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Slide 1 ___________________________________ ___________________________________ ___________________________________ October 24-26, 2010 ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 2 ___________________________________ ___________________________________ Vision Mission Goals ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 3 ___________________________________ All West Virginia educators continually grow in their professional expertise and improve their professional practice by working together interdependently in collaborative teams supported by collaborative cultures. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 4 ___________________________________ To create district and school-based collaborative teams whose goals are to promote higher levels of learning for all students through formative classroom assessment practices and collaborative team processes. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 5 ___________________________________ Create a core of CTN schools that include teacher collaborative teams supported by school leadership teams Engage in professional development designed to enhance effective collaboration and school-based decision-making Focus improvement efforts on building collective capacity to impact student outcomes Provide a structured support system to assist schools as they move along the continuum of implementation ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 6 ___________________________________ ___________________________________ A Touch of Greatness Freedom Writers Stand and Deliver ___________________________________ ___________________________________ West Virginia Department of Education ___________________________________ ___________________________________ ___________________________________ Slide 7 ___________________________________ Individual growth does not ensure organizational growth. Organizations need more than well-developed individuals. Effective leaders focus on developing the culture and the collective capacity of the organization. ___________________________________ Center for Creative Leadership (2003) Michael Fullan (2007) Richard Elmore (2006) ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 8 ___________________________________ Student achievement gains and other benefits are influenced by organizational characteristics beyond the skills of individual staff. We saw schools with competent teachers that lacked the organizational capacity to be effective with many students. The task for schools is to organize human resources into an effective collective effort. Newmann and Wehlage,(1995) ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 9 Teacher Collaborative Teams School Leadership Team District Leadership Team Regional Support Teams ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 10 ___________________________________ ___________________________________ Teacher Collaborative Teams Organized into teams on the basis of shared responsibility for addressing the critical questions of teaching and learning with a particular group of students –by content, course or grade level ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 11 ___________________________________ ___________________________________ School Leadership Team School administrators and collaborative team leaders (representing each teacher collaborative team) form a School Leadership Team that supports the work of teacher teams using a distributed model of leadership. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 12 ___________________________________ ___________________________________ ___________________________________ ___________________________________ Math teachers discuss how to phrase test questions during a team meeting before morning classes at the Adlai E. Stevenson High School staff cafeteria in Lincolnshire, Illinois. —John Zich for Education Week ___________________________________ ___________________________________ ___________________________________ Slide 13 ___________________________________ ___________________________________ ___________________________________ ___________________________________ West Virginia Department of Education ___________________________________ ___________________________________ ___________________________________ Slide 14 ___________________________________ ___________________________________ ___________________________________ MAJOR POINTS LEARNED ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 15 ___________________________________ ___________________________________ THESE IDEAS SQUARED WITH MY OWN ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 16 ___________________________________ ___________________________________ THINGS STILL GOING ON IN MY HEAD ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 17 ___________________________________ BEST Describe a positive assessment experience you have had. Explain why it was positive. WORST Describe a negative assessment experience you have had. Explain why it was negative. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 18 ___________________________________ Best when I scored high enough on my ACT to go to college the science fair when you knew what you were going to be assessed on, when the teacher made it very clear and all anxiety was eliminated Our teacher allowed us take assessments when we were ready - a self-paced schedule. I always performed better when I knew I was ready. When I was in second grade the teacher had us to explain the water cycle any way we wanted. I was allowed to express my knowledge through drawings and I loved it! Worst taking all standardized tests. I had real test anxiety! when I ran out of time and felt pressure and disapproval from the teacher a 'game' that my high school studies teacher liked to play when we were a little out of control. The assessment was impossible to complete in one class period and EVERYONE failed. It was added to our grade and lowered everyone's GPA. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 19 ___________________________________ We need to provide the language and the tools to administrators, teachers and students so they can communicate accurately about assessment. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 20 ___________________________________ Continuous (Formative) Classroom Assessment For Learning Common Formative Assessments Classroom Level Users (Students, Teachers and Parents) Content Level Users Job-Alike Collaborative Teacher Teams Periodic Benchmark Assessments ___________________________________ ___________________________________ Program Level Users (Teacher Teams and School Leaders) Annual Accountability Testing (State Summative Test) Institutional/Policy Users (School, District and State Leadership) ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 21 ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 22 ___________________________________ What is the primary aim of assessment? • Who will use the information gathered? • What decisions will they make? • ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 23 ___________________________________ The primary purpose of assessment is not to rate, rank and sort students, but to provide meaningful feedback that informs decisions. