octm conference, october 18, 2013 - mayfield city schools conference 10-2013 final.pdfone teacher...
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Jean Richardson, Mathematics Specialist
Susan Beatty, Daimon LLC
OCTM Conference, October 18, 2013
PURPOSE AND LEARNING
TARGETS
In this morning’s session we will describe the process of transitioning
from traditional methods of assessment to a standards-based system
of instruction, assessment and reporting.
LEARNING TARGET
I can explain how an assessment and
reporting system can be designed to
emphasize individual progress and self-
efficacy.
LEARNING TARGET
I understand how literature, both within
and outside the field of education,
supports the concept of standards-based
grading.
LEARNING TARGET
I can explain how “red flags” concerning
grading can lead to a transformed
learning and assessment system for
mathematics.
LEARNING TARGET
I understand and can explain how a
standards-based system connects
instruction, assessment and reporting.
YOUR LEARNING TARGET
What is your level of understanding of these learning targets?
Self Assessment
IGNITION
Ideas about motivation, mindset, and engagement provide a spark
for the development of student-centered instructional and
assessment practice.
THE STRIVING STUDENT… has a history of low achievement test scores.
A learning disability or a teaching disability?
Robert J. Marzano
THE STRIVING STUDENT… is fix-minded.
Carole S. Dweck, Ph. D.
THE STRIVING STUDENT… is not empowered or motivated.
Daniel H. Pink
Autonomy Mastery Purpose
THE STRIVING STUDENT… feels that education does not feed their spirit.
Ken Robinson, Ph. D.
Education needs transformation rather than reformation… from industrial to organic.
THE STRIVING STUDENT...
feels they “suck at learning”.
Daniel Coyle
Ignition Deep Practice Master Coaching Sweet Spot
RED FLAGS
“Grades must always be based on clearly specified learning criteria. Those criteria should be rigorous, challenging, and transparent. Grades based on specific learning criteria have direct meaning; they communicate what they were intended to communicate.” Thomas Guskey, 2011
RED FLAGS
An “A” looks different depending on which elementary school you attended in grade 5. This is confusing for 6th grade teachers when the students come to learn math at the Middle School.
Teachers at the same grade level give different assessments and use different grading policies.
RED FLAGS
One teacher counts homework completion toward the final grade but another teacher at the same grade level in the same school does not.
Alison receives a “C” in a 4th grade geometry unit but neither the student nor the parent know what specific part of the geometry content is not understood by the child.
RED FLAGS
Jeff, seventh grader, has a 230 RIT Score on the MAP Assessment (above grade level) and has consistently passed the OAA but receives F’s on his report card every quarter.
Sally, sixth grader, is recommended for Math Advantage class after receiving a basic score on the OAA. Her mother is surprised considering she’s always received A’s in math in elementary school.
Annie, sixth grader, is identified as gifted in math yet she lacks confidence and does not believe she is good at math.
MATH ADVANTAGE
Students who were identified as being one to two years behind in math
Second math class in place of elective
Designed to improve efficacy
Based on relationship between student and coach
Use of quality tools and processes
GRASS ROOTS
Teachers started a movement to improve instruction, assessment
and reporting using a standards-based approach.
IN THE BEGINNING…
2010-11 School Year Sixteen middle and high school staff members received in-depth training on 9 instructional design questions.
2011-12 School Year Sixteen additional middle and high school staff members received training on 9 instructional design questions.
Action Research 2010-2013 These 32 teachers implemented The Art and Science of Teaching principles in their classrooms.
AND… 2009-10 School Year
High School PLCs begin discussion of grading practice
2010-13 School Years
High School PLCs develop learning targets, aligned assessments, and achievement levels.
Middle School PLCs in Math and Language Arts develop learning targets, assessments and achievement scales.
Focused
Instruction
…THEN
2009-10 School Year
5th Grade District-wide Math PLC established to address OAA scores
2010-11 School Year
4th through 7th Grade District-wide Math PLCs established
2011-12 School Year
4th through 7th grade standards-based assessment and reporting pilot
…AND THEN.
2012-13 School Year
K-5 Building PLCs established
K-3 Elementary Math PLCs develop achievement scales & learning targets
K-5 LA PLCs begin to develop learning targets, scales and assessments
2013-14 School Year
Elementary and Middle School Science and Social Studies, and Special
Areas begin to develop learning targets, scales and assessments
DISTRICT RESPONSE
2011-12 School Year
A district-wide Assessment and Reporting Committee convened to coordinate the initiatives taking place at elementary (grades 4-5), middle and high school.
