N E P F

Nevada Educator Performance Framework

Southern NevadaRegional Professional Development Program

www.rpdp.net

Standard 5 Part 1Secondary Mathematics

TEACHER HIGH LEVERAGE INSTRUCTIONAL STANDARDS AND INDICATORS

STANDARD 1 STANDARD 2 STANDARD 3 STANDARD 4 STANDARD 5 N ew Learn ing is Learn ing T asks have S tud en ts E ngag e in S tuden ts E ng age in A ssessm ent is C onnec ted to P rio r H igh C ogn itive M ean in g -M aking M etacogn itiv e In teg ra ted in to Learn ing and D em an d fo r D ive rse th rough D iscourse A ctiv ity to Increase Instruc tion E xperienc e Learners and O the r U nd ers tand ing o f

S tra teg ie s and R espons ib ility fo r T he ir O w n Learn ing

Indicator 1 Indicator 1 Indicator 1 Indicator 1 Indicator 1 T he teacher activa tes all The teacher ass igns tasks T he teacher p rov ides T he teacher and all s tudents T he teacher p lans on -go ing s tuden ts ’ in it ia l that purposefu lly em ploy all opportun ities for extended , understand w ha t s tuden ts a re learn ing opportu n ities based understand ings o f new studen ts ’ cogn itive ab ilities produc tive d iscourse betw een lea rn ing, w hy they are on ev idence o f all s tudents ’ concepts and sk ills and sk ills the teacher and s tudent(s ) lea rn ing it, and how they w ill cu rrent lea rn ing s ta tus

and am ong s tuden ts know if they ha ve lea rned it

Indicator 2 Indicator 2 Indicator 2 Indicator 2 Indicator 2 T he teacher m akes T he teacher ass igns tasks T he teacher p rov ides T he teacher s tructu res T he teacher a ligns connections exp lic it betw ee n that p lace appropria te opportun ities for all s tudents opportun ities fo r se lf- assessm ent opportun ities w ith p rev ious lea rn ing and new dem ands on each stude n t to create and in te rp ret m u ltip le m on ito red lea rn ing fo r all lea rn ing goals and concepts and sk ills fo r all rep rese n tations s tudents pe rfo rm ance crite ria s tudents

Indicator 3 Indicator 3 Indicator 3 Indicator 3 Indicator 3 T he teacher m akes c lea r the The teacher ass igns tasks T he teacher ass is ts all T he teacher supports all T he teacher s tructu res pu rpose and re levance o f n ew that progress ive ly develop all s tuden ts to use ex is ting s tuden ts to take actions based opp ortun ities to genera te learn ing for all s tuden ts s tuden ts ’ cogn itive ab ilit ies know ledge and prio r on the s tuden ts ’ ow n se lf- ev idence o f lea rn ing du ring

and sk ills experience to m ake m on ito ring p rocesses the lesson o f all s tudents connections and recogn ize re la tions h ips

Indicator 4 Indicator 4 Indicator 4 Indicator 4 T he teacher p rov ides all T he teacher opera tes w ith a T he teacher s tructu res the T he teacher adap ts actions s tuden ts opportun ities to bu ild deep be lie f tha t a ll ch ild ren c lass room environm ent to based on ev idence genera ted on o r cha llenge in itia l can ach ieve reg ard less of enab le co llabo ration, in the lesson fo r all s tudents understand ing s race, pe rce ived ab ility and pa rtic ipa tion , and a pos itive

soc io -econom ic s ta tus . a ffective experien ce fo r all s tudents

NEVADA EDUCATOR PERFORM ANCE FRAMEW ORK – IMPLEMENTATION PHASE 1

Standard 5 Module for Mathematics

Part I – What and WhyGoal 1: What is Standard 5?Goal 2: What are the indicators for Standard 5?

Part II – Implications for Mathematics Goal 3: What activities/instruction in the classroom

would provide evidence of them?Goal 4: What specific plans can be designed to

implement them?

NEPF – Standard 5

Assessment is Integrated into

Instruction

Self-evaluation

Where would you place your assessment practice on the

following continuum?

