Transcript Balanced Assessments - Petoskey High School

Balanced Assessments
January 16, 2009
Petoskey PLC/Professional
Development Day
Penny for Your Thoughts
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How often have you held a penny?
Please draw or list the front and back of a
penny including as many details as
possible.
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Front
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Lincoln’s profile
“In God We Trust”
Liberty
Year minted
D
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Back
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United States of
America
One Cent
Lincoln Memorial
E Pluribus Unum
Classroom assessment, like pennies, is done so often that
we don’t really examine it.
Let’s look at assessment through new eyes!
Points to Ponder….
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Think about your best
assessment
experience as a
student
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Think about you
worst assessment
experience as a
student
Discussion Topics
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What is a balanced assessment system?
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What purposes to they serve?
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What does it look like in practice?
Comprehensive Balanced Assessment
System
Aligned to State Content Standards
MEAP /MME/SCAS EOC/Unit/Chapter
(Summative)
Interim/Benchmark Assessments
(Summative)
Classroom Assessments
(Formative)
Today’s Learning Targets
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Balance needed between assessment for
and assessment of learning
Keys to sound classroom assessment and
the relationship between assessments and
student motivation
Step by step process of unpacking
standards into student friendly language.
Today’s Learning Targets
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Strategies for involving students in the
ongoing assessment of their own
achievement
Power of learning team as a PD
development strategy for assessment
literacy and ideas sharing to improve
student assessment skills
90/90/90
Characteristics of High Achievement
Schools:
 Focus on academic achievement
 Clear curriculum choices
 Frequent assessment of student
progress and multiple opportunities
for improvement
 Collaborative scoring of student work
 An emphasis on nonfiction writing
Douglas Reeves
Improving a School
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Clearly defined essential outcomes for every unit
Close, frequent monitoring of each student’s
learning
Systematic plan to give students extra time and
support for learning
Teachers working in collaborative teams that
focus on learning
Frequent information to each teacher on how
well his or her students are achieving essential
outcomes in comparison to similar students
Rick DuFour
Improved Results
Powerful proven structures for improved results
already exist. They begin when a group of
teachers meet regularly as a team to:
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Identify essential and valued student learning
Develop common assessments
Analyze current levels of achievement
Set achievement goals
Share and create lessons and strategies to improve
upon those levels
Mike Schmoker
School Improvement
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Assessment for learning, when done well,
is one of the most powerful, high-leverage
strategies for improving student learning
that we know of. Educators collectively
become more skilled and focused at
assessing, disaggregating, and using
student achievement as a tool for ongoing
improvement.
Michael Fullan
Student Involvement
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When students are involved in the
assessment process they are required to
think about their own learning, articulate
what they understand and what they still
need to learn and achievement improves
Black and Wiliam, 1988, Young 2000
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As educators our goal is to create and
maintain a balanced assessment system
that includes high-quality assessments of
and for student learning
Balanced Assessment System
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Summative Assessments
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Assessment of student learning at the
conclusion of a phase of learning
Key Question: Did the student learn what
they should have?
Types: MME, MEAP, MI- Access, ELPA, unit,
chapter tests, final exams
Balanced Assessment System
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Summative Interim/Benchmark
Assessments
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Provide periodic snapshots of student
achievement at the district level
Key Question: Are students in each school on
track for proficiency?
Types: district-constructed, commerciallyavailable assessments
Balanced Assessment System
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Formative Assessments
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Assessment for Learning
Supports on-going student learning in the
classroom
Key question: How can we help students
learn more?
Rick Stiggins
“New Missions, New Beliefs”
As you view, be thinking about…
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What are your “a-ha’s”?
Whether or not Dr. Stiggins’ premise of a
balanced assessment system makes sense
for teachers? For students?
Where is your school, grade level, content
area, classroom in creating a balanced
assessment system?
Break
Stiggins Debrief
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What were the most compelling aspects of
Dr. Stiggins’ presentation?
How will a balanced approach to
classroom assessment affect you, your
students, your colleagues, and your
school?
