1. January 16, 2009 Petoskey PLC/Professional Development Day
Balanced Assessments
January 16, 2009
Petoskey PLC/Professional Development Day

2. Penny for Your Thoughts
How often have you held a penny?
Please draw or list the front and back of a penny including as many details as possible.

3. Front Back Lincoln’s profile “In God We Trust” Liberty Year minted D
United States of America
One Cent
Lincoln Memorial
E Pluribus Unum
Classroom assessment, like pennies, is done so often that we don’t really examine it.
Let’s look at assessment through new eyes!

4. Points to Ponder….
Think about your best assessment experience as a student
Think about you worst assessment experience as a student

5. Discussion Topics What is a balanced assessment system?
What purposes to they serve?
What does it look like in practice?

6. Comprehensive Balanced Assessment System Aligned to State Content Standards
MEAP /MME/SCAS EOC/Unit/Chapter
(Summative)
Interim/Benchmark Assessments
(Summative)
Classroom Assessments
(Formative)

7. Today’s Learning Targets
Balance needed between assessment for and assessment of learning
Keys to sound classroom assessment and the relationship between assessments and student motivation
Step by step process of unpacking standards into student friendly language.

8. Today’s Learning Targets
Strategies for involving students in the ongoing assessment of their own achievement
Power of learning team as a PD development strategy for assessment literacy and ideas sharing to improve student assessment skills

9. 90/90/90 Characteristics of High Achievement Schools:
Focus on academic achievement
Clear curriculum choices
Frequent assessment of student progress and multiple opportunities for improvement
Collaborative scoring of student work
An emphasis on nonfiction writing
Douglas Reeves

10. Improving a School Clearly defined essential outcomes for every unit
Close, frequent monitoring of each student’s learning
Systematic plan to give students extra time and support for learning
Teachers working in collaborative teams that focus on learning
Frequent information to each teacher on how well his or her students are achieving essential outcomes in comparison to similar students
Rick DuFour

11. Improved Results
Powerful proven structures for improved results already exist. They begin when a group of teachers meet regularly as a team to:
Identify essential and valued student learning
Develop common assessments
Analyze current levels of achievement
Set achievement goals
Share and create lessons and strategies to improve upon those levels
Mike Schmoker

12. School Improvement
Assessment for learning, when done well, is one of the most powerful, high-leverage strategies for improving student learning that we know of. Educators collectively become more skilled and focused at assessing, disaggregating, and using student achievement as a tool for ongoing improvement.
Michael Fullan

13. Student Involvement
When students are involved in the assessment process they are required to think about their own learning, articulate what they understand and what they still need to learn and achievement improves
Black and Wiliam, 1988, Young 2000

16. As educators our goal is to create and maintain a balanced assessment system that includes high-quality assessments of and for student learning

18. Balanced Assessment System
Summative Assessments
Assessment of student learning at the conclusion of a phase of learning
Key Question: Did the student learn what they should have?
Types: MME, MEAP, MI- Access, ELPA, unit, chapter tests, final exams

19. Balanced Assessment System
Summative Interim/Benchmark Assessments
Provide periodic snapshots of student achievement at the district level
Key Question: Are students in each school on track for proficiency?
Types: district-constructed, commercially-available assessments

20. Balanced Assessment System
Formative Assessments
Assessment for Learning
Supports on-going student learning in the classroom
Key question: How can we help students learn more?

21. Rick Stiggins “New Missions, New Beliefs”

22. As you view, be thinking about…
What are your “a-ha’s”?
Whether or not Dr. Stiggins’ premise of a balanced assessment system makes sense for teachers? For students?
Where is your school, grade level, content area, classroom in creating a balanced assessment system?

23. Break

24. Stiggins Debrief
What were the most compelling aspects of Dr. Stiggins’ presentation?
How will a balanced approach to classroom assessment affect you, your students, your colleagues, and your school?

