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Assessing Students in the 21 st Century Presented by Jan Stanley, State Title I Director Karen Davies, Title I Coordinator.

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Presentation on theme: "Assessing Students in the 21 st Century Presented by Jan Stanley, State Title I Director Karen Davies, Title I Coordinator."— Presentation transcript:

1 Assessing Students in the 21 st Century Presented by Jan Stanley, State Title I Director Karen Davies, Title I Coordinator

2 Framework The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education. An overview of this framework, with links to more information, is included below: The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education. An overview of this framework, with links to more information, is included below: Framework The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education. An overview of this framework, with links to more information, is included below: The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education. An overview of this framework, with links to more information, is included below: P21 Framework The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education. An overview of this framework, with links to more information, is included below: The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education. An overview of this framework, with links to more information, is included below: P21 Framework The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education. An overview of this framework, with links to more information, is included below: The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education. An overview of this framework, with links to more information, is included below: P21 Framework The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education. An overview of this framework, with links to more information, is included below: The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education. An overview of this framework, with links to more information, is included below: Framework for the 21 st Century Skills

3 Common Language?

4 What is a balanced assessment system? Assessment OF Learning Assessment FOR Learning

5 A Balanced Assessment System Summative Assessments Benchmark Assessments Formative Assessments OF Learning Formative Assessments/Classroom Assessments FOR Learning

6 A Balanced Assessment System Ensures that all instructional decisions are based on data Meets the informational needs of following groups: –State –District –School –Classroom (teachers and students) –Parents

7 State Summative and Local Benchmark Assessments Who are the primary users? What are the typical uses? What is being assessed? What methods are being used? When do we assess?

8 Assessment UserAssessment FOR Learning Assessment OF Learning State Department of Education Community Which districts/schools are making adequate yearly progress? Are the students acquiring skills to prepare them for the 21 st century? Superintendent District Administrators Are our chosen strategies to improve achievement producing results? How shall we allocate district resources to achieve success? Principal How shall we allocate our resources to achieve success? Is classroom instruction producing results?

9 Assessment OF Learning Administered after learning has occurred Utilized to communicate statements of student learning status to those outside the classroom Used to gather evidence for a student's report card grade – final exams and projects Administered to demonstrate accountability

10 Formative Assessment A Process During Learning Who are the primary users? What are the typical uses? What is being assessed? What methods are being used? When do we assess?

11 Assessment User Assessment FOR Learning Assessment OF Learning StudentAm I improving? Where do I need help? How am I achieving in relation to my peers? TeacherWhat intervention does this student need? Is instruction paced at the correct rate? What are this students strengths? What grade has this student earned? Is this student achieving on grade level? ParentsWhat can I do at home to support learning? Is my child learning new things? How does my child compare to others in the school/district/state? How does this school compare to others in the district/state?

12 Classroom Assessment FOR Learning What is the difference between formative assessments and formative classroom assessments for learning?

13 Formative /Classroom Assessments For Learning Occur during learning Encourage student motivation and learning These assessments: Are not high-stakes Are not used for accountability Are not used for report card grades If everything is for a grade, theres never time to practice – get better. -Rick Stiggins

14 What is the Student Involvement Component? Classroom Assessment For Learning Acknowledges the critical importance of students and teachers working as a team Ensures instructional decisions are made by students and teachers Provides continuous descriptive rather than evaluative feedback

15 Feedback Research indicates feedback that focuses on leaning targets leads to greater academic gains than feedback that emphasizes self esteem.

16 Learning Targets Questions students should ask teachers If I have not mastered an objective (summative/benchmark), how will I improve if I dont know which specific learning targets are keeping me from mastery? –What knowledge do I need to demonstrate the intended learning? –What patterns of reasoning do I need to master? –What skills are required, if any? –What product development capabilities must I acquire?