Rick Stiggins, 2002
“If we wish to maximize student
achievement in the U.S., we must pay
greater attention to the improvement of
classroom assessment. Both assessment
of learning and assessment for learning
are essential. But one is currently in
place, and the other is not.”
CCSSO Draft Definition of
Formative Assessment
Formative assessment is a process
used by teachers and students during
instruction that provides feedback to
adjust ongoing teaching and learning
to improve students’ achievement of
intended instructional outcomes.
FAST/SCASS Austin, Texas October 2006
Formative Assessment
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Teachers are engaged in the assessment process
by:
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Identifying the standard
Deconstruct it to enabling targets
Transform to student friendly language
Create accurate classroom assessments
Use with students to track growth
Assessment Training Institute
Formative Assessment
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Teachers continued:
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Observing students
Examining and evaluating student work
Providing descriptive feedback to students
Determining instructional implications of
assessments
Conferencing with students, other teachers
and parents
Formative Assessment
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Students are actively engaged in the
assessment process by:
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Learning what is expected of them
Taking responsibility for their own learning
Actively participating in the learning process
Participating in how students document what
they have learned and how they learned it
Demonstrating their learning to peers,
educators and their parents
Uses of Formative Assessment
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Guide student learning on a daily basis by
providing information about what critical skills
were and were not learned
Provide extra learning opportunities to students
who are struggling academically
Provide additional learning opportunities for
students who are doing well academically
Report student progress to students, parents,
and other educators
Clarifying the Purposes of Assessment
Assessment FOR Learning
(Formative)
learning to decide what to do next then
provides suggestions of what to do
Teaching and learning are indistinguishable
from assessment
Assessment OF Learning
(Summative)
Checks
Checks
what has been learned to date
Is
designed to assist educators and student in
improving learning
Is
Provides
continual specific and descriptive
feedback as formal or informal communication
Compiles
Uses
ongoing assessments that focus on the
full range of learner outcomes for a grade level
Uses
Focuses
on improvement and compares a
student’s current performance with his/her
previous best based on the learner outcomes for
a grade level
Compares
Actively
May
learning
Not
involves the student as a partner in
used for grading purposes
designed to provide information to those not
directly involved in daily learning and teaching in
addition to educators and students
data into a single number, score,
mark or comment as a formal periodic report
fewer assessments that focus on learner
outcomes of enduring importance – think of a
formal snapshot
a student’s performance to the
learner outcomes for a grade level
not actively involve the students as a
partner in learning
Used
for grading purposes
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At this point examine your own thoughts
about assessment OF learning and
assessment FOR learning:
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How do you see yourself currently using
assessment OF learning (summative) in your
classroom?
How do you see yourself currently using
assessment FOR learning (formative) in your
classroom?
Talk with your neighbor
Keys to Quality Classroom Assessment
Accurate Assessment – “Doing It Right”
2. Clear Targets
1. Clear Purpose
Assess what?
What are the learning targets?
Are they clear?
Are they good?
Why assess?
What’s the purpose?
Who will use the results?
3. Good Design
Assess how?
What method?
Sampled how?
Avoid bias--how?
Effectively Used – “Using It Well”
4. Sound Communication
Communicate how?
How do we manage information?
How do we report?
5. Student Involvement
Students are users, too.
Students need to understand learning targets, too.
Students can participate in the assessment process, too.
Students can track progress and communicate, too.
Keys to Quality Assessment
Key 1: Clear Purpose
• Why assess?
• What’s the purpose?
• Who will use the results?
© 2007 ETS/ATI www.assessmentinst.com
Keys to Quality Assessment
Key 2: Clear Targets
• Assess what?
• What are the learning targets?
•
I can statements
• Are
they clear? Are they good?
© 2007 ETS/ATI www.assessmentinst.com
Where are We Going?
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Before instruction and assessment can
be developed, all educators need a clear
understanding of what the standards look
like in student work and what measurable
learning targets are required for students
to achieve mastery
What Are The Learning Targets?
A learning target is any achievement expectation
we have for students on the path toward
mastery of a standard.
