© 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

Most effective/best practice teaching and learning strategies? 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 Identify areas of strength and weakness? 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 Why’s, Relations Diagram) 4. Study research-based best practice/improvement theory addressing areas of need What do they know? What have they learned? Action Research Overview for Professional Learning Communities 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 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) Most effective/best practice teaching and learning strategies? The past several years the CRCSD has emphasized the use of the PDSA cycle for school improvement – both at the district and building level. Leadership and action research teams have been applying PDSA to school improvement goals. Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Have they learned it? What do we do if they don’t? © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

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? Key Questions How will we respond when some students don’t learn? © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

Student Crucial Questions What do I need to know? Where am I now? How do I get there? What happens if I fail? © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

What do we want students to know? 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 Identify areas of strength and weakness? What do we want students to know? 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 Why’s, Relations Diagram) 4. Study research-based best practice/improvement theory addressing areas of need HOW do we know if they have learned it? What do they know? What have they learned? Action Research Overview for Professional Learning Communities 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 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) What evidence do we have of the learning? Most effective/best practice teaching and learning strategies? The questions are essentially the same as PDSA is applied to answer the key questions at the classroom level. The emphasis is on student learning expectations, evidence of learning and responses to struggling learners. Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement How do we respond if they don’t? Have they learned it? What do we do if they don’t? © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

CRCSD Areas of Focus 2006-2008 & ongoing CRCSD Student Learning Expectations Iowa Professional Development Model 2007-2009 Formative Assessment Learning Communities Iowa Professional Development Model © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

-Descriptive Feedback -Formative Assessment Deployment Survey Results – next area of focus points to Student goal area - Use the SLE to help students set goals and define clear learning targets -Descriptive Feedback -Formative Assessment © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

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? © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

Purposeful Planning = Student Achievement Learning Target Purposeful Planning = Student Achievement Instruction Assessment © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

What’s the purpose for assessment? To begin thinking about assessment quality, think about these questions: What is the purpose of assessment? How do we use the results? Take a few minutes to write down as many uses as you can think of. Handout page 1 Additional Presentation Activity #1 “Balance in the Classroom” fits here. © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

Purpose: Assess to meet whose needs? Classroom Instructional Support Policy Students Teachers Parents Teacher Teams Curriculum Coordinators Principals Superintendent School Board Taxpayers Legislators A wide variety of decision-makers rely on assessment information. Their information needs are different. For example, what decisions do students make on the basis of classroom assessment information? What decisions do teams of teachers make? (You can either use these questions rhetorically—no answer required—or you can ask participants to respond to each question.) All make decisions that impact the quality of education students receive. Handout page 5 © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

Balanced Assessment: Meeting the Needs of All Stakeholders Administer annual accountability testing Develop interim, short-cycle or benchmark Ensure ongoing, accurate classroom assessments for and of learning Consider the student as the most influential user of assessment information At ETS ATI we know that it takes more than just the results of a once-a-year accountability test to improve learning. It takes more than short-cycle or interim assessment, and in fact, takes more than just high-quality classroom assessment. Therefore, we advocate for a balanced approach to assessment, one that meets the needs of policy-makers, instructional decision-makers, and students. Our program shows people how to build systems of assessment, so there is synergy among all levels of assessment –they work together to improve achievement. Handout page 5 © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

Assessment for Learning Rick Stiggins Free DVD part two beginning (approx 29:19) to 38:14 © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

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

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

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? 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 common assessments 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. Handout page 2 Additional Presentation Activity #2 “Differences Between Assessment for and of Learning” fits here. © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

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 “In the article, Black & Wiliam define formative assessment as (read slide).” © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

Formative or Summative? Unit Assessments

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

Formative or Summative? Running Records

Formative or Summative? Qualitative Spelling Inventory

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

Formative or Summative? Weekly Assessments

When the cook tastes the soup, that’s formative. When the guest tastes the soup, that’s summative. Robert Stake © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

