16.04.02 (nesa) instructional agility handout · imperialism nationalism militarism alliances...
TRANSCRIPT
www.tomschimmer.com [email protected]
Instructional Agility Blurring the Lines between Assessment,
Instruction, and Feedback
Tom Schimmer
www.allthingsassessment.info @TomSchimmer
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2016) -‐ Instructional Agility @TomSchimmer [email protected]
2
Instructional Agility
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
• Assessment as NOUN creates an event-‐based mindset where teachers have to “stop teaching” in order to “conduct” their formative assessments.
• Assessment as VERB creates a mindset of infused assessment where assessment is instruction and teachers develop their instructional agility.
INSTRUCTIONAL AGILITY: The ability to make “real-‐time” instructional adjustments
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
QUESTION: What makes any activity a formative assessment?
BEFORE:
DURING:
AFTER:
Assessment Levels
Level Priority Frequency
Classroom Assessment,FOR,Learning Daily/Weekly
Grade/School Common,Assessments Monthly/Quarterly
District/State Standardized Yearly
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2016) -‐ Instructional Agility @TomSchimmer [email protected]
3
Formative Assessment
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2016) -‐ Instructional Agility @TomSchimmer [email protected]
4
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
Reflect on any successful experiences you’ve had/seen using hinge questions? What made them successful?
What further enhancements would maximize their impact?
What subject/level could you see introducing hinge questions? Describe your initial thoughts?
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
Exit Slip13+ 37= 3
5- 27=
512+ 1118
=
Exit Slip3"things"I"know"about"life"during"the"late"Middle"Ages...
2"significant"differences"between"living"in"the"early/late"middle"ages...
1"similarity"between"life"in"the"late"middle"ages"and"life"today...
Exit SlipThis week I learned...
I am still not sure about...
I hope we will learn about...
Exit TicketDescribe(the(differences(between(verbal,(situational,(and(dramatic(irony.(Provide(an(example(of(each(to(clarify(your(explanations.
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2016) -‐ Instructional Agility @TomSchimmer [email protected]
5
Describe the most effective ways you and/or a colleague have utilized exit tickets in the past?
What new ideas uses for exit tickets are you now thinking of?
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
Which of the following was most responsible for
the tension that led to World War I ?
Imperialism Nationalism
Militarism Alliances
Imperialism was most responsible for the
tension that led to World War I.
Strongly Agree
Agree
Disagree Strongly Disagree
Checklists v RubricsCHECKLISTS)focus&on&verifying&the&existence&or&follow3through&with&specific&aspects,&attributes,&or&directions.&
CHECKLISTS)are&low3inference&decisions&and&can&include&“non3learning”&attributes.&(i.e.&title&page).&
RUBRICS)are&anchored&on&the&intended&learning&or&standard&and&distinguish&between&levels&of&quality.&
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2016) -‐ Instructional Agility @TomSchimmer [email protected]
6
MEASUREMENT UNIT TEST REVIEW
What are my Strengths? What are my areas in need of Improvement?
Name: Assignment: Date: (1) Please look at your corrected test and mark whether each problem is right or wrong. (2) Then look at the problems you got wrong and decide if you made a simple mistake. If you did, mark the “simple mistake” column. (3) For all remaining problems you got wrong, mark the “more study” column. Problem Learning Target Right? Wrong? Simple
Mistake? More Study?
1 Definition: Pythagoras
2 Definition: Polygon
3 Definition: Square Root
4 Definition: Right Triangle
5 Definition: Circumference
6 Definition: Area
7 Definition: Parallelogram
8 Definition: Quadrilateral
9 Definition: Perimeter
10 Definition: Hypotenuse
11 Formulas: Area of a Circle
12 Formulas: Area of a Triangle
13 Formulas: Circumference of a Circle
14 Formulas: Area of a Parallelogram
15 Formulas: Area of a Rectangle
16 Formulas: Pythagorean Theorem
17 Imperfect Squares: Estimating the answer to an imperfect square.
18 Imperfect Squares: Estimating the answer to an imperfect square.
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2016) -‐ Instructional Agility @TomSchimmer [email protected]
7
MEASUREMENT UNIT LEARNING PLAN
Learning Targets I am GOOD at… Learning Targets I got right:
Learning Targets I need to REVIEW…
Learning Targets I got wrong because of simple mistake: What I can do to keep this from happening again:
Learning Targets I need to KEEP LEARNING… Learning Targets I got wrong and I’m not sure what to do to correct them: What I can do to get better at them:
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2016) -‐ Instructional Agility @TomSchimmer [email protected]
8
Effective Feedback
What metacognitive feedback (cues, questions, prompts) routines have been successful for you or a colleague in the past?
