AFL Champion Team Members CIA ² Team Members Magan Rush K- Myra Scott - PowerPoint PPT Presentation

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AFL Champion Team Members CIA ² Team Members Magan Rush K- Myra Scott

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  1. ASSESSMENT FOR LEARNING ACADEMY AFL Champion Team Members CIA² Team Members Magan Rush K- Myra Scott Angela Sampson 1- Erin Motte Charlene Vance 2- Gwen Dorman 3- Mary Garrett 4- Magan Rush 5- Serena Lynn July 13, 2011 Holt Elementary School

  2. Welcome and Opening RemarksMrs. Star SampsonPrincipal

  3. NORMS Begin and end on time Turn off cell phones/laptops Participate and collaborate Be open-minded

  4. Agenda

  5. Expected Outcomes To deepen the understanding of formative assessment and the Assessment For Learning (AFL) framework To understand mastery learning To deepen the understanding of unpacking standards and creating learning targets To understand the purpose and characteristics of Professional Learning Communities (PLCs)

  6. Purpose To discuss the purpose, roles and responsibilities of the AFL Champion and CIA² teams To explore the research and rationale for a formative assessment approach To examine the Assessment for Learning Framework To review new curriculum documents and local assessments To develop an understanding of mastery learning To learn how finding power standards and unpacking these standards can help us with instructional planning To discuss PLC purpose and expectations

  7. AFL Vision • To create an assessment-literate culture that is research and evidence based where staff, students, and parents feel informed, supported, empowered, and successful in every community, at every school and in every classroom.

  8. AFL Team Mission • To enhance the understanding of AFL for ALL stakeholders in an effort to answer questions, address concerns, and demystify myths • To support schools with AFL implementation so each and every student will know what they are supposed to be learning, whether or not they are learning it, and what they can do if they are not • To provide quality assessments teachers will look forward to giving because they are aligned, rigorous, just the right length, and really prepare students for EOGs/EOCs and beyond • To provide useful and accurate local assessment results quick, fast, and in a hurry

  9. Purpose of Assessment Review To foster collaboration between the Assessment for Learning Team, Instructional Services, and teachers across the district To understand the purpose and characteristics of quality formative assessments To enhance the alignment of local assessments by reviewing and providing feedback prior to administration To collaborate with school colleagues to improve the alignment of daily instruction and classroom assessments

  10. How is Assessment Review related to Assessment for Learning?

  11. Backward Design: Plan the assessment when you plan whatand how you will teach. “To begin with the end in mind means to start with a clear understanding of your destination” Stephen Covey

  12. Review Responsibilities • Collaboratively review assessments for • Curriculum/Calendar alignment • Correct answers • Formatting • Record feedback on copy of assessment • Complete Follow-Up Form

  13. Review Resources Curriculum Overview Instruction and Assessment Calendar Draft Assessment Copy Review Checklist/Guiding Questions Follow-Up Form

  14. Responsibilities After Review • Share Follow-up Form with grade level/content colleagues • Refer to Follow-up Form throughout the quarter to improve alignment of • Lesson plans • Instruction • Minute by Minute and Common assessments

  15. Next Review Session

  16. Let’s explore Assessment for Learning

  17. Why the need for change? We have reached a tipping point: We either change our assessment beliefs and act accordingly, or we doom struggling learners to inevitable failure. Rick Stiggins

  18. Why AFL? • Strong research base supports effectiveness of formative assessment • Ongoing process to close gap between student’s current state and desired goals • Includes feedback to students

  19. Assessment for Learning Defined • a formative assessment approach which uses various methods to provide students, teachers, and parents with consistent evidence of student progress towards mastery of curriculum standards.

