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WELCOME. October 24-26, 2010. CTN. Vision Mission Goals. Vision. All West Virginia educators continually grow in their professional expertise and improve their professional practice by working together interdependently in collaborative teams supported by collaborative cultures. Mission.

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welcome
WELCOME

October 24-26, 2010

slide2
CTN

Vision

Mission

Goals

vision
Vision

All West Virginia educators continually grow in their professional expertise and improve their professional practice by working together interdependently in collaborative teams supported by collaborative cultures.

mission
Mission

To create district and school-based collaborative teams whose goals are to promote higher levels of learning for all students through formative classroom assessment practices and collaborative team processes.

goals
Goals
  • Create a core of CTN schools that include teacher collaborative teams supported by school leadership teams
  • Engage in professional development designed to enhance effective collaboration and school-based decision-making
  • Focus improvement efforts on building collective capacity to impact student outcomes
  • Provide a structured support system to assist schools as they move along the continuum of implementation
classroom heroes
Classroom Heroes

A Touch of Greatness

Freedom Writers

Stand and Deliver

West Virginia Department of Education

improving schools one teacher at a time
Improving Schools One Teacher at a Time

Individual growth does not ensure organizational growth. Organizations need more than well-developed individuals. Effective leaders focus on developing the culture and the collective capacity of the organization.

Center for Creative Leadership (2003)

Michael Fullan (2007)

Richard Elmore (2006)

individual growth does not ensure organizational growth
Individual Growth Does Not Ensure Organizational Growth

Student achievement gains and other benefits are influenced by organizational characteristics beyond the skills of individual staff. We saw schools with competent teachers that lacked the organizational capacity to be effective with many students. The task for schools is to organize human resources into an effective collective effort.

Newmann and Wehlage,(1995)

slide9

Teacher Collaborative Teams

  • School Leadership Team

West Virginia Collaborative Teams Network

  • District Leadership Team

West Virginia Collaborative Teams Network

  • Regional Support Teams
network teams
Network Teams

Teacher Collaborative Teams

Organized into teams on the basis of shared responsibility for addressing the critical questions of teaching and learning with a particular group of students –by content, course or grade level

network teams1
Network Teams

School Leadership Team

School administrators and collaborative team leaders (representing each teacher collaborative team) form a School Leadership Team that supports the work of teacher teams using a distributed model of leadership.

what is the right work of teams
What is the Right Work of Teams?

Math teachers discuss how to phrase test questions during a team meeting before morning classes at the Adlai E. Stevenson High School staff cafeteria in Lincolnshire, Illinois. —John Zich for Education Week

slide13

First General Session

Balanced Assessment System

4:00 p.m.

West Virginia Department of Education

personal experiences with assessment
Personal Experiences with Assessment

BEST

WORST

Describe a negative assessment experience you have had. Explain why it was negative.

  • Describe a positive assessment experience you have had. Explain why it was positive.
personal experiences with assessment1
Personal Experiences with Assessment

Best

  • when I scored high enough on my ACT to go to college
  • the science fair
  • when you knew what you were going to be assessed on, when the teacher made it very clear and all anxiety was eliminated
  • Our teacher allowed us take assessments when we were ready - a self-paced schedule.  I always performed better when I knew I was ready.
  • When I was in second grade the teacher had us to explain the water cycle any way we wanted.  I was allowed to express my knowledge through drawings and I loved it!

Worst

  • taking all standardized tests.  I had real test anxiety!
  • when I ran out of time and felt pressure and disapproval from the teacher
  • a 'game' that my high school studies teacher liked to play when we were a little out of control.  The assessment was impossible to complete in one class period and EVERYONE failed.  It was added to our grade and lowered everyone's GPA.
assessment literacy
Assessment Literacy

We need to provide the language and the tools to administrators, teachers and students so they can communicate accurately about assessment.

critical questions
Critical Questions
  • What is the primary aim of assessment?
  • Who will use the information gathered?
  • What decisions will they make?
primary aim of assessment
Primary Aim of Assessment

The primary purpose of assessment is not to rate, rank and sort students, but to provide meaningful feedback that informs decisions.

a balanced assessment system
A Balanced Assessment System

Assessment of Learning

  • Summative Assessment
    • An event after learning
  • Benchmark Assessment
    • An event after learning

Assessment for Learning

  • Formative Assessment
    • A process during learning
  • Classroom Assessment For Learning
    • A process during learning
learning targets within an objective
Learning Targets within an Objective
  • Determine ultimate (overall) type of target the objective represents:
    • knowledge target
    • reasoning target
    • performance skill target
    • product target
  • Identify its underpinning learning targets
slide27

Objective/Benchmark:

Overall Target

Type: Knowledge  Reasoning  Performance Skill  Product

Learning Targets

What are the knowledge, reasoning, performance skill or product targets underpinning the standard/objective?

