ascd session 3311 ―assessing what matters most‖activity: we observe what matters… 1. think...

ASCD Session 3311―Assessing What Matters Most‖

Kirstie Truluck, Hyde School in Bath, MESusan Young, Deering High School, Portland, ME

Do Not Panic…

Presentation and Resources available on line @

http://blogs.portlandschools.org/learningdispositions

Join the discussion @ ktruluck@hyde.edu

All Kinds of Learners Activity

Who Am I?

Who Are You?

… as a learner

1 . WHY DO WE NEED TO ASSESS DISPOSIT IO NS ?

2. WHAT IS A LEARNING DISPOSIT IO N?

3. HOW COULD WE ASSESS LEARNING

DISPOSITION ?

Essential Questions

“WHAT IS NOT ASSESSED IS

NOT WORTH LEARNING.”(AMES, 1992)

Why do we need to assess Learning Dispositions?

EQ 1

College common App – teacher rec formBegin with the End in Mind (Wiggins)

The Common App. assesses…

Creative, original thought

Productive class discussion

Reaction to setback

Concern for others

Initiative, independence

Maturity

Motivation

Leadership

Integrity

Other Ends to have in Mind

Activity: We observe what matters…

1. Think about your students. Which one s have

empowering learning disposition? How do you know?

2. Talk about your chosen student with 2-3 others.

3. Working together, cull out what attitudes/ behaviors

you most admire in your students.

4. Each of you record your most highly prized 3-7 traits

(one per sticky) and put aside for now.

―Because affect and achievement cannot be

separated from one another in the

classroom….

[w]e must know how to help students develop

academically empowering dispositions.‖

(Stiggins, 2004)

KEY INSIGHT : Why Assess Learning Dispositions?

We VALUE dispositions and

we can help DEVELOP them

through assessment strategies

and intentional teaching.

A TENDENCY TO EXHIBIT

[FREQUENT LY , CONSCIO US LY ,

VOLUNTARI LY ] …

A PATTERN OF BEHAVIOR…

DIRECTED TOWARD A GOAL.

What is a Learning Disposition? (Lillian Katz, 1993)

Different Names for the ―What‖ that Really Matters

Learning dispositions

(Katz, Carr & Claxton)

Intellectual character (Ritchhart & Hyde School)

Motivation (Covington)

Self-Efficacy (Bandura)

Habits of Mind (Costa)

Learning Temperament(Bender)

Thinking dispositions

(Perkins & Tishman)

Dimensions of Learning Power (Crick & Broadfoot)

Affective dispositions(Bloom)

By the way...Bloom’s THREE Domains of Learning

Cognitive: Mental Skills

(Knowledge)

AFFECTIVE:

Growth inResponsiveness(Attitude)

Psycho-motor:

Manual or Physical

Skills (Skills)

We call it

Attitude… a guiding metaphor

The orientation of the plane’s wings to the horizon.

A pilot’s instruments measure and monitor a combination of factors –

pitch, yaw and roll –

so that s/he can constantly adjust the wings’ orientation.

Attitude tragedy

Pilot loses visual contact with destination, so loses primary orienting tool.

Pilot inexperienced in using secondary measure of attitude – instruments.

Pilot becomes personally disoriented, so steers poorly due to inaccurate reading of attitude. Turns upside down before crashing to the ground.

Now replace Pilot with Student.

Definition meets Metaphor:

ATTITUDE = The student’s…

1. tendency to EXHIBIT

= measurable with the right instruments

2. a PATTERN of BEHAVIOR

= yaw, pitch, roll

3. directed toward a GOAL

= horizon

Important ,but not a disposition

Race and ethnicity

―IQ‖

Biochemical make-up

Parent income

Parent education level

Parent attitude

These make up the plane.

Stiggins’ 5 Targets – a disposition definition problem

Target to be

Assessed Knowledge Reasoning Skill Product Disposition

English

Recognizes similes,

metaphors, &

analogies

Formulates questions,

makes predictions,

revises understanding

while reading

Reads aloud

with fluency and

expression

Write a personal

metaphor and

explains the analogy

Chooses to read

for enjoyment

Math Recognizes and

describes patterns

Uses statistical

methods to describe,

analyze, evaluate, and

make decisions

Measures length

in metric and US

units

Constructs bar

graphsLikes

mathematics

[?!?!?!?!?!?]

Science Knows that energy

can be transformed

between various

forms

Examines data/results

and proposes

meaningful

interpretation

Uses simple

equipment and

tools to gather

data

Constructs physical

models of familiar

objects

Looks forward

to science class

[?!?!?!?!?!?!?]

Social

Studies

Explains the

important

characteristics of

US Citizenship

Compares and

contrasts points of

view from an historical

event

Is able to read a

map using

latitude and

longitude

Creates a

citizenship portolioIntends to vote

in every

election.

Key Insight: focus matters

A great deal matters in students learning,

Focus on what students can control.

Heroes and Role Models

Hero Activity

1. Think for a moment of a personal hero (could be a

character from a book, movie, or real life).

