1. © 2008 ETS ATI, Portland, OR

2. Most effective/best practice teaching and learning strategies?
Pre Planning: Identification of Need
1. Develop/Review Student Learning Expectations
2. Examine alignment of learning expectations with assessments
3. Review assessment data
4. Identify areas of need based on assessment
Identify areas of
strength and weakness?
Plan:
1. Describe the current process for addressing the identified area of need (flow chart)
2. Review data to determine baseline performance in the specific area identified
(Run Chart/Pareto Diagram)
3. Identify potential root causes contributing to the identified area of need
(Cause & Effect Diagram, 5 Why’s, Relations Diagram)
4. Study research-based best practice/improvement theory addressing areas of need
What do they know?
What have they learned?
Action Research
Overview
for
Professional
Learning Communities DO
1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan)
2. Implement research-based best practices improvement theory based on root causes according to the Action Plan
3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learning
Act:
1. Standardize the implementation of research-based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system)
2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes)
Most effective/best practice
teaching and learning strategies?
The past several years the CRCSD has emphasized the use of the PDSA cycle for school improvement – both at the district and building level. Leadership and action research teams have been applying PDSA to school improvement goals.
Study:
1. Examine student assessment results (compare to baseline)
2. Assess the impact of research-based best practice/improvement theory on student achievement
Have they learned it?
What do we do if they don’t?
© 2008 ETS ATI, Portland, OR

3. PLC Crucial Questions
What do we want each student to know or be able to do?
How do we know if they have learned? What evidence do we have of the learning?
Key Questions
How will we respond when some students don’t learn?
© 2008 ETS ATI, Portland, OR

4. Student Crucial Questions
What do I need to know?
Where am I now?
How do I get there?
What happens if I fail?
© 2008 ETS ATI, Portland, OR

5. What do we want students to know?
Pre Planning: Identification of Need
1. Develop/Review Student Learning Expectations
2. Examine alignment of learning expectations with assessments
3. Review assessment data
4. Identify areas of need based on assessment
Identify areas of
strength and weakness?
What do we want students to know?
Plan:
1. Describe the current process for addressing the identified area of need (flow chart)
2. Review data to determine baseline performance in the specific area identified
(Run Chart/Pareto Diagram)
3. Identify potential root causes contributing to the identified area of need
(Cause & Effect Diagram, 5 Why’s, Relations Diagram)
4. Study research-based best practice/improvement theory addressing areas of need
HOW do we know
if they have learned it?
What do they know?
What have they learned?
Action Research
Overview
for
Professional
Learning Communities DO
1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan)
2. Implement research-based best practices improvement theory based on root causes according to the Action Plan
3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learning
Act:
1. Standardize the implementation of research-based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system)
2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes)
What evidence do we have
of the learning?
Most effective/best practice
teaching and learning strategies?
The questions are essentially the same as PDSA is applied to answer the key questions at the classroom level. The emphasis is on student learning expectations, evidence of learning and responses to struggling learners.
Study:
1. Examine student assessment results (compare to baseline)
2. Assess the impact of research-based best practice/improvement theory on student achievement
How do we respond if they don’t?
Have they learned it?
What do we do if they don’t?
© 2008 ETS ATI, Portland, OR

6. CRCSD Areas of Focus 2006-2008 & ongoing
CRCSD Student Learning Expectations
Iowa Professional Development Model
Formative Assessment
Learning Communities
Iowa Professional Development Model
© 2008 ETS ATI, Portland, OR

7. -Descriptive Feedback -Formative Assessment
Deployment Survey Results – next area of focus points to Student goal area
- Use the SLE to help students set goals and define clear learning targets
-Descriptive Feedback
-Formative Assessment
© 2008 ETS ATI, Portland, OR

8. PLC Crucial Questions
What do we want each student to know or be able to do?
How do we know if they have learned? What evidence do we have of the learning?
© 2008 ETS ATI, Portland, OR

9. Purposeful Planning = Student Achievement
Learning Target
Purposeful Planning = Student Achievement
Instruction
Assessment
© 2008 ETS ATI, Portland, OR

10. What’s the purpose for assessment?
To begin thinking about assessment quality, think about these questions: What is the purpose of assessment? How do we use the results? Take a few minutes to write down as many uses as you can think of.
Handout page 1
Additional Presentation Activity #1 “Balance in the Classroom” fits here.
© 2008 ETS ATI, Portland, OR

11. Purpose: Assess to meet whose needs?
Classroom
Instructional Support
Policy
Students
Teachers
Parents
Teacher Teams
Curriculum Coordinators
Principals
Superintendent
School Board
Taxpayers
Legislators
A wide variety of decision-makers rely on assessment information. Their information needs are different. For example, what decisions do students make on the basis of classroom assessment information? What decisions do teams of teachers make? (You can either use these questions rhetorically—no answer required—or you can ask participants to respond to each question.)
All make decisions that impact the quality of education students receive.
Handout page 5
© 2008 ETS ATI, Portland, OR