It clearly states what we want the students to
learn and should be understood by teachers and
students.
Learning targets should be formatively assessed
to monitor progress toward a standard.
Kinds of Learning Targets
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Knowledge
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Reasoning
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Facts and concepts we want students to know
Students use what they know to reason and
solve problems
Skills
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Speaking a second language
Giving an oral presentation
Using a science process
Kinds of Learning Targets
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Products
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Writing samples
Term projects
Artistic products
Research reports
Industrial arts projects
Science exhibits
Six Steps To Developing Learning
Targets
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Step 1 in Unpacking Standards:
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Student-Friendly Language
As a team, identify the verb(s) in the
standard.
(Tip: Use a highlighter and find similar verbs – are
they really the same?)
Common Verbs in Standards
Describe
Explain
Identify
Illustrate
Trace
Compare
Contrast
Predict
Apply
Sort
Justify
Analyze
Evaluate
Discuss
Define
List
Differentiate
Distinguish
Defend
Conclude
Categorize
Six Steps To Developing Learning
Targets Continued…
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Step 2
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Use a dictionary or thesaurus as a starting
point, first define the verbs for educators.
Remember to ask yourselves “What does this
look like in student work?”
(Tip: Try “fist to five” in order to keep the
pace and the peace.)
Verb to be
defined
Definition
Student-Friendly
Language
Six Steps To Developing Learning
Targets Continued…
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Step 3
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Define the verb for students by rewriting it in
student-friendly language.
(Tip: Try to define verbs in the same way
within a grade level and content area to limit
confusion on behalf of both the teacher and
the student.)
Six Steps To Developing Learning
Targets Continued…
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Step 4:
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Rewrite the standards as an “I can…” (or I am
learning to …”) statement. Be sure it is in
terms that students will understand.
(Tip: Post the “I can” statements around the
classroom as reminders for focused lessons
and student goal setting.)
Verb to be
Defined
Compare
Definition
Student-Friendly
Language
To state a likeness I can look at two
of (one thing to
things and decide
another)
how they are
alike.
This means that I
can look at
pictures and text
and find likenesses
between two or
more people,
places, or things.
Six Steps To Developing Learning
Targets Continued…
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Step 5:
Duplicate this process for content and skills in
the standard. Define both the content and
skills for teachers first and then, when
needed, rewrite the definition in studentfriendly specifics.
Term(s) to be
Defined/Clarified
Compare
Southwest American
Indians
Pacific Northwest
American Indians
Adapt
Modify
Definition/
Clarification
Student-Friendly
Specifics
I can show how SW
Am. Indians made
their environment
American Indians that more suitable to their
lived…..
needs by changing it a
little.
American Indians that
lived….
I can show how PN
Am. Indians made
their environment…
To make more
I can show how some
suitable by altering
of those changes by
To change to some
both groups were the
extent but not
same.
completely
Six Steps To Developing Learning
Targets Continued…
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Step 6:
Share the unpacked version with grade level
and/or content area colleagues and refine as
needed.
Share the unpacked refined version with
grade span colleagues and then have it
reviewed as part of the K-12 alignment
process.
Keys to Quality Assessment
Key 3: Good Design
• Assess how?
• What method?
• Sampled how?
• Avoid bias—how?
© 2007 ETS/ATI www.assessmentinst.com
Target-Method Match
How well does your method of assessment match your target?
Assessment Method
Target to be
Assessed
Knowledge
Reasoning
Performance
Skills
Products
Selected
Response
Essay
Performance
Assessment
Personal
Communication
Target-Method Match
How well does your method of assessment match your target?
Assessment Method
Target to be
Assessed
Selected
Response
Essay
Performance
Assessment
Personal
Communication
Knowledge
Good match
Good match
Not a good match
Partial match
Reasoning
Partial match
Good match
Good match
Good match
Performance
Skills
Not a good match
Not a good match
Good match
Partial match
Products
Not a good match
Partial match
Good match
Not a good match
Keys to Quality Assessment
Key 4: Sound Communication
• Communicate how?