2. Write out a 4-6 sentence description of that person

and why you admire him or her. Share.

3. From those stories, are there any positive attitude

traits you want to add to your Post-its?

Activity: Summarize and sort what matters

Curiosity Perseverance Collaboration Attentiveness Metacognition(Self as

learner)

KEY INSIGHT: Common Language for the ―What‖ that matters

Building common language

COLLABORATIVELY

is essential

Examples of Common Language

Hyde Schools– 5 words / Intellectual Character

Curiosity, Courage, Concern, Leadership, Integrity

Sue’s Dream school – RIPPLE-ffect

Responsibility, Integrity, Purpose, Perseverance, Leadership, Empathy

Maine Med – I-CARE

Integrity, Compassion, Accountability, Respect, Excellence

SOW A THOUGHT, REAP AN ACTION.

SOW AN ACTION, REAP A HABIT.

SOW A HABIT, REAP A CHARACTER.

SOW A CHARACTER, REAP A DESTINY.

(RALPH WALDO EMERSON)

How to assess Learning Dispositions

EQ 3

Methods of Assessment: aka DATA!

Teacher Observation

Self-Reporting

Others’ Feedback (peers)

Parade of Rubrics

A quick look at what measurement tools could look like

Remember, you can access these on line, so don’t panic

Learning Disposition Grid (LDG)(Margaret Carr & Guy Claxton. 2002)

1 = disposition absent

3 = emerging

5 = pervasive part of

learner’s “being”

Playfulness(List/Rate exemplars)

Resilience Reciprocity

Robustness(Strength of Disposition-

-extent to which they

persist across new

situations, contexts, and

comfort levels)

1.

2.

3.

4.

1.

2.

3.

4.

1.

2.

3.

4.

Sophistication(how rich and

differentiated they

appear--multiple facets

to them)

1.

2.

3.

4.

1.

2.

3.

4.

1.

2.

3.

4.

Senior English according to Common App Teacher Rec Categories

Measure >

Common app

traits V

Exemplary/

Exceeds Expectations

Proficient/

Meets High

Expectations

Developing/

Partially meets

expectations

Not yet in

evidence

Productive

Class

Discussion

(Maturity,

leadership)

Always on time and

prepared for class; took a

lead in small-group work;

volunteered answers,

wrote on board

Showed up

consistently on time;

contributed actively to

small-group work;

Occasionally late to

class; occasionally

offered a quote or

suggestion; does not

distract the class with off-

track chatter.

Frequently tardy;

difficulty staying

focused on task in

class; refused to

take class notes or

stay engaged in

class.

Disciplined Work

Habits (Integrity)

Kept up with the reading

over 95% of the time;

stayed focused in class

discussions; used note-

taking practice to deepen

understanding of the book

Kept up with the

reading over 85% of

the time; worked

consistently in class to

master concepts,

using note-forms, etc.

Tended to skim the

reading, or read only

selected chapters; took

sketchy notes in class,

or simply copied others’

notes

Did not keep up

with the reading;

took only the most

cursory of notes

when reminded to

Reaction to

Setbacks

sought out extra help in

understanding imagery;

rewrote notes on own to

achieve better under-

standing

Asked questions in

class after-the-fact;

sought out correct

quiz answers

Stuffed papers and

quizzes in binder, but

listened to clarifications

in class and tried to

remember them

Did not bother to

make up quizzes,

or to catch up with

reading or writing

assignments

Hyde School Indicators

Excellence

The student goes above and

beyond in:

Effort

The student consistently….

Motions

The student

sometimes….

Off-track

The student fails to…

Curiosity • asking in-depth questions

• relating task/text to broader

world

• eager to explore new ideas

• asks clarifying questions

• open to new ideas

• seeks to relate task/text to

self

• takes cursory notes

about others’ questions

• copies down others’

responses

• fails to complete

assignments

• refuses to take notes

in class

• close-minded

Courage • always takes lead in class

discussions

• willing to ask “off-the-wall”

questions

• eager to try new strategies

• always volunteers to read aloud

or go to the board

• asks questions in small

group work

• willing to respond to others’

questions

• will read aloud or go to the

board if asked

• will try new approach

• sometimes stays

behind to ask teacher

questions privately

• participates passively

in small group work

• will try new approach

when pushes/guided

• fails to show up for

class or to complete

assignments

• refuses to read aloud

or go to board

• unwilling to try new

strategies

Concern • actively seeks to help others

understand and complete their

work

• actively partner with teacher in

effort to extend understanding of

concepts

• actively applies concepts to

greater world problems

• will help others when asked

• asks questions that show

some awareness of

connection to greater issues

in school or in own context

• will participate in small

group work when

required

•will participate in peer

evaluation when forced

to

• clowns around in class

to distract attention

• shows no interest in

relating concepts to

anything outside of

class (might memorize,

but not apply)

Checking for Understanding:Formative Assessment Techniques for Your Classroom

By Douglas Fisher and Nancy Frey

Please rank yourself based on your contributions to the group.