12. Balanced Assessment: Meeting the Needs of All Stakeholders
Administer annual accountability testing
Develop interim, short-cycle or benchmark
Ensure ongoing, accurate classroom assessments for and of learning
Consider the student as the most influential user of assessment information
At ETS ATI we know that it takes more than just the results of a once-a-year accountability test to improve learning. It takes more than short-cycle or interim assessment, and in fact, takes more than just high-quality classroom assessment. Therefore, we advocate for a balanced approach to assessment, one that meets the needs of policy-makers, instructional decision-makers, and students.
Our program shows people how to build systems of assessment, so there is synergy among all levels of assessment –they work together to improve achievement.
Handout page 5
© 2008 ETS ATI, Portland, OR

13. Assessment for Learning
Rick Stiggins
Free DVD part two beginning (approx 29:19) to 38:14
© 2008 ETS ATI, Portland, OR

14. Overview Summative Formative Reason To Inform Focus
Assessment OF Learning
Assessment FOR Learning
Improve Learning
Check Status
Others about students
Students about themselves
Enabling Targets
Standards

15. Assessment OF Learning Assessment FOR Learning
Example
Place in Time
Use
Assessment OF Learning
Assessment FOR Learning
Assessments that diagnose needs or help students see themselves improve
High Stakes External Assessments
An event after learning
A process during learning
Summative
Formative

16. Two Purposes for Assessment
SUMMATIVE
Assessments OF Learning
How much have students learned as of a particular point in time?
FORMATIVE
Assessments FOR Learning
How can we use assessment information to help students learn more?
We can divide the purposes of assessment into two categories: assessment of learning and assessment for learning. Summative assessment, or assessment of learning, measures the level of achievement at a point in time. Standardized tests and common assessments fall into this category. Any work that is evaluated that counts toward the report card grade we can consider an assessment of learning. So, if you think about all the assessments given over a trimester or quarter and how many of them are figured into the grade, you’ll discover that a lot of them, if not most of them, are assessments of learning.
Formative assessment, or assessment for learning, on the other hand, is not an accountability tool, but a teaching tool. We can conduct assessments to make decisions about instruction before the learning process or during the learning process. For example, we conduct pretests to help us decide where to begin with certain groups of students, and we give students quizzes to help them decide what their strengths are and what they need to focus on.
Handout page 2
Additional Presentation Activity #2 “Differences Between Assessment for and of Learning” fits here.
© 2008 ETS ATI, Portland, OR

17. FORMATIVE ASSESSMENT: All those activities undertaken by teachers and by their students [that] provide information to be used as FEEDBACK to modify the teaching and learning activities in which they are engaged. --Black & Wiliam, 1998
“In the article, Black & Wiliam define formative assessment as (read slide).”
© 2008 ETS ATI, Portland, OR

18. Formative or Summative?
Unit Assessments

19. Formative or Summative?
Students take sentence strips and put them in order by the sequence of events in the story.

20. Formative or Summative?
Running Records

21. Formative or Summative?
Qualitative Spelling Inventory

22. Formative or Summative?
Completing a T Chart to draw connections between Corretta Scott King and Rosa Parks independently.

23. Formative or Summative?
Weekly Assessments

24. When the cook tastes the soup, that’s formative.
When the guest tastes the soup, that’s summative.
Robert Stake
© 2008 ETS ATI, Portland, OR

25. “Teachers use formative assessment to inform instructional methods… at the very least, teachers should check for understanding every 15 minutes.”
-Douglas Fisher
Checking for Understanding
© 2008 ETS ATI, Portland, OR

26. Formative assessment can and should be done
Key IDEA:
Formative assessment can and should be done
BY STUDENTS,
as well as by teachers. The key to improvement is how students and teachers use assessment information.
© 2008 ETS ATI, Portland, OR

27. Balanced Assessment ASSESSMENT FOR LEARNING ASSESSMENT FOR LEARNING
SUMMATIVE
Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness.
FORMATIVE
Formal and informal processes teachers & students us to gather evidence for the purpose of improving learning
ASSESSMENT FOR LEARNING
Use assessments to help students assess & adjust their own learning.
ASSESSMENT FOR LEARNING
Use formal & informal classroom assessments to inform teacher’s decisions.
FORMATIVE USES OF SUMMATIVE DATA
Use summative results to inform what comes next for individuals or groups of students.
© 2008 ETS ATI, Portland, OR

28. Keys to Classroom Assessment
Key 1: Clear Purpose
Key 2: Clear targets
Key 3: Sound Assessment Design
Key 4: Effective Communication
Key 5: Student Involvement
The first key to quality is Clear Purpose. Who is going to use the results and how will they be used? These decisions determine what information is needed, and in what form.
Handout page
Additional Presentation Activity #3 “Role Play: Uses and Users” fits here.
© 2008 ETS ATI, Portland, OR

