classroom assessment for the 21 st century session 1 stan masters coordinator - instructional data...

Classroom Assessment for

the 21st CenturySession 1

Stan Masters

Coordinator - Instructional Data Services

Lenawee ISD

Summer 2010

Goals of the series

• Describe the keys to quality classroom assessment

• Explain how clear targets and good methods are essential for supporting a balanced assessment of and for learning

• Describe the relationship between accurate classroom assessment and communicating student achievement

• Identify ways to involve your students in classroom assessment

• Create a set of assessments for a unit of instruction

Professional Learning Communities

• Shared Norms and Values

• Focus on Student Learning

• Reflective Dialogue

• Public Practice

• CollaborationSource: Louis, K., Marks, H., and Kruse, S. (1996). “Teachers’ Professional Community in Restructuring Schools.” American Educational Research Journal, 33:4, pp. 757-798.

Group Norms• Norms are “ground rules” that

define behavioral expectations of group members.

• They set the stage for future learning.

• Norms are revisited and monitored as a responsibility of the group members.

• There are some general categories of norms for groups of learners.– Time– Participation– Focus

Time• Start on time (8:30 a.m.), end on time (3:30 p.m.)• Lunch on your own (11:30 a.m. – 12:30 p.m.)

Participation• Each person has speaking time• Each person shares what they are doing in their “classrooms”• We will honor confidential information.• Keep the conversations/topics positive

Focus• We are focusing on the creation and use of assessments• We will focus on student achievement

Our Norms

Establishing Criteria for SuccessJot down on 3x5 card:-- What do you hope to gain today?

-- What do you hope to contribute? Share with your neighbor:--one idea from your list

Essential Questions for the Series

1. What are the principles of assessment quality?

2. How is assessment used to measure student achievement?

3. How can we communicate assessment results?

4. How can we use multiple measures of assessment results?

Keys to Quality Classroom Assessment

1. Clear Purposes2. Clear Targets3. Good Design & Methods4. Sound Communication

Student Involvement in all keys!

Indicators of Sound Classroom Assessment Practice

(p.27)

Skill in gathering accurate information

+ Effective use of information and procedures

____________________________________

Sound Classroom Assessment Practice

What are the principles of assessment quality?

Keys to Quality Classroom Assessment

1. Clear Purposes2. Clear Targets3. Good Design & Methods4. Sound Communication

Student Involvement in all keys!

Confidence Questionnaire

• Privately complete the questions related to “WHY ASSESS?”

• This questionnaire will be revisited

by you throughout the sessions.

Purposes of Assessment Activity 1

• How do you use assessment?– Write down your thoughts on sticky notes– One sticky for each thought

Deepening our ideas about assessment

What is the distinction between…

assessment for learning assessment of learning?

•Watch the video from Rick Stiggins•Record your notes on Table 2.1 on page 32

Skill – Note taking Use – Compare and Contrast

• assessment for learning– formative

(monitors student progress during instruction)

– placement(given before instruction to gather information on where to start)

– diagnostic(helps find the underlying causes for learning problems)

– interim (monitor student proficiency on learning targets)

• assessment of learning– summative

(the final task at the end of a unit, a course, or a semester)

Purposes of Assessments

Sources: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004. Bravmann, S. L., “P-I Focus: One test doesn’t fit all”, Seattle Post-Intelligencer, May 2, 2004. Marshall, K. (2006) “Interim Assessments: Keys to Successful Implementation”. NewYork: New Leaders for New Schools.

Purposes of Assessment Activity 2

• At your table, have one person write the purposes for assessment on index cards, one purpose per card.

• Sort your sticky notes by placing them under the appropriate heading.

DiagnosticFormative

SummativePlacementInterim

Both are needed!

• Students need to know…(p.34)– Where they are going– Where they are now– How to close the gap

• Teachers need to find balance…(p.35-36)– to improve student achievement– to communicate to various stakeholders

Break

Student Motivation and Assessment

• Task clarity—when students clearly understand the learning goal and know how teachers will evaluate their learning

• Relevance—when students think the learning goals and assessments are meaningful and worth learning

• Potential for success—when students believe they can successfully learn and meet the evaluative expectations

Source: McTighe, J. and O’Connor, K. “Seven Practices for Effective Learning”. (November, 2005) Educational Leadership, Volume 63:3. Retrieved July 30, 2009 from http://www.ascd.org/publications/educational_leadership/nov05/vol63/num03/Seven_Practices_for_Effective_Learning.aspx

Motivation - Involving Students

• Watch the following video clip involving the impact of assessment for learning.

• Listen for examples of connections between assessment and motivation– task clarity– relevance– potential for success

Seven Strategies of Assessment for Learning (p.42)

• Where am I going?– Clear targets– Models of work

• Where am I now?– Descriptive Feedback– Student self-assessment/goal setting

• How can I close the gap?– Lessons that focus on one target at a time– Teaching self-reflection– Student record-keeping

Assessment for Learning Activity

• Individually:– Choose one of the seven strategies– Think of two examples from your classroom:

• One example where this strategy worked• One example where you would use this strategy next

• Write and report out using posters:– Name of strategy– Example that worked– Example you’ll try next

Feedback

• Best gains in student achievement involve description:– Corrective in nature– Timely in nature– Specific to a criterion– Including students in the feedback

Source: Marzano, R. J., Pickering, D. J. and Pollock, J. E. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement (2001). Alexandria, VA: ASCD

Descriptive or Evaluative?

• Look at these examples of feedback• Sort the examples using labels.

– Remember: to be descriptive, the feedback should:

• Describe a feature• Relate to a criterion• Point out strengths• Give specific information for

– improvement or – next steps

Lunch

See you at 12:30 p.m.

