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SDPBC Assistant Principals November 10, 2010. Student involved Classroom Assessment. SDPBC Assistant Principals November 10, 2010. Bill Thompson Department of Assessment PX 48664. Prelude:.

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slide3

Prelude:

Power point is posted on Dept. of Assessment webpage--think GreenGoal is for you to think about thinking about the role of classroom level assessment in your SchoolNo procedural mandates are intended

slide4

Rick Stiggins, 2005:

“The teaching profession is a calling, a calling with potential to do enormous good for students. Although we haven’t traditionally seen it is this light, assessment plays an indispensable role in fulfilling our calling. Used with skill, assessment can motivate the unmotivated, restore the desire to learn, and encourage students to keep learning, and it can actually create—not simply measure—increased achievement.”

slide5

Classroom Assessment Literacy

classroom assessment for student learningDoing it right, using it well:Richard J. Stiggins, Assessment training institute, 2004.

the teaching profession is a calling a calling with potential to do enormous good for students

Rick Stiggins, 2005:

“The teaching profession is a calling, a calling with potential to do enormous good for students.”

slide7
Sort and Select

Vs.

No Child Left Behind

(Adequate Yearly Progress

Toward Proficiency)

A Shift in the Purpose of Education

slide9
No Child Left Behind

(Adequate Yearly Progress

Toward Proficiency)

What Must We Do To Succeed?

A Shift in the Purpose of Education

slide11

How Do Increase Student Performance?

Rigor, Relevance, and Relationship

Of these, Relationship may well be the most important.

It’s really all about the nature of our relationship with students.

-

slide12

How Do Increase Student Performance?

Rigor, Relevance, and Relationship

It’s really all about the nature of our relationship with students.

Career Academies

K-2 Literacy Initiative

-

slide13

Increase Student Performance

Rigor, Relevance, and Relationship

What is the basis for a productive classroom relationship with students?

-

slide15

Meeting Human Emotional Needs

Motivating Students and teachers in an Era of Standards:

Richard Sagor, ASCD 2003.

What is the basis for a productive classroom relationship with students?

-

slide16

Meeting Human Emotional Needs

Competence What is the basis for a productive classroom relationship with students?

-

slide17

Meeting Human Emotional Needs

Belonging What is the basis for a productive classroom relationship with students?

-

slide18

Meeting Human Emotional Needs

Usefulness What is the basis for a productive classroom relationship with students?

-

slide19

Meeting Human Emotional Needs

Potency What is the basis for a productive classroom relationship with students?

-

slide20

Meeting Human Emotional Needs

Optimism What is the basis for a productive classroom relationship with students?

-

slide21

Meeting Human Emotional Needs

What is the basis for a productive classroom relationship with students?

We Must Meet Their Basic Human Needs.

-

slide22

Rick Stiggins, 2005:

“Although we haven’t traditionally seen it is this light, assessment plays an indispensable role in fulfilling our calling.”

practices of high performing schools comprehensive and balanced assessment system
Practices of High Performing Schools-Comprehensive and Balanced Assessment System

State: Assessment

State: Assessment

District: Benchmark Assessments

School:Unit Tests

Teacher:Daily Monitoring

Teacher:Daily Monitoring

slide24

A Systemof Progress Monitoring

Level 3 - Policy Level User: Superintendents, Policy Makers (School Board, Dept. of Ed., Business & Community Leaders)

Level 2 - Support User:

Principal, Curriculum Leaders, Teacher Teams

Level 1 – Classroom User

Student,

Teacher,

Parent

slide29

Rick Stiggins, 2005:

“The teaching profession is a calling, a calling with potential to do enormous good for students.”

How much good can we do?

slide30

Research Findings

Inside the Black Box, Raising Standards Through Classroom Assessment:Black and Wiliam, Phi Delta Kappan, Last Modified in January, 2008Effect size 0.4—0.7Greatest gains are by low performing students

slide31

Research Findings

  • Effect Size 0.4
  • 50th to 65th percentile
  • Two letter grade improvement
  • 2.0 Math PYG
  • 2.5 Reading PYG

-

slide32

Research Findings

  • Effect Size 0.7
  • US from middle to top 5 in World
  • 3.0 Math PYG
  • 3.5 Reading PYG
  • Effects similar to one-on-one tutoring

-

slide33

Marzano, R., 2000; Borman, G.D.; Hewes, G.M. et al., 2000

Opportunity to Learn affects student achievement

more than double any other school factors.

Percentile Gain*

* The average gain in percentile points of the average student in the experimental group compared to the average student in the control group.

opportunity to learn
Opportunity to Learn

District articulates a rigorous curriculum (clear targets)

Monitors extent teachers cover the curriculum

Has assessments based on the curriculum

In short, teachers teach students what students need to learn.

slide35

Research Findings

Instructional TargetsIt’s all about providing students with the opportunity to learn by setting and hitting the instructional targets

-

slide38

Instructional Targets

What are the targets?Where do we find the targets?

