Using Assessments and Data to Improve Student Learning Day 2 1

Day 1 Exit Cards Themes: Strengths: Variety and to some extent, Student Use of Information (Self-Reflection) Areas for Growth: Cognitive Complexity and to some extent, Student Use of Information (Self- Reflection) 2

Day 2 Goals Understand and apply Dimensions 8 & 9 – How do I get there? Use the dimensions to consider your own assessment practice – Increase familiarity with dimensions – Think about personal goals for improving assessment practices 3

Notebook Rating - Finish 1.Get a sense of what was done (planned and assessed) throughout the collection period a. Take notes as you skim through the Notebook 2.Rate the notebook, using the dimension rubric 3.Explain your rationale 4.Reflect on the rating activity - Questions will be posted once you get started 4

Rating Discussion Discuss individual ratings for each dimension – If disagreement, make a case for ratings – If possible, come to consensus – If not, understand reasons for disagreements 5

HOW DO I GET THERE? DIMENSIONS 8 & 9 6

132 7 th Grade Students; Mixed Ability 12 Classrooms; 4 Schools Same Teachers; Same Goals; Same Classwork 3 Types of Feedback: Grades; Comments; G+C FeedbackGainsInterest GradesNoneTop Qrt. + Bottom Qrt. - Comments30%All + Grades+CommentsNoneTop Qrt. + Bottom Qrt. - Butler (1988). British Journal of Educational Psychology 7

Dimension 8 Rubric 8

Dimension 8: Providing Feedback Pair Work Look at the two samples of student work with feedback that are provided. If these artifacts are representative of the level of an entire Notebook, using the rubric, what rating would it receive and why? 9

Dimension 9: Use of Information for Instructional Decisions Assessments cannot be formative unless they inform our instruction!! 10

Individual Activity Assessment Goal: Task: Given the goal and the student samples, do you agree with the sticky notes that the teacher filled out? -What changes, if any, would you make? -Why? 11

Dimension 9 Rubric 12

RATING THE NOTEBOOK: DIMENSIONS 8 & 9 13

Notebook Rating -Task 1.Rate the Notebook for Dimensions 8 & 9, using the dimension rubric 2.Explain your rationale 3.Reflect on the rating activity - Questions will be posted once you get started 14

RATE YOUR OWN NOTEBOOK 15

Rate Your Own Notebook 16

Rate Your Own Notebook: Reflection Questions What insights about your assessment practice did you gain from this activity? Based on your notebook, what are some strengths in your current assessment practice? Based on your notebook, what are some initial areas for growth in your assessment practice? 17

ADAPTING INSTRUCTION BASED ON STUDENT THINKING 18

Dispositions to Learn from Data Assume good intentions. – There is no reason for blame when talking about student achievement Take an inquiry stance. – Always ask, “What can we learn?” Ground statements in evidence as much as possible. Adapted from Data Wise

During a solar eclipse, parts of the Earth experience darkness for a brief time during the day. What do you think is the main cause of this darkness? Select the answer you most agree with below. A. The Sun passes between the Earth and Moon. B. The Moon passes between the Sun and Earth. C. The Earth’s shadow falls on the Sun. D. The Moon’s shadow falls on the Earth. E. The clouds block the sunlight. Explain why you chose that answer. Peer Instruction 20

Peer Instruction: Guidelines for Execution Find a Good Conceptual Question!! (ConcepTest) Display Question – Individual Think Time Vote Show Results – Don’t reveal the correct answer Re-vote and Adjust Instruction Discuss (preferably with someone who answered differently) 21

A Framework for Adapting Instruction Based on Data 1. Organize for Collaborative Work 5. Examine Instruction 4. Dig into Student Data 3. Create Data Overview 2. Build Assessment Literacy 6. Develop Action Plan 7. Plan to Assess Progress 8. Act and Assess 22 Boudett, City, and Murnane (2014)

