The GEAR Module

Gathering Evidence to Achieve Results

CSD Principles of Student Achievement ALL CSD students and educators are part of ONE

proactive educational system.  Evidence-based instruction and interventions are

aligned with rigorous content standards. Data are used to guide instructional decisions,

align curriculum horizontally and vertically, and allocate resources.

CSD educators use instructionally relevant assessments that are reliable and valid

CSD educators make decisions based on student needs.

Quality professional development supports effective instruction for ALL students.

Leadership at all levels is vital.

“ . . .if the results from the assessment can be used to MONITOR and ADJUST instruction in order to improve learning for CURRENT students, the assessment can be said to be formative. If NOT, the assessment is summative.”

-Larry Ainsworth & Donald Viegut

Formative vs. Summative Assessments

Summative Assessment- Purpose: to evaluate the end result of learning- When: the end of an instructional period- How: tests whether students have met objectives

by the end of an instructional period- Examples:

High-stakes tests (Utah’s CRT) Final exams and term papers Reportcards

Formative Assessment◦ Purpose: to improve teaching and learning

effectiveness for learning in order to inform instruction

◦ When: occurs before or during instruction◦ How: identifies problems early; provides

feedback for teachers and student; helps design, modify, intensify instruction

◦ Examples: Curriculum Based Measurement (CBM) Early paper drafts evaluated with rubric and

returned for corrections Pretests

Activity

1. Form groups of 4.2. What assessments do you currently use in

your classrooms? Write one per index card.3. How can information from that assessment

inform what or how you teach? What questions do they help answer?

Which questions are answered by your current assessments?

1. Who is at risk for not meeting objectives?2. How should students be grouped to meet

needs?3. Are students progressing at a sufficient

rate to meet objectives on time?4. Are students and teachers getting regular

feedback on progress?5. What skills do students need to master

before they can meet final objectives?

WHO is involved?

COMMON FORMATIVE ASSESSMENTS are developed collaboratively by a team of teachers responsible for the same grade level or course.

For Teachers:Information to effectively teach EVERY student.

For Students:Feedback necessary to learn required core standards.

WHAT do they provide?

“When feedback to students takes the form of grades, they are likely to see assessment as a way to compare their achievement with others. Students with a track record as losers see little point in trying; however, when they are clear on intended learning outcomes and are provided with feedback as part of a formative process for improving their work, and are then given support in clarifying how they can close the gap, they are more likely to continue working until they achieve the targets ….”

Learning by Doing pg. 158

Diagnose student learning difficulties so interventions can be provided

Set individual teacher goals and team goals for student improvement

Identify and share effective teaching strategies to accomplish goals

Plan ways to differentiate instruction so that ALL students can succeed

-Larry Ainsworth & Donald Viegut

WHY use CFA’s?

More efficient More equitable for students Provide timely, accurate, and specific

feedback to students and teachers Inform the practice of individual teachers Build a team’s capacity to improve its

program Systematic, collective response to students

who are experiencing difficulty

BENEFITS of COMMON Assessments?

Common formative assessments are administered frequently to know the level of student understanding to determine needs and drive instruction.

WHEN do we assess?

What is essential for our students to know?

How will we know if they have learned?

How will we respond when students don’t learn?

How will we respond for those who demonstrate learning?

When planning and developing assessments, ask yourself these questions . . .

See Linking Assessment and Instruction The "How To" Guide

“One incontrovertible finding emerges from my career in and around schools: The nature of relationships among adults within a school has a greater influence on the character and quality of that school and on student accomplishment than anything else.”

-Roland Barth, 2006

The Importance of YOU!

Sample

Pre-test on Nov. 10th 8 Days on Cells Cells Quiz on Nov. 18th - Rise and Stretch Nov. 19th 4 Days on Osmosis/Diffusion Diffusion/Osmosis Quiz on Nov. 26th – Rise and Stretch Dec. 3rd 5 Days on Levels of Organization Quiz on Levels of Organization on Dec. 5th – Rise and Stretch

Dec. 10th

5 Days on Body Systems Quiz on Body Systems on Dec. 15th - Rise and Stretch Dec. 17th Standard 3 Review Dec. 16th & 17th - Rise and Stretch Dec.

17th Post-Test on Dec. 18th

Timeline

NOW WHAT

SO WHAT