Knowledge Targets

Reasoning Targets

Performance Skill Targets

Product Targets

slide28

Objective/Benchmark: First Grade Reading /English Language Arts

Produce writing to communicate with different audiences for a variety of purposes.

Overall Target

Type: Knowledge  Reasoning  Performance Skill  Product

Learning Targets

What are the knowledge, reasoning, performance skill or product targets underpinning the standard/objective?

Knowledge Targets

Reasoning Targets

Performance Skill Targets

Product Targets

Distinguish the uses or meanings of a variety of words (word choice)

Holds a pencil correctly

Print letters correctly

Space words

Use lines & margins

Stretch out sounds in words to create a temporary spelling of a word

Write sentences with varied beginnings

Know what a sentence is

Understand concept of word choice

learning targets
Learning Targets

A learning target is an achievement expectation we hold for students. It’s a statement of what we want the student to learn.

Is this a target?

  • Math
  • Decimals
  • Page 152 in the book
  • Going on a decimal hunt
  • Read decimals and put them in order
clear targets benefits to students
Clear Targets: Benefits to Students
  • Students who could identify their learning scored 27 percentile points higher than those who could not. (Marzano, 2005)
slide31

Summative Assessment

Objective/Benchmark: First Grade Reading /English Language Arts

Produce writing to communicate with different audiences for a variety of purposes.

Overall Target

Type: Knowledge  Reasoning  Performance Skill  Product

Learning Targets

What are the knowledge, reasoning, performance skill or product targets underpinning the standard/objective?

Knowledge Targets

Reasoning Targets

Performance Skill Targets

Product Targets

Distinguish the uses or meanings of a variety of words (word choice)

Holds a pencil correctly

Print letters correctly

Space words

Use lines & margins

Stretch out sounds in words to create a temporary spelling of a word

Write sentences with varied beginnings

Know what a sentence is

Understand concept of word choice

Formative/Classroom Assessment for Learning

slide32

Summative Assessment

Standard/Objective:

Drive with skill.

Type:  Knowledge  Reasoning  Performance Skill Product

Learning Targets

What are the knowledge, reasoning, skill or product targets underpinning the standard/objective?

Knowledge Targets

Reasoning Targets

Performance Skill Targets

Product Targets

  • Know the law
  • Understand informal rules of the road
  • Understand what different parts of the car do
  • Read signs and understand what they mean
  • Understand what “creating a danger” means
  • Understand what “creating a hazard” means
  • Other?
  • Analyze road conditions, vehicle performance, and other driver’s actions
  • Compare/contrast this information with knowledge and past experience
  • Synthesize information and evaluate options to make decisions on what to do next
  • Evaluate “Am I safe?” and synthesize information to take action if needed.
  • Other?
  • Driving actions such as: steering, shifting, parallel parking, looking, signaling, backing up, braking, accelerating, etc.
  • Fluidity/automaticity in performance driving actions.
  • Other?

None

Since the ultimate type of target is a performance skill, there are no embedded product targets

Formative/Classroom Assessment for Learning

slide33

An Analogy

  • A pilot guides a plane or boat toward its
  • destination by taking constant readings and making careful adjustments in response to wind, currents, weather, etc.
  • A teacher using formative classroom assessment practices does the same:
    • Plans a carefully chosen route ahead of time
    • Takes numerous readings along the way
    • - Changes course as conditions dictate
balanced assessment users uses what how when
Balanced Assessment Users Uses  What  How  When

Take a few minutes to reflect on what you have heard and use your graphic organizer to write down your thinking.

research on assessment student achievement
Research on Assessment & Student Achievement

