2. Using Assessment FOR Learning to OPEN Doors to Student Learning and CLOSE Achievement Gaps Milwaukee Public Schools

3. Assessment FOR Learning Let’s look at one strategy In-depth: Strategy #3 Offer regular descriptive feedback

4. Research:  “The quality of the feedback rather than its existence or absence is what determines its power.” -Bangert-Dewns, Kulik, Kulik,and Morgan; Sadler (1989)

5. Research: “With regard to feedback, research makes the case for the use of descriptive, criterion- based feedback as opposed to numerical scoring or letter grades without clear criteria.” -Butler and Neuman (1995); Cameron and Pierce (1994); Kluger and deNisi (1996)

6. In Order to Use the Feedback Feedback must be understood by the learner; therefore, we must build learner-friendly scoring guides in words they can understand and use

7. What do these mean? C 82% 2 √ - What did I do well? - How can I improve?

8.  “ Grading every piece of homework is misdirected. A numerical grade does not show students how to improve their work. Further, students ignore comments when grades are given.” -Butler (1998) Research:

9. More… B++ 57.5/89 3-- √+++

10. What Are the Components of Effective Feedback?

11. Effective Descriptive Feedback  Describes features of work or performance  Relates directly to learning targets and/or standards of quality  Points out strengths and gives specific information about how to improve

12. We Use the Acronym “MATS” M = A= T= S= Meaningful Accurate Timely Specific

13. Meaningful - The focus of the feedback must be on public criteria. Accurate - The feedback must be based on valid evidence and good instructional decisions Timely - The feedback must be provided on an “as need” basis in order to employ it for future performances. Specific - The feedback must be specific and clear enough to move the learner to a better performance in the future.

14. It’s not a matter of right or wrong It’s knowing when to use Descriptive or Evaluative Look to the intended goal What are we trying to accomplish? Evaluative vs. Descriptive

15. If the goal is to enhance student performance, not simply summarize it, the feedback must be specific enough to use next time--therefore use descriptive feedback Evaluative vs. Descriptive

16. Example: When might it be appropriate to provide the following feedback? “WOW! Super! You did great! Good for you!! Your performance on this research project is definitely a 3+!”

17. Example: What about this? “ Your accurate use of scientific vocabulary and precise word choice helped me understand your thinking in your introduction. How might you achieve that same degree of clarity in your conclusion?”

18. Descriptive vs. Evaluative Effective Descriptive Feedback (Effective Descriptive Feedback can improve achievement--not just measure or describe it) Research:

19. It’s not useful feedback until the learner uses it to Useful Feedback *feedforward *Davies (2003)

20. Use This in the Classroom By: 1. Highlighting area(s) that should be next in line for revision (prioritize) 2. Providing feedback, then checking for understanding (explain to a peer what you will do next, draw a graphic representation, summarize, or paraphrase) 3. Asking students to provide evidence related to the specific criteria

21. If More Feedback = More Learning…

22. How Might We Increase the Opportunities to Apply Strategies of Assessment for Learning?

23. COMMON PRACTICE Often teachers ask students to exchange papers and give feedback right before they hand in an assignment. How might assessment during the learning process change the final outcome (summative) measure?

24. SELF Monitoring and SELF Regulation “ A key premise is that for students to be able to improve, they must have the capacity to monitor the quality of their worn work during actual production.” -Sadler (1989)

25. Extending the Learning How can we move self and peer assessment from (only) an “end of the line” look back (evaluative) to an in-process action that looks forward?

26. Establish key points in learning plans to take the time to check for understanding, share ideas, approaches, challenges, strategies, and ask, “How is it going?” To Do This:

27. Instructional Process Everything educators do when we use good instructional practices, from modeling examples of effective feedback statements, to thinking out loud as an example of feedingforward, contributes to students’ ability to employ the feedback.

28. Practical Strategy Stars and Steps (E.)

29. How Might We Use Assessment to Help Students Set Goals?

30. Setting Goals “Goal-setting can be used as a tool to help students increase their motivation and personal involvement in the learning process.” -Barnhardt (1997)

31. Setting Goals When learners understand the targets and can accurately assess where they are currently in relation to the them, then as they collect a variety of instructional strategies they can apply these tools to close the distance. As they do, they will make continuous progress.

