Presentation on theme: "5 Key Strategies for Assessment for Learning & PGES"— Presentation transcript:
15 Key Strategies for Assessment for Learning & PGES
2Target: I can determine how the 5 strategies for formative assessment may improve my practice as well as student performance.
3Assessment for learning/formative assessment “Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning. It thus differs from assessment designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence. An assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged. Such assessment becomes “formative assessment” when the evidence is actually used to adapt the teaching work to meet learning needs.” (Black, Harrison, Lee, Marshall & Wiliam, 2004 p. 10)
4Handout that was given earlier today Teacher Professional Development: One Big Idea and Five Core StrategiesHandout that was given earlier today
5Formative assessment: a new definition “An [assessment] of teacher performance functions formatively to the extent that evidence of teacher performance that is elicited by the assessment is interpreted by leaders, teachers, or their peers to make decisions about the professional development of the teacher that are likely to be better, or better founded, than those that would have been taken in the absence of that evidence.”
6Unpacking formative assessment of teaching Where the teacher is nowWhere the teacher is goingHow to get thereLeaderPeerTeacherClarifying, sharing and understanding learning intentionsEngineering effective situations, tasks and activities that elicit evidence of developmentProviding feed-back that moves learners forwardActivating teachers as learningresources for one anotherActivating teachers as owners of their own learning
9A strengths-based approach to change Talent development requires attending to both strengths and weaknessesThe question is how to distribute attention between the two:For novices, attention to weaknesses is likely to have the greatest payoffFor more experienced teachers, attention to strengths is likely to be more advantageous
10Tight, but loose Two opposing factors in any school reform Need for flexibility to adapt to local circumstancesNeed to maintain fidelity to the theory of action of the reform, to minimize “lethal mutations”The “tight but loose” formulation:… combines an obsessive adherence to central design principles (the “tight” part) with accommodations to the needs, resources, constraints, and affordances that occur in any school or district (the “loose” part), but only where these do not conflict with the theory of action of the intervention.
11Looking at the wrong knowledge The most powerful teacher knowledge is not explicit:That’s why telling teachers what to do doesn’t work.What we know is more than we can say.And that is why most professional development has been relatively ineffective.Improving practice involves changing habits, not adding knowledge:That’s why it’s hard:And the hardest bit is not getting new ideas into people’s heads.It’s getting the old ones out.That’s why it takes time.But it doesn’t happen naturally:If it did, the most experienced teachers would be the most productive, and that’s not true (Hanushek & Rivkin, 2006).
13The Question Focus (QFocus) Statement: If we believe that effective teaching yields student success, then applying the 5 strategies for formative assessment of learning (and teaching) will move all learners forward.Chris Crouch will facilitate this activity.
15PRIORITIZING QUESTIONS Choose three questions that…most interest you.you consider to be the most important.will best help you solve a problemyou want/need to answer first.
16COMPONENTS OF THE QUESTION FORMULATION TECHNIQUE™ 1. The Question Focus (QFocus)2. The Rules for Producing Questions3. Producing Questions4. Categorizing Questions5. Prioritizing Questions6. Next Steps7. Reflection
17“It’s easier to act your way into a new way of thinking than to think your way into a new way of acting.”Millard Fuller, Habitat for Humanity founder(from Content Then Process: Teacher Learning Communities in the Service of Formative Assessment p. 195)
18Hand hygiene in hospitals StudyFocusCompliance ratePreston, Larson, & Stamm (1981)Open ward16%ICU30%Albert & Condie (1981)28% to 41%Larson (1983)All wards45%Donowitz (1987)Pediatric ICUGraham (1990)32%Dubbert (1990)81%Pettinger & Nettleman (1991)Surgical ICU51%Larson, et al. (1992)Neonatal ICU29%Doebbeling, et al. (1992)40%Zimakoff, et al. (1992)Meengs, et al. (1994)ER (Casualty)Pittet, Mourouga, & Perneger (1999)48%36%Pittet (2001)
19Making a commitment Action planning: A good action plan: Forces teachers to make their ideas concrete and creates a recordMakes the teachers accountable for doing what they promisedRequires each teacher to focus on a small number of changesRequires the teachers to identify what they will give up or reduceA good action plan:Does not try to change everything at onceSpells out specific changes in teaching practiceRelates to the five “key strategies” of AFLIs achievable within a reasonable period of timeIdentifies something that the teacher will no longer do or will do less of
20Supportive accountability for next steps What is needed from teachers:A commitment to:The continual improvement of practiceFocus on those things that make a difference to studentsWhat is needed from leaders:A commitment to engineer effective learning environments for teachers by:Creating expectations for continually improving practiceKeeping the focus on the things that make a difference to studentsProviding the time, space, dispensation, and support for innovationSupporting risk-taking