1. Module 1: Effective Use of Data & the Data Teams Model

2. Agenda Part 1: Part 2: Formative Assessment
Common Formative Assessment Design
Part 2:
Balanced Assessment
Data Teams Defined
Part 3:
Data Teams Review
Data Teams Simulation

3. Part 1 Data Teams Introduction Formative Assessment
Common Formative Assessment Design

4. Data Drives Instruction
“The monitoring of effective instruction is the heart of effective instruction.”
D. C. Lortie
“Data are to goals, what signposts are to travelers; data are not endpoints, but are essential to reaching them…”
- M. Schmoker
Catchphrase of the decade, necessary in part because of federal, state, and district requirements. It’s all over our buildings, some of those charts/displays might even exist in your buildings. But, all of that means nothing if understanding and buy-in to the purpose of data collection do not exist.

5. Data drives instruction
Data determines where we enter in with instruction
Data determines how effective our instruction has been
Data determines the path in which future instruction will take

6. Data collection can and should happen in a variety of ways…

7. DMPS Balanced Assessment System
Classroom Formative Assessments
Classroom Summative Assessment
Common Formative Assessments
District Interim/Benchmark Assessments
External Summative Assessments
Purpose
To inform instruction within and between lessons for both student and teacher
To give a grade
To determine if students have learned the materials and how to respond instructionally
To support building and district teams in assessing curriculum, instructional strategies, and pacing.
To serve as a predictor for success on External Summative Assessments
To support building and district teams in determining whether curriculum, instructional strategies and pacing were appropriate
Examples of Practice
Student response systems, whiteboards, Writing to Learn, student: teacher conferences
Final Exams, final projects, performance based tasks
Learner objectives assessed with rubrics, short quizzes, Writing to Learn, and Journeys assessment materials
District Benchmark Assessments, Writing Assessments, Basic/Analytical Reading Inventory (BRI/ARI), Scholastic Reading/Math Inventory (SRI/SMI)
Iowa Assessment, ACT, PLAN, AP Exams, PA Profile (Kindergarten), Technology Assessment (Grade 8)
Formative or Summative
Very formative
More summative
Summative
Whose responsibility for creation
Classroom teachers
Collaborative teams at each school (Data Teams)
District teams of representative teachers
An external group of experts
Reported to
Student
Student and parents
Grade level teams
(Data Teams)
District
District and State
Each successive type of assessment (from left to right) requires a more significant investment in time, resources, and collaboration to prepare, administer, and garner useful data. Additionally, the direct impact on classroom instruction decreases as the type of assessments migrates away (left to right) from classroom formative assessments.
Joe
Copy Provided

8. Quick Write: Compare/contrast formative and summative assessment.
Rick Wormeli – Video 1
Quick Write: Compare/contrast formative and summative assessment.
Joe

9. Unit Assessment Map (5-6 week unit)
Square = pre-assessment Triangle = CFA Star = summative assessment *** Daily classroom formative assessments ***
Joe

10. Definition of Formative Assessment

11. What The Experts Say
Formative assessment, therefore, is essentially feedback both to the teachers and to the pupil about present understanding and skill development in order to determine the way forward. - Harlen & James, 1997 It is not the instrument that is formative; it is the use of the information gathered to adjust teaching and learning. - Black & Wiliam, 1998

12. What the Experts Say
Formative assessment is defined as assessment carried out during the instructional process for the purpose of improving teaching or learning. What makes formative assessment formative assessment is that it is immediately used to make adjustments so as to form new learning. - Shepard 2008

13. What The Experts Say
Typical effect sizes [of formative assessment] were between 0.4 and The achievement gains realized by students whose teachers rely on formative assessment can range from 15 to 25 percentile points on commonly used standardized achievement test score scales. This kind of score gain, if applied to performance on recent international assessments, would move the United State’s rank from the middle of the pack of 42 nations tested to the top five. - Black & William 1998

14. Working Definition
Formative assessments provide accurate and relevant data that impacts instruction and allows teachers to give effective and meaningful feedback to students.

15. The Big Picture
Clearly define what students need to KNOW and be able to DO
Create consensus on what is “good enough”
Keep score, make adjustments

16. Step 1: Prioritize and analyze learner objectives

17. Cluster Learner Objectives
7th Grade Literacy Example
Standard: RL3 Analyze how particular elements of a story interact.
Learner Objectives:
Identify the setting of a story.
Identify the stages of plot within a story.
Identify characters within a story and their character traits.
Identify conflicts within a story.
Analyze how different stages of plot, conflict, setting, and characters work together in a story.

18. Prioritized Learner Objectives Bloom’s Level of Thinking
Analyze Verb
Prioritized Learner Objectives
Bloom’s Level of Thinking
What will students do? (verbs)
Analyze
What will students know?
how particular elements of a story interact.
Remembering
Understanding
Applying
Analyzing
Evaluating

19. Example
Analyze = make connections between parts, talk about how they “work” together for a purpose

20. Step 2: Defining proficiency

21. Rick Wormeli http://www.youtube.com/watch?v=nPUqKp-n_hs (up to 2:45)
Create a summary statement for “defining proficiency”.

22. Considerations
What is ‘good enough’?
What does ‘Proficient’ look like?
What will we look for in student work?

23. Example Analyze how particular elements of a story interact.1 2 3 4
Shows some or no knowledge of parts of a story; cannot show connection between parts
Shows understanding of some or all parts of a story but cannot show connection
Shows understanding of all parts of a story; shows how some (1-3) parts of story work together
Shows understanding of all parts of a story; shows how all (4) parts of story work together

24. Step 3: Determine assessment type

25. Considerations Consider Bloom’s Levels in Step 1.
Which assessment type will best measure student learning most efficiently?
Will we need a variety?
How many items will we need to ensure validity?

26. Advantages/Disadvantages
Assessment Type
Format
Advantages/Disadvantages
Selected Response
Multiple choice, matching, true/false
A: Quick scoring, several questions for each objective
D: Difficult to measure higher levels of thinking
Constructed Response or Extended Written Response
Short or long essay, graphic organizers, student work samples (if tied to standard and done individually), scored with a common rubric
A: Can assess chunks of knowledge that interrelate, can assess student thinking, can measure higher levels of thinking
D: More time to score, difficult to get consistent scoring, writing skill level can skew results
Performance Assessment
Oral reports, demonstrations, projects, scored with a common rubric
A: Engaging for students, can assess multiple standards in an integrated way
D: More time to administer and score

27. Example Standard: Analyze how particular elements of a story interact.
Assessment Type: constructed response or extended written response (writing prompt)

28. Step 4: Assessment creation

29. Example Use text from Rikki Tikki Tavi (7th grade materials)
Standard: Analyze how particular elements of a story interact.
Writing Prompt: We have been learning about how quality literature consists of many parts: plot, conflict, setting, and characters.
Identify the parts from the story Rikki Tikki Tavi and tell how they work together (analyze). You must use the underlined words in your response.

30. Evaluating the Quality of an Assessment
Is it valid?
Is it reliable?