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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:

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slide2
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 fidelity4. 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?

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?

plc crucial questions
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?

How will we respond when some students don’t learn?

student crucial questions
StudentCrucial Questions
  • What do I need to know?
  • Where am I now?
  • How do I get there?
  • What happens if I fail?
slide5
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 fidelity4. 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?

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?

How do we respond if they don’t?

crcsd areas of focus
CRCSD Areas of Focus

2006-2008 & ongoing

CRCSD Student Learning Expectations

2007-2009

Formative Assessment

Learning Communities

Iowa Professional Development Model

plc crucial questions1
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?

slide9
Learning Target

Purposeful Planning = Student Achievement

Instruction

Assessment

balanced assessment meeting the needs of all stakeholders
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
overview
Overview

Assessment OF Learning

Assessment FOR Learning

Improve Learning

Check Status

Others about students

Students about themselves

Enabling Targets

Standards

slide15
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

two purposes for assessment
Two Purposes for Assessment

SUMMATIVE

  • AssessmentsOFLearning
    • How much have students learned as of a particular point in time?

FORMATIVE

  • AssessmentsFORLearning
    • How can we use assessment information to help students learn more?
slide17
FORMATIVE ASSESSMENT:All those activities undertaken by teachers and by their students [that] provide information to be used asFEEDBACK to modify the teaching and learning activitiesin which they are engaged.--Black & Wiliam, 1998
formative or summative

Formative or Summative?

Unit Assessments

formative or summative1
Formative or Summative?
  • Students take sentence strips and put them in order by the sequence of events in the story.
formative or summative3
Formative or Summative?
  • Qualitative Spelling Inventory
formative or summative4
Formative or Summative?
  • Completing a T Chart to draw connections between Corretta Scott King and Rosa Parks independently.
formative or summative5
Formative or Summative?
  • Weekly Assessments
slide24
When the cook tastes the soup, that’s formative.

When the guest tastes the soup, that’s summative.

Robert Stake

slide25
“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

key idea

Key IDEA:

Formative assessment can and should be done

BY STUDENTS,

as well as by teachers. The key to improvement is how studentsand teachersuseassessment information.

balanced assessment
Balanced Assessment

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.

keys to classroom assessment
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
seven strategies of assessment for learning
SevenStrategies 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
slide30
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
slide32
100

80

Increase of 34%ile

to 84%ile

60

13%ile increase

to 63%ile

Starting percentile

50th

Starting percentile

50th

%ile improvement increase

40

20

0

Teacher assessment effectiveness

Student

Achievement

slide33
100

Increase of 49%ile

to 99%ile

80

28%ile increase

to 78%ile

60

Starting percentile

50th

Starting percentile

50th

%ile improvement increase

40

20

0

Teacher assessment effectiveness

Student

Achievement

slide34
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.”

slide35
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.
slide36
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

slide37
Feedback from classroom assessments should provide students with a clear picture of
      • their progress on learning goals and
      • how they might improve
slide38
Pretest 2/12 (48%)

Quiz 2/15 (60%)

Quiz 2/19(60%)

slide50
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

slide51
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

slide52
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

why assessment for learning works
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

key idea1
***

Key IDEA:

Formative assessment can and should be done

BY STUDENTS,

as well as by teachers. The key to improvement is how studentsand teachersuseassessment information.

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