WELCOME!!

While you are waiting, please complete the Anticipation Guide.

1.Read the statement

2.In the “Before Reading” column, mark whether you agree (A) or disagree (D).

Pathway to Rigor: Part 1- Assessment

Brought to you by…

Lesley Mills

Vicki Smith

Agenda

Math/ELA Network Meeting Agenda• 1-30-12

I. Anticipation Guide II. Review District Goals III. CHETL - Characteristics of Highly Effective Teaching and Learning - Instructional Rigor IV. Aligning to Achieve V. Formative Assessment Activities

A. What are the Benefits of Formative Assessment? B. Is there Rigor in your Assessment? VI. Reflection

Disclaimer

• You do not have a copy of every slide.

• Slides included in your handout are referenced by

• The entire presentation is available ___ .

SY2011-12 District Goals

• Understand the importance of clear learning targets, how to write them and how to match the type of target to an appropriate assessment.

• Understand how to design high-quality formative and summative assessments and how to utilize resulting data to provide feedback and effectively improve teaching and learning.

SY2011-12 District Goals (continued)

• Understand the “Characteristics of Highly Effective Teaching and Learning” and what these characteristics look like in action in the classroom.

• Understand the importance of instructional rigor

Characteristics of Highly Effective Teaching & Learning

Learning EnvironmentClassroom Assessment &

ReflectionInstructional Rigor & Student

EngagementInstructional RelevanceKnowledge of Content

Our Targets for Today’s Session

• District Goals:Understand the importance of clear learning

targets, how to write them and how to match

the type of target to an appropriate

assessment.

• CHETL:Classroom Assessment

Instructional Rigor: Essential Question

How do we create an environment in which …

• each student is expected to learn at high levels,

• each student is supported so he/she is supported to facilitate learning at higher levels, and

• each student demonstrates learning at high levels

www.barbarablackburnonline.com

Instructional RigorPreview/introduction

sent via email with link:

http://books.google.com/books?id=xe0r_IzLlTQC&printsec=frontcover&dq=rigor+is+not+a+four+letter+word&hl=en&src=bmrr#v=onepage&q&f=false

What Is Rigor?

• Rigor is the expectation that students will be able to perform at levels of cognitive complexity necessary for proficiency at each grade level, and readiness for college and the workplace.

Instructional Rigor

Reproduced with permission from Blackburn, Rigor is NOT a Four-Letter Word.Copyright 2008 Eye on Education, Inc. Larchmont, NY. All rights

reserved. www.eyeoneducation.com

Key Component of Rigor:Our Learning Targets

Instruction and Assessment

I can evaluate the effectiveness of my instruction.

I can use student work to measure achievement .

Does the summative assessment match the expectations of what the students are to do?

Traditional Planning

Today’s Planning Model

Assessments

Instructional Strategies

Learning Targets

Retrieved from http://www.cmu.edu/teaching/assessment/basics/alignment.html

Predicting Student Performance on Summative Assessments

Assessments should reveal how well students have learned what we want them to learn.

Instruction ensures that they learn it.

For this to occur, assessments, learning targets, and instructional strategies need to be closely aligned so that they reinforce one another.

Aligning to Achieve

For assurance that these three components are aligned, ask yourself these questions:

• Learning objectives: What do I want students to know how to do when they leave this course?

• Assessments: What kinds of tasks will reveal whether students have achieved the learning objectives I have identified?

• Instructional strategies: What kinds of activities in and out of class will reinforce my learning objectives and prepare students for assessments?

Aligning to Achieve

Standard(__ knowledge; __ reasoning; __ performance; __ product)

Summative Assessment(__ knowledge; __ reasoning; __ performance; __ product)

Research says…

Quality classroom assessment has the largest positive impact of any strategy on student learning and achievement that has been documented.

Crooks, 1987; Black & William, 1998, 2001; Miesels et al., 2003; Rodrigez, 2004

Research says…

Students engaged in quality classroom assessments learn more and do better on external tests.

This is especially true for students who struggle.

Crooks, 1987; Black & William, 1998, 2001; Miesels et al., 2003; Rodrigez, 2004

Summative Assessment

Course Sieve:• Administered too far down the

learning path to make instructional adjustments and interventions.

Formative Assessment

Fine SieveFine Sieve

• Informs both teachers and students about student understanding at a point

• Allows for timely adjustments.

• Ensures students achieve targeted standards-based learning goals within a set time frame.

Your Turn! – Formative Assessment

Typology of Kinds of Formative Assessment• 3 types of formative assessment

1. On Post-it Notes, write the types of formative assessment you use in your classroom. Write 1 assessment per note.

2. Sort your formative assessment notes into type of assessment. Post on your chart.

Long-cyclequarters,

semester, yearly

Medium-cycleWithin & between instructional unit

Short-cycleWithin and

between lessons

Your Turn! (continued) – What Are the Benefits of Formative Assessment?

• Read the NCTM Assessment Research Brief.

• Retake the Anticipation Guide, marking responses in the “After Reading” column.

• With a partner, share insights you gained from the article

• Share with the whole group.

Break! Stand Up!

Common Formative Assessment

Goal: Align Standards to Summative Assessment

• Focus on a few learning targets.

• Level of thinking Level of thinking of the learning target matches the level of assessmentmatches the level of assessment.

Formative Assessment Progression

Is There Rigor In Your Assessment? – Matrix of Learning Target Verbs

Knowledge Reasoning Performance Product

Explain Predict Observe Design

Describe Infer Perform Produce

Identify Classify Compose Make

Define Compare Conduct Write

Recall Summarize Speak Draw

Recognize Analyze Operate Represent

Select Evaluate Investigate Display

List Generalize Collect Model

Activity:Is There Rigor In Your Assessment?

Referring to the handout “Matrix of Learning Target Verbs”, use the formative assessment(s) you brought today to answer these questions:

1.What was/is the standard for the unit of study/lesson sequence that you taught or will teach using the formative assessment?

2. What is the “type” of learning target(s) applicable to this standard? Knowledge? Reasoning? …

Activity:Is There Rigor In Your Assessment?

3. How do the formative assessment items explicitly match the intended learning target(s)?

4. How do the formative assessment(s), used within the lesson progression, facilitate students’ learning towards the standard? If not, what do you need to do differently?

Discuss with whole group – Any revelations?

Comments?

Concerns?

Criticisms?

• Hope is not a strategy!

•Random “piecing” together is not a tactic.

If you always do what If you always do what you always did, you you always did, you will always get what will always get what you always gotyou always got.

J. “Moms” Mabley

Major Impetus Behind Standards Movement

AllAll students are to achieve the high standards

Teaching Intentionally

Standard(__ knowledge; __ reasoning; __ performance; __ product)

Summative Assessment(__ knowledge; __ reasoning; __ performance; __ product)

Reflecting:Key Component of Rigor

Instruction and Assessment

I can evaluate the effectiveness of my instruction.

I know what student work I will use to measure achievement .

My summative assessment matches the expectations of what the students are to do.

Formative Assessment of This Session

Please give descriptive feedback for your learning experience today, so that we can improve the learning environment for you next time:

• I liked ______ because….

• Next time I wish you would_____ because…

Next Meeting

Monday, March 5, 2012

3:15 – 5:00