Classroom Assessment for Student Learning

Classroom Assessment for Student Learning
CASL Introductory Presentation Classroom Assessment for Student Learning Slide 1 This is the title slide for the CASL Introductory Presentation. Refer to the document “CASL Introductory Presentation: Overview of Resources” for guidance on how to plan for this presentation. Slides 3–25 correspond to the Optional Introductory Activities that focus on the connection between assessment and motivation and introduce assessment for learning in a general sense. Slides 26–53 explain the five keys of classroom assessment quality, covering issues of accuracy and effective use (the “do it right” and “use it well” of the book’s title). Slides 54–56 are included in case you are working with an audience for whom general program information is appropriate. AA The slides and directions for the Advanced Activities are found on the CD. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

CASL Introductory Presentation
Slide 2 This slide is available for the goals, statement of focus, or topics of your session. You may wish to share them right away or after an introductory activity. You may also wish to list your goals, focus, or topics in the handout. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Used with skill, assessment can
CASL Introductory Presentation Used with skill, assessment can Motivate the unmotivated Restore students’ desire to learn Encourage students to keep learning Create—not simply measure—increased achievement --Stiggins, Arter, Chappuis, & Chappuis, 2004 Slide 3 Activity: “How Can Assessment Motivate Effectively?” Purpose: To begin thinking differently about the connection between assessment and motivation When You Would Use This: When you want a quick anticipatory set for challenging conventional thinking about the connection between assessment and motivation Time: 5–15 minutes Directions: This is the opening claim from the CASL book, page 3. Say: “We normally think of assessment as the measurer of change. Yet we know that it can do more. It can (read list). How can it do those things?” (Pause for a moment and then go on to the next slide.) © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

What assessment practices motivate students to improve their learning?
CASL Introductory Presentation What assessment practices motivate students to improve their learning? Slide 4 (This slide is the process question for the claims on the previous slide.) Ask this question and let participants talk at their tables for a few minutes to share their thoughts. Conduct a large group discussion, charting their responses. Possible chart title: “Ways Assessment Can Motivate Students to Improve” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Who Uses Assessment Information, and How?
CASL Introductory Presentation Beginning with the person whose birthday is closest to today and moving clockwise, assign the following roles: Student Parent Teacher Principal Athletic coach Guidance counselor Slide 5 Activity: “Role Play—Users and Uses” Purpose: 1. To help participants recognize the myriad decisions made on the basis of classroom assessment information 2. To cause participants to think about and discuss the decisions students make on the basis of classroom assessment information When You Would Use This: When you want participants to come to the conclusion (without telling them) that student information needs must be met because the decisions they make control their motivation and achievement Time: 25–30 minutes Directions: Have participants work in groups of six. Review the activity instructions on the handout. Make sure they understand they are to be thinking about classroom assessment data for this activity—the information generated by assessments coming from the classroom—not large-scale tests. Then have them assign roles at their tables. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Write your role in the blank on the handout. Answer #1 individually (3 – 5 minutes), then beginning with the “student,” share your list with others at your table. When all roles have shared, notice what conclusions you are drawing about classroom assessment. Note and discuss your responses to question #2. Slide 6 Give them about three minutes of quiet time to write their responses individually to question #1 and then about 10 minutes to share their responses in groups. Then give them five minutes to discuss at their tables thoughts about question #2. Conduct a large-group debrief: What are some of the decisions students make? What are some of the decisions that _____(select a role or two) make? What conclusions can you draw about classroom assessment? Who do you think is the most important decision-maker in this group? Why? © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Some Conclusions CASL Introductory Presentation Data must be sound because major decisions that affect students’ well-being are made on its basis. Assessment data is used for many purposes beyond grading. Students are crucial decision-makers, whose information needs must be met. Slide 7 You can use this slide to add to what participants say, if they don’t mention one or more of these points, e.g., “In addition… (read slide).” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Think of a time you were assessed and it was a negative experience. What made it negative? Slide 8 Activity: “Plus/Minus” Purpose: To present the five keys to assessment quality with process activities embedded into the presentation When You Would Use This: When you want to personalize assessment’s effects on student motivation and point out the problems that students face when assessments do not meet standards of quality Time: 15–60 minutes Directions: Say, “Think of a time when you were assessed and it was a negative experience. What made it negative?” Have participants share their experiences with a partner for five minutes. Then conduct a large group discussion, charting the causes—their answers to the part of the question that asks “What made it negative?” Participants generally mention both accuracy issues and issues relating to impact on the student. Possible chart title: “Causes of Negative Assessment Experiences” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Now think of a time you were assessed and it was a positive experience. What made it positive? Slide 9 Then say: “Now think of a time when you were assessed and it was a positive experience. What made it positive?” Again, give participants about 5 minutes to share experiences with a partner. Then conduct a large group discussion, charting the causes—their answers to the part of the question that asks “What made it positive?” Participants generally mention both accuracy issues and issues relating to impact on the student. Possible chart title: “Causes of Positive Assessment Experiences” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Emily’s Story: Assessment for Learning
CASL Introductory Presentation Emily’s Story: Assessment for Learning Read Emily’s story and the two papers she wrote. Then read Emily’s interview with Rick Stiggins after the school board meeting. Slide 10 Activity: “Emily” Purpose: To illustrate an application of assessment for learning in the classroom When You Would Use This: When you want to show a concrete example of how assessment can function productively as motivation to improve for students, or as an introduction to the Seven Strategies of Assessment for Learning Time: 30–45 minutes Directions: Have everyone read the story of Emily, her two papers, and the interview that Rick Stiggins conducted with her after the school board meeting. Alternatively, instead of having participants read the interview, you could conduct it as “readers’ theater” with two volunteers reading aloud the parts of Emily and Rick. Or you could watch a simulation of the interview, found on the CASL DVD in the Chapter 1 file. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