25. Rick Stiggins, 2002
“If we wish to maximize student achievement in the U.S., we must pay greater attention to the improvement of classroom assessment. Both assessment of learning and assessment for learning are essential. But one is currently in place, and the other is not.”

26. CCSSO Draft Definition of Formative Assessment
Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
FAST/SCASS Austin, Texas October 2006

27. Formative Assessment
Teachers are engaged in the assessment process by:
Identifying the standard
Deconstruct it to enabling targets
Transform to student friendly language
Create accurate classroom assessments
Use with students to track growth
Assessment Training Institute

28. Formative Assessment Teachers continued: Observing students
Examining and evaluating student work
Providing descriptive feedback to students
Determining instructional implications of assessments
Conferencing with students, other teachers and parents

29. Formative Assessment
Students are actively engaged in the assessment process by:
Learning what is expected of them
Taking responsibility for their own learning
Actively participating in the learning process
Participating in how students document what they have learned and how they learned it
Demonstrating their learning to peers, educators and their parents

30. Uses of Formative Assessment
Guide student learning on a daily basis by providing information about what critical skills were and were not learned
Provide extra learning opportunities to students who are struggling academically
Provide additional learning opportunities for students who are doing well academically
Report student progress to students, parents, and other educators

31. Clarifying the Purposes of Assessment
Assessment FOR Learning
(Formative)
Assessment OF Learning
(Summative)
Checks learning to decide what to do next then provides suggestions of what to do
Teaching and learning are indistinguishable from assessment
Checks what has been learned to date
Is designed to assist educators and student in improving learning
Is designed to provide information to those not directly involved in daily learning and teaching in addition to educators and students
Provides continual specific and descriptive feedback as formal or informal communication
Compiles data into a single number, score, mark or comment as a formal periodic report
Uses ongoing assessments that focus on the full range of learner outcomes for a grade level
Uses fewer assessments that focus on learner outcomes of enduring importance – think of a formal snapshot
Focuses on improvement and compares a student’s current performance with his/her previous best based on the learner outcomes for a grade level
Compares a student’s performance to the learner outcomes for a grade level
Actively involves the student as a partner in learning
May not actively involve the students as a partner in learning
Not used for grading purposes
Used for grading purposes

32. Talk with your neighbor
At this point examine your own thoughts about assessment OF learning and assessment FOR learning:
How do you see yourself currently using assessment OF learning (summative) in your classroom?
How do you see yourself currently using assessment FOR learning (formative) in your classroom?
Talk with your neighbor

33. Keys to Quality Classroom Assessment
Accurate Assessment – “Doing It Right”
1. Clear Purpose
Why assess?
What’s the purpose?
Who will use the results?
2. Clear Targets
Assess what?
What are the learning targets?
Are they clear?
Are they good?
3. Good Design
Assess how?
What method?
Sampled how?
Avoid bias--how?
Effectively Used – “Using It Well”
4. Sound Communication
Communicate how?
How do we manage information?
How do we report?
5. Student Involvement
Students are users, too.
Students need to understand learning targets, too.
Students can participate in the assessment process, too.
Students can track progress and communicate, too.
Copyright 2007 Solution Tree 33

34. Keys to Quality Assessment
Key 1: Clear Purpose
Why assess?
What’s the purpose?
Who will use the results? .
© 2007 ETS/ATI
Copyright 2007 Solution Tree 34

35. Keys to Quality Assessment
Key 2: Clear Targets
Assess what?
What are the learning targets?
I can statements
Are they clear? Are they good?
© 2007 ETS/ATI
Copyright 2007 Solution Tree 35

36. Where are We Going?
Before instruction and assessment can be developed, all educators need a clear understanding of what the standards look like in student work and what measurable learning targets are required for students to achieve mastery

37. What Are The Learning Targets?
A learning target is any achievement expectation we have for students on the path toward mastery of a standard.
It clearly states what we want the students to learn and should be understood by teachers and students.
Learning targets should be formatively assessed to monitor progress toward a standard.

