asdn assessment webinar 3assessment of learning (summative) reason improve learning check status...
TRANSCRIPT
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Enhancing Professional Prac0ce
The Framework for Teaching Using Assessment in Instruc7on
Melissa Linton, Facilitator
Using Assessment in Instruc0on
! Individually • Iden1fy as many kinds of assessment as you can think of being used in your school.
• Write your ideas down on paper or s1cky notes.
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Outcomes Using Assessment in Instruc7on
Par1cipants will deepen understanding, knowledge and skills about: • Framework for Teaching – 3d Using Assessment in
Instruc1on for forma1ve assessment and feedback prac1ces.
• How to use forma1ve assessment in instruc1on, how to
provide meaningful feedback to students and how to make real-‐1me adjustments in instruc1on during a lesson.
• How the Framework can be used as a growth tool to
enhance professional prac1ce.
• How to plan ac1ons steps to share with the larger school community.
• Welcome and Overview • Gathering informa1on on student learning • Analyzing Component 3d: Using Assessment in Learning • Defining Forma1ve Assessment for Today’s and Tomorrow’s
lessons • Understanding Criteria for Effec1ve Feedback • Observing/Planning for 3d (1f) • Aligning 3d with Domain 1: Planning and Prepara1on • Learning Strategies: Using Assessment in Instruc1on • Next Steps
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Norms
Equity of voice
A;en0ve listening
Safety to share different perspec0ves
Commitment to the work
Research Says……. Effec7ve Lessons: Clear learning Objec1ves Teaching/Modeling/Demonstra1ng Guided Prac1ce/Student Understanding Checks for Understanding/Forma1ve Assessment
Schmoker, 2011
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Working Defini0ons
• Forma1ve assessment is for the purpose of analyzing prac1ce and student learning to guide future planning and development.
• Summa1ve assessment is intended to measure and evaluate student outcomes
(ETS)
BRAINSTORMING and CATEGORIZING
! Individually, iden1fy as many kinds of assessments as you can think of being used in your school or district. Write each on a s1cky note or piece of paper.
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BRAINSTORMING and CATEGORIZING
• Sort the assessments into two categories: Forma1ve and Summa1ve
Let’s discuss: What do the results of your chart reveal? Commonali1es? Differences?
Forma0ve Assessment…
• Is diagnos1c • Is on-‐going measurement of growth over 1me • Uses evidence of student learning to help teacher iden1fy areas of strength and for growth/next steps
• Provides students informa1on to self-‐monitor understanding
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Summa0ve Assessment…
• Is given at end of unit or learning • Is evalua1ve • Is used for grades/promo1on
Assessment Assessment FOR Learning (Formative)
Assessment OF Learning (Summative)
Reason Improve learning Check status
Knowledge learned Assessing what students are learning in real time
Culminates what students have learned
Focus Objectives towards standards/scaffolding learning targets
Standards
Example Assessments that diagnose needs, help students see progress, identify next steps in learning
External accountability/tests and classroom assessments for grades
Place in time A process during learning
An event after learning
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Using Assessment IN Instruc0on
“A teacher may have taught an apparently coherent and thoughtful lesson, but the real question is what students know and are able to do as a result of the lesson.” Wagner et al. (2006)
Domain 3 Instruc7on 3a Communica1ng with Students 3b Using Ques1oning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruc1on 3e Demonstra1ng Flexibility & Responsiveness
Domain 2 Classroom Environment 2a Crea1ng an Environment of Respect & Rapport 2b Crea1ng a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space
Domain 4 Professional Responsibili7es 4a Reflec1ng on Teaching 4b Maintaining Accurate Records 4c Communica1ng with Families 4d Par1cipa1ng in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism
Domain 1 Planning and Prepara7on 1a Demonstra1ng Knowledge of Content & Pedagogy 1b Demonstra1ng Knowledge of Students 1c Sehng Instruc1onal Outcomes 1d Demonstra1ng Knowledge of Resources 1e Designing Coherent Instruc1on 1f Designing Student Assessment
The Danielson Framework for Teaching
Plan
Teach
Reflect
Apply
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Domain 3 Instruction
Domain 2 Classroom Environment
Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness
Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness
Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space
Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space
Domain 4 Professional Responsibilities
Domain 1 Planning and Preparation
Domain 4 Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism
Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment
The Danielson Framework for Teaching
“Students are fully aware of the criteria and performance standards by which their work will be evaluated.”
3d Proficient Level
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Analyzing and Applying the Framework • Part A: Component 3d: Using Assessment in Instruc1on
1. Individually read 3d overview 2. Individually highlight most significant idea 3. Chat out your significant idea 4. Choose an idea from the Chat box and respond to the that idea (add the
person’s name before you respond in the chat box.
Analyzing and Applying the Framework • Part B: Component 3d: Using Assessment in Instruc1on • Individually read the Proficient and Dis1nguished/Exemplary levels for 3d
• What would we see and hear teachers and students doing if teaching prac1ces were at Proficient and Exemplary/Dis1nguished levels
• Record in the chat box 5 to 6 examples that relate to your grade level, teaching assignment, or posi1on.
