ascd session 3311 ―assessing what matters most‖activity: we observe what matters… 1. think...
TRANSCRIPT
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 @ [email protected]
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 [email protected]
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.