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Module IV: Analyzing Evidence and Providing Effective Feedback

Module IV: Analyzing Evidence and Providing Effective Feedback. Caldwell Early College High School March 29, 2012. Informative Assessment: A Recursive Process. Why Analysis of Student Learning?. Individually (ASL). Collectively (CASL). Dialogue helps teachers discover their own thinking

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Module IV: Analyzing Evidence and Providing Effective Feedback

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  1. Module IV: Analyzing Evidence and Providing Effective Feedback Caldwell Early College High School March 29, 2012

  2. Informative Assessment: A Recursive Process

  3. Why Analysis of Student Learning? Individually (ASL) Collectively (CASL) Dialogue helps teachers discover their own thinking Teachers examine the validity of their own perspectives when they hear the perspectives of others. Through dialogue, the group can critically examine each idea. • To understand student performance based on classroom assessments. • To determine misconceptions, trends, and patterns that interfere with student learning. • To design instruction to close the gaps.

  4. Ladder of Inference (Argyris, 1985) • Mental models influence how we understand the world and take action. • We often react to situations without testing our assumptions. • Teachers observe students in action and make decisions based on their models. • As we become aware of our own thinking we can avoid jumping to conclusions. (Source: Langer, Colton, & Goff, 2003, p. 38.)

  5. Informative Assessment: A Recursive Process

  6. ASL helps us examine the right questions • Content: What does the student understand? What misconceptions may be present? • Assessment: How well did this assignment work in giving us information about the student’s understanding? • Students: What characteristics of the student might have influenced this performance? What do we know about the student (e.g. learning style)? • Pedagogy: How well did the instructional strategies work? What has worked in the past with this student? • Context: What conditions may have affected this performance? (Source: Langer, Colton, & Goff, 2003, p. 38.)

  7. Purposes of Assessment(McTighe, 2010) **The assessment method should follow the intended purpose.

  8. Designing Assessments • Observations • Authentic tasks, products, and projects • Academic questions, prompts, and problems • Informal checks for understanding • Student self-assessments • Performance assessments • Capstone projects • Portfolios • End of unit tests • State EOC tests

  9. Frames of Reference for Interpreting Performance • Ability-referenced, in which a student’s performance is interpreted in light of that student’s maximum possible performance. • Growth-referenced, in which performance is compared with the student’s prior performance. • Norm-referenced, in which interpretation is provided by comparing the student’s performance with the performance of others or with the typical performance for that student. • Criterion-referenced, in which meaning is provided by describing what the student can and cannot do.

  10. Four references commonly used for interpreting classroom assignments

  11. Criterion-referenced or norm-referenced interpretation? • Ray scored 90 on a history exam. • Using a periodic table, Ashley can name each of the elements. • Matt knows more vocabulary words than 80% of his second-year German class. • Using a map of the United States, Donna can show the location of the ten largest Civil War battles. • In terms of grade-point average, Lawrence graduated 194th among 210 students in his high school class. (Oosterhof, 2001).

  12. Activities for Today Analysis of Student Learning (ASL) • Analyze student learning based on one classroom assessment and the resultant student work. Additional activities • Craft, critique, and revise assessments. • Craft, critique, and revise evaluation tools (e.g. performance assessments, scoring rubrics). • Establish validity and reliability for an assessment that is scored by more than one evaluator.

  13. The Road We’ve Traveled… • Powerful Learning • Most important goal • Learning that makes a difference (think Threshold Concepts that are transformative) • Everything should be aligned to the learning targets/outcomes • Powerful Teaching • Purposeful design • Critical Analysis • Recursive in nature • Assessment as the Foundation for Powerful Teaching and Learning

  14. The Road Ahead… PLCs or large group meetings focused on one or more of the following: • Designing performance assessments (including rubrics) • Using student self-assessment in the classroom • Using evidence from a multiple sources to build profiles of performance • Designing standards-based grading systems • Using Collaborative Analysis of Student Learning (CASL) for course/program improvement • Drafting a CECHS conceptual framework for assessment

  15. References • Argyris, C. (1985). Strategy, change and defensive routines. Boston, MA: Pitman. • Langer, Colton, & Goff (2003). Collaborative analysis of student work. Alexandria, VA: Association of Supervision and Curriculum Development. • Hattie, J., & Timperley, H. (2011). The power of feedback. Review of Educational Research, 77(1), 81–112. • Marzano, R. J. (2006). Classroom assessment and grading that work. Alexandria, VA: Association of Supervision and Curriculum Development. • McTighe, J. (2007). Seven practices for effective learning. Educational Leadership 63(3), pp. 10-17. • Oosterhof, A. (2001). Classroom Applications of Educational Measurement (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

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