Presentation on theme: "Learning and Leading With Assessment Data"— Presentation transcript:
1 Learning and Leading With Assessment Data Bena KallickRichmond, VAOctober 28,2010
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...Communities for learning and Institute for Habits of MindCommunities for Learning 2010
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 2010
4 Technology today is causing people to become lazy 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 LombardiCommunities for Learning and Institute for Habits of MindCommunities for LearningCommunities for learning and Institute for Habits of MindCommunities for Learning 2010
5 Seven Skills That Students Desperately Need Problem Solving and Critical ThinkingCollaboration across networks and leading by influenceAgility and adaptabilityInitiative and entrepreneurshipEffective written and oral communicationAccessing and analyzing informationCuriosity and imagination. 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 It4/14/2017
6 16 Habits of Mind Persisting Managing Impulsivity Listening with understanding & empathyThinking flexiblyThinking about thinkingStriving for accuracyQuestioning & posing problemsApplying past knowledge to new situationsThinking & communicating with clarity and precisionGathering data throughall sensesCreating, imagining, innovatingResponding with wonderment and aweTaking responsible risksFinding humorThinking interdependentlyRemaining open to continuous learning
7 TONY WAGNER’S* SEVEN SKILLS THAT STUDENTS DESPERATELY NEED 16 HABITS OF MIND1. Problem-solving and critical thinking; Persisting ; Gathering data through allSenses; questioning and problem posing2. Collaboration across networks and leading by influence Thinking interdependently; managing impulsivity; finding humor3. Agility and adaptability; Thinking flexibly; remaining open to continuous learning4. 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 empathy6. Accessing and analyzing information; Applying past knowledge to new situations; striving for accuracy7. 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 WeCan do About It
8 ESSENTIAL QUESTIONHow do we measure whether students are getting any better at becoming ready for the challenges presented to us in the 21st century?11
9 EFFECTIVE THINKING REQUIREMENTS: HABITS OF MIND COGNITIVE TASKS SKILLSCOGNITIVE TASKSTHAT DEMANDSKILLFUL THINKINGTHINKINGSKILLSCONTENT11
10 EVIDENCE OF UNDERSTANDING CAN STUDENTS:EXPLAIN IT ACCURATELY?GIVE THEIR INTERPRETATION?TAKE ANOTHER’S PERSPECTIVE?EMPATHIZE?ASK FURTHER QUESTIONS?APPLY IT ELSEWHERE?11
12 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 comesfrom above, through the skylight.Oliver Wendell Holmes
13 The Three Story Intellect CompleteIdentifyObserveInputCountListReciteDefineMatchSelectDescribeNameScan
14 The Three Story Intellect CompareDistinguishAnalyzeProcessContrastExplainSynthesizeClassifyInferMake analogiesSortSequenceReasonCompleteIdentifyObserveInputCountListReciteDefineMatchSelectDescribeNameScan
15 The Three Story Intellect EvaluatePredictHypothesizeOutputGenerateSpeculateForecastImagineIf/thenIdealizeJudgeApply a principleCompareDistinguishAnalyzeProcessContrastExplainSynthesizeClassifyInferMake analogiesSortSequenceReasonCompleteIdentifyObserveInputCountListReciteDefineMatchSelectDescribeNameScan
16 Evidence of ThinkingDo students know how to perform the thinking skills?Can students describe the steps in the thinking process?Can they correctly label the skills when they use them?Do they apply the skills spontaneously when solving problems?11
18 LEARNING TASKSEngaging skillfully in a variety of authentic, rich activities that require strategic planning, creative approaches and the application of organized, multiple and complex thinking skills.11
20 Reasons for Assessing FOR OF To collect data to design next steps in instruction (reteach, move on, etc.) and to provide students specific feedback on their progressOFTo collect data at a specific point in time for the purpose of reporting to others on the students’ progress including grading
21 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?
22 Systems Thinking: Opportunities to Show What You Know Mastery UnderstandingE.g. Standardized Tests,Criterion Referenced TestsAppliedUnderstandings:E.g. Exhibitions,PerformancesGrowth OverTime:E.g. Portfolios,JournalsEvaluation11
23 Increasing Achievement When students are involved in theassessment process they are requiredto think about their own learning,articulate what they understand andwhat they still need to learn — andachievement improves.(Black and Wiliam, 1998; Sternberg, 1996; Young, 2000)
24 Research Findings Study S.D. Gains Bloom (1984) 1.0 to 2.0 * Black and Wiliam (1998).5 to 1.0**Meisels, et al. (2003).7 to 1.5Rodriguez (2004).5 to 1.8**Hattie and Timperley (2007)*Rivals one-to-one tutorial instruction**Largest gains for low achievers
25 1.0 Standard Deviation Equals: 35 Percentile Points2-4 Grade Equivalents100 SAT Score Points5 ACT Composite Score PointsUS TIMSS from middle to top 5
26 Common Assessments shared learning, Any assessment given by 2 or more instructors with the intention of collaboratively examining the results forshared learning,instructional planning for individual students, and/orcurriculum, instruction, and/or assessment modifications.
27 Why Common Assessments? Assessment LiteracyFairnessEffective MonitoringInformed practiceEfficiencyRaised ExpectationsTeam capacityCollective ResponseModified from Dr. Rick DuFour’s keynote address at PLC Institutes 2009Copyright 2008 Solution Tree27
28 Focus on StudentsWhy 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?
29 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?
30 Assessment For Learning Clearly understand the standardDeconstruct into enabling achievement targets Create a student friendly version of targets I can statementsCreate high quality assessments of targets Ongoing benchmarksUse assessments in collaboration with students to track improvement Self AssessmentRick Stiggins— Student- Involved Classroom Assessment
32 +25 create another problem of your own Grade 2 Number Operations Unit Name: ________________Learning OutcomesEvidenceDateI can use manipulatives, to show and describe addition to 100 without regrouping.Use manipulatives to show33create another problem of your ownto demonstrate your understandingI can use manipulatives, show and describe subtraction to 100 without regrouping.Use manipulatives to show45create another problem of your ownI can use manipulatives, to show and describe addition to 100 with regrouping.53create another problem of your own
33 Grade 3: Patterns and Relations Name: ________________ Learning OutcomesEvidenceDateI can extend or find a missing element in a patternCreate 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?
36 Mathematics Example 1 x 2 3 4 5 6 7 Problem Learning Target Right? Wrong?Simple mistake?More study?1Place Value: Write numerals in expanded form to 10 thousands place.x234Place Value: Identify place value to the thousands place.5Place Value: Put numbers in order through the thousands.67
37 8 x 9 10 11 12 13 14 15 Problem Learning Target Right? Wrong? Simple mistake?More study?8Write fractions to match models.x9101112Subtract 3-digit numbers with borrowing.131415
38 16 x 17 18 19 20 Problem Learning Target Right? Wrong? Simple mistake? More study?16Measurement: Read time to the nearest minute.x17Measurement: Read a thermometer.18Measurement: Know how much a liter is.19Measurement: Know how long a centimeter is.20Measurement: Choose the right tool to measure length, weight, liquid, and distance.