-

slide39

The Target

Standards

Benchmarks

Big Ideas

Objectives

Lessons

NGSSS

slide40

Targets From Benchmarks

Benchmarks Contain Multiple Facets

slide41

Targets From Benchmarks

SC.3.P.8.1Measure and compare the temperatures of various samples of solids and liquids

-

slide42

Targets From Benchmarks

SC.3.P.8.1Measure and compare the temperatures of various samples of solids and liquids

-

slide43

Types of Targets, Stiggins, 2004

Knowledge/

Understanding

Reasoning

Skills

Products

slide44

Instructional Targets

Knowledge/

Understanding

  • Explain measurement concepts
  • Identify solids and liquids.
  • Solve problems.
  • Compare concepts and constructs

Reasoning

  • Use measurement tools.
  • Conduct investigations.

Skills

  • Create a chart.
  • Construct research reports.

Products

slide45

Student “I Can” Targets

Knowledge/

Understanding

  • I can explain measurement concepts
  • I can identify solids and liquids.
  • I can solve problems.
  • I can compare concepts and constructs.

Reasoning

  • I can use measurement tools.
  • I can conduct investigations.

Skills

  • I can make a chart.
  • I can do research reports.

Products

slide46

Target and Assessment Types – What’s the match?

Knowledge/

Understanding

  • Selected Response (Matching, MC, T/F, - Paper/Pencil)
  • Extended Written/Oral Responses

Reasoning

  • Extended Written/Oral Responses
  • Performance Assessment

Skills

  • Actual Student Work

Products

slide47

Target and Assessments – Alignment

NGSSS

ASSESSMENT

CURRICULUM

INSTRUCTION

slide48

Every Day, Every Lesson

  • Has specific targets.
  • Specifies for teachers and students what the targets are.
  • Measures the students’ acquisition of the targets.
  • Is followed by re-teaching of targets missed.
  • Re-assesses the re-taught targets.

-

slide51

Rick Stiggins, 2005:

“Used with skill, assessment can motivate the unmotivated, restore the desire to learn, and encourage students to keep learning, and it can actually create—not simply measure—increased achievement.”

slide52

Student Involvement - Motivation

Intrinsic

Feeling of accomplishment

Extrinsic

external reward or punishment avoidance

MOTIVATION

Long-Term Success

Short-Term Success

Which is practiced more often?

we can use classroom assessments to increase students involvement in their own learning

How Can We Increase

Student Involvement?

we can use classroom assessments to increase Students’ involvement in their own learning.

slide55

Student Involvement - Motivation

Satisfaction of basic needs:

  • Optimism
  • Competence
  • Belonging
  • Usefulness
  • Potency

Sagor, 2003

slide56

Student Involvement - Motivation

Competence

Credible Success

  • Use assessment as an authentic way to increase opportunities for students to feel competent
  • Increase success
slide57

Student Involvement - Motivation

Belonging

  • use classroom governance to promote affiliation
  • make assessments friendly to diverse learning styles and cultural differences

Comfort and acceptance

slide58

Student Involvement - Motivation

Usefulness

  • use cooperative learning andindividual assessment
  • organize instruction and assessment to include problem-based learning and service help learning

The knowledge that others need us and want our help

slide59

Student Involvement - Motivation

Potency

  • Students have power or influence over their ultimate success.
  • Students experience outcomes that are related to their own actions, effort and hard work, not outside forces.

The need for power

slide60

Student Involvement - Motivation

Optimism

Believe in success!

Vision over the future

Ensuring the students have feelings of competence, belonging, usefulness, and potency leads to optimism

slide61

Basic Needs Working Together = Motivation

Competence

Optimism

Potency

Belonging

Usefulness

slide64

Using Assessment to Provide Feedback

Be clear to students when they have serious problems

Explain where and why students have made errors

FEEDBACK/FEED-FORWARD

Constructive-

Descriptive

Provide ample time to make corrections and be successful; delaying feedback diminishes the value for learning

Honest

Suggest improvements that are achievable

Timely

Realistic

Should be linked to objectives and standards

Specific to learning outcomes

Detailed

Be specific on how to improve

Focused

Frequent

Maintain students moving in the right direction, not making erroneous assumptions

Target achievement, not effort

slide65

Feedback/Feed-forward = Motivation

Positive feedback

Feed-forward

Constructive feedback

  • celebrates success, and helps keep students motivated
  • provides an outline of the next steps to be taken
  • highlights important aspects to focus on
slide66

Who Gives Feedback? Who Feeds-Forward?