Reflection on “Why” Assess

• Review your Confidence Questionnaire on “Why Assess”

• Write some notes to yourself about your:

New Learning Questions

Wonderments Next Steps

Keys to Quality Classroom Assessment

1. Clear Purposes2. Clear Targets3. Good Design & Methods4. Sound Communication

Student Involvement in all keys!

Confidence Questionnaire

• Privately, complete the questions related to “ASSESS WHAT?”

• This questionnaire will be revisited by you throughout the sessions.

So, do your students know what are the targets for their learning?

Where does curriculum come from?

• National content organizations documents

• State standards documents• Local curriculum is created

– Organize into units– Determine essential questions and key

concepts– Develop summative assessment tasks– Locate instructional resources– Construct a catalog of lessons

• Must be aligned with state accountability summative assessments

Backward Design Addresses All Three Parts of

the Curriculum Triangle

Content

Assessment

Instruction

Problems with Our Curriculum

5. We make units, activities, and projects every year.

1. There are too many outcomes.

3. Together, now… “We need a textbook”.

2. Teachers disagree on the outcomes.

4. It sits on a shelf….somewhere.

Power/Priority Standards Identification Criteria

• Endurance• Leverage• Readiness for the next level of learning

“What knowledge and skills must I impart to my students this year, so that they will enter next year’s class with confidence and a readiness for success?”

Source: Ainsworth, L. (2003). Power Standards: Identifying the Standards That Matter the Most. Englewood, CO: Lead and Learn.

Power/Priority OutcomesENDURANCE

• Will the knowledge and skills to which this standard relates be used by students for several years after they use that standard at this grade level?– Statewide assessment blueprint– School improvement goals

Source: Ainsworth, L. (2003). Power Standards: Identifying the Standards That Matter the Most. Englewood, CO: Lead and Learn.

Power/Priority Outcomes LEVERAGE

• Will the knowledge and skills to which this standard help students in other academic areas?– Reading comprehension– Technology skills– Graphic representations

Source: Ainsworth, L. (2003). Power Standards: Identifying the Standards That Matter the Most. Englewood, CO: Lead and Learn.

Power/Priority Outcomes READINESS

• Do teachers in the next higher grade regard this standard as a necessary entry point for a student to enter that grade with success and confidence?– Vertical alignment (e.g., grade 3 to grade 4)– Foundational learning in math, science,

and social studies

Source: Ainsworth, L. (2003). Power Standards: Identifying the Standards That Matter the Most. Englewood, CO: Lead and Learn.

From Outcomes to Targets…

Kinds of Learning Targets

• Knowledge – The facts and concepts we want students to know and understand.

• Reasoning – Students use what they know to reason and solve problems

• Skills – Students use their knowledge and reasoning to act skillfully

• Products – Students use their knowledge, reasoning, and skills to create something new.

• Dispositions – Students’ display attitudes about school and learning.

Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p.75 .

Helpful Hints to Targets (p.64)

• Knowledge targets are identified in the noun/noun phrase found in the expectation

• Reasoning targets are identified in the verb/verb phrases found in the benchmark– analytical, compare/contrast, synthesis, classification,

inference/deduction, evaluative (p.70)

• Skill targets always have knowledge targets• Product targets have to be discerned apart from

the product tasks we ask students to create• Disposition targets reflect attitudes or feelings

KNOWLEDGE/UNDERSTANDING

REASONING

SKILLS

PRODUCTS

DISPOSITIONS

Organize using concrete objects, pictures, tallies, tables, charts, diagrams, and graphs

data

(BUT I WANT THEM TO DEEPLY APPRECIATE THE USEFULNESSES OF BAR GRAPHS)

Practice Unpacking Examples• 5 - U3.2.3

– Compare the role of women, African Americans, American Indians, and France in helping shape the outcome of the war.

• 6 - W3.1.3– Describe similarities and differences among Mayan, Aztec,

and Incan societies, including economy, religion, and role and class structure.

• 7 - W3.1.10– Create a time line that illustrates the rise and fall of

classical empires during the classical period.• 8 - U5.3.4

– Analyze the intent and the effect of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution.

Break

Unpacking Your Outcomes1. Choose a outcome

(benchmark/expectation) that your students will learn and you will teach in an upcoming unit of instruction.

2. Write the outcome at the top of your target/method planning sheet.

3. Complete the left hand side of the chart.– Knowledge/understanding, reasoning, skills,

products, and/or dispositions

4. Check your understanding of the targets with a partner

Formative Assessment – Checking for Understanding

• What did you notice about your unpacked outcome?

• What targets may need to be added, changed, or deleted?

• What purposes for assessment might you need to utilize before you begin your unit?

“carry-on”

Unpacking for the Students

• Targets are clearer for the student when they are put into positive “I can” statements.

• They may be unpacked to include more concrete understandings.

• Using your previous unpacked learning outcome, create “I can” statements for your students.

I

CAN

Reflection on “Assess What?”

• Review your Confidence Questionnaire on “Assess What?”

• Write some notes to yourself about your:

New Learning Questions

Wonderments Next Steps

Let’s check our understanding for the afternoon…

• Unpack the rest of your outcomes for the unit of instruction – both in general and for your students

• Place them in your unit template

Traffic Light Assessment Our session addressed…

What are the principles of assessment quality?

“Stop” – Let’s learn more!

“Slow” – Let’s check our thinking!

“Go” – Let’s move on!

•Purposes for classroom assessment

•Targets for classroom assessment

•Involving students in the purposes and targets for classroom assessment

Please use the colored stickers to communicate where you are “at” with the following topics:

For tomorrow…

• Read pages 5-15 of the article “Interim Assessments: Keys to Successful Implementation” – Reflect on your Confidence

Questionnaires:• “Why Assess”• “Assess What?”

– Be ready to share one “a-ha” prompted by the reading