Featured Presenters: Harvey SilverJennifer Bay Williams Jan ChappuisMyron Dueck Carol Commodore Embassy Suites, Lexington Preconference: July 25, 2011 Conference: July 26-27, 2011 Meeting the Challenge: Implementing Standards and Assessment Practices Register at: P-12 MSOU Summer Conference

New Math/Science Teacher Network Meeting 6, Year 2 March 31, 2011 Brought to you in part by KDE Delivered by P12 Math Science Outreach division of PIMSER

3 Group Norms RESPECT Rejoin whole group when signaled Everyone participates Side conversations to a minimum Prepared for meeting Expect to be here and present in the work Cell phone and other electronics etiquette Two feet rule

February Review Chapter 5 Target Method Match Test Blueprint Effective Multiple Choice

Today’s Plan Discussion Of Study Chapter Wrapping It Up YOU be George Multiple-Choice Quizzes Review & Preview

P12 Math Science Outreach6 Group Facilitator Select someone to serve as your group’s facilitator for the afternoon. The group facilitator’s job will be to keep your group focused, on task, and using the allotted time productively.

Chapter Sharing Concerning your chapter: –Explain briefly the strategy –Identify the context in which you used the strategy –Share student work/ideas/performance –Share your personal reflection What worked well? Not so well?

Why be more strategic?

“The original concept for High Tech High grew out of the concerns of business leaders and university partners who saw that kids were leaving high school very good at memorizing facts and taking tests and doing well on them, but you ask them to apply what they know or you ask them to talk about or present their work, and they weren’t able to do that.” — Gary Jacobs

GAG Chapter 6 Debrief Part 1: With an elbow partner, look at your reading guide and discuss the terms/concepts for 2 minutes, along with any ‘ah-has’ etc. Part 2: In groups of 3-4, Share each of your 3 ‘redesigns’; negotiate to determine the top 3 school (or math/science department) ‘redesigns’ you would implement if offered the opportunity. Be ready to share with the entire group and to defend your choices.

“In the often ideologically driven debates about education, it is easy to lose sight of what matters most—which is what happens between students and teachers in real classrooms every day.” --Tony Wagner What then, is the relationship between curriculum & instruction, 7 Survival Skills and assessment?

Curriculum & Instruction 7 Survival Skills Assessment What is the relationship?

Learning Targets Assessment Instructional Plan Deconstruction of Standards

Student Self-Assessment

Assessment for Learning Strategies (CASL Chapter 2, pages 41 – 46) Where am I going? 1.Provide a clear statement of the learning target 2.Use examples and models Where am I now? 3.Offer regular descriptive feedback 4.Teach students to self-assess and set goals How can I close the gap? 5.Design focused lessons 6.Teach students focused revision 7.Engage students in self-reflection; let them keep track of and share their learning

Strategy 4: Teach Students to Self- Assess and Set Goals Students use test plans as a basis for evaluation of strengths and areas of study Students complete self-evaluation and goal-setting form on the basis of test or quiz results

Clear Targets and Student Goal Setting x x x Write numerals in expanded… More study? Simple mistake? Wrong?Right?Learning Target Problem

You are George, a third grader. With a partner, do a little self-analysis and goal setting by completing the form. (In this case, you will have to use a little imagination.)

You Be George How many questions did George get wrong? – What would his grade on this test be? –What is he likely to conclude from that grade if he doesn’t do this kind of thinking? – How often do students like George get the opportunity to look at a low score from this perspective? –What does research indicate students like George need? How might this activity be helpful in the classroom? –Who would benefit? –What would make it worth the time?

The students' role is to strive to understand what success looks like, to use feedback from each assessment to discover where they are now in relation to where they want to be, and to determine how to do better the next time. Rick Stiggins, 2008

Assessment: Selected Response Learning Targets –I can analyze student assessments to determine item quality. –I can analyze student assessments to determine next steps in instruction. –I can modify questions in order to improve accuracy. –I can design student self- assessment opportunities.

Why Accuracy Is Important Assessment information can be inaccurate in one of two ways: 1. We think students have mastered material when they actually have not. 2. We think students haven’t mastered material when they actually have.

Using Assessment Results Using the student results for the MC quiz, analyze each item using the analysis form. Once completed: –Revise items if needed –Determine next steps in instruction Whole Class Individuals

Determining if Revision is Needed Questions to consider: –How many students missed the question? –What “wrong answer” was selected? Is it consistent among students or spread out? –Were there questions that ALL students got correct or incorrect? May this be attributed to distractor problems? Formatting problems? –Student self-assessment —How many students missed the question and attributed simple mistake as the reason?

Making Instructional Decisions Questions to consider: –How many students missed the question? –What wrong answer was chosen most often? –Were wrong answers spread among the distractors? –How did the students self-assess? Are there several “didn’t know it” selections? Decisions to make: –Re-teaching needed? –Individual Instruction? Homework or extra practice 1-on-1 time –Differentiation for student groups? Were there patterns in the overall results of the quiz? –Continuing with unit plan?

Let’s Debrief! What is the value in MC analysis using student results? What do well constructed MC items reveal about student understanding? How important is adequate sampling in MC assessments? How could have student self-assessment impacted this process? D

Learning Styles The Strategic Teacher Global Achievement Gap CASL –Student Motivation –Of vs For Assessments –Deconstruction of standards –Learning Targets –Target Method Match –Test Blueprint –Student Self Assessment –Multiple Choice Testing Questioning: Congruent vs Correlated Web 2.0 Tools Characteristics of Formative Assessment Games Instructional Strategies –Carousel Brainstorming –4-2-1 –Associations –Question Museum –Analogies

Preview of Next Year