A district-wide survey was conducted to determine teacher readiness for a move to standards-based assessment and reporting
2012-13 School Year
Ongoing work of district-wide Assessment and Reporting Committee
MISSION STATEMENT
The highest level of student achievement occurs in an instructional and assessment environment that values
Creative, dynamic, collaborative instructional design
A consistent assessment framework
A fair and accurate reporting system that reflects student understanding of specific learning targets
Homework that provides a link between practice and achievement
Continuous communication that empowers student progress and encourages parental involvement
MISSION STATEMENT
Therefore, a culture of excellence is defined by
Instructional design that employs various delivery methods in order to best meet the diverse learning styles of every student
Frequent and varied assessments, both formative and summative, that are aligned to specific learning targets and provide multiple opportunities for students to demonstrate mastery
MISSION STATEMENT
Systematic grade reporting that offers relevant and explicit feedback and facilitates student achievement
Homework that is differentiated and that deepens student understanding of the specific learning target
Communication that is transparent, timely, useful, incisive, recognizes parents as partners, and promotes student achievement
BASIC PRINCIPLES
Assessment and grading theory and practice must be aligned with a district-wide system
The purpose of reporting grades is to provide feedback for students, parents and teachers
Standards-based assessment scores provide more valid information about student progress than the aggregated course grade
BASIC PRINCIPLES
Assessments must measure understanding of the learning target
Teacher judgment based on evidence from formative and summative assessments is a component of determining the student’s level of achievement
BASIC PRINCIPLES
Information from formative assessment must be used to adjust instruction
Students need useful feedback from formative assessments in order to improve
Students must be able to make a connection between practice and achievement; they must understand that intelligence is not fixed
BASIC PRINCIPLES:
LEVELS OF UNDERSTANDING
When converting a proficient level of understanding of a standard to a letter grade, the grade is B.
Clarification:
Letter grades calculate on the report card based on entering levels of
understanding in the grade book - Level 3 is considered proficient and
converts to a B
All grade levels: assessments should provide meaningful feedback in
the form of levels (0 through 4) or comments: no points, percentages or
letter grades
BASIC PRINCIPLES: LEARNING
TARGETS
Teachers must connect assessments to specific learning targets and make students aware of the connection before the assessment is given (what standards?).
Clarification:
“I can” statements in student-friendly terms must be communicated verbally, in writing and visually (posted) prior to the lesson
Written assessments must include an “I can” statement to clarify the learning target
BASIC PRINCIPLES: ASSESSMENT
Scores must be based on the student’s level of understanding of the learning target.
Clarification:
Students are evaluated based on their level of understanding of each learning target
Checkpoints are for learning: are assessed as proficient or not proficient (P or NP)… this information directs future intervention or enrichment
Summative assessments are a summary of learning: are evaluated using levels of understanding (1 through 4 with 3 being proficient)
BASIC PRINCIPLES:
DEMONSTRATING UNDERSTANDING
Students should have more than one chance to show what they know and are able to do.
Clarification:
If a student does not reach proficiency (P) on a checkpoint, he/she will have a chance at a second trial after intervention… this second trial may be oral or through observation
If a student does not reach proficiency (level 3) on a summative assessment, the team may allow a retake…this decision should be based on the student’s prior level of engagement and life skills
BASIC PRINCIPLES: LIFE SKILLS
Student behaviors and attitudes toward learning (life skills) must be assessed separately from achievement of the standard.
Clarification:
The student’s level of understanding is based on summative data only and must not be affected by Life Skills
Behavior, Working in Groups, Work Completion, and Participation are life skills assessed on a scale from 1 through 3 with 3 being the highest
BASIC PRINCIPLES: HOMEWORK
The purpose of homework is to practice and to prepare for new learning.
Clarification:
Legitimate purposes for homework include frontloading, practicing a skill or process that students can do independently but not fluently, elaborating on information that has been addressed in class to deepen students' knowledge
Homework should be differentiated based on student need
BASIC PRINCIPLES: HOMEWORK
The purpose of homework is to practice and to prepare for new learning.
Clarification:
In the grade book, homework is recorded as Satisfactory or Unsatisfactory/Incomplete (S or U), Exempt (X), Missing (Z).
The student’s level of understanding is based on summative data only and must not be affected by homework
THE ASSESSMENT SYSTEM
Standards-based systems include both formative and summative
assessments aligned to specific learning targets.
STRUCTURE & TERMINOLOGY
Domains are the broad categories within the content area. For example, in Math, the domains are Number and Quantity, Operations and Algebra, Geometry, and Measurement, Data, Statistics and Probability.