A Framework for Adapting Instruction Based on Data 1. Organize for Collaborative Work 5. Examine Instruction 4. Dig into Student Data 3. Create Data Overview 2. Build Assessment Literacy 6. Develop Action Plan 7. Plan to Assess Progress 8. Act and Assess 23 Boudett, City, and Murnane (2014)

A Framework for Adapting Instruction Based on Data 1. Organize for Collaborative Work 5. Examine Instruction 4. Dig into Student Data 3. Create Data Overview 2. Build Assessment Literacy 6. Develop Action Plan 7. Plan to Assess Progress 8. Act and Assess 24 Boudett, City, and Murnane (2014)

A Framework for Adapting Instruction Based on Data 1. Organize for Collaborative Work 5. Examine Instruction 4. Dig into Student Data 3. Create Data Overview 2. Build Assessment Literacy 6. Develop Action Plan 7. Plan to Assess Progress 8. Act and Assess 25 Boudett, City, and Murnane (2014)

A Framework for Adapting Instruction Based on Data 1. Organize for Collaborative Work 5. Examine Instruction 4. Dig into Student Data 3. Create Data Overview 2. Build Assessment Literacy 6. Develop Action Plan 7. Plan to Assess Progress 8. Act and Assess 26 Boudett, City, and Murnane (2014)

STEP 4: Digging into Data Three questions for diagnosing problems (Aided in the Notebook by comparing high and low student samples): 1.Is the problem conceptual? 2.Is the problem procedural? 3.Is there a language problem? 27

STEP 5: Examining Instruction WHY ARE STUDENTS STRUGGLING? HOW DOES MY TEACHING RELATE TO THE ‘WHY’? 28

STEP 5: Examining Instruction STEP #4 A quarter of my students can find the net force act on an object if the forces are going horizontally. If the forces are vertically, students don’t know whether to add or subject multiple forces to get the net force. STEP #4 A quarter of my students can find the net force act on an object if the forces are going horizontally. If the forces are vertically, students don’t know whether to add or subject multiple forces to get the net force. STEP #5 Why? I probably haven’t made my thinking explicit about the conventions of which directions are positive and which directions are negative when we look at simple force diagrams. STEP #5 Why? I probably haven’t made my thinking explicit about the conventions of which directions are positive and which directions are negative when we look at simple force diagrams. 29

STEPS 6 – 8: Develop a Plan, Act, & Reassess Concept 1.Target the adaptation 1.Action needs to address the deficiency 1.Action must move beyond re-teaching Self-Reflection 1a. Would the whole or just part of the class benefit from new instruction? 1b. What should I pre-emptively change for next year? 2. What strategy best addresses the gap between the goal and current student thinking? 3. How is the adapted instruction different from what I did before? 30

What might be simple adaptations that would move these actions from re-teaching to new teaching? Re-Teaching 1.For a procedural problem, assigning more practice problems that are similar to previous problems. 2.For a conceptual problem, outlining the textbook section they previous read. 3.For a language problem, make vocabulary cards New Teaching 31

USING STUDENT THINKING TO ADAPT INSTRUCTION ACTIVITY 32

Activity Instructions 1.Individually review artifact set 1 of student work that are provided and begin to answer the questions for STEPS 4 – 8. 2.Meet with a partner and discuss your ideas about student thinking and what you might do to move student thinking forward. 3.Whole group discussion about using student thinking to adapt instruction. 33

Activity Instructions 1.Choose 2 different assessments and the related pieces of student work from your Notebook. a.Best if you pick two assessments where you think that student understanding could be improved. b.Probably best if not T/F or multiple choice 2. Use the questions from STEPS 4 – 8 to help you think about adaptations for these students and for next year. 34

CLOSING DAY 2 35

Day 2 Exit Card What new ideas about adapting your instruction without just re-teaching the concept will you take away from today’s workshop? What new ideas about formative assessment or use of student thinking will you take away from today’s workshop? 36