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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Overview and Purpose of
Assessment
Common Formative Assessment
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Welcome and Introductions
Please take a moment to introduce (or reintroduce) yourself to the group, by telling your name, district, and position.
Our trainers for the day are….
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
KEY:
Core Training Modules
Follow-up Training Modules
Precursors to Training
Once teams determine an EP to focus on, they can choose one or multiples of these focused modules. Each of the EP modules in this section will include: implementation guidance with tools and troubleshooting, and using data to determine effectiveness.
The contentsof this presentation weredeveloped under a grant fromthe USDepartment of Education to theMissouri Department of Elementaryand Secondary Education(#H323A120018). However, thesecontents do not necessarily representthe policy of the US Department ofEducation, and youshould not assumeendorsement by the FederalGovernment.
Collaborative Data Teams (CDT)
Foundational Processes
AgendasCommunicationNormsRoles
Overview and Purpose
Collaborative Teams
Activity: Wrap Up/Overview of
Next Steps
Follow-Up Based on Data: Coaching and Revisiting PD
School-Based Implementation Coaching
Overview and Purpose of
Coaching for supporting
school-wide implementation
Critical skills of coaching
Coaching in Practice
Activity: Wrap Up/Overview of
Next Steps
Follow-Up Based on Data: Coaching and Revisiting PD
Collaborative Work Training
Follow-up to Training
Getting Started
Wrap Up Activity
Focus AreasIntroduction to Missouri Collaborative Work
Use Getting Started Guide to determine starting point and scope of learning
Data-Based Decision Making (DBDM)
Overview and Purpose of DBDM
Data Team Process Steps Sequence and Examples
1. Collect and Chart Data2. Analyze and Prioritize3. SMART Goal4. Instructional Decision Making5. Determine Results Indicators6. Ongoing Monitoring
Developing Meaningful
Learning Targets
Quality Assessment
Design
Performance Events
Constructed Response
Items
Selected Response
Items
Common Formative Assessment (CFA)
Overview and Purpose of CFA
AdvancedProcesses
Consensus Collaborative SkillsProtocols
Overview and Purpose of EP
Effective Teaching/ Learning Practices (EP)
Spaced versus
Massed
Feedback
Assessment Capable Learners
Reciprocal Teaching
Spaced versus
Massed
Assessment Capable Learners
September 2013
Activity: Wrap Up/Overview of
Next Steps
Activity: Wrap Up/Overview of
Next Steps
Activity: Wrap Up/Overview of
Next Steps
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Overview and Purpose of Assessment
Developing Meaningful Learning
Targets
Quality Assessment Design
Performance Events
Constructed Response
Items
Selected Response
Items
Common Formative Assessment (CFA)
Overview and Purpose of CFA
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Learner Objectives of the Formative Assessment Series
Understand the clear purposes of assessment by clarifying Why they are assessing Who will use the results of assessment data What they will do with the assessment data
Develop clear and meaningful learning targets to guide instruction and student learning
Construct quality assessment instruments which are of sound design and measure the learning targets
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eModule #1: Formative Assessment Overview
and Understanding the Clear Purposes of Assessment
Essential Questions:What is the difference between
assessment OF learning and assessment FOR learning?
What assessments are we currently doing?
Who are the users of assessment results?
For assessment instruments to have their greatest leverage, what function should they have?
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Missouri Teacher Standards
Common formative assessments address the following Missouri Teacher Standards:Standard #7: Student Assessment and
Data AnalysisStandard #2: Student Learning, Growth
and DevelopmentStandard #4: Critical ThinkingStandard #9: Professional Collaboration
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Norms
Start and end on timeBe an engaged participantBe an active listener – open to
new ideasUse notes for side bar
conversationsUse electronics respectfully
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
SWAP MEET!
On an index card write the following:
Your name & area (grade, content, etc.)
Percentage of your professional time you spend assessing students
A belief you have about the role of assessment
• Chris• I spend about…
• I believe that…
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
SWAP MEET!
Inquire about the author’s belief – if needed, record why it’s important
After sharing, find another person and represent the first person with whom you spoke
Return to your groups & explore any themes
• Chris• I spend about…
• I believe that…Stand and swap cards with
someone at a different table
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Large group processing
What similarities and themes emerged at your table groups?
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Ways We Already Assess
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
At Your Table:Label a piece of chart
paper, “Ways we assess now”
List all of the ways the you assess currently. Be specific.
Ways we assess now
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
At your table:Code (highlight or underline) to
indicate how labor intensive each is for teachers…Red for highBlue for mediumGreen for low
Ways we assess now
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Who are the primary user(s) of the information from each assessment?
Now code with the following: A=Administration / T=Teacher
S=Student / P=Parent
Consider: How do they use the information?
What does the assessment tell that user?
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Here’s What, So What, Now What
Using the three-column work sheet
Here’s What: Record specific data generated
So What: Draw conclusions from the data
Now What: List some implications this has for teachers and students
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Let’s Share!
