Professional Certification January 25, 2007 Department of Curriculum and Assessment

Department of Evaluation and Research Ric Williams, Director of Curriculum and Assessment Jo Anne Buiteweg, Curriculum and Assessment Specialist Peter Hendrickson, Assessment Specialist

Questions to Answer In what ways is assessment data used to …inform students? …inform instruction? …inform placement decisions? …inform program?

Comprehensive Assessment Program State Level WASL (or Other Approved Options post 2 attempts) WAAS WLPT Required by State – Developed by District Culminating Exhibition Social Studies CBAs District Level CCBA – Common Classroom-Based Assessments DRA -Developmental Reading Assessment Building Level/Classroom Level Optional DRA testing Optional Independent Assessments (Reading, Writing, Math, and Science) Optional Coached Assessment Bank

Purpose Role of State and District Assessment The WASL is designed to give an accurate picture of students’ core knowledge and skills in the subject area or domain being tested at a given point in time. Accurate achievement data are essential for district and school-wide development of curriculum and instruction, and for program evaluation. Test scores that over-estimate or under-estimate students’ actual knowledge and skills cannot serve these important purposes.

Purpose Professional Expectations Activities to prepare students for the WASL which promote quality, long-term learning are appropriate –or even essential. Good test-taking skills (assessment literacy) coupled with content learning can reduce the likelihood that extraneous factors will influence students’ test scores. Report progress toward standards assessed for Certificate of Academic Achievement to parents and students Create plans for students not meeting standard Conference with parents to share plans

Purpose Professional Expectations, continued In other situations, when students have not been adequately prepared to take the test–or take them seriously- artificially low test scores can result. It is the professional responsibility of teachers and administrators to create a positive and supportive testing environment, where students are well-prepared to show what they know and can do on the WASL.

Purpose Professional Expectations, continued Some efforts to help students do well on tests can cause artificially high test scores. Unethical and inappropriate activities are those aimed only at increasing short-term learning and test scores. It is also unethical to guide the content of students’ responses or provide access to content that would give them an advantage over other students without the same access.

Purpose Role of Building/Grade Level CCBAs Common assessments are designed to give an accurate picture of students’ core knowledge and skills in the subject area or domain being tested at regular intervals throughout a year. Shared assessments help guide instruction, build an aligned, articulated, and coordinated approach to learning, and help individual teachers identify professional development needs. Accurate achievement data are essential for planning curriculum, systematically targeting instruction and interventions, placing students in appropriate classes, and requesting needed professional development.

Purpose Role of Assessment in Each Classroom Assessment for learning is providing feedback to students and teachers which encourages exploration, growth, and attention to learning, used to adjust teaching and learning as a course proceeds. Assessments of learning or summative assessments communicate specific successes and needs to intended users, based on clearly articulated and appropriate achievement targets, accurately reflecting student achievement at course’s end. Accurate achievement data are essential for planning curriculum, systematically targeting instruction and intervention, recommending students for appropriate support, and helping students build self-assessment skills.

Four Assessment Topics Collaborative Course Planning Assessment Planning and Design Feedback and Engagement Practices Grading

Four Assessment Concepts Collaborative Course Planning Clear targets Core summative assessments Systematic intervention and enrichment Assessment Planning and Design Varied formats – body of evidence Assessment matching

Four Assessment Concepts Feedback and Engagement Practices Use of student work in instruction Student and Peer Interaction Feedback language Grading Focus on learning Focus on communication Most recent, most consistent

Collaborative Course Planning Clear Targets Core Summative Assessments Systematic Intervention and Enrichment

Collaborative Course Planning Explicit Instruction (As the teacher) I DO Model WE DO Interact with students trying out examples. a. Follow with groups trying out. b. Observe group and give generalized feedback. c. Follow-up instruction as needed. YOU DO Individually students try and receive individual feedback. (“WE DO” Responsive instruction based on students needs) YOU SHOW Students are asked to demonstrate understanding for evaluation.

Assessment Planning and Design Assessment Design Clear Targets Varied Formats – Body of Evidence Assessment Matching

Assessment Planning and Design Assessment OF Learning Assessment done “on-demand” Assess student’s ability to show what they has been learned up to a particular point-in-time Teacher-Scored End of Instructional Unit Evaluation Self-Reflection & Goal Setting

Assessment Planning and Design Assessment FOR Learning Self-Reflection & Goal Setting Guided Practice Content & Form are Coached Descriptive Feedback Constant Checks and Intervention Increase Self-Assessment

Assessment FOR Learning Strategies Provide a clear and understandable vision of the learning target Use examples and models of strong and weak work Offer regular descriptive feedback Teach students to self-assess and set goals Design lessons to focus on one aspect of quality at a time Teach students focused revision Engage students in self-reflection and let them keep track of and share their learning Assessment Training Institute

Four Assessment Concepts Feedback and Engagement Practices Engagement Use of student work in instruction Student and Peer Interaction Feedback language

Feedback and Engagement Practices Link to the student – already a user of numbers, writer, reader, scientist Questioning Use of student work in instruction Feedback through marking Formative use of summative tests Student and Peer Interaction Student conversations – (Socratic Seminar) Peer-negotiated assignments Peer and Self-Assessment Feedback language Choice words

Four Assessment Concepts Grading Focus on learning Focus on communication Most recent, most consistent

Student-Centered Assessment The student’s emotional reaction will determine what that student does in response. Stiggins

Losing Streaks Pessimism: expectation of a negative result Sense of futility, hopelessness, fatalism Waning effort Self-Criticism in failure Denial, cover up Fear of risk taking – defensiveness Kanter (Stiggins)

Winning Streaks Confidence Optimism: an expectation of a positive result Strong desire to succeed Self-Analysis in failure High level of effort Risk-Taking - stretching Kanter (Stiggins)

Think of helping our kids develop winning streaks We're going to tell you how far you've climbed before we tell you how far you have to go. Success is attainable and worthy of attaining. How we give feedback gives the message that you're welcome here or not welcome here. Whenever you hear students talk about teachers who made a difference, it's because the teacher believed in the student. Pretend you're teaching the student something he's never done before. Don't assume fundamentals. Spend time upfront to find out what they do know.

Questions to Answer In what ways is assessment data used to …inform students? …inform instruction? …inform placement decisions? …inform program?