Social Studies Coalition of Delaware

Lead Teacher Training

Don’t Stress…

It’s Time to Assess!

Sherry Kijowski

Theresa Bennett

February, 2007

Logic Map:

Lead Teacher Project

(Re)Orientation:

SSCD Lead Teacher Project

Trainer of Trainers Model

of Professional

Development

• SSCD Trains leads

• Leads return to districts &

trains teachers

(Re)Orientation:SSCD Lead Teacher Project

Goals

The training provided to Lead Teachers will enable school districts:

• To achieve alignment of standards, curriculum, instruction andassessment

• To teach and model “best practices” using research-basedinstructional strategies

• To increase the social studies content knowledge of all teachers ingrades K-12

• To increase teachers’ ability to assess for understanding inclassrooms thereby strengthening the use of formative assessmentsin the context of lesson-planning and instruction

• To strengthen the practice of “teaching for transfer”

• To link with the SSCD Assessment Project

(Re)Orientation:SSCD Lead Teacher Project

Year 1, Phase I Training Sessions

• August 9, 2006 Orientation/Economics

• August 10, 2006 Orientation/Geography

• October 13, 2006 History

• December 14, 2006 Civics

• February 28, 2007 Formative Assessment

• April 30, 2007 Summative Assessment

• June 11 & 12, 2007 Working With Adult Learners

(Re)Orientation:

SSCD Lead Teacher Project

Funding

SSCD pays costs and

reimburses districts

for substitutes

(districts front

substitute costs).Don’t expect this.

Lead Teacher Orientation:Communication Responsibilities

SSCD

• e-mails to leads & district

representatives.

• schedules and publicizes

events at monthly

meetings.

Districts

• follows-up SSCD

communications to leads.

• provides SSCD with lead

names & e-mails.

• determines &

communicates leads’

responsibilities within

their districts.

NO CHILD LEFT BEHIND ACT OF 2001

PART A, SECTION 111, 3, C, xii

“Such tests shall produce student

interpretive and diagnostic

reports…that allow parents, teachers,

and principals to understand and

address the specific academic needs of

students…”

Good teachers already know so much about

their students that they could fill out the state

test booklet for them.

“I’m sure Maria can

do problems 1, 3,

and 4. But she will

struggle with 2 and

5 because she

hasn’t yet mastered

those skills yet.”

(Shepard, 2003)

1. Annual accountability

testing

2. Interim, short cycle or

benchmark testing

3. Ongoing, accurate

classroom assessments

that show “for learning”

Assessment “of Learning” vs. Assessment “for Learning”

Assessment “Of Learning”:

How much have the students

learned at this particular point in

time?

(Used to Verify Learning)

Assessment “For Learning”:

How can we use assessments

to help students learn more?

(Used to Support Learning)

1. What’s the purpose of

the assessment?

2. Who will use the

results of the

assessment?

3. How will they use the

assessment results?

Approaching

the Targets

Standards or

GLE’s

The Focus of the

Assessment…

Students

about

themselves

Others about

students

The

Assessment

Informs…

Improve

Learning

Check the

status

Reason for the

assessment…

Assessment

“For Learning”

Assessment

“Of Learning”

Expectation of

Success Breeds

Optimism

• Promise of Reward

• Fear of PunishmentPrimary

Motivator

• Strive to Understand

the Learning Target

• Use Results to Learn

to do Better Next Time

• Study to Meet

Standards

• Strive for the Highest

Score

•Avoid Failure

Student’s Role

• Change Standards

into Learning Targets

• Inform & Involve

Students

• Administer Test

• Interpret Results

• “Move On” or Reteach

• Assign Grades

Teacher’s Role

Assessment

“For Learning”

Assessment

“Of Learning”

Formative and

Descriptive

Summative and

Broad

Generalizations

Feedback…

During the

Learning

After the

Learning has

Occurred

Place in

Time…

Diagnostic

Assessments that Help

Students See Their

Growth

Standardized and

Teacher-Made

Accountability Tests

Examples…

Assessment

“For Learning”

Assessment

“Of Learning”

How will they use

the assessment

results?

Who will use the

results of the

assessment?

What’s the

purpose of the

Assessment?

Student Teaching

Narratives for

Teaching Competency

Assessment “For Learning”

PRAXIS Tests for

Teaching

Competency Assessment “Of Learning”

Formative and

Descriptive Feedback

for Continuous

Improvement

Summative and Broad

Generalizations about

Abilities

How will they use

the assessment

results?

Student Teachers will

Reflect about

Themselves for

Growth Towards

Proficiency

DOE: The Promise of

a Job (Reward) or the

Fear of

Unemployment

(Punishment)

Who will use the

results of the

assessment?

Continuous

Improvement of

Teaching Practices

Check Status of

Teaching Pedagogy

and Content

Knowledge

What’s the

purpose of the

Assessment?

Student Teaching

Narratives for

Teaching Competency

PRAXIS Tests for

Teaching

Competency

Classroom Assessments that have

a Clear Purpose will…

1. show students where

they are going.

2. show students where

they are now.

