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Waiting Room. Today’s webinar will begin shortly. REMINDERS: Dial 800-503-2899 and enter the passcode 6496612# to hear the audio portion of the presentation Download today’s materials from the sign-in page: Webinar Series Part 7 PowerPoint slides Using Current Assessments in DDMs.

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waiting room
Waiting Room

Today’s webinar will begin shortly.

REMINDERS:

  • Dial 800-503-2899 and enter the passcode 6496612# to hear the audio portion of the presentation
  • Download today’s materials from the sign-in page:
    • Webinar Series Part 7 PowerPoint slides
    • Using Current Assessments in DDMs

Massachusetts Department of Elementary & Secondary Education

ramping up for next year strategies for using current assessments in ddms

Ramping Up for Next Year:Strategies for Using Current Assessments in DDMs

Webinar Series Part 7

audience purpose
Audience & Purpose
  • Target audience
    • District teams that will be engaged in the work of identifying, selecting, and piloting District-Determined Measures.
  • After today participants will understand:
    • Strategies for using current assessments as a starting place for District Determined Measures
data release 11 21 13
Data Release – 11/21/13
  • 2012-13 educator evaluation performance rating data released for 213 RTTT districts
    • 37,940 educators
  • Majority of Educators Received Solid Ratings
    • 85.2% Proficient
  • Early evidence of differentiation is encouraging
    • 7.4% Exemplary; 6.8% Needs Improvement; and 0.7% Unsatisfactory
ramping up for ddm implementation
Ramping Up for DDM Implementation

Identifying DDMs beyond the minimum pilot areas

ramping up
Ramping Up
  • Goal by June 2014: To identify at least two measures of student growth to match with each educator for use in the 2014-15 school year.
ramping up1
Ramping Up
  • Strategies:
    • Collaborate with other districts (e.g. network at the upcoming TA sessions, work with area collaboratives)
    • Engage educators in the process of identifying DDMs
    • Use assessments currently in use in the district as a starting point for DDMs
why use current assessments
Why use Current Assessments?
  • Feasibility
    • Potentially cost effective
    • Familiarity and experience with the assessments
  • They are Aligned to Content
    • Assess what is most important for students to learn
    • Assess what the educators intend to teach
  • They are Informative
    • Teachers already use the assessments to measure student learning
  • Final Step
    • Provide valuable information to schools and districts about an educator’s impact
considerations in ddms
Considerations in DDMs
  • Performance vs. Growth
    • Most current assessments are measures of performance and not growth
    • Growth takes into account the different levels of student achievement
    • Measures of growth should provide all students an equal opportunity to demonstrate growth
  • Unit vs. Year
    • Most current assessments are designed to assess short units
    • DDMs that represent a full year provide more accurate representations of student growth and of an educator’s impact
potential solutions
Potential Solutions
  • Bring together multiple assessments of similar content to measure performance at different points in time
  • Administer one assessment (or similar versions) at multiple points during the year
  • Combine multiple assessments of growth into a single DDM (e.g. pre-post tests of multiple units)
new guidance from ese
New Guidance from ESE
  • Using Current Assessments in District-Determined Measures: Leveraging the Curriculum-Embedded Performance Assessments From the Model Curriculum Units
  • Available at http://www.doe.mass.edu/edeval/ddm/UsingAssessments.pdf
using current assessments three steps
Using Current Assessments: Three Steps
  • Identify key content.
  • Ensure that change in performance represents student growth.
  • Select an approach for measuring growth.
using current assessments three steps1
Using Current Assessments: Three Steps
  • Identify key content.
  • Ensure that change in performance represents student growth.
  • Select an approach for measuring growth.
step 1 identify key content
Step 1: Identify Key Content
  • Key Content may include content that is:
    • A meaningful sample of the learning
    • Challenging to teach and learn.
    • Under represented in assessment
    • District priorities.
example 3 rd grade ela
Example: 3rd Grade ELA
  • Looking across the curriculum map to identify a meaningful sample of content
example 3 rd grade ela2
Example: 3rd Grade ELA
  • Standard 3 reads (W3.3) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
example 9 th grade us history
Example: 9th Grade US History
  • Are there commonalities in content covered across multiple units aligned to the MA Frameworks.
step 1 identify key content1
Step 1: Identify Key Content
  • Key content may be taught repeatedly across the year
  • Key content may be taught once during the year
step 1 identify key content2
Step 1: Identify Key Content

Question for Engaging Educators

  • What can a student do after they take your class that they couldn’t do before?
using current assessments three steps2
Using Current Assessments: Three Steps
  • Identify key content.
  • Ensure that change in performance represents student growth.
  • Select an approach for measuring growth.
step 2 does change represent growth
Step 2: Does change represent growth?

What is Growth?