38. Kinds of Learning Targets
Knowledge
Facts and concepts we want students to know
Reasoning
Students use what they know to reason and solve problems
Skills
Speaking a second language
Giving an oral presentation
Using a science process

39. Kinds of Learning Targets
Products
Writing samples
Term projects
Artistic products
Research reports
Industrial arts projects
Science exhibits

40. Six Steps To Developing Learning Targets
Step 1 in Unpacking Standards:
Student-Friendly Language
As a team, identify the verb(s) in the standard.
(Tip: Use a highlighter and find similar verbs – are they really the same?)

41. Common Verbs in Standards
Describe
Explain
Identify
Illustrate
Trace
Compare
Contrast
Predict
Apply
Sort
Justify
Analyze
Evaluate
Discuss
Define
List
Differentiate
Distinguish
Defend
Conclude
Categorize

42. Six Steps To Developing Learning Targets Continued…
Use a dictionary or thesaurus as a starting point, first define the verbs for educators. Remember to ask yourselves “What does this look like in student work?”
(Tip: Try “fist to five” in order to keep the pace and the peace.)

43. Student-Friendly Language
Verb to be defined
Definition
Student-Friendly Language

44. Six Steps To Developing Learning Targets Continued…
Define the verb for students by rewriting it in student-friendly language.
(Tip: Try to define verbs in the same way within a grade level and content area to limit confusion on behalf of both the teacher and the student.)

45. Six Steps To Developing Learning Targets Continued…
Rewrite the standards as an “I can…” (or I am learning to …”) statement. Be sure it is in terms that students will understand.
(Tip: Post the “I can” statements around the classroom as reminders for focused lessons and student goal setting.)

46. Student-Friendly Language
Verb to be Defined
Definition
Student-Friendly Language
Compare
To state a likeness of (one thing to another)
I can look at two things and decide how they are alike.
This means that I can look at pictures and text and find likenesses between two or more people, places, or things.

47. Six Steps To Developing Learning Targets Continued…
Duplicate this process for content and skills in the standard. Define both the content and skills for teachers first and then, when needed, rewrite the definition in student-friendly specifics.

48. Term(s) to be Defined/Clarified Definition/ Clarification
Student-Friendly Specifics
Compare
Southwest American Indians
Pacific Northwest American Indians
Adapt
Modify
American Indians that lived…..
American Indians that lived….
To make more suitable by altering
To change to some extent but not completely
I can show how SW Am. Indians made their environment more suitable to their needs by changing it a little.
I can show how PN Am. Indians made their environment…
I can show how some of those changes by both groups were the same.

49. Six Steps To Developing Learning Targets Continued…
Share the unpacked version with grade level and/or content area colleagues and refine as needed.
Share the unpacked refined version with grade span colleagues and then have it reviewed as part of the K-12 alignment process.

50. Joseph this clip is 2 minutes and 15 seconds and is of special ed teacher talking about learning targets. Also a reg ed and spec ed student talk about learning targets

52. Keys to Quality Assessment
Key 3: Good Design
Assess how?
What method?
Sampled how?
Avoid bias—how?
© 2007 ETS/ATI
Copyright 2007 Solution Tree 52

53. Performance Assessment Personal Communication
Target-Method Match
How well does your method of assessment match your target?
Target to be Assessed
Assessment Method
Selected
Response
Essay
Performance Assessment
Personal Communication
Knowledge
Reasoning
Performance Skills
Products

54. Performance Assessment Personal Communication
Target-Method Match
How well does your method of assessment match your target?
Target to be Assessed
Assessment Method
Selected
Response
Essay
Performance Assessment
Personal Communication
Knowledge
Good match
Not a good match
Partial match
Reasoning
Performance Skills
Products

55. Keys to Quality Assessment
Key 4: Sound Communication
Communicate how?
How do we manage information?
How do we report?
© 2007 ETS/ATI
Copyright 2007 Solution Tree 55