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
BREAK TIME!
Please post your “Ways we Assess
Now” chart &
take a Break
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
BREAK
TIME!
Welcome back from Break!
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
External Assessment
Ranks & Sorts
State/Federal Accountability
Forms of Assessment
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
District-Level Assessment
External Assessment
Benchmark(s) of Proficiency and
Mastery
Ranks & Sorts
State/Federal Accountability
Forms of Assessment
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
District-Level Assessment
External Assessment
Benchmark(s) of Proficiency and
Mastery
Ranks & Sorts
State/Federal Accountability
AFTER THE LEARNING
Forms of Assessment
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Common Assessments formative |
summative
District-Level Assessment
External Assessment
Collaboratively Developed; Collectively Scored and Analyzed
Benchmark(s) of Proficiency and
Mastery
Ranks & Sorts
State/Federal Accountability
AFTER THE LEARNING
Forms of Assessment
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Classroom Assessmen
t
Common Assessments formative |
summative
District-Level Assessment
External Assessment
High-quality instruction
Ongoing Student/ Teacher
interaction
Collaboratively Developed; Collectively Scored and Analyzed
Benchmark(s) of Proficiency and
Mastery
Ranks & Sorts
State/Federal Accountability
AFTER THE LEARNING
Forms of Assessment
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Classroom Assessmen
t
Common Assessments formative |
summative
District-Level Assessment
External Assessment
High-quality instruction
Ongoing Student/ Teacher
interaction
Collaboratively Developed; Collectively Scored and Analyzed
Benchmark(s) of Proficiency and
Mastery
Ranks & Sorts
State/Federal Accountability
DURING THE LEARNING AFTER THE LEARNING
Forms of Assessment
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Classroom Assessmen
t
Common Assessments formative |
summative
District-Level Assessment
External Assessment
High-quality instruction
Ongoing Student/ Teacher
interaction
Collaboratively Developed; Collectively Scored and Analyzed
Benchmark(s) of Proficiency and
Mastery
Ranks & Sorts
State/Federal Accountability
DURING THE LEARNING AFTER THE LEARNING
Forms of Assessment
Pyramid Response to Interventions
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Classroom Assessmen
t
Common Assessments formative |
summative
District-Level Assessment
External Assessment
High-quality instruction
Ongoing Student/ Teacher
interaction
Collaboratively Developed; Collectively Scored and Analyzed
Benchmark(s) of Proficiency and
Mastery
Ranks & Sorts
State/Federal Accountability
DURING THE LEARNING AFTER THE LEARNINGDaily Weekly Biweekly Monthly Quarterly Semester Annually
Most Formative More Formative More Summative Most Summative
HIGHEST LEVERAGE PRACTICES ……………………………………………………… LOWEST LEVERAGE PRACTICES
Forms of Assessment
Pyramid Response to Interventions
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Inside the Black Box:Raising Standards Through Classroom
Assessmentby Paul Black and Dylan Wiliam“All those activities
undertaken by teachers that provide
information to be used as feedback
– and by their students in assessing themselves –
to modify teaching and learning activities.”
Available http://www.kappanmagazine.org/content/92/1/81.abstract
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Common Formative Assessment Defined…
Common formative assessment at the classroom level is a systematic and cyclical process designed to provide timely teacher/student feedback on curricula and student learning to improve both instructional practices and academic achievement.
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
MetaphorWith a partner, complete the
following prompt,
Effective assessment is like a(n) _______________ because
_________________.
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education, #H323A120018. However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.
KEYS TO QUALITY ASSESSMENT
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Accurate Assessment
WHY ASSESS?What’s the purpose?
Who will use the results?
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Accurate Assessment
WHY ASSESS?What’s the purpose?
ASSESS WHAT?What are the learning
targets?Are they clear?Are they good?
Who will use the results?
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Accurate Assessment
WHY ASSESS?What’s the purpose?
ASSESS WHAT?What are the learning
targets?Are they clear?Are they good?
Who will use the results?
ASSESS HOW?What method?Written well?
Sampled how?Avoid bias how?
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Effectively Used
COMMUNICATE HOW?
How is informationmanaged?reported?
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Accurate Assessment
Effectively Used
WHY ASSESS?What’s the purpose?
ASSESS WHAT?What are the learning
targets?Are they clear?Are they good?
Who will use the results?
ASSESS HOW?What method?Written well?
Sampled how?Avoid bias how?
COMMUNICATE HOW?
How is informationmanaged?reported?
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Accurate Assessment
Effectively Used
WHY ASSESS?What’s the purpose?
ASSESS WHAT?What are the learning
targets?Are they clear?Are they good?
Who will use the results?
ASSESS HOW?What method?Written well?
Sampled how?Avoid bias how?
COMMUNICATE HOW?
How is informationmanaged?reported?
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Accurate Assessment
Effectively Used
WHY ASSESS?What’s the purpose?