“Teachers use formative assessment to inform instructional methods… at the very least, teachers should check for understanding every 15 minutes.” -Douglas Fisher Checking for Understanding © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

Formative assessment can and should be done 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. © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

Balanced Assessment ASSESSMENT FOR LEARNING ASSESSMENT FOR LEARNING SUMMATIVE Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness. FORMATIVE Formal and informal processes teachers & students us to gather evidence for the purpose of improving learning ASSESSMENT FOR LEARNING Use assessments to help students assess & adjust their own learning. ASSESSMENT FOR LEARNING Use formal & informal classroom assessments to inform teacher’s decisions. FORMATIVE USES OF SUMMATIVE DATA Use summative results to inform what comes next for individuals or groups of students. © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

Keys to Classroom Assessment Key 1: Clear Purpose Key 2: Clear targets Key 3: Sound Assessment Design Key 4: Effective Communication Key 5: Student Involvement 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. Handout page Additional Presentation Activity #3 “Role Play: Uses and Users” fits here. © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

Seven Strategies of Assessment FOR Learning Clear & Understandable Vision of Target Examples/models of strong & weak work Regular Descriptive feedback Teach Students to Self-Assess & Set Goals. Focus on One Aspect Teach Focused Revision Engage students in Self-Reflection © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

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 © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

%ile improvement increase 100 80 Increase of 34%ile to 84%ile 60 13%ile increase to 63%ile %ile improvement increase Starting percentile 50th Starting percentile 50th 40 20 Teacher assessment effectiveness Student Achievement © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

%ile improvement increase 100 Increase of 49%ile to 99%ile 80 28%ile increase to 78%ile 60 %ile improvement increase Starting percentile 50th Starting percentile 50th 40 20 Teacher assessment effectiveness Student Achievement © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

John Hattie—reviewed 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.” © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

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. © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

Characteristic of Feedback from Classroom Assessment Feedback from classroom assessments should provide students with a clear picture of their progress on learning goals and how they might improve Bangert-Drowns, Kulik, Kulik, & Morgan, 1991 # of studies Characteristic of Feedback from Classroom Assessment Percentile Gain/Loss 6 Right/wrong -3 39 Provide correct answers 8.5 30 Criteria understood by student vs. not understood 16 9 Explain 20 4 Student reassessed until correct 20 © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

Characteristic of Feedback from Classroom Assessment Feedback from classroom assessments should provide students with a clear picture of their progress on learning goals and how they might improve # of studies Characteristic of Feedback from Classroom Assessment Percentile Gain/Loss 49 Evaluation by rule [uniform way of interpreting results of classroom assessments using a tight logic) 32 89 Displaying results graphically 26 49 Evaluation by rule [uniform way of interpreting results of classroom assessments using a tight logic) 32 © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

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

© 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

© 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

© 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

© 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

Rubrics 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. Rubrics © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

Clean refrigerator 4 Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories 3 Refrigerator is generally wiped clean. All items are relatively fresh, in some type of container (some Tupperware lids are missing or don’t fit) and are sitting upright

2. Some of the shelves are wiped clean, 2 Some 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 1 Items 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

This is not a Rubric

4 3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 2 The student’s 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

4 3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 2 The student’s 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.

4 3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 2 The student’s 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. The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.

4 In addition to exhibiting level 3 performance, the student’s responses demonstrate in-depth inferences and applications that go beyond what was taught in class 3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 2 The student’s 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. The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.

Scale 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 Even with help, no understanding or skill demonstrated. © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

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; Sternberg, 1996; Young, 2000 What is it about student involvement that works? Why does research support assessment for learning in the classroom? (Before showing this slide, you can pose these as rhetorical questions or you can ask audience members to respond.) There are hundreds of ways to involve students in assessment that increase achievement. The critical factor here is that students identify what they understand and what they still need to work on. Handout page 11 © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060

Formative assessment can and should be done *** 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. © 2008 ETS ATI, Portland, OR www.ets.org/ati 503.228.3060