56. This clip is 4 minutes and 15 seconds: Spec Ed and a new teacher talk about using targets in assessment process. Grading is mentioned. Students talk about formative and summative assessments

58. Keys to Quality Assessment
Key 5: Student Involvement
Students are users and can participate in the assessment process.
Students are actively involved in every part of the teaching, learning, and assessment process.
© 2007 ETS/ATI
Copyright 2007 Solution Tree 58

60. What could this look like in your classroom?

61. Assessment FOR Learning – Starting Points
Key Teaching Strategy: Before Testing, Get Students Thinking About Their Learning
Traffic Light: Before a test, provide students with a list of key concepts, words, or topics. Ask students to determine their level of confidence with each concept or idea by deciding if the concept is a red, yellow or green light for them. The plan should enable students to work with learning resources, including textbooks, class notes and peers, so that they can turn yellow and red lights into green ones.

62. Self-Evaluation I missed this I know I still don’t I would like
on the unit what I understand some help assessment. did wrong this with this.
I can develop an opinion on a given topic, write that opinion clearly as a complete sentence, and start my paragraph with this sentence.
I can find at least 3 different and valid reasons to support my
opinion.
I can write each reason clearly in a complete sentence, using
vocabulary appropriate to the topic and to my reader.
I can put these reasons in my paragraph in an easy-to-follow, logical order with transitions.
I can see the opposition’s viewpoint and acknowledge
it in my writing.
I can indent the first line of my paragraph.
I can write complete sentences, making sure I include some that are short, some medium, and some longer.

63. 63

64. Informing Instruction
Perform item analysis, look for class trends.
Compare with results in other classes.
Change how I teach?
Work individually with students who need and ask for help in specific areas.
Give those students another chance to show grade level mastery of the standard.

65. Assessment for Learning – Starting Points
Key Teaching Strategy: Show Examples of Student Work and Share Criteria
When student look at examplars and compare them with their own work, they develop a shared concept of quality

66. Assessment for Learning – Sara
Following video clip talk with a colleague:
What evidence did you see that Sara was involved in her own learning?
How do you know she was aware of the criteria for success?
What did she say that indicates she is aware of where she is in her progress?
What did she say that indicates where she is headed in her learning?

69. Q & A

70. Contact Information
Rebecca Bush
Ionia ISD
Kimberly Young
Ionia ISD/OEAA

71. Common Concerns about Assessment FOR Learning
What if I don’t do it right?
Anne Davies (2002) “Constructing new learning takes time as we try things out, make mistakes, get feedback and self-assess in our pursuit…It is a messy process that is not accomplished overnight. It requires a sustained commitment to classroom assessment as a priority for learning and practice and continued support for the differentiated professional development to achieve it.”

72. Common Concerns about Assessment FOR Learning
What about state achievement tests and the new curriculum standards? I have to get my students ready for those.
Research clearly shows that assessment for learning makes a significant positive impact on students’ to perform successfully…Your students will be more successful on those (tests) than if thy had spent time practicing a hundred old exams (Newmann 2001)

73. Common Concerns about Assessment FOR Learning
How do I make sure I have enough scores to come up with a grade each term?
“Use only a modest number of major classroom (assessments), but make sure these measure learner outcomes of indisputable importance” (Popham 2001) Remember assigning grades is about informed professional judgment, not about crunching numbers. What is important is that there is a body of evidence that will allow you to make an honest and consistent judgment about student learning”

74. Common Concerns about Assessment FOR Learning
How will I ever have enough time?
The concerns about insufficient time to focus on AfL comes from the a paradigm where learning and teaching are separate from assessment. In AfL, learning and teaching are indistinguishable from assessment. Finding time is about choices and making smart ones. Take the time to identify the “learner outcomes”. These will lead to a few meaningful summative assessments rather than many less significant ones.