WEBINAR #3 Facilitator Notes

Learning About the Critical Components

of Standards-Based Learning

Presented byMs. Jan K. Hoegh, Author and Associate

Marzano Resources-Solution Treejkhoegh@gmail.com

This is the third of four support webinars for the Archdiocese of Chicago. They are all focused on the topic of standards-based learning. The topics are as follows:1) Prioritized Standards and Proficiency Scales2) Using Proficiency Scales in the Classroom3) Classroom Assessment and Feedback4) Effective Grading Practices

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This slide was presented in the first and second webinars. To review, standards-based learning means using standards for the purpose that is intended. In a standards-based classroom, progress to standards is a primary focus. The four critical components of standards-based learning are presented on the slide. The flowchart indicates a sequence of events, which is accurate. The Archdiocese is committed to supporting educators on all four components.

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This webinar will pick up where Webinar #2 left off. The primary focus of this webinar is ensuring high-quality classroom assessment practices for the purpose of monitoring student progress to the most important standards.

This representation of standards-based learning has been shared numerous times during the previous two webinars. The Archdiocese has chosen to consider proficiency scales as the hub, or the central focus, in a standards-based classroom. Everything revolves around proficiency scales, including assessment, which is our topic for this webinar.

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To get the webinar underway, this is a great time to stop the video and facilitate some discussion about assessment. After giving participants some time to think and plan for their responses, have numerous participants share their answer to each of the two questions, first question #1 and then question #2.

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Let’s begin with a description of classroom assessment. As stated on the slide, assessment can occur through just about anything a teacher does. The wonderful thing about this description is that is gives a teacher a LOT of autonomy in determining how to assess learners. An important part of this description is represented in the last three words, “a specific topic.” In the case of the Archdiocese, a specific topic might be a single proficiency scale or a small number of related proficiency scales.

This slide presents the three types of assessment that will be used in a standards-based learning environment. We will discuss all three types of assessment, beginning with informal assessment. Teachers use this type of assessment almost daily and there are countless methods for informally assessing learners. The key idea related to this type of assessment is that assessment doesn’t have to feel test-like to learners.

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Here are three types of informal assessment. These are all very accurate types, typically more accurate than formal assessments that include selected and constructed item types.

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Here are even more informal assessment types. The use of these examples is not a new idea. However, it IS a new consideration to base these assessments on a proficiency scale and to record a level of performance. For example, a teacher might have students write a journal entry about a particular vocabulary word on a proficiency scale. This assessment task would align to the learning target about vocabulary at score 2.0. Therefore, the feedback offered to a student who demonstrates the required knowledge and skill would be a score of 2.0.

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Some teachers even include what Dr. Marzano calls student-generated assessment in their classrooms. This means that a student initiates the assessment opportunity.

The table included on this slide is what we call a menu-choice board. A teacher creates this to help a student make a decision about how he/she wants to be assessed. Again, the key idea to remember is that all of these assessment types are based on a proficiency scale.

While informal assessment is used very frequently, there will also be times when a teacher wants to assessment formally. It might be that a single teacher chooses or designs a formal assessment. Or, when there are multiple teachers that teach a grade-level or course, a common assessment might be developed and administered.

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Dr. Marzano calls formal assessments “obtrusive” because they interrupt the normal flow of activity in the classroom. The slide shows a few examples for obtrusive assessment.

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Since the proficiency scale articulates a progression of knowledge, it makes sense that formal assessment items can be used to measure the knowledge and skills defined on the scale. See the following slide for examples of this.

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Regardless of whether it is a single or multiple teachers, the items on the formal assessment should align to a learning target on a proficiency scale. The slide shows three learning targets on a proficiency scale and a single item that aligns to each. It is important to note that the item gives a teacher (and a student) information about whether or not they have acquired the knowledge and/or skill included in the learning target.

Now that we’ve discussed informal and formal assessment, it is important to talk about how to accurately make a decision about student performance. A fundamental idea for any teacher to exercise is represented on this slide. In other words, we want to use a collection of evidence for making accurate decisions about student performance on any proficiency scale.

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Why a collection of evidence? EVERY assessment has measurement error. There are many factors that cause this error. A few factors include: 1) a student taking a test when he/she is not feeling well. 2) Poor assessment items on the test. 3) A lack of time spent learning the content.

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This slides show a collection of evidence for one proficiency scale, “Equivalent Fractions.” Notice that the teacher has chosen to include both informal and formal assessments in this collection.

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In a standards-based learning environment based on proficiency scales, the collection of evidence is used for making a decision about a final score that is assigned at the end of the learning opportunity. When assessments are based on a proficiency scale, this method for monitoring progress is possible!

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Having said this, it is absolutely critical that assessments are valid, reliable, and fair. If not, a teacher can’t trust the data gleaned from an assessment, regardless of its type.

This slide presents simple descriptions of valid, fair, and reliable. The Archdiocese of Chicago has recruited teachers to write exemplar assessments that meet these assessment requirements.

Each “exemplar” assessment begins with “Assessment Administration and Scoring Guidance.” This document communicates the following:1) the number of score 2.0, 3.0 and 4.0 items and their type2) the standard(s) assessed3) guidance for successful administration of the assessment4) guidance for successful scoring of the assessment5) any other important information about the assessment

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The second page of every assessment is the related proficiency scale(s).

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The assessment items follow. It is important to note that every assessment item aligns to a learning target on the proficiency scale.

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The assessment items follow. It is important to note that every assessment item aligns to a learning target on the proficiency scale.

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The assessment items follow. It is important to note that every assessment item aligns to a learning target on the proficiency scale. Each assessment also includes at least one score 4.0 item.

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The next slides discuss how the design of the exemplar assessments by educators from across the Archdiocese ensure that they are valid fair, and reliable.

Validity is so very important. When an assessment is valid, it truly measures the knowledge/skill included in the standard(s).

When the items on an assessment align to the learning targets on a proficiency scale, validity is almost 100% certain. This is because a proficiency scale is really a standard that is articulated in a progression of knowledge.

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Assessment fairness includes the features shown on the slide. One of the steps educators from across the Archdiocese took was creating curriculum maps for each grade level to help ensure students have adequate opportunity to learn. An example curriculum map is shown on the next slide.

Notice that curriculum map developers included both priority and supporting standards in this document. This “map” provides guidance for when all standards may be addressed within the entirety of the academic year.

Finally, the Administration and Scoring Guidance document helps to ensure that scoring is consistent, whether it is one teacher (intra-rater) in the school scoring the assessment or multiple teachers (inter-rater).

Notice the Scoring Guidelines provided. This information makes it easier for teachers to determine the feedback offered to a student on the particular assessment.

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This slide presents an opportunity for question/answer.

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This webinar focused on ensuring high-quality classroom assessment practices for the purpose of monitoring student progress to the most important standards.

Provide participants an opportunity to choose one of the prompts provided on the slide and share their thoughts with another person or with the whole group.

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The topic of the next webinar is presented on this slide. Now that scale development, scale use, and high-quality classroom assessment have been addressed, it is relevant to talk about effective feedback and grading practices.

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