1. Assessment of Student Growth: Why? What? How?
Mary L. Henninger, Ed.D. and Skip M. Williams, Ph.D.
Illinois State University
July 14, 2016

2. Assessment data can be valuable, when used appropriately, to determine which of the following?
A. Student growth B. Teacher effectiveness C. Curricular needs D. All of the above

3. Which of the following can be used to determine student learning outcomes and to evaluate teachers?
A. Student skill acquisition B. Student knowledge acquisition C. Student fitness scores D. Both A and B

4. Why do we need to assess? Performance Evaluation Reform Act (2010)
2016 (September) Student growth becomes 25-30%* of a teacher’s summative evaluation.
We need to understand what students can do, know and their dispositions toward engagement in HRF
Senate Bill 7
2016 (September) Student growth becomes 30% of a teacher’s summative evaluation.
You are in the pilot phase where assessments are created, practiced, and evaluated for use in teacher evaluation

5. What Does this all Mean?
Student Growth: Psychomotor, Cognitive and/or Affective
Measurement: Two or more assessment scores
Student Learning Outcomes (SLO’s): Provide basis for evaluating student growth
Student Growth: demonstrable change in a student’s or group of students’ knowledge or skills
Measurement: process in which two or more assessment scores are analyzed to identify a change in a student’s knowledge or skills over time
Student Learning Outcomes (SLO’s): SLOs are the foundation to create a measurement tool that enables an evaluator to analyze scores from a Type III assessment and identify whether pre-established objectives have been met
"Student learning objectives" or "SLO" consists of a learning goal, assessment and procedures to measure that goal, and growth expectation. Evaluating refers to making sense of the data collected- what is acceptable vs. not acceptable, what is good vs. bad

6. What do we assess? A pre-identified class and its students
Psychomotor, Cognitive and/or Affective Student Growth
SLO development and agreement between teacher and evaluator
Illinois Enhanced Physical Education Standards
We cannot use fitness scores for grading or teacher evaluation!
House Bill 5397 Physical Fitness Report states that fitness test scores shall not be used for grading students or evaluating teachers. This bill has been passed into law. Must have two assessments of student growth (Type I or II and Type III)

7. Public Act 97-1102: Illinois Enhanced Physical Education
Entails increasing the amount of time students spend in moderate to vigorous physical activity (MVPA) in P.E. class
Revised Goals of the Illinois Learning Standards for Physical Development and Health
Return on Investment:
Relationship between both physical activity and fitness and improved cognitive and executive functioning
Active children show greater attention, have faster cognitive processing speed, and perform better on standardized academic tests than children who are less active.
Active Kids Learn Better
Positive associations between P.E. and attention/concentration, self-concept, impulse control, perception of academic or intellectual competence, and other cognitive skills and attitudes
Higher physical fitness achievement was associated with better school attendance rates and fewer disciplinary incidents
Active Kids Behave Better
Being physically active and fit can reduce the risk of chronic diseases like type 2 diabetes, heart disease, and some cancers – even in the presence of higher body mass index (BMI).
Children who are more physically active fall asleep an average 15 minutes sooner – and better - than their sedentary peers.
Active Kids Feel Better

8. How to Maximize the Benefits of P.E.
This document is a product of the Enhanced P.E. Task Force. Illinois Public Act created the task force, which is charged with promoting and recommending enhanced P.E. programs that can be integrated with a broader wellness strategy and health curriculum in K-12 schools in Illinois.
Students spend at least 50% of P.E. class in MVPA by participating in small-sided games, reduced wait-time and time spent taking attendance or giving instruction, and other approaches that minimize inactivity
Administrators schedule P.E. before challenging academic subjects to maximize the residual cognitive benefits of activity on learning and academic achievement
Teachers emphasizes health-related fitness and achievement of each student’s personal best, modifying instruction to accommodate varying levels of physical ability
Teachers emphasize teamwork and cooperation
Schools periodically evaluate P.E. curriculum and instruction against state and national standards
P.E. includes a broader wellness approach focused on developing life- long skills for physical activity and nutrition
Emphasis on increasing amount of time in MVPA; scheduling of PE to enhance academic learning; health related fitness and personal best emphasized; teamwork and cooperation; use of state and national standards to evaluate pe curriculum; and broader wellness focus for lifelong physical activity and nutrition.
How to Maximize the Benefits of P.E.