Measurement topics are groups of standard statements that are related within a domain. Assessments are developed at the measurement topic level.
CMP3 Scope and
Sequence for 7th
Grade Math
SEVENTH GRADE DOMAIN & MTs
ACHIEVEMENT SCALE - SHAPES
ACHIEVEMENT SCALE - ANGLES
STRUCTURE & TERMINOLOGY
“I can” statements are specific standards.
▶ These describe what students should know and be able to do at a proficient level
▶ “I can” statements are usually assessed in groups within a measurement topic, although an assessment could contain as few as one “I can” statement
▶ “I can” statements are interpreted by the classroom teacher and may be reworded in language that students can easily understand at a particular grade level
▶ Often, the “I can” statement is deconstructed into more discreet learning targets for students although this is not always necessary
ASSESSMENT
Self-assessment, pre and post instruction
Students are given the opportunity to reflect on their perceived level of understanding of the learning targets before, during and after instruction
This practice engages students in critical thinking about their own learning
Teachers create self-assessment rubrics to suit the students’ developmental level
The self-assessment gives student’s a preview of the learning targets for the unit or measurement topic.
PRE AND POST SELF-ASSESSMENT
ASSESSMENT
Assessment is a critical component of instruction. The purpose of assessment is to determine the student’s level of achievement of the standard.
Formative: Formative assessment is conducted during the course of instruction to gauge the student’s learning. These are referred to in student-friendly terms as checkpoints.
ASSESSMENT
Feedback from formative assessment helps the teacher know how to adjust instruction and helps the student know where to focus attention
Formative assessment is often used to pre-assess students to facilitate small-group instruction or determine a starting point for instruction
Formative assessment is reported as proficient (P) or not proficient (NP) since it is used during the process of learning
Students who are not proficient on this checkpoint receive additional instruction to
prepare for Trial 2.
ASSESSMENT
Summative: Summative assessment is conducted at the end of a unit of instruction, or at a logical point within a measurement topic that may span the entire school year (more likely in LA).
Summative assessments determine the student’s level of understanding of a measurement topic (unit) within a domain
ASSESSMENT
Summative assessments contain one or more items that measure the student’s achievement of each “I can” statement within a measurement topic
Summative assessments may contain more than one measurement topic
Each measurement topic is assessed individually within the summative assessment
ASSESSMENTS
On summative assessments, students score from level 0 to level 4 on each measurement topic
Teachers may also assign a level midway between, namely 0.5, 1.5, 2.5, and 3.5
The aggregate of the measurement topic scores on an assessment yields the score for that summative assessment
REPORTING ACHIEVEMENT
TOWARD THE STANDARDS
Teachers enter achievement data into the electronic grade book that
can be viewed by parents in real time.
PINNACLE GRADE BOOK (GLOBAL
SCHOLAR)
Grade book is designed to support SBG
Domains and Measurement Topics are imbedded for every subject
Summative assessments are linked (by the teacher) to MTs
MTs are organized into Domains
Domains are reported quarterly on report card
Students and parents can see progress at the MT level in real time in PIV
DISTRICT GRADING PROCESS: ALL CONTENT AREAS K-8
SUMMATIVE ASSESSMENTS LINKED TO
STANDARDS
The summative assessment covers a unit which may contain more than measurement topic
The summative is scored en total and entered into the grade book as an aggregate level of understanding for the unit
This summative score calculates into the course grade
SUMMATIVE ASSESSMENTS LINKED TO
STANDARDS
The teacher must link the assessment to the measurement topics it contains
All data can be viewed in real time through Pinnacle Internet Viewer (PIV), including the disaggregated measurement topic scores
Units are organized under domains – the domain level is reported quarterly
STUDENT REPORTS IN PINNACLE
INTERNET VIEWER (PIV)
During a marking period, summative scores are aggregated to produce a course grade.
In true standards-based grading, scores are not aggregated but are available as information to students and parents about the students specific knowledge and skills.
Student Report showing all assessment information:
• Checkpoints
• Classwork
• Homework
• Summative
THE REPORT CARD
Traditional report cards provide information at a set point in time,
usually at the end of a quarter year – this is aggregate information.
The report card is a big picture report. Most of the domains span grades K-8, allowing parents and students to see performance in a domain over time.
CONTACT
Jean Richardson
Math Specialist
j.richardson1959@gmail.com
Susan Beatty
President, Daimon LLC
daimoninstructionaldesign@gmail.com
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