3. show students how to

close the gap.

Which Assessment does this: The PRAXIS Exams or the Student Teaching

Narratives?

Key #1 – Clear Purpose

Activity

• Independently complete the chart “WhatDoes Assessment FOR Learning LookLike?”

• Independently read the “Seven Strategiesof Assessment FOR Learning”

• Complete the chart “How Do You AssessFOR Learning?” with a partner

• Debrief w/ table

• Debrief whole group

1. What are the learning

targets?

2. Are they clear?

3. Are they good?

WHAT’S THE TARGET

Is this a Target?

• Senior Project

• Bird Feeder

• Use a band saw safely

• State Report

• Diorama

A Mathematics Example

• Math

• Decimals

• Pages 152 in the

book

• Going on a “decimal

hunt”

• Read decimals and

put them in order

KINDS OF ACHIEVEMENT

TARGETS

• Master Factual and Procedural

Knowledge

• Use Knowledge to Reason

• Demonstrate Mastery of

Performance/Skills

• Create Products

• Acquire Dispositions

KNOWLEDGE TARGET

• Understands long-term physiological

benefits of regular participation in physical

activity

• Explains the important characteristics of

U.S. citizenship

• Knows that energy can be transformed

between various forms

More examples: CASL p. 63

REASONING TARGETS

• Uses statistical methods to describe,

analyze, evaluate, and make decisions

• Analyzes fitness assessments to set

personal fitness goals, strategies ways to

reach goals, evaluates activities

• Examines data/results and proposes

meaningful interpretation

More examples: CASL, p. 63

DEMONSTRATE MASTERY OF SPECIFIC

PERFORMANCE/SKILLS

• Measures length in metric and US units

• Reads aloud with fluency and expression

• Dribbles to keep the ball away from anopponent

• Participates in civic discussion with the aim ofsolving current problems

• Uses simple equipment and tools to gather data

More examples: CASL, p. 63

PRODUCT TARGETS

• Constructs bar graphs

• Develops a personal health-related fitnessplan

• Builds physical models of familiar objects

• Creates a scripted scene based onimprovised work

More examples: CASL, p. 63

DISPOSITION TARGETS

• Sees self as capable of doingmathematics

• Chooses to read for enjoyment

• Intends to vote in every election

• Looks forward to science class

• Wants to participate in community theater

• Enjoys opportunities to converse inSpanish More examples: CASL, p. 63

Key #2: Clear Targets Activity

• Participants are in grade level clusters (K-

3, 4-5, 6-8, 9-12).

• Sort GLEs according to learning targets.

• Debrief by table.

• Debrief whole group.

1. What method?

2. Quality questions?

3. Sampled how?

4. Avoid bias how?

5. Communicate how?

Assessment Methods (1)

• 1. Selected response and short answer

– Students select correct or best response fromlist provided

• Multiple choice

• True/False

• Matching

• Short Answer

• Fill-in

Assessment Methods (2)

• 2. Extended Written Response• Requires students to construct a written answer in response

to a question (no list provided)

– Compare

» Compare pieces of literature

– Analyze

» Analyze artwork

– Interpret

» Interpret scientific information

– Solve

» Solve and explain a mathematics problem

– Describe

» Describe a process in detail

Assessment Methods (3)

• Performance Assessment• Assessment bases on observation and judgment

– Examples:

» Writing Pieces (using rubrics to score)

» Safely operating a saw (checklist and rubrics to

score)

» Correctly doing long division

Assessment Methods (4)

• Personal Communication• Find out what students have learned through

interacting with them

– Checking journals and logs

– Asking ?s

– Interviewing students in conferences

– Listening to group discussions

– Oral exams

Key #3: Assessment

Target-Method Match Activity

• Grade level clusters.

• Use contents of the envelope to determine

the best assessment method for each

learning target.

• Follow the directions on the envelope.

• Table debrief.

• Whole Group debrief.

Linking Target to Method (CASL pg 100)

Ability to

Create

Products

Skills

Reasoning

Proficiency

Knowledge/

Mastery

Personal

CommunicationPerformance

AssessmentExtended

Written

Response

Selected

ResponseTarget to

be

assessed

Assessment Method

Assessment Development Cycle

• Stages in Assessment Planning

– 1. Plan: What,why and how will we assess?

– 2. Develop: Determine test items and scoring

mechanisms. *** Watch out for BIAS ***

– 3. Critique: Evaluate for quality

– 4. Administer: Give the assessment.

– 5. Revise: Use results to revise as needed.

1. How to manage

information?

2. How to report?

3. Report to whom?

CONDITIONS FOR EFFECTIVE

COMMUNICATION

• Targets are Clear

• Information is Accurate

• Symbols are Clear

• Communication is Tailored

Targets are Clear

Everyone understands the

learning targets in

question.

! Parents

! Students

! Share work samples

! Use definitions

! Share rubrics

! Parent/student friendly

curriculum guides

Information is Accurate

Our communication is only as good as the

assessments on which it is based.