What did Emily’s teacher do that helped Emily succeed?
CASL Introductory Presentation What did Emily’s teacher do that helped Emily succeed? Slide 11 Ask participants to discuss answers to this question at their table. Then conduct a large-group discussion and chart their responses. Participants generally mention both accuracy issues and issues relating to impact on the student. Possible chart title: “What Emily’s Teacher Did to Help Emily Succeed” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Krissy’s Experience Read the story of Krissy’s assessment experience. What did this teacher do that made it difficult for Krissy to achieve the learning goals? Slide 12 Activity: “Krissy” Purpose: To illustrate the effects on students of assessment done poorly When You Would Use This: When you want to show a counterexample to Emily to deepen thought about the role motivation plays in the connection between assessment and achievement Time: 15 minutes Directions: Have participants read Krissy’s story. Conduct a large-group discussion: “What problems do you see in Krissy’s case? What did this teacher do that made it difficult for Krissy to achieve the learning goals?” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

What are the essential differences between Emily’s and Krissy’s experiences? How did ASSESSMENT AFFECT MOTIVATION in these two students’ experiences? Slide 13 Ask tables to discuss the first question for a few minutes. Then conduct a large-group discussion of the second question. Add responses to chart from beginning activity: “Ways Assessment Can Motivate Students to Improve.” (You will have to ask participants to rephrase the negative responses so that they fit the intent of the chart.) © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

New Mission, New Beliefs Keynote Presentation Featuring Rick Stiggins
CASL Introductory Presentation New Mission, New Beliefs Keynote Presentation Featuring Rick Stiggins Slide 14 Activity: “New Mission, New Beliefs” Purpose: To provide a comprehensive overview of a new way of thinking about the role of assessment in the classroom. When You Would Use This: When you want participants to hear and discuss Rick Stiggins’ explanation of productive and counterproductive beliefs that underlie our capacity to use assessment to promote greater learning. Time: Presentation is 50 minutes long. Part 1 is 29 minutes long and Part 2 is 31 minutes long. Directions: Show all or part of the DVD presentation. Part 1 focuses on beliefs about assessment that have prevented it from having maximum impact on student learning. You may wish to stop at the end of Part 1 and let the group discuss the questions posed by Judy Arter (on the next slide), or create your own processing questions. In Part 2, Rick describes an alternative vision of assessment that promises to have a major positive impact on student achievement and the conditions that need to be in place to achieve that vision. You may also wish to use the processing questions posed at the end of the presentation (on the slide following the next one) or create your own. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

What assessment beliefs in our system are most in need of change? If those beliefs changed, what changes in practice would follow? Slide 15 Debrief questions for small group discussion after Part 1 of New Mission, New Beliefs DVD presentation. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