  20. Strategic Plan: Goal I Academic Acceleration • I.6 DPS will implement an assessment for learning model to improve student achievement outcomes as measured by school, district, and state assessments

  21. Assessment for Learning “…focuses on day-to-day progress in learning as students climb the curricular scaffolding leading up to state standards. It tells users if and when students are attaining the foundations of knowledge, the reasoning, the performance skills, and the product development capabilities that underpin the mastery of essential standards.” Stiggins

  22. Assessment for Learning Strategies Where am I going? Provide a clear statement of the learning target 2. Use examples and models Where am I now? 3. Offer regular descriptive feedback Teach students to self-assess and set goals How can I close the gap? Design focused lessons on one learning target or aspect of quality at a time. 6. Teach students focused revision Engage students in self-reflection; let them keep track of and share their learning

  23. Assessment for LearningBENEFITS • Data to modify instruction and learning • Common planning among content areas • Collaboration with colleagues • Clear criteria for student achievement and quality instruction • Ability to identify specific areas of weaknesses in student mastery • Collective ownership of results

  24. Balanced Assessment System Unit or Goal Tests End-of-Grade Exams End-of-Course Exams (Summative assessment provides evaluative feedback) Classroom Assessment Common Assessments Interim Assessments (Formative assessment provides descriptive feedback) • We assess for two reasons: • To gather evidence to inform instruction • To encourage students to learn • Assessment Manifesto: • A Call for Balanced Assessment System • Rick Stiggins

  25. Where We’ve Been…

  26. Formative assessment is a planned process in which assessment-elicited evidence of students' status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics. James Popham 2008

  27. WHERE WE’RE GOING: 2011-2012 AFL Framework

  28. “…when it's properly implemented, formative assessment will improve how well students learn.” “…formative assessment constitutes the key cornerstone of clearheaded instructional thinking. Formative assessment represents evidence-based instructional decision making.” TransFormative Assessment Popham, 2008

  29. Let’s Break!

  30. “Any change, even a change for the better, is always accompanied by drawbacks and discomforts.” Arnold Bennett

  31. Let’s Examine the Framework

  32. Curriculum Overview Instruction and Assessment Calendar By carefully developing and applying power standards, leaders recognize that the question to be asked at the end of every year is not merely what teachers covered, but rather what students learned. Reeves, Douglas, (2006). Power Standards: How Leaders Add Value to State and National Standards. Jossey –Bass (p. 240) .

  33. New Curriculum Documents

  34. Clear academic standards or learning goals form an essential structural foundation for a balanced assessment system. Stiggins (2008) Learning Targets and Progressions Marzano reports that when students know what they are supposed to be learning student achievement increases from 16 to 41 percentile points (average of 21 percentile points). (2007)

  35. Local Assessments Common Formative Assessments Assessment experts agree that numerous short assessments given over time provide a better indication of a student’s learning than one or two large assessments given at the middle and end of the grading period. (Marzano, Stiggins, Black, Wiliam, Pophan, and Reeves)

  36. Minute by Minute Assessments In a classroom that uses assessment to support learning, the divide between instruction and assessment blurs. As teachers use information from student responses (answering & asking questions, exit slips, group discussion, traffic light cards, etc. ), they can make instructional decisions to address the understandings and misunderstandings that these assessments reveal. Leahy, Lyon, Thompson, Wiliam

  37. Student Ownership and Engagement • Think more deeply about problems and situations • Ask deeper, more frequent questions to ensure clarity • Feel responsibility for their thoughts and ownership of their methods • Learn ways to identify the places they need help • Look less to the teacher for clues of how to solve problems NCTM, 2002

  38. Descriptive Feedback • Simply telling students that their answer is right or wrong leads to a 3% lossin achievement • Telling students the correct answer on items missed leads to a 9% gainin achievement • Explaining to students why they missed an answer leads to a 20% gainin achievement Lysakowski, Walberg, Kumar

  39. Standards, Item Analysis, Student Responses “Success is achieved by accumulating, summarizing, analyzing, and reporting assessment results with maximum efficiency. The more data-based the instructional decisions… the more effective will be instruction.” Stiggins (2005)

  40. Looking at Student Work Looking at student work has the potential to expand teachers’ opportunity to learn, to cultivate a professional community that is both willing and able to inquire into practice, and to focus school-based teacher conversations directly on the improvement of teaching and learning. (Phi Delta Kappan, November 2003)

  41. Corrective Instruction Enrichment Focused Revision “Formative assessments alone do little to improve student learning or teaching quality, what really counts is what happens afterthe assessments.” Thomas Guskey

  42. “…if students' assessment data indicate that current instruction isn't getting the job done, then almost any reasonable instructional adjustment has the potential to improve the situation, including changes in the way the teacher presents the material, represents its core ideas, articulates day-to-day objectives, groups students, and designs guided and independent practice activities.”Popham, 2008 Corrective Instruction Enrichment Focused Revision