9. Differences between outdated P.E. and Enhanced P.E.
Curriculum VS
Sport based skills and rules vs. physical competence and cognitive understanding health related fitness
Large (elite dominate) vs. small groups (all ss have the opportunity to contribute)
Grouping VS

10. Differences between outdated P.E. and Enhanced P.E.
Fitness Emphasis VS
Instruction
Fitness emphasis (skill related and compared to national norms) vs emphasis on health related fitness; student as a whole
Teacher directed vs teacher as coach; individual pacing VS

11. Differences between outdated P.E. and Enhanced P.E.
Social Skills VS
Grading and Assessment
Emphasis on competition vs. emphasis on cooperation (decision-making skills, social awareness, personal responsibility)
Based on attendance, dress, skill level, fitness scores vs. based on self improvement, self evaluation, skill rubrics, etc.
Busy √
Happy √
Good √ VS

12. Differences between outdated P.E. and Enhanced P.E.
Games VS
Technology
Teacher controlled participation; large groups, wait time vs. students engage in activities and sports with a health related fitness emphasis
Stopwatches for timing vs. integrating a variety of technology to enhance student learning VS
Adapted from materials by: American Academy of Pediatrics, Illinois Chapter; IAHPERD; American Heart Association

13. How Do we Assess Student Growth?
Type I, II, and/or III Assessments
Backward Planning
Valid/Reliable; Feasible; Equipment and Space Needed; Realistic; Based on where students are when you begin
"Type I assessment" means a reliable assessment that measures a certain group or subset of students in the same manner with the same potential assessment items, is scored by a non-district entity, and is administered either statewide or beyond Illinois. Examples include assessments available from the Northwest Evaluation Association (NWEA), Scantron Performance Series, Star Reading Enterprise, College Board's SAT, Advanced Placement or International Baccalaureate examinations, or ACT's EPAS® (i.e., Educational Planning and Assessment System).
"Type II assessment" means any assessment developed or adopted and approved for use by the school district and intended to be used on a districtwide basis by all teachers in a given grade, course or subject area. Examples include collaboratively developed common assessments, curriculum tests and assessments designed by textbook publishers.
"Type III assessment" means any assessment that is rigorous, that is aligned to the course’s curriculum, and that the qualified evaluator and teacher determine measures student learning in that course. Examples include teacher-created assessments, assessments designed by textbook publishers, student work samples or portfolios, assessments of student performance, and assessments designed by staff who are subject or grade-level experts that are administered commonly across a given grade or subject. A Type I or Type II assessment may qualify as a Type III
The plan shall provide for an evaluation at least once every two years of each teacher in contractual continued service (i.e., tenured); however, a tenured teacher who has obtained a “needs improvement” or “unsatisfactory” rating on the previous year’s evaluation shall be evaluated in the next school year after receiving that rating. (See Section 24A-5 of the School Code.)
b) The plan shall provide for an evaluation at least once every year of each teacher not in contractual continued service (i.e., nontenured). (See Section 24A-5 of the School Code.)
performance evaluation system under Section 50.20, the rating scale shall meet the requirements of this subsection (e)(1).
A) In instances in which less than 25 percent of students met the growth expectation identified pursuant to subsection (b), the teacher shall be assigned a student growth rating of "unsatisfactory".
B) In instances in which at least 25 percent but no more than 50 percent of students met the growth expectation identified pursuant to subsection (b), the teacher shall be assigned a student growth rating of "needs improvement".
C) In instances in which at least 51 percent but no more than 75 percent of the students met the growth expectation identified pursuant to subsection (b), the teacher shall be assigned a student growth rating of "proficient".
D) In instances in which 76 percent or more of the students met the growth expectation identified pursuant to subsection (b), the teacher shall be assigned a stu
dent growth rating of "excellent".
Starting in the fourth year of a school district's implementation of a performance evaluation system under Section 50.20, the rating scale shall meet the requirements of this subsection (e)(2).
In instances in which less than 40 percent of students met the growth expectation identified pursuant to subsection (b), the teacher shall be assigned a student growth rating of "unsatisfactory".
B) In instances in which at least 40 percent but no more than 59 percent of students met the growth expectation identified pursuant to subsection (b), the teacher shall be assigned a student growth rating of "needs improvement".
C) In instances in which at least 60 percent but no more than 79 percent of the students met the growth expectation identified pursuant to subsection (b), the teacher shall be assigned a student growth rating of "proficient".
D) In instances in which 80 percent or more of the students met the growth expectation identified pursuant to subsection (b), the teacher shall be assigned a student growth rating of "excellent".
Backward Planning: Start with the end in mind: What do students need to be able to do, know, and value by the end of a program, year, grading period, unit? Decide that, then determine how best to assess it, then plan your lessons and their content.