What actions can you take to improve your assessment environment?
CASL Introductory Presentation What actions can you take to improve your assessment environment? Slide 16 Debrief question for small group discussion after Part 2 of New Mission, New Beliefs DVD presentation. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Inside the BLACK BOX Raising Standards Through Classroom Assessment
CASL Introductory Presentation Inside the BLACK BOX Raising Standards Through Classroom Assessment A Review of Research on the Effects of Formative Assessment by Paul Black and Dylan Wiliam Slide 17 Activity: “‘Inside the Black Box’ Excerpt Discussion” Purpose: To help participants understand which formative assessment practices will lead to the greatest improvement in student achievement When You Would Use This: When your audience is not yet clear about the centrality of the student as decision-maker or you want them to spend more time thinking about the assessment for learning practices that are most likely to result in profound achievement gains. (Even people who have read this article in the past may not have examined this portion of it in depth.) Time: 30–45 minutes, depending on audience’s familiarity with this research information Directions: Explain that Black & Wiliam are two British researchers who conducted a comprehensive review of the research on the impact formative assessment practices have on student achievement. They published an article reviewing their findings in the October 1998 PDK. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

FORMATIVE ASSESSMENT: All those activities undertaken by teachers and by their students [that] provide information to be used as FEEDBACK to modify the teaching and learning activities in which they are engaged. --Black & Wiliam, 1998 Slide 18 “In the article, Black & Wiliam define formative assessment as (read slide).” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Research consistently shows that regular, high-quality FORMATIVE ASSESSMENT increases student achievement. Slide 19 “They noted that (read slide).” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Activity Directions Read through the excerpt from “Inside the Black Box.” Note the 3–5 most important points to you. (5 minutes) Share with a group of 2 or 3 others at your table. (5 minutes) Slide 20 “Now we’re going to read an excerpt from that article to understand more about their findings.” Have participants read the 2-page excerpt provided in the handout, noting the 3–5 most important points to them. This takes about 10 minutes. Then have them share their thoughts with their table groups. You can have participants share their thoughts as a large group debrief. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

According to the Black & Wiliam article: Which formative assessment practices are ESSENTIAL to improved student achievement? Slide 21 Then, at their tables, have them discuss the following question: (read slide). Conduct a large-group debrief, noting responses on chart paper. Possible chart title: “Essential Formative Assessment Practices” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Black & Wiliam Review of Research: 1. Does better FORMATIVE assessment = higher learning? 2. Does formative assessment need improving? 3. What improvement is needed? Slide 22 You can use this slide and the three that follow it as a summary of what the article says, as a way to draw closure to this activity. Hand out the entire article (or have it available) for them to read at a later time, if they wish. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Black & Wiliam Research on Effects of Formative Assessment: .4 to .7 Gain .7 Standard Deviation Score Gain = 25 Percentile Points on ITBS (middle of score range) 70 SAT Score Points 4 ACT Score Points Largest Gain for Low Achievers Slide 23 “There is significant research showing that assessment for learning practices increase student motivation and achievement. Two British researchers, Paul Black and Dylan Wiliam, reviewed over 250 studies on the effects of formative assessment on achievement. They found effect sizes of between .4 and .7 standard deviations. To understand the significance of these numbers, we can translate them as follows: A .7 standard deviation gain on the ITBS equals a gain of 25 percentile points, a gain of 70 points on each portion of the SAT, and a gain of 4 points on the ACT composite score.” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Recommended Practices
CASL Introductory Presentation Recommended Practices Increased descriptive feedback, reduced evaluative feedback Increased student self-assessment Increased opportunities for students to communicate their evolving learning during the teaching Slide 24 “Black and Wiliam highlighted three fundamental changes necessary for schools to attain those gains: increasing descriptive feedback and reducing evaluative feedback, increased student involvement in the assessment process, and increased opportunities for students to communicate their evolving learning while the teaching is in progress.” (These three findings are the foundation of the ETS ATI assessment for learning strategies. We urge you to become comfortable repeating them from memory before you give this presentation.) AA The Advanced Activity “What Assessment for Learning Looks Like” can be used here. Prerequisites for conducting this activity: Read CASL Chapters 1 and 2; also read the complete article “Inside the Black Box” (Black & Wiliam, 1998) and the article “Helping Students Understand Assessment” (Chappuis, 2005). © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

The ultimate user of assessment information is the student.
CASL Introductory Presentation The ultimate user of assessment information is the student. Slide 25 You could ask “Which of our current assessments are set up so students can act on the information?” Or, you could use this slide as a probe with a partner discussion question such as: “How does this match your current thinking about formative assessment?” This slide concludes the introductory part that focuses on the connection between assessment and motivation and introduces assessment for learning in a general sense. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

