at least three of the social studies concept words (change, choice, power...) in your response. Click on your team's link below to open a new page and work on your response...
3 They have the power to walk up the escalator but do not choose to walk up it because they are lazy and don't think about the situation that they are in. The characters think that they don't have the power to go up the staircases, it's as if they are on an elevator where there isn't much to do but wait. The characters could change their situation by simply walking up the stairs, instead of making it a more difficult situation. If students don't do anything to help themselves, when supposedly "stuck", there won't be any progress to help them to get "unstuck". The characters are stuck, they need someone there to push them through their lives, they need the will power to achieve their own personal goals in life. But that person can only meet you half way, you have to finish the problem on your own. Otherwise you might not learn anything from your mistakes that got you stuck, then this will happen all over again. Do something for yourself and help yourself out. People should feel empathetic towards others that are stuck, but you should not take their hand and help them through the whole thing. Meet them half way so they can learn to help themselves.
Communities for Learning and Institute for Habits of MindCommunities for Learning 4 Technology today is causing people to become lazy. The two people stuck on the escalator seem to rely on others to help them out of situations when they are "stuck". You can't just sit around and wait for someone to do things for you. If you want to get things done, you have to do it yourself. Those in the commercial chose to let others solve their problems for them. They have the power to walk up the stairs but they are blind to the obvious. They would rather sit back and let someone else handle the dirty work instead of finding the solution to the problem. Today, students are relying too heavily on others to get by in school. We should all be doing our part so that we can learn from our decisions. The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but rather a lack in will. ~Vince Lombardi
Seven Skills That Students Desperately Need Problem Solving and Critical Thinking Collaboration across networks and leading by influence Agility and adaptability Initiative and entrepreneurship Effective written and oral communication Accessing and analyzing information Curiosity and imagination. 5/3/2015 Wagner, Tony, The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need--And What We Can do About It 5
16 Habits of Mind Persisting Managing Impulsivity Listening with understanding & empathy Thinking flexibly Thinking about thinking Striving for accuracy Questioning & posing problems Applying past knowledge to new situations Thinking & communicating with clarity and precision Gathering data through all senses Creating, imagining, innovating Responding with wonderment and awe Taking responsible risks Finding humor Thinking interdependently Remaining open to continuous learning
TONY WAGNER’S* SEVEN SKILLS THAT STUDENTS DESPERATELY NEED 16 HABITS OF MIND 1. Problem-solving and critical thinking; Persisting ; Gathering data through all Senses; questioning and problem posing 2. Collaboration across networks and leading by influence Thinking interdependently; managing impulsivity; finding humor 3. Agility and adaptability; Thinking flexibly; remaining open to continuous learning 4. Initiative and entrepreneurship; Taking responsible risks; thinking about thinking (metacognition) 5. Effective written and oral communication; Communicating with clarity and precision; listening with understanding and empathy 6. Accessing and analyzing information; Applying past knowledge to new situations; striving for accuracy 7. Curiosity and imagination. Creating, imagining, innovating; responding with wonderment and awe *Wagner, Tony, The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need--And What We Can do About It
ESSENTIAL QUESTION How do we measure whether students are getting any better at becoming ready for the challenges presented to us in the 21 st century?
THINKING SKILLS HABITS OF MIND COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING EFFECTIVE THINKING REQUIREMENTS: CONTENT THINKING SKILLS
EVIDENCE OF UNDERSTANDING CAN STUDENTS: EXPLAIN IT ACCURATELY? GIVE THEIR INTERPRETATION? TAKE ANOTHER’S PERSPECTIVE? EMPATHIZE? ASK FURTHER QUESTIONS? APPLY IT ELSEWHERE?
The Three Story Intellect There are one-story intellects, two story intellects, and three-story intellects with skylights. All fact collectors, who have no aim beyond their facts, are one-story men. Two-story men compare, reason, generalize, using the labors of the fact collectors as well as their own. Three-story men idealize, imagine, predict--their best illumination comes from above, through the skylight. Oliver Wendell Holmes
The Three Story Intellect CompleteIdentifyObserve Input CountListRecite DefineMatchSelect DescribeNameScan
The Three Story Intellect CompareDistinguishAnalyze Process ContrastExplainSynthesize ClassifyInferMake analogies SortSequenceReason CompleteIdentifyObserve Input CountListRecite DefineMatchSelect DescribeNameScan
The Three Story Intellect EvaluatePredictHypothesize Output GenerateSpeculateForecast ImagineIf/thenIdealize JudgeApply a principle CompareDistinguishAnalyze Process ContrastExplainSynthesize ClassifyInferMake analogies SortSequenceReason CompleteIdentifyObserve Input CountListRecite DefineMatchSelect DescribeNameScan
Evidence of Thinking Ü Do students know how to perform the thinking skills? Ü Can students describe the steps in the thinking process? Ü Can they correctly label the skills when they use them? Ü Do they apply the skills spontaneously when solving problems?
COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING EFFECTIVE THINKING REQUIREMENTS:
LEARNING TASKS Engaging skillfully in a variety of authentic, rich activities that require strategic planning, creative approaches and the application of organized, multiple and complex thinking skills.
Reasons for Assessing FOR To collect data to design next steps in instruction (reteach, move on, etc.) and to provide students specific feedback on their progress OF To collect data at a specific point in time for the purpose of reporting to others on the students’ progress including grading
A Balanced Assessment System Summative Assessment ( of Learning): How much have students learned as of a particular point in time? Formative Assessment ( for Learning): How can we use assessments to help students learn more?
Systems Thinking: Opportunities to Show What You Know Mastery Understanding E.g. Standardized Tests, Criterion Referenced Tests Criterion Referenced Tests AppliedUnderstandings: E.g. Exhibitions, Performances Evaluation Growth Over Time: E.g. Portfolios, Journals
Increasing Achievement When students are involved in the assessment process they are required to think about their own learning, articulate what they understand and what they still need to learn — and achievement improves. (Black and Wiliam, 1998; Sternberg, 1996; Young, 2000)
Research Findings *Rivals one-to-one tutorial instruction **Largest gains for low achievers
1.0 Standard Deviation Equals: 35 Percentile Points 2-4 Grade Equivalents 100 SAT Score Points 5 ACT Composite Score Points US TIMSS from middle to top 5
Common Assessments Any assessment given by 2 or more instructors with the intention of collaboratively examining the results for shared learning, instructional planning for individual students, and/or curriculum, instruction, and/or assessment modifications.
Why Common Assessments? Assessment Literacy Fairness Effective Monitoring Informed practice Efficiency Raised Expectations Team capacity Collective Response Modified from Dr. Rick DuFour’s keynote address at PLC Institutes 2009
Focus on Students Why do I suppose that students are struggling with this issue? What steps can I take and whose assistance is needed? What additional information regarding assessment literacy do I need? How do students stay involved in the learning, assessing, re-learning process?
Data Conversations What have I / we discovered about the issue? What questions do I / we have now? What further data might I / we need to address this issue?
Assessment For Learning Clearly understand the standard Deconstruct into enabling achievement targets Create a student friendly version of targets I can statements Create high quality assessments of targets Ongoing benchmarks Use assessments in collaboration with students to track improvement Self Assessment Rick Stiggins— Student- Involved Classroom Assessment
Grade 2 Number OperationsUnit Name: ________________ Learning OutcomesEvidenceDate 1.I can use manipulatives, to show and describe addition to 100 without regrouping. Use manipulatives to show 33 +25 create another problem of your own to demonstrate your understanding 1.I can use manipulatives, show and describe subtraction to 100 without regrouping. Use manipulatives to show 45 - 21 create another problem of your own to demonstrate your understanding 1.I can use manipulatives, to show and describe addition to 100 with regrouping. Use manipulatives to show 53 +28 create another problem of your own to demonstrate your understanding
Grade 3: Patterns and Relations Name: ________________ Learning OutcomesEvidenceDate 1.I can extend or find a missing element in a pattern Create a pattern with buttons. Partner with another student and give them the challenge to extend your pattern. Leave one element of your pattern out and challenge your partner to fill in the missing element. Now reverse and have your partner challenge you. Each of you should write your reasoning to show how you solved the problems presented. What was the rule for the pattern?
ProblemLearning TargetRight?Wrong?Simple mistake? More study? 1 Place Value: Write numerals in expanded form to 10 thousands place. x 2 x 3 x 4 Place Value: Identify place value to the thousands place. x 5 Place Value: Put numbers in order through the thousands. x 6 x 7 xx Mathematics Example
ProblemLearning TargetRight?Wrong?Simple mistake? More study? 8 Write fractions to match models. x 9 xx 10 Write fractions to match models. x 11 Write fractions to match models. xx 12 Subtract 3-digit numbers with borrowing. x 13 Subtract 3-digit numbers with borrowing. xx 14 Subtract 3-digit numbers with borrowing. x 15 Subtract 3-digit numbers with borrowing. xx
ProblemLearning TargetRight?Wrong?Simple mistake? More study? 16 Measurement: Read time to the nearest minute. xx 17 Measurement: Read a thermometer. x 18 Measurement: Know how much a liter is. xx 19 Measurement: Know how long a centimeter is. x 20 Measurement: Choose the right tool to measure length, weight, liquid, and distance. x