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Pre Planning: Identification of Need 1. Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3.

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Presentation on theme: "Pre Planning: Identification of Need 1. Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3."— Presentation transcript:

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2 Pre Planning: Identification of Need 1. Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. Identify areas of need based on assessment Plan: 1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram) 3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Whys, Relations Diagram) 4. Study research-based best practice/improvement theory addressing areas of need DO 1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan) 2. Implement research-based best practices improvement theory based on root causes according to the Action Plan 3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learning Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Act: 1. Standardize the implementation of research- based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system) 2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes) Action Research Overview for Professional Learning Communities Identify areas of strength and weakness? What do they know? What have they learned? Most effective/best practice teaching and learning strategies? Have they learned it? What do we do if they dont?

3 PLC Crucial Questions What do we want each student to know or be able to do? How do we know if they have learned? What evidence do we have of the learning? How will we respond when some students dont learn?

4 Student Crucial Questions What do I need to know? What do I need to know? Where am I now? Where am I now? How do I get there? How do I get there? What happens if I fail? What happens if I fail?

5 Pre Planning: Identification of Need 1. Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. Identify areas of need based on assessment Plan: 1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram) 3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Whys, Relations Diagram) 4. Study research-based best practice/improvement theory addressing areas of need DO 1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan) 2. Implement research-based best practices improvement theory based on root causes according to the Action Plan 3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learning Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Act: 1. Standardize the implementation of research- based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system) 2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes) Action Research Overview for Professional Learning Communities Identify areas of strength and weakness? What do we want students to know? What do they know? What have they learned? Most effective/best practice teaching and learning strategies? Have they learned it? What do we do if they dont? How do we respond if they dont? HOW do we know if they have learned it? What evidence do we have of the learning?

6 CRCSD Areas of Focus & ongoing CRCSD Student Learning Expectations Iowa Professional Development Model Formative Assessment Learning Communities

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8 PLC Crucial Questions What do we want each student to know or be able to do? How do we know if they have learned? What evidence do we have of the learning?

9 Learning Target Instruction Assessment Purposeful Planning = Student Achievement

10 Whats the purpose for assessment?

11 Purpose: Assess to meet whose needs? Classroom Instructional Support Policy StudentsTeachersParents Teacher Teams Curriculum Coordinators PrincipalsSuperintendent School Board TaxpayersLegislators

12 Balanced Assessment: Meeting the Needs of All Stakeholders Administer annual accountability testingAdminister annual accountability testing Develop interim, short-cycle or benchmarkDevelop interim, short-cycle or benchmark Ensure ongoing, accurate classroom assessments for and of learningEnsure ongoing, accurate classroom assessments for and of learning Consider the student as the most influential user of assessment informationConsider the student as the most influential user of assessment information

13 Assessment for Learning Rick Stiggins

14 Overview SummativeFormative Reason To Inform Focus Assessment OF Learning Assessment FOR Learning Check Status Improve Learning Others about students Students about themselves Standards Enabling Targets

15 Example Place in Time Use Assessment OF Learning Assessment FOR Learning High Stakes External Assessments Assessments that diagnose needs or help students see themselves improve An event after learning A process during learning SummativeFormative

16 Two Purposes for Assessment SUMMATIVE Assessments OF LearningAssessments OF Learning –How much have students learned as of a particular point in time? FORMATIVE Assessments FOR LearningAssessments FOR Learning –How can we use assessment information to help students learn more?

17 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

18 Formative or Summative? Unit Assessments Unit Assessments

19 Formative or Summative? Students take sentence strips and put them in order by the sequence of events in the story. Students take sentence strips and put them in order by the sequence of events in the story.

20 Formative or Summative? Running Records Running Records

21 Formative or Summative? Qualitative Spelling Inventory Qualitative Spelling Inventory

22 Formative or Summative? Completing a T Chart to draw connections between Corretta Scott King and Rosa Parks independently. Completing a T Chart to draw connections between Corretta Scott King and Rosa Parks independently.

23 Formative or Summative? Weekly Assessments Weekly Assessments

24 When the cook tastes the soup, thats formative. When the guest tastes the soup, thats summative. Robert Stake

25 Teachers use formative assessment to inform instructional methods… at the very least, teachers should check for understanding every 15 minutes. -Douglas Fisher -Douglas Fisher Checking for Understanding

26 Key IDEA: Formative assessment can and should be done BY STUDENTS, as well as by teachers. The key to improvement is how students and teachers use assessment information.

