Dr. Jim Powell

“The success of any organization of any organization is contingent upon clear, commonly defined goals. A well-articulated focus unleashes individual and collective energy. And a common focus clarifies understanding, accelerates communication, and promotes persistence and collective purpose. “ (ASCD)

What basis beliefs impact the implementation of a standards based environment?We can agree upon and define

what we want our students to know and be able to do.

Children can learn and do those things.

Children can recognize the quality of the standard and strive toward it.

Teachers can clearly understand and articulate the quality of the standard and teach toward it.

Parents can understand student growth toward achievement of the target.

Hitting the Bull’s eye.

Criteria made public.

Clear TargetsImpact on students:

More focused (especially underachieving students).

Demand learning target. More likely to express learning

needs – specifically. Develops a learning culture. Quality of work improves. Behavior improves. Persevere longer. Greater ownership of learning as

responsibility shifts from teacher to student.

Automatically self-evaluative. More enthusiastic about learning.

Impact on teachers: More focused. Sharpens teacher understanding of

learning target. Expectations rise. Focus on quality rather than getting

everything done. More critical of activities. Reinforces relevant vocabulary. Assists in reflection of lesson and

learning that occurred. Strengthen connections with

parents related to child’s strengths and weaknesses.

Without Clear Targets 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.

Clear Learning Targets

• We need clear targets to… • Know if the assessment adequately covers what

we taught• Correctly identify what students know and

don’t know• Have students self-assess or set goals for future

study that are likely to help them learn more• Keep track of student learning target by target • Complete a standards-based report card

“By setting out clearly in their own minds what they wanted the students to learn, the teachers would be in a position to find out what the ‘gap’ was between the state of students’ current learning and the learning goal and to be able to monitor that ‘gap’ as it closed.”

Assessment for Learning: putting it into practice

Learning/Achievement Targets

Statements of what we want students to learn and be able to do.

Students who can identify what they are learning significantly outscore those who cannot.

Robert Marzano

“Any student who leaves school still needing their teacher to tell them that they’ve done well has not yet learned to hit the target. They’ve not yet learned to recognize good thinking.”

Rick Stiggins

Learning TargetsA learning target is an achievement

expectation we hold for students. It’s a statement of what we want the student to learn.

Is this a target?MathDecimalsPage 152 in the bookGoing on a decimal huntRead decimals and put them in order

A Mathematics Example

Math Decimals

Page 152 in the book Going on a decimal hunt

Read decimals and put them in order

Subject

Topic

Assignment

Activity

Learning Target

The giving of marks and the grading function are overemphasized, while the giving of useful advice and learning function are underemphasized.

--Black & Wiliam,1998 http://www.ltscotland.org.uk/learningaboutlearning/movies/feedbackonlearningdylanwiliam.asp

Adapted from Quality Learning Australia Pty Ltd. 2008

Follower

MasterAll Knowing Provider

Passive Recipient

Coach

Learning Participant

Facilitator and Mentor

Active Self-Starting Learner

3 = Consistently demonstrates ability to apply concepts/skills independently.

2 = Continues to work towards an understanding of concepts/skills, more practice and experience is needed.

1 = Having great difficulty demonstrating an understanding of concepts/skills.

Blank area = Not sufficient documentation at this time.

4 = Consistently meets and exceeds the grade level standards.3 = Consistently demonstrates ability to apply concepts/skills independently.2 = Continues to work towards an understanding of concepts/skills. More practice experience is needed.1 = Having great difficulty demonstrating an understanding of concepts/skills.Blank area = Not sufficient documentation at this time.

So, what’s the target in this Standard?

Students will represent the path of light as it interacts with a variety of surfaces (reflecting, refracting, absorbing).

Know that light has a sourceRepresent the straight-line path of lightKnow that we see objects because light is reflected from

the object in its path to our eyesDescribe light that is reflected; refracted; absorbed by an

object

Needed Improvements to Realize Gains

Increased commitment to high-quality classroom assessments

Increased descriptive feedback; reduced evaluative feedback

Increased student involvement in the assessment process

Black and Wiliam, 1989

Objective/Benchmark: First Grade Reading /English Language Arts

Produce writing to communicate with different audiences for a variety of purposes.

Overall Target

Type: Knowledge Reasoning Performance Skill Product

Learning Targets

What are the knowledge, reasoning, performance skill or product targets underpinning the standard/objective?

Knowledge Targets Reasoning Targets Performance Skill Targets

Product Targets

Write sentences with varied beginnings

Holds a pencil correctlyPrint letters correctlySpace wordsUse lines & marginsStretch out sounds in words to create a temporary spelling of a word

Distinguish the uses or meanings of a variety of words (word choice)

Know what a sentence is

Understand concept of word choice

Summative Assessment

Form

ativ

e/

Class

room

Asses

smen

t for

Learn

ing

Standard/Objective:

Drive with skill.Type: Knowledge Reasoning Performance Skill Product

Learning Targets

What are the knowledge, reasoning, skill or product targets underpinning the standard/objective?

Knowledge Targets Reasoning Targets Performance Skill Targets

Product Targets

•Know the law•Understand informal rules of the road•Understand what different parts of the car do•Read signs and understand what they mean•Understand what “creating a danger” means•Understand what “creating a hazard” means•Other?

•Analyze road conditions, vehicle performance, and other driver’s actions

•Compare/contrast this information with knowledge and past experience

•Synthesize information and evaluate options to make decisions on what to do next

•Evaluate “Am I safe?” and synthesize information to take action if needed.

•Other?

•Driving actions such as: steering, shifting, parallel parking, looking, signaling, backing up, braking, accelerating, etc.

•Fluidity/automaticity in performance driving actions.

•Other?

None

Since the ultimate type of target is a performance skill, there are no embedded product targets

Summative Assessment

Formative/Classroom

Assessment for

Learning

A Balanced Assessment System

Assessment of Learning• Summative Assessment

– An event after learning• Benchmark Assessment (Common or Interim

Assessments)– An event after learning

Assessment for Learning• Formative Assessment

– A process during learning• Classroom Assessment For Learning

– A process during learning