32. According to Grant Wiggins, “The route to quality is through constant, incremental improvement.”

33. Tools for Teachers  Look to pages (F.), (G.) and (H.)  Here are templates to use with students to help them: Set goals (F.) Provide evidence when they meet a goal (G.) and Reflect on their growth (H.) (Which level(s) of Bloom’s are we using here?)

34. Internal Locus of Control “Effective learners operate best when they have insight into their own strengths and weaknesses and access to their own repertoires of strategies for learning.” -Brown (1994)

35. More Tools  Page (I.) contains several suggestions to actively engage learners in self- reflection and self-evaluation – Reflective journals – Think logs – Reflective process papers – Checks for understanding

36. How Can We Help Students to Help Themselves? Number of Students Variety of Student Needs Need to Practice Independence

37. Self-Assessment Student self-assessment can become an integral part of a school’s culture if it is embedded in each class’ structure. The frequency and depth is up to the teacher.

38. Self-Assessment KEEP IN MIND… * Self-assessment itself requires a learning process. Students do not “just know” how to self (or peer) assess. Self and peer assessment are integrated abilities. As such, they contain certain knowledge, skills, and dispositions that must be included in learning plans.

39. Helping Learners Self-Assess FOUR CATEGORIES OF QUESTIONS Cognitive (for example) - What are some new things you learned? How did you learn them? Skills Development - What skills have you developed as a result of this class/unit/chapter so far? Affective Questions - How is what you have learned personally important to you? Reflective Questions - If you could re-do your learning so far, would you do it differently? How? (from Handout J.)

40. How and When Remember…it is vital to employ self and peer assessment as valued parts of learning while it is in process, not (only) after the fact--tacked on at the end “If there is time…”

41. “Successful learning occurs when learners have ownership of their learning; when they understand the goals they are aiming for; when, crucially, they are motivated and have the skills to achieve success. Inside and Outside of the Classroom…

42. Not only are these essential features of effective day-to- day learning in the classroom, they are the key ingredients of successful lifelong learning.” -Assessment Reform Group Inside and Outside of the Classroom…

43. Metacogniton “…refers to people’s abilities to predict their performances on various tasks (e.g. how well they will be able to remember various stimuli) and to monitor their current levels of mastery and understanding (e.g. Brown, 1975; Flavell, 1973)” From How People Learn National Research Council (2000)

44. Self-Assessment, Lifelong Learning, and Constant Improvement are Important Standards / Expectations of Most Professions

45. To maximize the potential of classroom assessment as a tool for learning, learners need to be able to accurately answer these questions: What Learners Need

46.  Where am I going? (TARGETS)  Where am I now? (DIAGNOSTIC ASSESSMENT)  How can I close the gap(s)? (STRATEGIES)

47. Where am I going? 1.Provide an understandable vision of the learning target. 2.Use models of strong and weak work. To Help, We Can…

48. Where am I Now? 3. Offer regular descriptive feedback instead of (only) grades. 4. Teach students to self-assess and set goals for learning.

49. How Can I Close the Gap(s)? 5. Design lessons to focus on one aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self- reflection, tracking progress and sharing what they know.

50. What Can We Do to Carry Assessment FOR Learning Forward? Identify next steps Record on handout (K.) *Be sure the steps are clear and manageable.

51. IdealReal

52. Timeout Turn to your neighbor and discuss.

53. To Summarize: There is a strong research base that supports the use of Assessment FOR Learning. We can all take steps that will lead to continuous improvement in student learning. Improving the achievement for all students, but specifically those who have struggled in the past, can help school communities

54. Close Achievement GAPS!

55. To Summarize: According to Black and Wiliam, in regard to Assessment FOR Learning: “We know of no other way of raising standards for which such a strong prima facie case can be made.”

56. The stakes are too high, the need is too great, and the time is too limited. We must act now.

57. Using Assessment FOR Learning to OPEN Doors to Student Learning and CLOSE Achievement Gaps Milwaukee Public Schools Division of Teaching and Learning Patti Ball K-12 English Language Arts Curriculum Specialist Thank you.