Assessment For Learning…Assessment For Learning…

A Hopeful Vision for Student A Hopeful Vision for Student Success!Success!

Gay Welker Teresa PursesPrincipal SuperintendentWalker Elementary Canton Local School Districtwelkerg@cantonlocal.org purses@cantonlocal.org330 484-8020 330 484-8010

www.cantonlocal.org

OVERVIEWAssessment Assessment

OF Learning FOR Learning

Reason forAssessing:

REPORT ACHIEVEMENTSTATUS

PROMOTE MORE LEARNING

To Inform: OTHERS ABOUTSTUDENTS

STUDENTS ABOUT THEMSELVES

Focus oftheAssessment:

ACHIEVEMENTSTANDARDS

ACHIEVEMENT TARGETS THATUNDERPIN STANDARDS

DrivingForce:

ACCOUNTABILITY IMPROVEMENT

Commitment to Continuous Improvement:Shared Mission, Vision, Values, Goals

Values: Assessment FOR Learning Grading FOR Learning No Child Left Behind Moral Purpose: Making a Difference in the life chances of ALL students

Leadership that supports a culture FOCUSING ON LEARNING

Parents/Community Involvement

Make Standards/Goals Public; website availability Celebrate Successes Home/School Communications Student-led Conferences

Curriculum/Instruction

Content Standards on-line (AlignOhio/IMS) Standards “Unpacked”; “I Can” statements; power standards (in future) Common pacing charts AlignOhio/IMS with standards aligned lessons and assessments Development of engaging lessons Differentiated instruction

GOAL:Increased Student Achievement

Essential Questions:1.What do you want all students to know and be able to do?2.How will you know when they know it?3.What effective and engaging work will you provide to help them learn it?4.What will you do if they don’t learn it?

Staff Development

Assessment Literacy Training: Assessment FOR Learning Developing Common Assessments DaSL, Pinnacle AlignOHIO, IMS Schlechty Design Qualities

Assessment

Common assessments/short cycle (3,6,9 weeks) Formative assessments Student Involved Assessment/student data notebooks Mastery learning Value-added student assessment Standards-based grade card (electronic)

Tools (electronic)

Data for Student Learning (DaSL) AlignOhio and IMS Pinnacle Grade Book Common Assessments/Formative Data Items banks Tutoring tools Electronic assessment programs

Collaborative Teams

Professional learning communities/Baldrige tools/protocols Collective inquiry/goal setting, action plans, PDSA Analyze test format/items; analyze test results Analyze student work/develop common assessment Using DaSL for data-based decision making

Pyramid of Interventions

Mastery Learning Differentiated Instruction Tutoring Adult advocate for each student Social services assistance Alternative schools/on-line coursework

Assessment FOR Learning in a Standards-Based Environment

*Based on the works of Richard DuFour, Robert Eaker, Mike Schmoker, Michael Fullan, Rick Stiggins and Philip Schlechty Developed by Stark County Educational Service Center in collaboration with its districts. jhd

If we believe ALL students If we believe ALL students can learn…..can learn…..

• What is it we expect them to learn?

• How will we know when they have learned it?

• How will we respond when they don’t learn?

Reflect: Our Own Experience Reflect: Our Own Experience with Assessment and with Assessment and

Implications for PracticeImplications for Practice

• • common/shared valuescommon/shared values• common learning targets• common learning targets• common assessment tools• common assessment tools• common instructional strategies• common instructional strategies

Standards Based Standards Based Assessment PracticesAssessment Practices

Best PracticesBest Practices Begin when Teams, Begin when Teams,

Training, and Tools are in Training, and Tools are in Place! Place!

• • Establish Professional Learning CommunitiesEstablish Professional Learning Communities

• • Provide assessment literacy training Provide assessment literacy training

•• Provide data and tools for data analysis for Provide data and tools for data analysis for

teachersteachers

• • Establish Professional Learning CommunitiesEstablish Professional Learning Communities

• • Provide assessment literacy training Provide assessment literacy training

•• Provide data and tools for data analysis for Provide data and tools for data analysis for

teachersteachers

Best Practices Begin When Best Practices Begin When Teams, Training, and Tools Teams, Training, and Tools

are in Place! are in Place!

Analyze the standards and make them student friendly

Standards Based Standards Based Assessment PracticesAssessment Practices

Step #1Step #1

Map when grade level indicators will be taught

Standards Based Standards Based Assessment PracticesAssessment Practices

Step #2Step #2

Develop common assessments aligned with

indicators

Standards Based Standards Based Assessment PracticesAssessment Practices

Step #3Step #3

Align instruction and instructional resources. Develop differentiated

lessons.

Standards Based Standards Based Assessment PracticesAssessment Practices

Step #4Step #4

Develop standards-based grading system.