British researchers Paul Black and Dylan Wiliam completed a comprehensive review of 250 international studies exploring the connection between formative assessment practices and student achievement (1998)

research on assessment student achievement1
Research on Assessment & Student Achievement
  • Does improved formative assessment cause better learning?
  • Do formative assessment practices need improving?
  • Is there evidence about how to improve formative assessment?
needed improvements to realize gains
Needed Improvements to Realize Gains
  • Increased commitment to high-quality classroom assessments
  • Increased descriptive feedback; reduced evaluative feedback
  • Increased student involvement in the assessment process

Black and Wiliam, 1989

review of research literature
Review of Research Literature

…achievement gains from using such assessment-for-learning strategies were “among the largest ever reported for educational interventions.”

-Black and Wiliam (1998)

  • More frequent testing does not necessarily mean greater gains.
  • The strategies Black and Wiliam refer to involve students in the entire process.
black wiliam research on effects of classroom assessment for learning 4 to 7 gain
Black & Wiliam Research on Effects of Classroom Assessment for Learning:.4 to .7 Gain

.7 Standard Deviation Score Gain =

  • 25 Percentile Points on ITBS
  • 70 SAT Score Points
  • 4 ACT Score Points

Largest Gain for Low Achievers

slide40
Successful schools are places where teams of teachers meet regularly to focus on student work through assessment and change their instructional practice accordingly to get better results.

Michael Fullan, 2000

slide41

Assessment

Issues of Quality

sound assessment design
Sound Assessment Design
  • Select a proper assessment method
  • Select or create quality items, tasks, and rubrics
  • Sample—gather enough evidence
  • Control for bias
  • Design assessments so students can self-assess and set goals
possible assessment methods
Possible Assessment Methods
  • Selected Response
    • Multiple Choice
    • True/False
    • Matching
    • Fill in the blank
    • Label a diagram
  • Extended Written Response:Writing in response to a question or prompt
  • Performance Assessment: Assessment based on observation of a performance or a product and judgment of its quality
  • Personal Communication
    • Questions
    • Conferences
    • Interviews
    • Oral Examinations
slide45

Imagine you are going to go skydiving. Presumably, you will want to have a parachute that has a very good chance of opening properly. The skydiving company has provided you with the assessment scores of three students from a recent parachute-packing course.

slide46

These three are the only people they employ to pack parachutes, so you have to have a parachute packed by one of them-unless you want to jump without a parachute! Please note the competency/mastery level for each assessment, as shown on the chart in the next slide and carefully consider which student you want to pack your parachute.

slide47

FINAL PACKING DEMONSTRATION

RESEARCH PAPER ON HISTORY OF PARACHUTING

WRITTEN EXPLANATION OF

STEPS

WRITTEN FINAL EXAM

PARACHUTE VOCABULARY QUIZ

ASSESSMENT 1

ASSESSMENT 2

ASSESSMENT 3

ASSESSMENT 4

ASSESSMENT 5

ASSESSMENT 6

ASSESSMENT 7

ASSESSMENT 8

ASSESSMENT 9

READ MANUAL AND ANSWER

QUESTIONS

SKETCH OF THE PARACHUTE

DEMONSTRATION

SEQUENCING QUIZ

reflections
Reflections

1)What was the learning objective?

2) Which assessments match the learning objective?

3) Which student will you choose to pack your parachute? Why?

4) If these scores were used to assign a report card grade, could you determine which student(s) had mastered the objective?

5) How many of the assessments were at the knowledge level?

  • #1-Research paper
  • #2-Read and answer questions
  • #3-Written explanation
  • #4-Sequence Steps quiz
  • #5-Vocabulary quiz
  • #6-Label parts of a parachute drawing
  • #7-Written final exam
  • #8-Packing demo
  • #9-Final packing demo
slide50

Summative Assessment

Standard/Objective:

Packing a Parachute

Type:  Knowledge  Reasoning  Performance Skill Product

Learning Targets

What are the knowledge, reasoning, performance or product targets underpinning the standard/objective?

Knowledge Targets

Reasoning Targets

Performance Skill Targets

Product Targets

None

Since the ultimate type of target is a performance skill, there are no embedded product targets

Formative/Classroom Assessment for Learning

Page 4