  • Teachers
  • Classmates
  • Team
  • Class
  • Parents
slide69

Setting Academic Goals

benchmark

1. Product

2. Performance Task

3. Assessment

Knowledge

Skill

Weakness

Must learn to go to the next level

Product

Performance

Davies, Cameron, Politano and Gregory (2003)

A learning goal is a statement of what a student will know or be able to do.

slide70

Monitoring Progress

Marzano, 2006

we can encourage students to communicate their progress with an adult who is important to them

How Else Can We Increase

Student Motivation?

We can encourage students to communicate their progress with an adult who is important to them.

slide74

Student-Led Conference

Student invites parentspre-set agendastudent reports: LEARNING TARGETS work samplesREQUIRES REHEARSAL

slide75

Monitoring Progress

Marzano, 2006

slide78

Progress Monitoring

Target

Fluency Charts

slide80

What About Grading?

Warning:The following contains explicit information that may be contrary to beliefs held by the viewer resulting in possible Feelings of anxiety or even anger.

slide81
Sort and Select

Vs.

No Child Left Behind

(Adequate Yearly Progress

Toward Proficiency)

A Shift in the Purpose of Education

slide82
Traditional “Objective” grading

Vs.

Standards Based Grading

A Shift in Grading

slide83
Traditional “Objective” grading

More Reliable

Vs.

Standards Based Grading

Less Reliable

Myth Buster

slide84

Can you rely on a 100 point scale?Presented by Robert marzano:Ahead of the Curve Conference, Solution tree, Atlanta, Georgia, 2008

slide100

1. Adequate Work Sampling

  • Measure and compare the temperatures for various samples of solids and liquids.
  • I can:
    • explain the difference between heat and temperature
    • measure in Celsius and Fahrenheit
    • use temperature to determine what clothes to wear
    • find the temperature of different solids
    • design a thermos to keep drinks cold
    • measure and compare the temperature of solids and liquids
slide102

2. Grade in Pencil

Grading should reflect the student’s performance

at the time of the grading.

Reassessment without penalty—

Criterion-referenced not standardized

slide103

NGSSS

3. Use High Quality Assessments – Directly Related to Standards and Aligned Instruction

ASSESSMENT

CURRICULUM

INSTRUCTION

slide104

Student Involved Assessments

  • Learning styles and multiple intelligences
  • Some student choice
  • All aspects discussed with, and understood by, students
slide106

From Gradesto Reporting

  • Achievement only
  • Individual work only
  • Limited and careful “number crunching”—if at all
    • Use of mode or median, not mean (average)
slide107

Ideas and Examples

  • Ratio of targets instructed and met
    • X targets met ÷ y targets instructed = Z%
  • Holistic Rubric
    • Based on “I Can” Statements
slide108

Ideas and Examples

  • Rubric Conversion
    • 3.0—4.0 = A
    • 2.50—2.99 = B
    • 2.0—2.49 = C
    • 1.5—1.99 = D
    • Below 1.5 = F
  • Rubric Conversion
    • 4.0 = Exemplary
    • 3.0 = Proficient
    • 2.0 = Approaching
    • 1.0 = Needs Development
slide109

Ideas and Examples--Triangulation

TASK

OBSERVATION

PRODUCT

CONVERSATION

slide110
Sort and Select

Vs.

No Child Left Behind

(Adequate Yearly Progress

Toward Proficiency)

A Shift in the Purpose of Education

slide111
Hopelessness and Despair

Vs.

Hope and Optimism

A Shift in the Purpose of Education

slide112
Winners and Losers

Vs.

Hope and Optimism

A Shift in the Purpose of Education

slide113

Student Involvement - Motivation

Optimism

BelieFin success!

Vision over the future

Ensuring the students have feelings of competence, belonging, usefulness, and potency leads to optimism

in our students words

How Can We Increase

Student Motivation and Performance?

In Our Students’ Words

slide115

Feeling of Competence

I can do this! I did this!

I can answer this question even though it is challenging.

I can evaluate and monitor my progress.

I can assess my own learning.

I know the importance of assessments.

I know the purpose of academic standards.

I know what I need to do to improve.

I know the target.

slide116

Feeling of Belonging

I feel respected in my class.

I feel cared for by my teachers and my peers.

I am given personal feedback on my assessment results by my teachers and my peers.

I have enough time to complete my assignments and tests.

slide117

Feeling of Usefulness

I am needed by my peers to help them with their challenges.

I am important for the success of my group.

I am valued by my teachers and my peers for my strengths.

I can tutor my peers.

slide118

Feeling of Potency

I have the power to do well.

I have control over my behavior and performance.

I am allowed to make choices on my assignments.

I am involved in the assessment process.

I have a clear understanding of the classroom goals and objectives.

I monitor my own progress regularly.

slide119

Feeling of Optimism

I know I will do well in the future.

I have a vision for my future.

I experience success in my assessments.

I am rewarded for my success.

“I know what I want to do.”

“The future looks bright!”

slide120

Motivating the whole child

Belonging

Optimism

Assessment Literate

Usefulness

Competence

Optimism

Potency

ad