Standards Based Standards Based Assessment PracticesAssessment Practices

Step #5Step #5

Step #1Step #1Analyze the standards and make

them student friendly

1. Unpacking process to develop a common understanding of the

standards and indicators

2. “I CAN” statements written by grade level teams for all state standards that

were student/parent friendly

Step #1Step #1Analyze the standards and make them

student friendly

Standard, Benchmark, and indicator: What students must know:

CONCEPTS PROCESSES

What essential understandings (generalizations) How can students demonstrate knowledge ofmust a student development from the concepts the generalizations?and processes?

Unpacking Template

Step #1Step #1Analyze the standards and make them

student friendly

Sample I CAN STATEMENT written by grade level teams

4th GRADE MATH STANDARD3-1 I can identify, describe and model

intersecting, parallel, and perpendicular lines and line segments.

Map when grade level indicators will be taught

Standards Based Standards Based Assessment PracticesAssessment Practices

Step #2Step #2

Develop common assessments aligned with

indicators

Standards Based Standards Based Assessment PracticesAssessment Practices

Step #3Step #3

Before you start developing the assessment:

1. The group must have consensus on targets. Common assessments should

measure the core standards. What are the most essential things you want students to

know and be able to do?

Step #3Step #3 Develop common assessments

aligned with indicators

2. The group must have consensus on the type of assessment to best measure

whether students have hit the target. What is appropriate evidence of understanding of a core concept? What is appropriate evidence

of proficiency in a key skill?

Step #3Step #3 Develop common assessments

aligned with indicators

3. The group must have consensus on an acceptable level of quality. What does “proficiency” look like? How good is good

enough?

Step #3Step #3 Develop common assessments

aligned with indicators

While developing the assessment you should consider:

1. Does the assessment meet standards of quality assessment?2. Does the assessment cover a balance of content knowledge and

process skills?3. Is the assessment aligned with proficiency? Consider the following:

• format (contain complex multiple choice and a minimum of one extended response and one short answer question)• thinking level of questions (fewer knowledge level, more higher level)• what the student needs to do to answer each question?

(amount of reading required, graphics, multi-step directions, determining needed information, use of calculators and formula sheets, etc.)

4. Will the assessment provide appropriate feedback to students to help them improve their performance?

5. Will the assessment provide a way to measure continuous improvement in student performance?

Step #3 Step #3 common assessments

Does the assessment Does the assessment effectively assess the target?effectively assess the target?

How will we involve students in How will we involve students in the process?the process?

Get CommitmentGet Commitment

Best Practices begin when Best Practices begin when

Teams, Training, and Tools are in Place!Teams, Training, and Tools are in Place!

What’s the next step!What’s the next step!

•Erickson, L., (1998). Erickson, L., (1998). Concept-Based Curriculum and Instruction: Teaching Concept-Based Curriculum and Instruction: Teaching Beyond the Facts. Beyond the Facts. Thousand Oaks, CA: Corwin Press.Thousand Oaks, CA: Corwin Press.

•Guskey, T.R. (ed.). (1996a). •Guskey, T.R. (ed.). (1996a). Communicating Student LearningCommunicating Student Learning (1996 ASCD (1996 ASCD Yearbook). Alexandria, VA: Association for Supervision and Curriculum Yearbook). Alexandria, VA: Association for Supervision and Curriculum Development.Development.

•O’connor, K. (1999). •O’connor, K. (1999). How to Grade for Learning. How to Grade for Learning. Arlington Heights, IL: Arlington Heights, IL: SKYLIGHT.SKYLIGHT.

•Marzano, R., (2000). •Marzano, R., (2000). Transforming Classroom Grading. Transforming Classroom Grading. Alexandria, VA: Alexandria, VA: Association for Supervision and Curriculum Development.Association for Supervision and Curriculum Development.

•Marzano, R., Pickering, D., & McTighe, J. (1993). •Marzano, R., Pickering, D., & McTighe, J. (1993). Assessing Student Outcomes: Assessing Student Outcomes: Performance Assessment using the Dimensions of Learning Model. Performance Assessment using the Dimensions of Learning Model. Alexandria Alexandria VA: Association for Supervision and curriculum Development.VA: Association for Supervision and curriculum Development.

•Schlechty, P. (2002). •Schlechty, P. (2002). Working On the WorkWorking On the Work. San Francisco, CA: Jossey-Bass.. San Francisco, CA: Jossey-Bass.

•Stiggins, R., (2001). •Stiggins, R., (2001). Student-Involved Classroom Assessment. Student-Involved Classroom Assessment. Upper Saddle Upper Saddle River, NJ: Merrill Prentice Hall.River, NJ: Merrill Prentice Hall.

•Stiggins, R., & Knight, T., (1998). •Stiggins, R., & Knight, T., (1998). Understanding by Design. Understanding by Design. Alexandria, VA: Alexandria, VA: Association for Supervision and Curriculum Development.Association for Supervision and Curriculum Development.

References