1. PLC Coordinating Council 2009-10 Day 4 Julie McDaniel

2. Quality Assessment Standards (AKA The Keys to Success) 1.Clear and appropriate purpose 2.Specific and appropriate learning targets 3.Solid assessment design 4.Well-managed and effectively communicated results 5.Student-involved assessments

3. The 6-day journey 1.Clear Learning Targets a.Learning progressions b.Accurate targets 2.Sound Design a.Target-method matching b.Sampling and blueprints 3.Sound Design a.Performance assessment b.Rubric development 4.Sound Design a.Transformative assessment b.Differentiation 5.Sound Design a. Critiquing assessments b. Culture 6.Effective Communication a.Quality data b.Reporting results

4. Agenda And another thing about standardized tests and student scores… Transformative assessment –Levels –Readiness –Cultural shifts

5. Metaphor (#1 in Marzano’s 9 = 45 percentile points) Standards = grocery list/ingredients Learning = dinner/entrée/meal We are evaluating student proficiency on standards, not learning… No different from “Top Chef” evaluating promising chefs on their accumulation of ingredients.

6. We want students to reach “Mastery Learning” According to McTighe and Wiggins in Understanding by Design, students demonstrate this using 6 methods: 1.Explanation 2.Interpretation 3.Application 4.Perspective 5.Empathy 6.Self-Knowledge How does the MEAP, MME/ACT, Explore, PLAN, or any other standardized test provide opportunities for students to show Mastery Learning? What does that mean for us?

7. Back to Continuum DATA Instructionally dismal delightful Large Groups Of Students Individual Classrooms

8. At the extremes of the continuum- Instructionally insensitive data are derived from more summative assessments Instructionally sensitive data are derived from more formative assessments

9. One question should be driving all planning and assessment What is the intended learning? AKA What do we want students to know and be able to do?

10. Setting targets

11. “What is the intended learning?” is the focus Performance is the demonstration of learning. We need data that will help us document learning as it takes place… “What is the intended performance?” is NOT what drives data collection that improves teaching and learning!

12. Hand signals Under your chin, respond to the following: Thumbs up – I understand the difference between data that documents learning as it is taking place and data that documents performance. Thumbs down – I don’t yet understand differences in data. Waving hand – I’m not sure.

13. Summative Assessment Results are used for evaluative purposes Measures the success of the student, school, program Happens at the end of a unit, term, semester, year Sums up achievement (Product/Performance) Often used in grading

14. Formative Assessment Intended to inform students how to improve their learning Occurs prior to and during instruction Informs teacher how to adjust instruction to meet student needs More focused on process More often informal, “just in time,” teacher-developed feedback loop

15. Examples of Misunderstanding Plato, ETS, and the ‘formative’ products on the market Black and white thinking Good versus bad thinking Not one more thing on the plate

16. Misconception check Effective formative assessment can be developed by test publishers for use in the classroom.

17. Formative assessments: Student Perspective Learning Focus Informs students about their progress Identifies individual strengths and weaknesses Helps them learn to take charge of their learning Provide descriptive feedback to them that will allow motivation for improvement

18. Formative Assessment A planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by the students to adjust their current learning tactics. -Jim Popham

19. Choral Response Formative assessment is a planned process where results are immediately used by teachers to adjust their instruction and/or by students to adjust their learning strategies.

20. Four Levels of Formative Assessment Level 1: teachers decide to adjust current instruction to improve the effectiveness of that instruction (teachers do something different Level 2: student use evidence of their current skills to adjust how they are approaching the new learning (students do something different)

21. Four Levels of Formative Assessment Level 3: classroom climate shifts to consistent use of assessment to improve quality of teaching and learning (student- centered and learning-dominated culture) Level 4: entire school adopts one or more levels of formative assessment through PD and teacher learning communities (collective paradigm shift)

22. Four Levels of Formative Assessment Level 1: teachers change Level 2: students take ownership Level 3: classroom culture is student- centered and learning-dominated Level 4: school-level paradigm shift Web or Concept Map: Create a visual representation of this model and share with a table partner

23. Characteristics of Successful Formative Assessments Given within a supportive, learning- focused culture Have clearly stated learning progressions Have clear and specific process success criteria Involve questioning Provide quality feedback Incorporate self- and peer-assessment Reliant on constant monitoring

24. Levels of Learning and Change Adapted from From Coach to Awakener by Robert Dilts, Meta Publications, 2003. Environment Behavior/Skills Capabilities Values/Beliefs Identity No Hands Up: What similarities are found between the model you drew for the 4 levels and this model?

25. Learning Culture Evidence of trust –Bryk and Schneider (2004) 50% vs. 14% Learner focused versus content driven –Belief that all students can succeed Learning focused versus performance driven –How students are learning is at the forefront

26. www.polleverywhere.com http://www.polleverywhere.com/multipl e_choice_polls/LTIxMTgyNDM1NjI

27. Learning Progressions Help students while they are engaged in the task Summarize building blocks, key steps or ingredients students must have in order to meet the product standard Provide framework for assessments that provide critical information about teaching and learning

28. Process Success Criteria A reminder of essential steps or ingredients needed to achieve the learning target Think of it as the criteria that might be included in a high quality rubric Students will have a clear understanding of the focus (MEAP writer’s checklist, ‘Thinkabout’)

29. Questioning Probably the most important formative assessment for the secondary student Some strategies –Wait time –No hands up –Talking partners –Stirring the mix –Pair-square

30. Turn to a partner What are some of the questioning techniques that you currently use in your classroom? What are 2 strategies that you are willing to try?

31. Self and Peer Assessment With the use of clearly articulated learning targets, quality feedback, process criteria, and learning progressions within a supportive climate – this can be powerful. What needs to be in your classroom before this can happen?

32. Monitoring Areas covered –Curriculum –Teaching –Student progress –Teacher development How to monitor –Sorting student work –Using results from common summative assessments (both local and state) –Classroom observations (teacher/teacher)

33. Index Cards Using both sides of an index card: Side 1: A big idea from today in a summary statement Side 2: Something that you don’t yet understand in a question

34. Traffic Signal As you leave, please take a red, yellow, or green dot and evaluate your building’s capacity to use effective formative assessment in a comprehensive assessment system –Green = already doing this or easy to get here –Yellow = is possible, but will take some work –Red = much work to do here and we should address more pressing issues prior to tackling this

35. Vision? Self-Directed Students 1.Self-manage 2.Self-monitor 3.Self-modify

36. Recap And another thing about standardized tests and student scores… Transformative assessment –Levels –Readiness –Cultural shifts

37. Next Time Standard 3: Sound Assessment Design Critiquing Assessments Culture and Assessment

38. End of Day 4 Julie.McDaniel@oakland.k12.mi.us 248-209-2346