27 Balanced Assessment FORMATIVE Formal and informal processes teachers & students us to gather evidence for the purpose of improving learning SUMMATIVE Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness. ASSESSMENT FOR LEARNING Use assessments to help students assess & adjust their own learning. ASSESSMENT FOR LEARNING Use formal & informal classroom assessments to inform teachers decisions. FORMATIVE USES OF SUMMATIVE DATA Use summative results to inform what comes next for individuals or groups of students.

28 Keys to Classroom Assessment Key 1: Clear PurposeKey 1: Clear Purpose Key 2: Clear targetsKey 2: Clear targets Key 3: Sound Assessment DesignKey 3: Sound Assessment Design Key 4: Effective CommunicationKey 4: Effective Communication Key 5: Student InvolvementKey 5: Student Involvement

29 Seven Strategies of Assessment FOR Learning 1.Clear & Understandable Vision of Target 2.Examples/models of strong & weak work 3.Regular Descriptive feedback 4.Teach Students to Self-Assess & Set Goals. 5.Focus on One Aspect 6.Teach Focused Revision 7.Engage students in Self-Reflection

30 What we choose to evaluate and how we choose to evaluate delivers powerful messages to students about those things we value. Students view their learning and their sense of worth through the lens we help them construct unless they cannot bear to look through it. Staytor and Johnson, 1990

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32 %ile improvement increase Starting percentile 50th Starting percentile 50th Teacher assessment effectiveness Student Achievement Increase of 34%ile to 84%ile 13%ile increase to 63%ile

33 %ile improvement increase Starting percentile 50th Starting percentile 50th Teacher assessment effectiveness Student Achievement Increase of 49%ile to 99%ile 28%ile increase to 78%ile

34 John Hattiereviewed 7,827 studies on learning and instruction. Conclusion… The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be dollops of feedback.

35 Like most things in education, classroom assessment enhances student achievement under certain conditions only. Feedback from classroom assessments should provide students with a clear picture of their progress on learning goals and how they might improve Feedback from classroom assessment should encourage students to improve. Classroom assessment should be formative in nature. Formative classroom assessments should be quite frequent.

36 Feedback from classroom assessments should provide students with a clear picture of their progress on learning goals and how they might improve # of studiesCharacteristic of Feedback from Classroom Assessment Percentile Gain/Loss Bangert-Drowns, Kulik, Kulik, & Morgan, Right/wrong-3 39 Provide correct answers Criteria understood by student vs. not understood 16 9 Explain20 4 Student reassessed until correct 20

37 Feedback from classroom assessments should provide students with a clear picture of their progress on learning goals and how they might improve # of studiesCharacteristic of Feedback from Classroom Assessment Percentile Gain/Loss 89 Displaying results graphically Evaluation by rule [uniform way of interpreting results of classroom assessments using a tight logic) 32 49Evaluation by rule [uniform way of interpreting results of classroom assessments using a tight logic) 32

38 Pretest 2/12 (48%) Quiz 2/15 (60%) Quiz 2/19 (60%)

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50 How do you provide feedback in a way that students Know what they are learning and how well the are progressing Can explain what they need to do to get better.

51 Clean refrigerator 4Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories 3Refrigerator is generally wiped clean. All items are relatively fresh, in some type of container (some Tupperware lids are missing or dont fit) and are sitting upright

52 2Some of the shelves are wiped clean, although there are some crusty spots. There are some suspicious smells. Items are in containers, but there seems to be some green stuff growing in some of the Tupperware 1Items stick to the shelves when they are picked up. The smells linger long after the refrigerator door is closed. Several items need to be thrown out Tupperware and all

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54 4 3 The students responses demonstrate no major errors or omissions regarding any of the information and/or processes 2The students responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 1 0

55 4 3 The students responses demonstrate no major errors or omissions regarding any of the information and/or processes 2 The students responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 1The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge. 0

56 4 3 The students responses demonstrate no major errors or omissions regarding any of the information and/or processes 2 The students responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge. 0The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.

57 4In addition to exhibiting level 3 performance, the students responses demonstrate in- depth inferences and applications that go beyond what was taught in class 3 The students responses demonstrate no major errors or omissions regarding any of the information and/or processes 2 The students responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge. 0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.

58 4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class. 3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught 2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes 1 With HELP, a partial knowledge of some of the simpler and complex details and processes 0 Even with help, no understanding or skill demonstrated. Scale

59 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. 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; Sternberg, 1996; Young, 2000

60 Key IDEA: Formative assessment can and should be done BY STUDENTS, as well as by teachers. The key to improvement is how students and teachers use assessment information. ***


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