• How do we manage information?
• How do we report?
© 2007 ETS/ATI www.assessmentinst.com
Keys to Quality Assessment
Key 5: Student Involvement
• Students are users and can participate in the
assessment process.
• Students are actively involved in every part of
the teaching, learning, and assessment
process.
© 2007 ETS/ATI www.assessmentinst.com
What could this look like in your
classroom?
Assessment FOR Learning – Starting Points
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Key Teaching Strategy: Before Testing,
Get Students Thinking About Their
Learning
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Traffic Light: Before a test, provide students
with a list of key concepts, words, or topics.
Ask students to determine their level of
confidence with each concept or idea by
deciding if the concept is a red, yellow or
green light for them. The plan should enable
students to work with learning resources,
including textbooks, class notes and peers, so
that they can turn yellow and red lights into
green ones.
Self-Evaluation
I missed this
on the unit
assessment.
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I can develop an opinion on a
given topic, write that opinion
clearly as a complete sentence,
and start my paragraph with this
sentence.
I can find at least 3 different and
valid reasons to support my
opinion.
I can write each reason clearly in
a complete sentence, using
vocabulary appropriate to the
topic and to my reader.
I can put these reasons in my
paragraph in an easy-to-follow,
logical order with
transitions.
I can see the opposition’s
viewpoint and acknowledge
it in my writing.
I can indent the first line of my
paragraph.
I can write complete sentences,
making sure I include some that
are short, some medium, and
some longer.
I know
what I
did wrong.
I still don’t
understand
this.
I would like
some help
with this.
Informing Instruction
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Perform item analysis, look for class
trends.
Compare with results in other classes.
Change how I teach?
Work individually with students who need
and ask for help in specific areas.
Give those students another chance to
show grade level mastery of the standard.
Assessment for Learning – Starting Points
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Key Teaching Strategy: Show Examples of
Student Work and Share Criteria
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When student look at examplars and compare
them with their own work, they develop a
shared concept of quality
Assessment for Learning – Sara
Following video clip talk with a colleague:
 What evidence did you see that Sara was
involved in her own learning?
 How do you know she was aware of the
criteria for success?
 What did she say that indicates she is
aware of where she is in her progress?
 What did she say that indicates where she
is headed in her learning?
Q&A
Contact Information
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Kimberly Young
Ionia ISD/OEAA
517-373-0988
[email protected]
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Rebecca Bush
Ionia ISD
616-522-1407
[email protected]
Common Concerns about Assessment FOR
Learning
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What if I don’t do it right?
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Anne Davies (2002) “Constructing new
learning takes time as we try things out,
make mistakes, get feedback and self-assess
in our pursuit…It is a messy process that is
not accomplished overnight. It requires a
sustained commitment to classroom
assessment as a priority for learning and
practice and continued support for the
differentiated professional development to
achieve it.”
Common Concerns about Assessment FOR
Learning
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What about state achievement tests
and the new curriculum standards? I
have to get my students ready for
those.
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Research clearly shows that assessment for
learning makes a significant positive impact
on students’ to perform successfully…Your
students will be more successful on those
(tests) than if thy had spent time practicing a
hundred old exams (Newmann 2001)
Common Concerns about Assessment FOR
Learning
 How do I make sure I have enough
scores to come up with a grade each
term?
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“Use only a modest number of major
classroom (assessments), but make sure
these measure learner outcomes of
indisputable importance” (Popham 2001)
Remember assigning grades is about informed
professional judgment, not about crunching
numbers. What is important is that there is a
body of evidence that will allow you to make
an honest and consistent judgment about
student learning”
Common Concerns about Assessment FOR
Learning
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How will I ever have enough time?
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The concerns about insufficient time to focus
on AfL comes from the a paradigm where
learning and teaching are separate from
assessment. In AfL, learning and teaching
are indistinguishable from assessment.
Finding time is about choices and making
smart ones. Take the time to identify the
“learner outcomes”. These will lead to a few
meaningful summative assessments rather
than many less significant ones.