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Analyzing and Applying the Framework • Part C: Component 3d: Using Assessment in Instruc1on
• Each par1cipant share a next step: • What is one new thing that you want to try to grow your prac1ce in Using Assessment in Instruc1on (3d)
• How might 3d support your planning and/or reflec1on of your teaching prac1ces.
Effec0ve teachers….
* Put a greater emphasis on meaning vs. memoriza1on * Have coherent content and clarity of objec1ves * Constantly engaged the students * Assess students frequently * Have well managed and organized classrooms * Use allocated 1me for instruc1on * Use a variety of materials * Have higher expecta1ons for students * Were enthusias1c * Exhibited support, fairness, and respect
Good (2010)
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Assessment for Today’s Lesson and Tomorrow’s
JIGSAW Ac7vity
• Form groups of three, number off 1-‐3.
• Individually, read your assigned Sec1on: 1 Read #1,2,3 2 Read # 4,5,6 3 Read # 7,8,9, & 10
• Highlight key concepts and phrases record key ideas on the corresponding page of your handout
• Share and chat with colleagues
“Less teaching, more feedback equals be;er results”
Decades of research support the idea that by teaching less and providing more feedback, we can produce greater learning.
(Hahe, 2008. Marzano, Pickering and Pollock, 2001).
WHAT IS FEEDBACK ANYWAY????
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John Hattie: Visible Learning (2009)
“To be effective, feedback needs to be clear, purposeful, meaningful and compatible with students’ prior knowledge, and to provide logical connections.”
“If feedback is directed at the right level, it can assist students to comprehend, engage, or develop effective strategies to process the information intended to be learnt.”
“Thus, when feedback is combined with effective instruction in classrooms, it can be very powerful in enhancing learning.”
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Feedback
Feedback is forma4ve if it causes students to think and improve their work.
Feedback?
Feedback is value-‐neutral help on worthy tasks. It describes what the learner did and did not do in rela1on to her goals….It is ac1onable informa1on and it empowers the student to make intelligent adjustments when she/he applies it to the next anempt to perform.
Grant Wiggins
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Your use of words was more precise in this paper than in the last one.
The first sentence is confusing as your ini1al thesis is not supported by
evidence.
Good job! I really liked your poster!
You need more examples in your report. You should have included essen1al ques1ons.
Useful Feedback Your use of words was more precise in
this paper than in the last one.
The first sentence is confusing as your ini1al thesis is not supported by
evidence.
Value Judgment/Grades
Good job! I really liked your poster!
Advice You need more examples in your report. You should have included essen1al
ques1ons.
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Feedback
• Specific – refers to specific behavior or content/skill being learned, tells student what was correct/incorrect , not focused on the learner
• Timely – Immediate feedback, as osen as possible • Accurate – factual, objec1ve, safe • Construc7ve and Substan7ve – improves learning, iden1fies what’s done well and/or what’s to improve
Danielson, 2009
Forma0ve Feedback 3 -‐ 2 -‐ 1
With an elbow partner: -‐ Individually select a “key” to effec1ve feedback to read. Complete the 3, 2, 1 worksheet. -‐Share your 3, 2, 1 worksheet. Chat with the group:
• Discuss the big ideas of each of the Seven Keys to Effec1ve Feedback read.
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Summary of Effective Feedback • Is best initiated by the learner
• Focuses on the learning intention of the task
• Occurs as the students are doing the learning
• Provides information on how and why the student
understands and misunderstands
• Provides strategies to help the student to improve
• Assists the student to understand the goals of the learning.
Steps to Teach Students How to Use Feedback
• Model giving and using feedback • Be clear about the learning target • Make expecta1ons for quality work clear and if appropriate, have students par1cipate in the development of criteria
• Design lessons for student use of feedback on previous work to produce bener work
• Teach students self-‐ and peer assessment skills
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Most Important Point
What are some of the most significant ideas that have surfaced for you so far today?
Record on the notes pages in you packet
Congruence
Another BIG IDEA
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Congruence
align
connects correspond
agree
1a Content & Pedagogy
1b Students
1d Resources
Knowing 1c Instruc1onal Outcomes
1f Designing Assessments
1e Designing Instruc1on
Doing
Domain 1
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Connec0ons to Framework Components
3d: Using Assessment
in Instruc1on
1e: Designing Coherent Instruc1on
1 f Designing Student Assessments
Other…….
Connec0ng Assessment Design and Implementa0on
• Congruence with Instruc1onal Outcomes
• Criteria and Standards
• Design of Forma1ve Assessments
• Use for Planning
• Assessment Criteria
• Monitoring of Student Learning
• Feedback to Students
• Student Self-‐Assessment and Monitoring of Progress
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• Think about a lesson you recently taught. • What were some forma1ve assessment strategies you used in that lesson?
• Considering the list of strategies, what other assessment strategies might you use in the future?
• Share an idea in the chat box
Next Steps
Based on today’s learning: • Read the ar1cle: “Five Key Strategies for Effec1ve Forma1ve Assessment”
• Implement some new assessment and feedback strategies before we meet next
• Come to our next session prepared to share successes and challenges
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Ques0ons and Reflec0on