CLASSROOM ASSESSMENT GUIDING PRINCIPLES
CASL Introductory Presentation CLASSROOM ASSESSMENT GUIDING PRINCIPLES Gather accurate information about student achievement Use assessment process and results to promote maximum student learning Slide 26 This slide begins the introduction of the five keys of assessment quality, which comprises the rest of the presentation. If you haven’t used the Optional Introductory Activity “Plus Minus” previously, you may want to use it here. A concluding slide for this segment asks participants to think back to their own positive and negative experiences and figure out which key or keys to quality were validated or violated by each. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Classroom Assessment for Student Learning: Doing It Right—Using It Well Slide 27 “Assessment quality has two components—accuracy and effective use. Do it right and use it well.” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

ACCURACY EFFECTIVE USE PURPOSE EFFECTIVE COMMUNICATION DESIGN STUDENT INVOLVEMENT Slide 28 “We have developed a framework of five keys to assessment quality that encompasses the research recommendations and forms the basis for our program. The five keys are Clear Purpose, Clear Targets, Sound Design, Effective Communication, and Student Involvement. Each of the keys to quality is explained in depth in the text, Classroom Assessment for Student Learning: Doing It Right—Using It Well (CASL).” TARGET © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

ACCURACY EFFECTIVE USE PURPOSE Slide 29 “Key 1 is Clear Purpose. Sound classroom assessment requires that both processes and results serve clear and appropriate purposes. A central question for this key is, Who will use the assessment results and how will they be used?” The Optional Introductory Activity “Role Play: Users and Uses” could be used here, if you did not use it earlier. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Key 1: Clear Assessment Purpose
CASL Introductory Presentation Key 1: Clear Assessment Purpose Always begin by asking What decisions? Who’s making them? What information will be helpful to them? Slide 30 “To establish a clear assessment purpose we ask the following questions: What decisions will this assessment inform? Who is making these decisions? What information will be most useful in making those decisions? The answers to these questions determine what information is needed, and in what form—the key first step in assessment planning, whether you are developing your own assessment or selecting one already developed.” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

What’s the PURPOSE for assessment?
CASL Introductory Presentation What’s the PURPOSE for assessment? Slide 31 “What is the purpose for the assessment? How do we generally use the results? What is the usual answer to this question?” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Two Purposes for Assessment
CASL Introductory Presentation Two Purposes for Assessment SUMMATIVE Assessments OF Learning How much have students learned as of a particular point in time? FORMATIVE Assessments FOR Learning How can we use assessment information to help students learn more? Slide 32 “We can divide the purposes of assessment into two categories: assessment of learning and assessment for learning. Summative assessment, or assessment of learning, measures the level of achievement at a point in time. Standardized tests and benchmark assessments generally fall into this category. Any work that is evaluated that counts toward the report card grade we can consider an assessment of learning. So, if you think about all the assessments given over a trimester or quarter and how many of them are figured into the grade, you’ll discover that a lot of them, if not most of them, are assessments of learning. Formative assessment, or assessment for learning, on the other hand, is not an accountability tool, but a teaching tool. We can conduct assessments to make decisions about instruction before the learning process or during the learning process. For example, we conduct pretests to help us decide where to begin with certain groups of students, and we give students quizzes to help them decide what their strengths are and what they need to focus on.” If you have not yet used the Optional Introductory Activity “‘Inside the Black Box’ Excerpt Discussion,” you could use it here. If you used it earlier, you may wish to refer to it and only briefly explain the differences between summative and formative assessment. Or, you can summarize the information. (You will need to move slides 21 – 23 to this point in the presentation. Note that the handout page corresponding to this slide also includes a summary of the Black & Wiliam findings.) © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Balanced Assessment Formative Formal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed Summative Provides evidence achievement to certify student competence or program effectiveness Assessment for learning Use assessments to help students assess and adjust their own learning Assessment for learning Use classroom assessments to inform teacher’s decisions Formative uses of summative data Use of summative evidence to inform what comes next for individuals or groups of students Slide 33 (Paraphrase slide) “You can see all three categories of decision-makers represented here. Remember, formative refers to the manner in which an assessment is used, rather than to any particular assessment instrument in and of itself. Formative assessments serve to inform decisions that increase learning, not merely verify that it has or hasn’t taken place.” AA The Advanced Activity “What Assessment for Learning Looks Like” can be used here, if you didn’t use it earlier. Prerequisites for conducting this activity: Read CASL Chapters 1 and 2; also read the complete article “Inside the Black Box” (Black & Wiliam, 1998) and the article “Helping Students Understand Assessment” (Chappuis, 2005). If you used “What Assessment for Learning Looks Like” earlier, you can remind participants that the Seven Strategies of Assessment for Learning were developed to help students assess and adjust their own learning. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Key 1: Clear Assessment Purpose
CASL Introductory Presentation Key 1: Clear Assessment Purpose Always begin by asking What decisions? Who’s making them? What information will be helpful to them? Slide 34 “So, the first key to quality is Clear Purpose. Who is going to use the results and how will they be used? These decisions determine what information is needed, and in what form.” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