  • Educators understand growth.
  • Growth is about improvement and learning.
  • There is a difference between growth and how we measure growth.
  • We can measure growth in both simple and sophisticated ways.
step 2 does change represent growth1
Step 2: Does change represent growth?
  • Are the assessments similar enough to support meaningful inferences about student growth during the year?
    • Do early assessments provide meaningful information about what students do not understand?
    • Do future assessments provide meaningful information about what students have learned?
    • Do students have the opportunity to demonstrate different levels of growth?
example 3rd grade ela
Example: 3rd Grade ELA
  • In the third grade example
    • Each unit has a CEPA covering the same content
    • Rubrics are different, hard to compare
  • Solution
    • Identify similar evidence
    • Modify rubrics by adding consistently worded rubric items that assess the same content
example 3rd grade ela1
Example: 3rd Grade ELA
  • Conclusion:
    • The rubrics are similar enough to conclude that change in performance represents growth.
  • Advantages:
    • Do not need to change the tasks students will complete
    • Rubrics are on a consistent scale
    • Rubric do not need to be identical
      • Still include important rubric items that are present in only one CEPA (for example, use of technology in the Newspaper Unit)
example 9 th grade us history2
Example: 9th Grade US History
  • Constitutional Rights: Presentation where students take on different roles
  • Economies of North & South: Write a journal, letter, … etc.
  • Industrial Revolutions: Persuasive Writing
  • Westward Expansion: Work in small groups making exhibit
example 9 th grade us history3
Example: 9th Grade US History
  • Conclusion:
    • The performance tasks are too dissimilar to conclude that change in performance represents growth.
  • Next Steps:
    • Identify a way to assess the key content consistently.
    • For example, administer a single assessment of the key content at multiple times during the year.
using current assessments three steps3
Using Current Assessments: Three Steps
  • Identify key content.
  • Ensure that change in performance represents student growth.
  • Select an approach for measuring growth.
step 3 select an approach
Step 3: Select an approach
  • Think about the scoring approach that will best capture student learning given the type of measure you have chosen.
  • For example:
    • Pre-Test/Post Test
    • Repeated Measures
    • Holistic Evaluation
    • Post-Test Only

Learn more

Webinar 5 http://www.doe.mass.edu/edeval/ddm/webinar.html

Technical Guide B http://www.doe.mass.edu/edeval/ddm/TechnicalGuide-AppxB.pdf

example 3 rd grade ela3
Example: 3rd Grade ELA
  • Each student has five time points.
  • Classroom teacher rates all five time points, which provides information to parents and teachers about growth across the year.
  • First and last assignments are rated by two additional teachers. The difference is used to create a growth score. (The sum of the four rubric items. They decide to set standards after the pilot year.)
example 9 th grade us history4
Example: 9th Grade US History
  • Each student completes four writing assignments.
  • The two US History teachers create a holistic rubric that looks at four aspects of the writing.
  • The two US History teachers flag disagreements between ratings and meet to resolve these differences.
more information
More Information
  • Using Current Assessments in District Determined Measures: Leveraging the Curriculum-Embedded Performance Assessments From the Model Curriculum Units
  • Available at http://www.doe.mass.edu/edeval/ddm/UsingAssessments.pdf.
attend next week s ta session
Attend Next Week’s TA Session
  • Date: December 12, 2013
  • Time: 2:30pm – 5:30pm
  • Locations: Southeastern MA: Norwell High School, Little Theatre, 18 South Street, Norwell, MA 02061
  • Northeastern MA: Groton-Dunstable Regional High School, 703 Chicopee Row, Groton, MA 01450
  • Western MA: Frontier Regional School, Media Center, 113 North Main Street, South Deerfield, MA 01373
  • Register: http://www.surveygizmo.com/s3/1462056/Registration-DDM-Technical-Assistance-Networking-Session-3-December-12th-2013
sharing locally developed ddms
Sharing Locally-Developed DDMs
  • We need your help! Please submit:
    • Assessment directions, materials, items and prompts
    • Scoring resources (rubrics, answer keys)
    • Other information (steps for administration, lesson plans, examples of how results are used)
  • To submit your examples, complete the survey and upload your materials at https://app.smartsheet.com/b/form?EQBCT=52e3762ac7954f93aa40cc879bc38855.
register for webinar series part 8
Register for Webinar Series Part 8
  • Part 8: Communicating Results
  • Date: January 23, 2014Time: 4-5pm EST (60 minutes)Register: https://air-event500.webex.com/air-event500/onstage/g.php?d=596783122&t=a
questions
Questions
  • Contact
    • Craig Waterman at cwaterman@doe.mass.edu
    • Ron Noble at rnoble@doe.mass.edu
  • Tell us how we did: http://www.surveygizmo.com/s3/1469270/District-Determined-Measures-Assessment-Literacy-Webinar-7-Feedback