What new ideas now come to mind? Be specific about grade, level, and/or subject area.
Student Self-Reflection
Student Reflections• Look%Back%
• Look%Ahead%
• Look%In%
• Look%Out
What%unexpected%challenges%did%you%encounter%while%you%were%working%on%this%project?%How%did%you%overcome%them?
What%aspects%of%other%students’%projects%would%you%like%to%incorporate%into%your%next%project?
What%did%you%learn%about%yourself%while%you%were%working%on%this%project?
What%do%you%hope%others%will%notice%about%you%when%they're%looking%at%your%project?
Fist to Five
5!=!“I!feel!like!I!have!it#mastered.”
4!=!“I!feel!confident!that!I!can!do!it#independently.”
3!=!“I!understand!it,!but!could!use!some!extra!help.”
2!=!“I!understand!some!of!it,!but!I!need!to!practice!more.”
1!=!“I!need!a!lot!help.”0!=!“I!am!completely!lost.”
ALONE
PEER
With the teacher
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2016) -‐ Instructional Agility @TomSchimmer [email protected]
9
Homework
Reassessment
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
“You’re(already(reassessing!”When the focus is on the event, then we think we have
to create new events.
Assignment Quiz Test Project
ReAssignment ReQuiz ReTest ReProject
…but when the focus is on learning or meeting standards, reassessment is a natural part of a balanced assessment system.
Assignment Quiz Test Project
The same standard(s) represented over and over!
Reassessment the Right Way
Learning matters-Something has to happen in-between each assessment.
Standards matter-New evidence of learning; not always the same event.
Timeliness matters-Soon is better than later; keep the learning fresh
Flexibility matters-Time to readiness may vary given scope and/or students
Accurate Use matters-New trumps old OR contextual reconsideration.
Most Recent Evidence Most Frequent Evidence
(1)$There$are$few$(if$any)$variables$in$how$proficiency$is$demonstrated.$
(2)$Student$growth$toward$proficiency$is$fairly$straightforward.$
(3)$Often$foundational$knowledge$&$fundamental$skills.$
(4)$Building$blocks$for$deeper$learning.$
(5)$New$evidence$renders$old$evidence$as$invalid$&$irrelevant.
(1)$There$are$a$number$of$variables$in$how$proficiency$is$demonstrated.$
(2)$Student$growth$toward$proficiency$is$complex$given$all$of$the$elements$that$contribute$to$the$demonstration$of$learning.$
(3)$Deeper$understandings$of$strategies$&$processes.$
(4)$Application$of$foundational$knowledge$&$skills$$in$a$variety$of$circumstances.$
(5)$New$evidence$leads$to$a$contextual$reconsideration$of$old$evidence.
Alternative Possibilities• Make%it%OPTIONAL%
• DIFFERENTIATE%the%homework%
• Differentiate%the%PATHWAY%
• Differentiate%the%RESPONSE0
• Allow%for%PEER0CORRECTIVES0
• DISTRIBUTE0homework%strategically.
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2016) -‐ Instructional Agility @TomSchimmer [email protected]
10
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
References Schimmer, T. (2016), Grading from the inside out: Bringing accuracy to student assessment through a standards-based mindset. Bloomington, IN: Solution Tree Press. Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press
Adequate Sampling?
• The number of samples used is not the same as the number of assignments completed.
• The goal is accuracy.
• There are times when the more recent demonstrations are more accurate, but more than one sample is necessary.
• Does the assessment rigor progressively increase or is it the topics/activities that change?
Adequate Sampling?
Sample 1
Sample 2
Sample 3
Sample 4
3 4 3 2 Overall = 3
Adequate Sampling?
Sample 3
Sample 4
Sample5
Sample6
3 2 2 2
Overall = 2
Adequate Sampling? Sample 5
Sample 6
Sample7
Sample8
2 2 3 3
Overall = 3
Adequate Sampling?
Sample 1
Sample 2
Sample 3
2 3 2
Overall = 2
Adequate Sampling?
Sample4
Sample 2
Sample 3
3 3 2
Overall = 3
Adequate Sampling?
Sample4
Sample 2
Sample5
3 3 4
Overall = 3
Adequate Sampling?
Sample4
Sample6
Sample5
3 4 4
Overall = 4