ACCURACY EFFECTIVE USE PURPOSE TARGET Slide 35 “The second key to quality is Clear Targets. Good assessments reflect clear and valued student learning targets.” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Key 2: Clear Learning Targets
CASL Introductory Presentation Key 2: Clear Learning Targets Know what kinds of targets are represented in curriculum Knowledge Reasoning Performance skill Products Master the targets ourselves Know which targets each assessment measures Make learning targets clear to students, too. Slide 36 Key 2, Clear Targets, requires four things: We know what kinds of targets students are responsible for learning We ourselves have mastered the targets we hold for students We are able to identify which specific learning targets each of our assessments measures We make the targets clear to students “Key 2 asks us to be clear about the targets we intend to teach and assess before we plan our assessments. We need to know what kind of target the content standard represents, so we teach to the intended level of cognitive challenge, and so we can select the appropriate assessment method.” (Here you can explain a little bit about the kinds of targets, or just name them.) “We need to be competent, confident masters of the targets ourselves. We need to know what targets each assessment measures so we can ensure that our tests match our teaching and so that we can keep track of learning standard by standard. And we need to make our targets clear to students in advance of, or during, the learning.” AA The Advanced Activity “Analyze Assessments for Clear Targets” fits here. Prerequisite for conducting this activity: Read CASL Chapters 1–4. (It supplements bullet 3 on this slide.) AA The Advanced Activity “Student-friendly Language” fits here. Prerequisite for conducting this activity: Read CASL Chapters 2 and 3. (It supplements bullet 4 on this slide.) © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Clarifying Learning Targets
CASL Introductory Presentation Clarifying Learning Targets Begin with state standards Order in learning progressions, if needed Deconstruct into clear learning targets leading to each standard Communicate the learning targets in advance in language students can understand Slide 37 (This slide is optional. If your content standards are written as clear targets organized into grade level progressions, or if you don’t want to initiate a discussion about the clarity of content standards at this point, you may want to skip this slide. You may want to edit the corresponding handout page as well.) “Sometimes, the curriculum guides we are given are written at the broad, content standard level. In that case, we need to translate them into smaller, teachable chunks.” (Paraphrase slide.) © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Slide 38 “It is never the case that, first, students can’t meet standards and then all of a sudden they can. Rather what happens is that students ascend through progressive levels of mastery of foundations—they climb scaffolding up to a place where they’re ready to demonstrate mastery. Deconstructing state standards into learning progressions forms the scaffold for guiding teaching and focusing assessment for learning.” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

ACCURACY EFFECTIVE USE PURPOSE DESIGN TARGET Slide 39 “So, good assessment begins with Keys 1 and 2, Clear Purpose and Clear Targets. Once those keys are in place, we are ready to move to Key 3, Sound Assessment Design. In this key, learning targets are translated into assessments that yield accurate results.” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Key 3: Sound Assessment Design
CASL Introductory Presentation Key 3: Sound Assessment Design Select a proper method Select or create quality items, tasks, and rubrics Sample appropriately Prevent bias Design assessments so students can self-assess and set goals based on the results Slide 40 “High-quality assessments are not built first and then retro-fitted into a context. After we have established the purpose and identified the learning targets to be assessed, then we are ready to (read slide).” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Possible Assessment Methods CASL Introductory Presentation Selected Response Multiple Choice True/False Matching Fill in Extended Written Response Performance Assessment Personal Communication Questions Conferences Interviews Slide 41 “The assessment methods available to us fall into one of four categories: (read slide). The methods are not interchangeable; some fit some contexts but not others. No method is inherently superior to the others. All are viable choices, depending on two variables: purpose—Who will use the information? What decisions will it inform? and target—What kind of learning do you want to assess?” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