ASSESS WHAT?What are the learning
targets?Are they clear?Are they good?
Who will use the results?
ASSESS HOW?What method?Written well?
Sampled how?Avoid bias how?
COMMUNICATE HOW?
How is informationmanaged?reported?
Students are users too!
Students track progress and communication, too!
Be sure students understand targets too!
Students can participatein the process too!
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Accurate Assessment
WHY ASSESS?What’s the purpose?
Who will use the results?
Students are users too!
This is what is charted in “Ways We
Assess Now”
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Comparing Assessment of learning
andAssessment for Learning
OF FOR
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
“Because the same assessment can be used both formatively and summatively, terms formative and summative make much more sense as descriptions of the function that assessment data serve, rather than of the assessment instruments themselves.”
- Wiliam & Black, 1996
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Focused ReadIndividually read, “What is
Formative Assessment?”Code with:
Affirms prior knowledge
Surprised you
You wish to know more about this
In groups of 3 or 4, share a or a
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
QUIZ TIME! (a formative assessment)
Complete the last column, p. 47
Is the use formative or summative?
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Classroom Assessment
Common Assessments formative | summative
District-Level Assessment
External Assessment
High-quality instruction
Ongoing Student/ Teacher
interaction
Collaboratively Developed;
Collectively Scored and Analyzed
Benchmark(s) of Proficiency and
Mastery
Ranks & Sorts
State/Federal Accountability
DURING THE LEARNING AFTER THE LEARNING
AssessmentFOR …………………. OF
Learning
Forms of Assessment
Pyramid Response to Interventions
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
“Assessment is not something that is done to students separate and apart from instruction; assessment must be – must be seen to be – something that is done with students as an integral part of the learning process.”
Ken O’Conner, 2002
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
CLOSING & Follow-up
Common Formative Assessment Overview
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
As we conclude…Essential Questions:What is the difference between
assessment OF learning and assessment FOR learning?
What assessments are we currently doing?
Who are the users of assessment results?
For assessment instruments to have their greatest leverage, what function should they have?
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Practice ProfileMissouri Collaborative Work Practice Profile
Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the quality of instruction. Common Formati ve Assessment
Essential Functions Exemplary Proficiency Ideal Implementation
Proficient
Close to Proficient
(Skill is emerging, but not yet to ideal
proficiency. Coaching is
recommended.)
Far from Proficient (Follow-up
professional development and coaching
is critical.)
Evidence
1
Educators develop clear and meaningful learning goals to guide instruction and student learning.
All of the following criteria are met. Learning goal is clearly connected to a big idea/essential
learning in the domain Learning goal develops deep understanding of
underlying concepts and/or acquisition of skills Learning goal clearly engages higher order thinking
processes Learning goal is clearly manageable and can be
accomplished in the course of a lesson or unit (may be several periods)
Learning target is clearly explained to students Connections between current learning goal and prior
learning are clearly made
At least 6 of the criteria are met.
At least 4 of the criteria are met.
Less than 4 of the criteria are met.
Common Formative Assessment Development & Implementation Template.
2
Educators establish clear and measureable student success criteria in a rubric, scoring guide, or checklist.
All of the following criteria are met. Success criteria are clearly and effectively aligned to
learning goals Success criteria clearly and effectively relate to what
students will say, do, make or write to show evidence of learning
Success criteria clearly and effectively reflect ways for students to indicate their current status relative to the learning goals
Success criteria are communicated in language student can fully understand
Success criteria are frequently referred to during the learning process.
At least 3 of the criteria are met.
At least 2 of the criteria are met.
Less than 2 of the criteria are met.
Common Formative Assessment Development & Implementation Template.
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Implementation Fidelity
Yes Partially No If partially or no, please
explain. 1. Common formative assessment is linked to selected
learning standards.
2. Learning goal engages higher order thinking processes.
3. Learning goal can be accomplished in the course of a unit.
4. Learning target is written in language that students can clearly understand.
5. Learning target is clearly explained to students. 6. Success criteria are written in language that
students can clearly understand in a rubric or checklist.
7. Students receive feedback based on learning goal and their assessment results.
8. The quality of assessment items for measuring mastery is reviewed and items revised as needed.
Total
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Next Steps: Action=ResultsNext Steps: Actions = Results
Content Focus
Collaborative Data Teams Effective Teaching/Learning Practices Common Formative Assessment Data-based Decision-making School: _________________________ Date Next Steps Form Written:_______________________________ Teams (e.g. grade level or content): _________________________________________________________________________________
Action Planned
What? Responsible
Person(s) Who?
Timeline When?
Resources/Support Needed Results So What?
What steps will you take to start implementing?
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
M.I.P.
What is your “Most Important Point” (M.I.P.)
from the morning?
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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
M.I.P.
What is your “Most Important Point” (M.I.P.) from the
morning?
Locate your “Swap Meet” partner & have a standing conversation!
• Chris• I spend about…• I believe that…