Identified Purpose

Match Assessment

To Target

Clear Targets

Symbols are Clear

Message Sender Message Receivers

Everyone understands the meaning of summary

symbols.

Communication is Tailored

Communication is tailored to the audience (parents,

students, or others) – What does the audience

need to know? When do they need to know it?

What Students Need

" An understanding of the purpose of the

assessment – how the results are to be

used.

" Frequent, timely information that promotes

ongoing dialogue to keep them informed of

where they are with respect to intended

learning targets.

" Descriptive rather than evaluative statements

or judgments on practice work.

" Descriptive feedback that delineates what a

child can do; next steps.

What Parents Need

" Detail beyond the grade.

" Evidence of level of

achievement.

" Clarity regarding how

grades are assigned.

" Information about the

context; i.e. how does the

assessment represent

student learning?

" Input: communication

should not be one-way.

GRADING

• Stiggins DVD on Grading

• No break-out group for this key.

1. Students are users,

too.

2. Students can track

progress and

communicate, too.

3. Students need to

understand targets,

too.

4. Students can assess,

too.

Research consistently shows

that regular, high-quality

FORMATIVEFORMATIVE ASSESSMENTASSESSMENT

increases student

achievement.

Black & Wiliam Synthesis ofBlack & Wiliam Synthesis of

Research:Research:

1. Does better FORMATIVE

assessment = higher learning?

2. Does formative assessment

need improving?

3. What improvement is needed?

Research On EffectsResearch On Effects

.5 to 1.0 Standard Deviation Score.5 to 1.0 Standard Deviation Score

GainGain

Largest Gain for Low AchieversLargest Gain for Low Achievers

1.0 STANDARD DEVIATION1.0 STANDARD DEVIATION

EQUALS:EQUALS:

•• 30+ Percentile Points On ITBS30+ Percentile Points On ITBS

(middle of score range)(middle of score range)

•• 4 Grade Equivalents4 Grade Equivalents

•• 100 SAT Score Points100 SAT Score Points

•• 6 ACT Score Points6 ACT Score Points

•• U.S. TIMSS Rank from 23rd to Top 5U.S. TIMSS Rank from 23rd to Top 5

We know of NO OTHER WAYNO OTHER WAY

OF RAISING STANDARDSOF RAISING STANDARDS for

which such a strong case can be

made on the basis of evidence of

such large learning gains.

--Black and William, 1998

NEEDED IMPROVEMENTSNEEDED IMPROVEMENTS

•• Increased Accuracy of FormativeIncreased Accuracy of Formative

AssessmentsAssessments

•• Increased Descriptive FeedbackIncreased Descriptive Feedback

•• Increased Student InvolvementIncreased Student Involvement

NEW IDEA:NEW IDEA:

Formative assessment can and

should be done

BY STUDENTSBY STUDENTS,

as well as by teachers. The key to

improvement is how studentsstudents andand

teachersteachers useuse assessment

information.

A key premise is that for students to be able to improve,they must have the capacity to monitor the quality of theirown work during actual production. This in turn requiresthat students:

• Know what high quality work looks like

• Be able to objectively compare their work to thestandard

•Have a store of tactics to make work better based on their observations

--Royce Sadler, 1989

PURPOSE

TARGET

ACCURACY EFFECTIVE USE

STUDENT

INVOLVEMENT

DESIGN

EFFECTIVE

COMMUNICATION

Self assessment by pupils, farfrom being a luxury, is in fact anessential component offormative assessment.

--Black & Wiliam, 1998Black & Wiliam, 1998

Student SELFSELF-assessment is crucial for feedback

to be used effectively. Students are the ones

who must ultimately take action to bridge the gap

between where they are and where they are

heading.

The transition from feedback to self-monitoring

can occur only when the student comes to know

what constitutes quality.

--Sadler, 1989

The process of engaging in self-

assessment increases students’

COMMITMENT COMMITMENT to achieving

important educational goals.

--Covington, 1992

• Only possible when students

know the goal of the work and

have a vision of quality.

• Helps students make decisions

about what to focus on next.

YOU BE GEORGE

• Page two is a copy of the form George is to use.

• George has already completed the form and hiswork appears on page 3.

• NOW – YOU ARE GEORGE! Independentlyreview the work on page 3; then complete pages4 and 5.

• Follow the same procedure for the SocialStudies assessment – discuss using guidelinesfrom page 4.

• Debrief by table.

• Debrief whole group.

Without clear targets,

(or, if we don’t know what

each item on a test

measures,)

we can’t…

We can’t do any of the

following…

• Know if the assessment adequately

covers and samples what we

taught.

• Correctly identify what students

know and don’t know and their level

of achievement.

• Plan next steps in instruction.

• Give detailed, descriptive feedback to

students.

• Have students self-assess or set

goals likely to help them learn more.

• Keep track of student learning target

by target or standard by standard.

• Complete a standards-based report

card.

PUTTING IT ALL TOGETHER

• Sample middle school

social studies

planning calendar.

• Then and

Now…changes in

middle school social

studies assessment

practices

YOUR TICKET OUT

I want next…I value…

I got…I came

expecting…