ACCURACY EFFECTIVE USE PURPOSE EFFECTIVE COMMUNICATION DESIGN TARGET Slide 42 “Once we have ensured the accuracy of our assessments, we are ready to address their effective use. The fourth key to quality is Effective Communication: Assessment results are managed well and communicated effectively.” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Key 4: Effective Communication
CASL Introductory Presentation Key 4: Effective Communication Provide students with timely, accurate descriptive feedback Involve students in tracking and communicating about their learning Use grading practices that accurately communicate about student learning Interpret and use standardized test results correctly Slide 43 “The most accurate assessment is wasted if its results are miscommunicated, or if they are communicated to students in ways that shut learning down. In Key 4, we focus on what needs to be in place so that everyone who receives assessment information can use it effectively. This includes providing timely descriptive feedback, involving students in tracking and communicating about their learning, grading accurately, and interpreting and using standardized test scores correctly.” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

My definition of feedback: Characteristics of effective feedback:
CASL Introductory Presentation My definition of feedback: Characteristics of effective feedback: Slide 44 This slide and the next one are optional. Even though in the “Leading Professional Development” seminar we share some of the research findings about effective feedback, the topic is best handled in the context of a learning team. Participants will have the opportunity to get a more in-depth understanding through reading CASL Chapters 2, 3, 5, 6, 7, 8, and 9; Creating and Recognizing Quality Rubrics Chapter 6; and Seven Strategies of Assessment for Learning Chapter 3. If you believe you will raise immediate resistance to this topic due to the time issue, then you may wish to save it entirely for learning teams, where the time issue gets resolved through reading, experimenting, and collaborative discussion. If you think summary information about effective feedback would be well-received, you can ask participants to think about what they already know about feedback in preparation for sharing the characteristics on the next slide. Give participants about five minutes with these two questions and then invite volunteers to share what they know to be the characteristics of effective feedback. You could make a chart with that title and then compare what they said to the characteristics listed on the next slide. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Effective Feedback… CASL Introductory Presentation Directs attention to the intended learning, pointing out strengths and offering specific information to guide improvement Occurs during the learning process Addresses partial understanding Does not do the thinking for the student Limits correctives to the amount of advice the student can act on Slide 45 As you share this slide, point out what they already said in the debrief of their discussion from the last slide. Tell them that the CASL materials contain information about how to provide effective feedback with different grade levels and different subjects, including how to minimize the amount of time it takes. (If you plan to use the Advanced Activity “You Be George” as an illustration of Key 5, you can refer back to these points about effective feedback, because the test is organized to provide feedback that follows these guidelines.) © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

ACCURACY EFFECTIVE USE PURPOSE EFFECTIVE COMMUNICATION DESIGN STUDENT INVOLVEMENT TARGET Slide 46 “The fifth key to quality is Student Involvement and it is actually a part of all of the other keys.” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Key 5: Student Involvement
CASL Introductory Presentation Students are identified as important users of assessment information Students understand the learning targets and standards of quality Students have opportunities to receive and give feedback Assessments are designed so that students can use the results to self-assess and set goals for further action Students keep track of and share their achievement Assessment FOR Learning! Slide 47 “These are the central components of student involvement in assessment: (read slide). What is it about student involvement that works? Why does research support assessment for learning in the classroom?” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Why Assessment for Learning Works
CASL Introductory Presentation Why Assessment for Learning Works When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves. --Black and Wiliam, 1998 Slide 48 “There are hundreds of ways to involve students in assessment that increase achievement. The critical factor here is that students understand what they have mastered and what they still need to work on. This provides them with the information they need to be in control of the conditions for their own success. Without it, they are not.” © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Assessment for Learning Strategies
CASL Introductory Presentation Assessment for Learning Strategies Where am I going? 1. Provide a clear statement of the learning target 2. Use examples and models Where am I now? 3. Offer regular descriptive feedback 4. Teach students to self-assess and set goals How can I close the gap? 5. Design focused lessons 6. Teach students focused revision 7. Engage students in self-reflection; let them keep track of and share their learning Slide 49 You have several options with the seven strategies: You can explain the concept briefly, as follows: “The Seven Strategies of Assessment for Learning synthesizes research-based recommendations about assessment practices into a framework that will improve student achievement. The strategies are organized around three questions formative assessment must answer for students to reap the achievement gains noted in the research: “Where am I going?”; “Where am I now?”; and “How can I close the gap?” The Seven Strategies framework is sequenced so that it can be used systematically to incorporate assessment for learning practices into daily teaching and assessment activities.” AA You can use the Advanced Activity “What Assessment for Learning Looks Like” here if you did not use it in your explanation of Key 1: Clear Purpose. (This activity is more powerful if participants have read or heard about research on the effects of formative assessment on student achievement, as they do in reading the “Inside the Black Box” excerpt.) Prerequisite for conducting the activity: Read CASL Chapters 1 and 2. Also, read the entire “Inside the Black Box” article. If you have used the Advanced Activity “What Assessment for Learning Looks Like” with Key 1, just remind participants of these 7 strategies again as the embodiment of student involvement in the assessment process. If you used the Optional Introductory Activity, “Emily,” earlier, you can ask participants to provide examples of these strategies in the actions her teacher took. Or, you could place the activity here to introduce the strategies. AA You can also conduct the Advanced Activity “You Be George” to show one way this might play out in the classroom. Prerequisite for conducting the activity: Read CASL Chapters 2, 3, 4, and 5. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Understanding the Importance of the Keys to Quality
CASL Introductory Presentation Understanding the Importance of the Keys to Quality Which key(s) to quality did the negative experiences violate Which key(s) to quality did your positive experience reinforce? See if you can categorize the experiences according to the keys to quality. Slide 50 This is the concluding slide to the introduction to the keys to quality. It is also the closure for the Optional Introductory Activity “Plus Minus” begun on slides 8 and 9 in the presentation. Participants work in the handout to identify which key or keys to quality were involved in their negative and positive experiences. They can work alone or discuss with a partner. (5–10 minutes) © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

