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FY11 Pre-School Training Day for Teachers. Classroom Assessment Literacy. FY11 Pre-School Training Day for Teachers. Bill Thompson Nancy Brito, Department of Assessment. Prelude:.
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FY11 Pre-School Training Day for Teachers Classroom Assessment Literacy
FY11 Pre-School Training Day for Teachers Bill ThompsonNancy Brito,Department of Assessment
Prelude: Power point is posted on Dept. of Assessment webpageGoal is for you to think about thinking about the role of classroom level assessmentNo procedural mandates are intended Assessment--px47548
Why are we here? we here to Increase student performance?
Sort and Select Vs. No Child Left Behind (Adequate Yearly Progress Toward Proficiency) A Shift in the Purpose of Education
Talk Amongst Yourselves: What does this shift mean to educators?
No Child Left Behind (Adequate Yearly Progress Toward Proficiency) What Must We Do To Succeed? A Shift in the Purpose of Education
Talk Amongst Yourselves: How do we ensure that no child is left behind?
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
Levels of 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
Classroom Assessment Literacy classroom assessment for student learningDoing it right, doing it well, Richard J. Stiggins, 2004.
Types Of Assessment OF …teachers use evidence of student learning to make judgments on student achievement against goals and standards …teachers use inferences about student progress to inform their teaching. … students reflect on and monitor their progress to inform their future learning goals. AS FOR
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
Research Findings Effect Size 0.450th to 65th percentileTwo letter grade improvement2.0 Math PYG2.5 Reading PYG -
Research Findings Effect Size 0.7US from middle to top 5 in World3.0 Math PYG3.5 Reading PYGEffects similar to one-on-one tutoring -
Research Findings Instructional TargetsIt’s all about providing students with the opportunity to learn by setting and hitting the instructional targets -
Talk Amongst Yourselves: From where do we get the targets?
Instructional Targets What are the targets?Where do we find the targets? -
The Target Standards Benchmarks Big Ideas Objectives Lessons NGSSS
Targets From Benchmarks Benchmarks Contain Multiple Facets
Targets From Benchmarks SC.3.P.8.1Measure and compare the temperatures of various samples of solids and liquids -
Targets From Benchmarks SC.3.P.8.1Measure and compare the temperatures of various samples of solids and liquids -
Types of Targets, Stiggins, 2004 Knowledge/ Understanding Reasoning Skills Products
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
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
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
Target and Assessments – Alignment NGSSS ASSESSMENT CURRICULUM INSTRUCTION
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. -
Talk Amongst Yourselves: Why do some students fail?
How Can We Increase Student Motivation? we increase Students’ involvement in their own learning.
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?
Student Involvement - Motivation Satisfaction of basic needs: • Competence • Belonging • Usefulness • Potency • Optimism Sagor, 2003
Student Involvement - Motivation Competence Credible Success • Find authentic ways to increase opportunities for students to feel competent • Increase success
Student Involvement - Motivation Belonging • use classroom governance to promote affiliation • make classroom friendly to diverse learning styles • help students appreciate and make productive use of cultural differences Comfort and acceptance
Student Involvement - Motivation Usefulness • use cooperative learning • organize instruction to include problem-based learning and service help learning The knowledge that others need us and want our help
Student Involvement - Motivation Potency • Students have power or influence over their ultimate success. • Students are engaged in outcomes that are related to their own actions, effort and hard work, not outside forces. The need for power
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
Basic Needs Working Together = Motivation Competence Optimism Potency Belonging Usefulness
How Can We Increase Student Motivation? we can use classroom assessments to increase Student s’ involvement in their own learning.
Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their learning Using Assessments To Satisfy Basic Needs = Motivation Pair/Share
How Else Can We Increase Student Motivation? We can give students information that they need to improve
Understanding Learning Targets “Students can hit any target that they can see and holds still for them.” --rick Stiggins.
Understanding Learning Targets Feedback/feed-forward