BEATRICE PUBLIC SCHOOLS FOCUS ON STUDENTS AND RESULTS Building Common, Informative Assessments.
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Transcript of BEATRICE PUBLIC SCHOOLS FOCUS ON STUDENTS AND RESULTS Building Common, Informative Assessments.
BEATRICE PUBLIC SCHOOLS FOCUS ON STUDENTS AND RESULTS
Building Common, Informative Assessments
Context for Common Assessments
What is it we expect them to learn? Essential Learnings
How will we know when they have learned it? Common assessments (Formative & Summative)
How will we respond when they don’t? Pyramid of Interventions
How will we respond when they do? Enrichment and Differentiation
Essential Question
How can we create common assessments to monitor and promote student learning?
Standard: High quality assessments are collaboratively
developed and collectively used to monitor, measure, and promote high levels of student achievement.
The Mission
Understand the rationale for and process of using common assessments, including assessment for and assessment of learning
Identify strategies for aligning standards and assessments
Identifying the key factors to consider when developing common assessments
What is a common assessment?
Any assessment created by and given by two or more educators with the intention of collaboratively examining the results for: Shared learning Instructional planning for individual students and/or Curriculum, instruction, and/or assessment
modifications(DuFour)
Assessment for learning, when done well,is one of the most powerful, high-leveragestrategies for improving student learningthat we know of. Educators collectivelybecome more skilled and focused atassessing, disaggregating, and using
student achievement as a tool forongoing improvement.
– Michael Fullan
Why common assessments?
High Quality Classroom Assessment
Educators need to ask themselves: Why am I assessing? What am I assessing? What is the best assessment method? How do I communicate the results?
Inside the Black Box: Raising Standards Through Classroom Assessment
Research consistently shows that regular, highquality FORMATIVE ASSESSMENT increasesstudent achievement.RESEARCH ON EFFECTS
• Black & Wiliam (1998) International Research Review
-- .5 to 1.0 Standard Deviation Score Gain--Largest Gain for Low Achievers
Formative Assessment
“When implemented well, formative assessment can double the speed of students’ learning” Dylan William (December/January 2007 Educational
Leadership, pg. 36)
1.0 Standard Deviation Equals:
35 Percentile Points on a Norm-Referenced Assessment (TerraNova, Gates MacGinitie)
2-4 Grade Equivalents5 ACT Composite Score Points
Assessment FOR Learning vs. Assessment OF Learning
FOR—How can we use assessment to help students learn more?
OF—How much have students learned as of a particular point in time?
Adapted from Stiggins
Assessment of Learning
The purpose is to measure student achievement for reporting and accountability--document mastery of standards.
Uses include certifying student competence, sorting students, promotion and graduation decisions, grading
Assessment for Learning
The purpose is to promote further improvement of student learning during the learning process and involve students in the ongoing assessment of their learning.
Uses include providing students with insight to improve, help teachers diagnose and respond to student needs, help parents see progress over time
Essential Questions:
How can we createcommon assessments
to monitor andpromote student
learning?
Consider the Keys to Quality Classroom Assessment
The Right Stuff: Effective Formative Assessment
Clarify and share learning intentions and criteria for success with students (exemplars and clear targets)
Engineer effective classroom discussions, questions, and learning tasks (Think of Questioning Makes the Difference Activity)
Provide feedback that moves learners forewardActivate students as the owners of their own
learning (student self-assessment)Encourage students to be instructional
resources for one another William (Educational Leadership, 65 (4), 36).
Keys to Quality Classroom Assessment
Key #1—Clear PurposePlanning Phase
Assessment for Learning Diagnose needs and strengths
Collaborative Teams will use the information from the assessment to make instructional decisions for the students in the class
Key #2—Clear TargetsStage #1 Planning Phase
What Are the Learning Targets?A learning target is any achievement expectation
we have for students on the path toward mastery of a standard.
It clearly states what we want the students to learn and should be understood by teachers and students.
Learning targets should be formatively assessed to monitor progress toward a standard.
Collaborative Teams must discuss and resolve a description of a proficient student on the standard-
Creating Targets For “Driving a Car with Skill”
What knowledge will students need to demonstrate the intended learning?
What patterns of reasoning will they need to master?
What skills are required (if any)?What product development capabilities
must they acquire (if any)?