My main focus is on:Quantity of work/Presentation

Quality of learning

Marking/Grading

Comparing students

Advice for improvement

Identifying individual progress

Assessment for

Learning

vs

Assessment of

Learning

Formative Assessment vs Summative Assessment

Assessment for Learning Assessment of Learning

Teachers, students and parents are the primary users

Teachers, principals, supervisors, program planners, and policy makers are the

primary users

During learning After learning

Used to provide information on what and how to improve achievement Used to certify student competence

Used by teachers to identify and respond to student needs Used to rank and sort students

Purpose: improve learning Purpose: document achievement of standards

Primary motivator: belief that success is achievable

Primary motivator: threat of punishment, promise of reward

Continuous Periodic

Examples: peer assessment, using rubrics with students, descriptive feedback

Examples: final exams, placement tests, state assessments, unit tests

The Garden Analogy

Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants.

If we think of our children as plants …

Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth.

Shifts in AssessmentTo assessing to learn what students understand

To using results to inform instruction

To students engaged in ongoing assessment of their work and others

To descriptive feedback that empowers and motivates students

From assessing to learn what students do not know

From using results to calculate grades

From end-of-term assessments by teachers

From judgemental feedback that may harm student motivation

Must be:Clearly and directly linked to instructional

goalsEmbedded in instructionA variety of methods and strategiesUsed to make changes

Is an ongoing process to:Evoke evidence about student learning Provide feedback about learning to

teachers and to studentsClose the gap between the learner’s

current state and desired goals

Formative Assessment

Identifying the Gap

Formative assessment is the means to identify the “gap” between a learner’s current status and the desired goal

Different students will have different "gaps”

If the student….

Perceives the gap as too large - goal unattainablePerceives the gap as too small - closing it might not be

worth the individual effort

(Sadler, 1989)

“Formative assessment gathers and uses information about students’ knowledge and performance to close the gap between students’ current learning state and the desired state by pedagogical actions”.

(Shavelson, 2006)

Closing the Gap

NEPF Standard 5

Assessment

is Integrated

into

Instruction

Teacher plans on-going learning opportunities based on evidence of all students’ current learning status.

1Teacher structures opportunities to generate evidence of learning during the lesson of all students. 3

Teacher aligns assessment opportunities with learning goals and performance criteria. 2

Teacher adapts actions based on evidence generated in the lesson for all students. 4

How can teachers ….• account for differences in students’ learning

status when planning learning opportunities ?• use evidence sources to show what students

know and are able to do as evidence of student learning status?

What is meant by “plan on-going learning opportunities based on evidence of all students’ current learning status”?

Indicator 1How can teachers . . .

plan on-going learning opportunities based on evidence of all students’ current learning status?

How can teachers …• specify learning goals that students are to learn in

the lesson (e.g., concepts, skills, standards)?• create performance criteria to indicate the

successful accomplishment of the learning goal?• use different types of assessment strategies to

account for learner differences?

What is meant by “aligning assessment opportunities with learning goals and performance criteria”?

Indicator 2How can teachers . . .

align assessment opportunities with learning goals and performance criteria?

What is meant by “structure opportunities to generate evidence of learning during the lesson”?

Indicator 3How can teachers . . .

structure opportunities to generate evidence of learning during the lesson of all students.How can teachers …

• plan for evidence generation? Can it arise spontaneously?

• structure evidence generation opportunities to include: instructional tasks, teacher-led discussions, peer-to-peer discussions, one-to-one conferencing?

• structure multiple opportunities to generate evidence and not rely on one source?

Indicator 4How can

teachers . . .adapt actions based on evidence generated in the lesson for all students?

What is meant by “adapt actions based on evidence generated in the lesson for all students”?How can teachers …

• based on evidence, adapt actions that could include :

continuation of a planned lesson?instructional adjustments?feedback to students?adjustment of subsequent lesson

planning?

NEPF – Standard 5

Assessment is Integrated into

Instruction

Summary

Video

http://www.youtube.com/watch?v=cvXS2x3UhQU

In this video, the topic of formative assessment is covered by a Ph.D. candidate in educational psychology. The “flavors” of formative evaluation used are the ones outlined by Paul Black and Dylan Wiliam in the article "Inside the Black Box."

Next Steps . . .Part 2

• What are some current learning activities that can be altered to effectively implement this standard?

• What might this look like in your classroom?

• Where will evidence of Standard 5 be found in our individual practice?

• How might effective implementation of Standard 5 affect student outcomes?

For additional NEPF resources rpdp.net

Select NEPFSecondary

Math