ACCURACY EFFECTIVE USE PURPOSE EFFECTIVE COMMUNICATION DESIGN STUDENT INVOLVEMENT Slide 51 Show the five keys while they are working with the “Plus/Minus” information. When they finish identifying the keys involved in their positive and negative experiences, ask for volunteers to give examples. You can ask for experiences key by key or just take whatever comes. TARGET © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Requirement for Success? Quality Assessment!
CASL Introductory Presentation Requirement for Success? Quality Assessment! All assessments arise from high-quality content standards All assessments produce accurate evidence All users use assessment to benefit student learning Slide 52 You can use this as a closure to the 5 keys of assessment quality. It can also be used as a summary of or addition to the points that participants shared in their debrief of “Plus Minus” (previous slide). AA The Advanced Activity “Self-Evaluation” fits here. Prerequisite for conducting the activity: Read CASL Chapters 1 and 2. (This is Activity 2.5 from Chapter 2.) Also read Learning Team Facilitator Handbook Tab 1. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Expected Benefits and Proven Results
CASL Introductory Presentation Expected Benefits and Proven Results Assessment connected to learning Better instruction focused on standards Profound achievement gains for all students, with the largest gains for lowest achievers More self-managed learning by students Slide 53 These four points act as a summary of why schools would engage in this learning. Consider issuing an invitation to learn more through volunteering to join a learning team at the close of the presentation. AA The Advanced Activity “Learning Teams—Why” fits here. Prerequisite for conducting the activity: Read Learning Team Facilitator Handbook Tab 1. AA The Advanced Activity “Learning Teams—What” fits here. Prerequisite for conducting the activity: Read Learning Team Facilitator Handbook Tabs 1, 2, 3, and 4. The file “Closing Slides” (a collection of student work that tells a story) fits here. © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

The ETS/ATI professional development program for teachers and school leaders emphasizes the need for balanced systems, quality assessments at all levels and the effective use of results: assessment for learning. Slide 54 These last three slides are included in case you are working with an audience for whom general program information is appropriate. Jan Chappuis Steve Chappuis Rick Stiggins Judy Arter © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Professional Development in Collaborative Learning Teams Using ATI Materials Job embedded Flexible On-site Economical Teacher-directed Formatted for self-study using the Learning Team Facilitator Handbook Slide 55 © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

College Credit Now Available Learning teams using Classroom Assessment for Student Learning can earn 4 college credit hours from Chapman University College. Visit the ETS ATI website for details: Slide 56 © 2009 ETS Assessment Training Institute, Portland, OR, Permission to copy granted to educational agencies for use in training, subject to compliance with Conditions for Approved Use.

Classroom Assessment for Student Learning

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