14. Break

15. Inappropriate Uses of Fitness Scores
Student scores should not be used for grading purposes
Student scores should not be used to evaluate teacher effectiveness
Students scores should not be used as a sole measure to evaluate overall physical education quality

16. Inappropriate Uses of Fitness Scores: Grading – Why?
Multiple Factors affecting fitness:
Heredity, Maturation, physical activity, environmental, nutrition
Trainability
National/State Standards
Not all kids can be fit; all kids can be active.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

17. Inappropriate Uses of Fitness Scores: Teacher Evaluation – Why?
Multiple Factors affecting fitness
Minimal Differences
Pre/Post test – no significant differences (Williams & Hannon, 2015)
Minimal MVPA in PE
27% MVPA Avg. PE class time (Fairclough & Stratton, 2005).
60 minute class = 16.2 minutes

18. Appropriate Uses Facilitating Fitness Education Providing feedback
Teaching criterion-referenced health standards & what types of activity are needed to reach them
Tracking & Documentation
Curriculum Development

19. Portfolio Active Lifestyle Portfolio Activity Pledge
Health/Fitness Profile
Fitness Graphs
Active Lifestyle Program
Physical Activity Log
Nutrition Log
Favorite Activities
-Virgilio, 2012

20. Personal Fitness Program Design/Implementation
Based on personal fitness scores
Develop fitness goals (focusing on the process)
Develop program (activities)
Based on FITT principle
Activity log or Workout log
Reassess fitness
Reflection

21. Rubric Example Level Fitnessgram
Fitness Activity Participation & completion of activity log
Personal fitness goals
My physical fitness journal 4
Completed fitness items
Participated vigorously in class activities
Regularly participated in appropriate activities outside of class
Completed activity log
Completed goal setting activities
Set realistic goals.
Completed reflective journal
Demonstrated understanding of fitness principles 3 2 1

22. PYFP/PALA+ Presidential Youth Fitness Program (PYFP)
Presidential Active Lifestyle Award (PALA)

23. Questions?

24. Break

25. Assessment Considerations
Which of the domain(s) do we assess?
Start small
Pick your best class to start with
Be patient and persistent
Assessment=Educational Tool
Teach to the assessment(s)
Align with State Standards

26. Rubric Development Purpose:
Rubric: Criteria used for judging student performance
Most difficult part of creating an assessment
No rubric = any attempt is acceptable
Expectations are clear
Purpose:
Define Excellence
Communicates with students/parents
Accurate, Unbiased & consistent
Documentation

27. Rubric Development Guidelines
Discriminate among performances in a valid way
Provide useful discrimination
Rely on descriptive language rather than comparative
Good, Better, Best
Emphasize the finished product
Depends on the goal/objective

28. Developing a Checklist
Checklists
Decide on behavior or skill to be assessed.
Determine how many elements to include.
Use vivid language for each element.
Determine the order of elements.
Use parallel language to describe the elements.
Pilot the checklist.
Revise as necessary.
Yes NO
Criteria
Shoulders face target
Plant foot next to ball should be facing your target
Make contact with the inside of your foot
Kick the middle of the ball
Follow through your kicking foot by aiming at your target
Yes NO
Criteria
Makes encouraging comments to classmates.
Recognizes good plays by an opponent
Shows respect for official’s decisions.
Through his or her actions, sets a positive example to classmates.

29. Developing Rating Scales
Decide on the behavior or skill to be evaluated.
Determine how many levels of performance to include. 3–5 levels are preferred.
Determine the top level of performance.
Create additional levels using parallel language.
Pilot the rubric.
Revise as necessary.

30. Tips for Implementing Assessments
Establish a positive learning environment
Be clear what is being assessed
Strive for consistency in your observations
Determine the learning outcomes that you’re hoping to achieve
Use the assessments results to help develop instruction (pre/post-test)

31. Tips for Assessing Large Class Sizes
Stations
Small sided games
Assess over multiple days/weeks
Video Record Performance
Advocate for smaller class sizes

32. Your Ideas and Questions
What have you done already? What has worked? What have been some challenges?
Parking Lot questions for follow up
What do you need to be successful?

33. SLO Process
SLOs are the foundation to create a measurement tool that enables an evaluator to analyze scores from a Type III assessment and identify whether pre- established objectives have been met

34. Elements of SLO Learning Goal Assessment Growth Targets Outcome
Teacher Rating

35. SLO Templates
2nd grade
8th grade
9th grade

36. Give it a try!
Make groups up with others you don’t work with but who teach a similar grade level

37. 1. Establish an objective based on standards
Performance Descriptors by Standard:
descriptors-goals19-24.pdf

38. 2. Identify Assessment Techniques
How often will you collect data in order to monitor student progress toward the learning goal?
How will you use this assessment information to monitor student progress and inform your instruction?

39. 3. Identify Growth Targets
Explain how growth targets demonstrate ambitions, yet realistic targets, for all students described in the student population
descriptors-goals19-24.pdf

40. 4. Outcomes
What percentage of students achieved the identified growth target(s)?
How does this information demonstrate teacher effectiveness and thus a rating?

41. Sharing and Questions? Identify things that you learned from today
Describe a learning outcome you can use and ways to assess that learning outcome
Questions for us or peers

42. I found this workshop helpful
A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree

43. Thank You
Mary L. Henninger, Ed. D Skip M. Williams, Ph.D