29. Seven Strategies of Assessment FOR Learning
Clear & Understandable Vision of Target
Examples/models of strong & weak work
Regular Descriptive feedback
Teach Students to Self-Assess & Set Goals.
Focus on One Aspect
Teach Focused Revision
Engage students in Self-Reflection
© 2008 ETS ATI, Portland, OR

30. What we choose to evaluate and how we choose to evaluate delivers powerful messages to students about those things we value. Students view their learning and their sense of worth through the lens we help them construct unless they cannot bear to look through it. “ Staytor and Johnson, 1990
© 2008 ETS ATI, Portland, OR

32. %ile improvement increase
100 80
Increase of 34%ile
to 84%ile 60
13%ile increase
to 63%ile
%ile improvement increase
Starting percentile
50th
Starting percentile
50th 40 20
Teacher assessment effectiveness
Student
Achievement
© 2008 ETS ATI, Portland, OR

33. %ile improvement increase
100
Increase of 49%ile
to 99%ile 80
28%ile increase
to 78%ile 60
%ile improvement increase
Starting percentile
50th
Starting percentile
50th 40 20
Teacher assessment effectiveness
Student
Achievement
© 2008 ETS ATI, Portland, OR

34. John Hattie—reviewed 7,827 studies on learning and instruction.
Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”
© 2008 ETS ATI, Portland, OR

35. Like most things in education, classroom assessment enhances student achievement under certain conditions only.
Feedback from classroom assessments should provide students with a clear picture of
their progress on learning goals and
how they might improve
Feedback from classroom assessment should encourage students to improve.
Classroom assessment should be formative in nature.
Formative classroom assessments should be quite frequent.
© 2008 ETS ATI, Portland, OR

36. Characteristic of Feedback from Classroom Assessment
Feedback from classroom assessments should provide students with a clear picture of
their progress on learning goals and
how they might improve
Bangert-Drowns, Kulik, Kulik, & Morgan, 1991
# of studies
Characteristic of Feedback from Classroom Assessment
Percentile Gain/Loss 6
Right/wrong -3 39
Provide correct answers
8.5 30
Criteria understood by student vs. not understood 16 9
Explain 20 4
Student reassessed until correct 20
© 2008 ETS ATI, Portland, OR

37. Characteristic of Feedback from Classroom Assessment
Feedback from classroom assessments should provide students with a clear picture of
their progress on learning goals and
how they might improve
# of studies
Characteristic of Feedback from Classroom Assessment
Percentile Gain/Loss 49
Evaluation by rule
[uniform way of interpreting results of classroom assessments using a tight logic) 32 89
Displaying results graphically 26 49
Evaluation by rule
[uniform way of interpreting results of classroom assessments using a tight logic) 32
© 2008 ETS ATI, Portland, OR

38. Pretest 2/12 (48%)
Quiz 2/15 (60%)
Quiz 2/19(60%)

39. © 2008 ETS ATI, Portland, OR

40. © 2008 ETS ATI, Portland, OR

48. © 2008 ETS ATI, Portland, OR

49. © 2008 ETS ATI, Portland, OR

50. Rubrics How do you provide feedback in a way that students
Know what they are learning and how well the are progressing
Can explain what they need to do to get better.
Rubrics
© 2008 ETS ATI, Portland, OR

51. Clean refrigerator
4 Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories
3 Refrigerator is generally wiped clean. All items are relatively fresh, in some type of container (some Tupperware lids are missing or don’t fit) and are sitting upright

52. 2. Some of the shelves are wiped clean,
2 Some of the shelves are wiped clean, although there are some crusty spots. There are some suspicious smells. Items are in containers, but there seems to be some green stuff growing in some of the Tupperware
1 Items stick to the shelves when they are picked up. The smells linger long after the refrigerator door is closed. Several items need to be thrown out— Tupperware and all

53. This is not a Rubric

54. 4 3
The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 2
The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 1

55. 4 3
The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 2
The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 1
The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.

56. 4 3
The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 2
The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 1
The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.
The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.

57. 4
In addition to exhibiting level 3 performance, the student’s responses demonstrate in-depth inferences and applications that go beyond what was taught in class 3
The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 2
The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 1
The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.
The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.

58. Scale 4
In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class. 3
No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught 2
No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes 1
With HELP, a partial knowledge of some of the simpler and complex details and processes
Even with help, no understanding or skill demonstrated.
© 2008 ETS ATI, Portland, OR

59. Why Assessment for Learning Works
When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves.
--Black and Wiliam, 1998; Sternberg, 1996; Young, 2000
What is it about student involvement that works? Why does research support assessment for learning in the classroom? (Before showing this slide, you can pose these as rhetorical questions or you can ask audience members to respond.)
There are hundreds of ways to involve students in assessment that increase achievement. The critical factor here is that students identify what they understand and what they still need to work on.
Handout page 11
© 2008 ETS ATI, Portland, OR

60. Formative assessment can and should be done
***
Key IDEA:
Formative assessment can and should be done
BY STUDENTS,
as well as by teachers. The key to improvement is how students and teachers use assessment information.
© 2008 ETS ATI, Portland, OR