Circle the number that best describes you work.

5 = always 2 = once or twice

4 = almost always 1 = never

3 = sometimes

I completed my tasks on time. 5 4 3 2 1

I contributed ideas to the group. 5 4 3 2 1

I listened respectfully to the ideas 5 4 3 2 1

of others.

I used other’s ideas in my work 5 4 3 2 1

for the project.

When I was stuck, I sought help 5 4 3 2 1

from my group.

Deering ―Workshop‖ English Self-Assessment

1 = no evidence 2 = partially meets 3 = meets expectation 4 = exceeds expectation

Preparation:

1. I come to class with a writing implement, and my notebook and agenda 1 2 3 4

2. I am on time, prepared for class, and ready to participate in that day’s work. 1 2 3 4

Listening & Speaking

3. I am attentive—I listen carefully and ask questions when I don’t understand. 1 2 3 4

4. I follow directions the first time I am asked. 1 2 3 4

5. I volunteer to read (or read aloud when asked). 1 2 3 4

6. I volunteer answers and insights at least once a class. 1 2 3 4

Self-Control:

7. I stay on task, and do not need to be reminded to do so. 1 2 3 4

8. I do not make fun of others, interrupt, have side conversations 1 2 3 4

or put my head down on my desk.

Motivation:

9. I am willing to take risks, sound smart, and speak confidently. 1 2 3 4

10. I complete all in-class writing tasks, reading, and worksheets, AND/OR 1 2 3 4

seek out help when I need it.

Research Project Self-Assessment connects toMaine Learning Results

Please rate yourself in the following areas on the following scale:

4 = Excellence (almost always, best effort)

3 = Effort (usually, strong effort)

2 = Motions (sometimes/inconsistently; going through the motions of doing it)

1 = Off Track (haven’t done this—don’t really care about this)

____ Creative and Practical Problem-Solver

I used several different search engines, and search phrases to find appropriate articles for my topic

I accessed all the learning resources at my disposal (Librarian, teachers, peers)

I used graphic organizers to help me understand source material and organize my thoughts

_____ Integrative and Informed Thinker

I have sought connections among my different sources

I have sought connections between [the text] and my chosen topic..

I have used this project to deepen my understanding of the text, myself, and others

Hyde School In Class EEMO Indicators

EFFORT (doing for self/ Initiates learning and actions)

Attempts to be early for class Is always prepared for class Is curious about the subject (―Can I

learn more?‖) Will try when not sure of the outcome

(Courage) Participates in class (but not

overboard) Is concerned for others (shows respect

for others’ struggles in class) Tends to be a leader of discussions or of

groups Is honest about missed assignments

and sets up make-up plan prior to last minute

Does more than the minimum on assignments

Excellence (Giving to Others)

Volunteers to teach the class Is a leader in the class Volunteers to tutor others in

the class Can explain to others how the

conclusion was reached Develops own problem-solving

methods Moves ahead in the class on

his/her own initiative Makes sure room is set up for

class, and helps to clean up at end of class

Hyde In Class EEMO Indicators

OFF TRACK (not doing)

Not attempting homework

Disruptive in class

No participation in class

No concern for others

Not on time for class

Not prepared to discuss homework

Lies about completing work

MOTIONS (―Doing for Others‖—External Motivation)

On time for class

Not disruptive in class

Participates when called on

Has homework done (most of the time)

Discusses homework when called upon

You CAN measure what matters…these coaches did

We Recommend 5 x 4Dispositional Traits culled from research

Scale >

DispositionalTrait v

ExcellenceExceedsSuperhero

EffortMeetsHero

MotionsPartially Meets

Hero-in-Training

Off-trackNot yet in evidenceHero Wannabe

Curiosity

Perseverance

Collaboration

Attentiveness

Metacognition

Activity: Building our Measurement Tools

1. Choose a trait (vertical axis).

2. Fill in concrete, measurable BEHAVIORS that

demonstrate the chosen disposition/trait at the 4 levels

3. Share with 1-2 others to check for:

a. Is this OBSERVABLE?

b. Is this MEASURABLE?

KEY INSIGHT : Just Do It

WHAT you assess matters;

HOW you assess matters –

(manageable, reliable, flexible, formative)

Doing any assessment at all matters more…

College (and more) is coming…

The last word in Attitude …

We can train students –the pilots of their own destiny – to develop and monitor a combination of factors

–curiosity, perseverance , collaboration, mindfulness–

so that they can continually adjust their wings to their horizon.

Remember, do not panic…

1. You know what matters

2. Learning dispositions can be measured & developed

3. Join the discussion with ktruluck@hyde.edu

4. Presentation and Resources available on line @

http://blogs.portlandschools.org/learningdispositions

Covington Motivational Theory

People generally attribute success to one of four factors:

• Luck

• Other people

• Ability

• Effort

Of the 4, ability and effort are most measurable.

Of the last 2, only effort is within student’s control.