Driving a Car with Skill
Knowledge
Reasoning
Skills
Product(s)
Driving a Car with Skill
Knowledge Know the law Read signs and understand what they mean
Reasoning Evaluate ‘am I safe’ and synthesize information to
take action if needed
Skills Steering, shifting, parallel parking…
Achievement Targets
Knowledge Mastery of substantive subject content where mastery
includes both knowing and understanding it
Reasoning The ability to use knowledge and understanding to figure
things out and to solve problems
Performance Skills The development of proficiency in doing something--where
it is the process that is important such as playing a musical instrument, reading aloud, speaking in a second language
Achievement Targets
Products The ability to create tangible products, suchas term papers,
science fair models, and art products, that meet certain standards of quality and that present concrete evidence of academic proficiency
Key #3--Good DesignStage #2 Development Phase
Focused on Learning Targets Focus on the targets that are part of the larger
essential learning. Do Not create an assessment for the entire concept—select specific skills or content that contribute to students’ learning toward the standard (essential learning)
Appropriate Assessment Method Well-written items, tasks, and rubrics Samples student achievement in such a way to make
appropriate inferences about student learning
Guiding Principles
Choosing the Best Assessment Method--chart
Educators need to deliberately choose an assessment method that fits the standards being assessed
Test Specification Chart (Blueprint) List Learning Targets Identify if the targets are knowledge, reasoning,
performance skills, products, and/or beliefs/behaviors
Ask the Question “How Important” to guide development
Guiding Principles
Items are the appropriate level of difficulty—goal is to reveal areas of strength and areas for growth, not 100% proficiency by ALL (i.e. current BPS Math & LA ES tests)
Assessment items are tightly aligned to what is actually taught in the classroom
The common assessments we will create are to be used in conjunction with all other classroom assessment activities (variety of methods)
Assessment Method
Selected Response MC, T/F, Matching, Enhanced MC
Constructed/Written Response Fill-in-the-blank, short answer, label a diagram,
“show your work”, nonlinguistic representation
Performance-Based Product (essay, project) Performance Based (presentation Process (oral questioning, observation)
Psychometric Properties of Good Tests
Valid Does the test measure what you think it measures? Are scores appropriate and accurate?
Reliable Does the test measure student achievement
consistently? Are scores trustworthy and dependable?
MC Item Writing Guide
MC Most efficient Different levels of cognitive processing can be
assessed (Quick Flip Chart) Easy to score Difficult to construct high quality questions 2 or more response options
MC, continued
MC Item Parts Stem (poses the question or states the problem) Options (all choices given for the item) Keyed Answer (Correct Answer) Distractors (all of the incorrect responses)
Formats Closed stem (asks the complete ? and ends with ?
Mark Sentence completion format Best/Most format Roman Numeral format
MC Item Writing Checklist
Measures a single significant pointNot misleading/deceiving
Emphasize special words (BEST, ONLY, etc.)Independent (no cueing)Randomize the position of correct choicesArrange in a logical orderAvoids the following:
Always, never, none, allDistractors represent plausible answers or
common errors Avoid humorous option
Constructed Response Item Writing Guide
Can assess different levels of thinkingCan obtain more in-depth information about
knowledge of a topicQuick to createDifficult to score consistentlyPotential confounds (reading level, writing
skills, time management
Constructed Response
Parts of Constructed Response Items Prompt (question, problem, topic) Response requirements (tells how to respond) Answer elements (the components of an acceptable
response) Rubric (assigning value to overall quality of the
answer)
CR Item Writing Checklist
Guidelines that are appropriate from MC apply
Verify approach is best way to assess objectives/targets
Insure expected behavior is specified in test specifications
Insure examinee knows response requirements
Developing the Common Assessment
Using the guidelines, create a formative assessment in which the team believes
Plan to administer the assessment at point of instruction! Similar pacing will be required to accomplish this goal
Observe the administration of the assessment (student reactions, behaviors, questions) and take notes to share with your team
Creating the Assessment
Use the handout as an example for setting up a common assessment
Next Steps & Further Training
Clearly articulate purpose and targets √Develop a common assessment
Plans for quality assurance Develop scoring criteria
Administer the common assessmentEngage in collaborative scoring & data analysis
The Now What of the process! “Done properly, formative assessment can generate
dramatic improvements in teaching and learning…” but how teachers use the information about the teaching and learning is the rest of the story!
Next Steps
“The power of formative classroom assessment
depends on how you use the results.”
(Guskey)
Next Steps
Collect the data in a way that is manageable and meaningful.
Do SOMETHING with the data—set a goal, have a conversation, draw conclusion, CHANGE INSTRUCTION TO MEET THE NEEDS OF THE LEARNERS
Re-examine the results of another assessment to mark progress on a given skills