17 Activity Descriptive or Evaluative Feedback?

18 Descriptive VS Evaluative Feedback Descriptive Describes features of work or quality Relates to learning targets or standards of quality Identifies strengths Provides specific information on how to improve Evaluative Assigns a label to achievement Expresses a judgment Expresses disapproval Identifies weaknesses Assigned to all work, even if it is for practice

19 When consistently carried out as a matter of routine within and across classrooms, evaluative feedback has been linked to profound gains in student achievement, especially for low achievers. Benjamin Bloom, "The Search for Methods of Group Instruction as Effective as One- on-One Tutoring," Educational Leadership, May 1984 Paul Black and Dylan Wiliam, "Inside the Black Box: Raising Standards Through Classroom Assessment," Phi Delta Kappan, October 1998

20 Teacher Responsibilities Monitoring Student Progress

21 What is the expectation for a change in responsibilities for Title I and special education teachers?

22 Teacher Accountability Improving Results for Students in High Need Populations A Strategic Plan Recommendation #2

23 Establish the Expectation Recommendation #2 Establish a management system, within a tiered instruction and intervention model, that empowers special education and Title I teachers to assume leadership and responsibility in documenting progress and coordinating instructional interventions for individual identified students to ensure improved results for each student in reading and mathematics on an annual basis. Source – Page 5 of the Executive Summary of the Strategic Plan for Improving Results for Students in High Need Populations

24 Change in the Focus of Services Special Education Teachers Accommodations and Modifications for Learning Intervention Strategies Title I Teachers Remediation of Skills Intervention Strategies

25 Teacher Responsibilities for Student Accountability Participate in completing a comprehensive analysis of assessment data Generate a list of students by grade level who are not achieving mastery Graph or chart longitudinal assessment data for at risk students Participate in instructional intervention teams and the development of student intervention plans Provide academic interventions and conduct progress monitoring

26 What are the teacher responsibilities for measuring student progress?

27 Assessment – Now What? Summative and benchmark assessment results have been reviewed and targeted (non proficient) students have been identified What now? Instructional Intervention Team

28 What is the purpose of the team? Who are the members? What are the team responsibilities?

29 Purpose of the Team The team is responsible for gathering student information concerning current performance, skill deficiencies, developing an intervention plan and using collected progress monitoring data to make adjustments to intervention plan. THIS IS NOT A STUDENT ASSISTANCE TEAM.

30 Intervention Team Membership Team membership may include 2 or more of these suggested professionals: Principal/designee Title I teacher Special education teacher Technology Integration Specialist (TIS) Speech and language specialist General education teacher One or more of the following individuals dependent upon student needs – counselor, nurse, social worker, school psychologist Other as determined by district and/or school administrators

31 Team Member Responsibilities Define the deficiency using baseline data Develop an individual instructional intervention plan of action Implement the intervention plan Evaluate plotted data to adjust interventions

32 Baseline Data Data Sources Summative Individual Right Response Record Benchmark tests Formative assessments Identification of specific student academic weakness

33 Develop an Intervention Plan Implement Plan Evaluate and Adjust Interventions Deficient Skills Have Been Identified

34 The Intervention Plan should include the following information: Description of specific intervention Duration of the intervention Schedule and setting of the intervention Persons responsible for implementing the intervention Identify measurable outcomes–goals/objectives Identification of measurement instrument and documenting techniques Progress monitoring schedule

35 Plan has been Developed Develop an Intervention Plan Implement Plan Evaluate and Adjust Interventions

36 Implement the Intervention Plan Intervention strategies are delivered through Tier 2 or Tier 3 instruction. MONITOR PROGRESS

37 Progress Monitoring What is it? Why do we do it? What is the purpose?

38 What is Progress Monitoring? Progress monitoring involves continuous data collection on skills that are important for the students success.

39 Why Use Progress Monitoring? Progress Monitoring To collect direct and frequent measures of student progress. Use the data to establish instructional goals. Use that data to make instructional change decisions.

40 What is the Purpose? Student Success !

41 Plan has been Implemented Develop an Intervention Plan Implement Plan Evaluate and Adjust Interventions

42 Evaluate and Adjust Interventions The team reconvenes to assess student progress and make adjustments to the instructional intervention plan. DATA COLLECTED

43 Implement Plan Progress Monitor Evaluate And Adjust Intervention Plan Instructional Intervention Plan has been Adjusted

44 Concluding Thoughts Research has shown that consistently applying principles of assessment FOR learning has yielded unprecedented gains in student achievement.

45 Concluding Thoughts Students must be taught the skills they need to be in control of their own academic success: –self assessment; –goal setting; –reflection on personal work; –recording the results of progress; and –understanding and sharing the results of their progress.

46 Suggested Resources Assessment FOR Learning – An Action Guide for School Leaders S. Chappuis, R. Stiggins, J. Arter, and J. Chappuis Classroom Assessment for Student Learning –Doing It Right-Using It Well R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis Publisher: Educational Testing Service


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