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 24 ___________________________________ Assessment of Learning Summative Assessment An event after learning Benchmark Assessment An event after learning ___________________________________ ___________________________________ Assessment for Learning Formative Assessment A process during learning Classroom Assessment For Learning A process during learning ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 25 ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 26 ___________________________________ Determine ultimate (overall) type of target the objective represents: knowledge target ___________________________________ ___________________________________ reasoning target performance skill target product target Identify its underpinning learning targets ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 27 ___________________________________ Objective/Benchmark: 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 ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 28 ___________________________________ Objective/Benchmark: First Grade Reading /English Language Arts Produce writing to communicate with different audiences for a variety of purposes. Overall Target Knowledge Type: Reasoning Performance Skill Product Learning Targets ___________________________________ What are the knowledge, reasoning, performance skill or product targets underpinning the standard/objective? Knowledge Targets Know what a sentence is Understand concept of word choice Reasoning Targets Distinguish the uses or meanings of a variety of words (word choice) Performance Skill Targets Holds a pencil correctly Print letters correctly Space words Use lines & margins Stretch out sounds in words to create a temporary spelling of a word Product Targets Write sentences with varied beginnings ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 29 ___________________________________ A 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? Math Decimals Page 152 in the book Going on a decimal hunt Read decimals and put them in order ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 30 ___________________________________ Students who could identify their learning scored 27 percentile points higher than those who could not. (Marzano, 2005) ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 31 ___________________________________ 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 Know what a sentence is Understand concept of word choice Reasoning Targets Distinguish the uses or meanings of a variety of words (word choice) Performance Skill Targets Holds a pencil correctly Print letters correctly Space words Use lines & margins Stretch out sounds in words to create a temporary spelling of a word Product Targets Write sentences with varied beginnings ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 32 ___________________________________ Standard/Objective: Drive with skill. Type: Knowledge Reasoning Product Performance Skill ___________________________________ Learning Targets What are the knowledge, reasoning, skill or product targets underpinning the standard/objective? Knowledge 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? Reasoning Targets Performance Skill Targets •Analyze road conditions, vehicle performance, and other driver’s actions •Driving actions such as: steering, shifting, parallel parking, looking, signaling, backing up, braking, accelerating, etc. •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. •Fluidity/automaticity in performance driving actions. Product Targets None Since the ultimate type of target is a performance skill, there are no embedded product targets •Other? ___________________________________ ___________________________________ •Other? ___________________________________ ___________________________________ ___________________________________ Slide 33 An Analogy A pilot guides a plane or boat toward its destination by taking constant readings and making careful adjustments in response to wind, currents, weather, etc. ___________________________________ ___________________________________ ___________________________________ A teacher using formative classroom assessment practices does the same: - Plans a carefully chosen route ahead of time - Takes numerous readings along the way - Changes course as conditions dictate ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 34 ___________________________________ Take a few minutes to reflect on what you have heard and use your graphic organizer to write down your thinking. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 35 ___________________________________ British researchers Paul Black and Dylan Wiliam completed a comprehensive review of 250 international studies exploring the connection between formative assessment practices and student achievement (1998) ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 36 ___________________________________ Does improved formative assessment cause better learning? Do formative assessment practices need improving? Is there evidence about how to improve formative assessment? ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 37 ___________________________________ Increased commitment to high-quality classroom assessments Increased descriptive feedback; reduced evaluative feedback Increased student involvement in the assessment process Black and Wiliam, 1989 ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 38 ___________________________________ …achievement gains from using such assessment-for-learning strategies were “among the largest ever reported for educational interventions.” -Black and Wiliam (1998) • • More frequent testing does not necessarily mean greater gains. The strategies Black and Wiliam refer to involve students in the entire process. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 39 ___________________________________ ___________________________________ .7 Standard Deviation Score Gain = 25 Percentile Points on ITBS 70 SAT Score Points 4 ACT Score Points Largest Gain for Low Achievers ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 40 ___________________________________ Successful schools are places where teams of teachers meet regularly to focus on student work through assessment and change their instructional practice accordingly to get better results. Michael Fullan, 2000 ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 41 ___________________________________ Assessment ___________________________________ Issues of Quality ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 42 ___________________________________ Select a proper assessment method Select or create quality items, tasks, and rubrics Sample—gather enough evidence Control for bias Design assessments so students can selfassess and set goals ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 43 ___________________________________ Selected Response Multiple Choice Matching Fill in the blank Label a diagram Performance Assessment: Assessment ___________________________________ based on observation of a performance or a product and True/False Extended Written Response: Writing in response to a question or prompt judgment of its quality Personal Communication Questions Conferences Interviews Oral Examinations ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 44 ___________________________________ ___________________________________ Selected Extended Performance Personal Response Written Assessment Communication Response Knowledge ___________________________________ Reasoning Performance Skills ___________________________________ Product ___________________________________ ___________________________________ ___________________________________ Slide 45 ___________________________________ Imagine you are going to go skydiving. Presumably, you will want to have a parachute that has a very good chance of opening properly. The skydiving company has provided you with the assessment scores of three students from a recent parachute-packing course. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 46 ___________________________________ These three are the only people they employ to pack parachutes, so you have to have a parachute packed by one of them-unless you want to jump without a parachute! Please note the competency/mastery level for each assessment, as shown on the chart in the next slide and carefully consider which student you want to pack your parachute. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 47 ___________________________________ FINAL PACKING DEMONSTRATION RESEARCH WRITTEN PAPER EXPLANATION ON OF WRITTEN FINAL EXAM PARACHUTE VOCABULARY HISTORY STEPS OF PARACHUTING QUIZ 90 ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT 1 ASSESSMENT ASSESSMENT 2 ASSESSMENT ASSESSMENT 3 ASSESSMENT 4 5 6 78 9 80 ___________________________________ 70 60 COMPETENCY/MASTERY LEVEL 50 STUDENT 1 40 STUDENT 2 STUDENT 3 30 20 ___________________________________ 10 0 1 2 3 4 5 6 7 8 9 READ MANUAL AND PARACHUTE ANSWER SKETCH OF THE QUESTIONS DEMONSTRATION SEQUENCING QUIZ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 48 ___________________________________ 1) 2) 3) 4) 5) What was the learning objective? Which assessments match the learning objective? Which student will you choose to pack your parachute? Why? If these scores were used to assign a report card grade, could you determine which student(s) had mastered the objective? How many of the assessments were at the knowledge level? #1-Research paper #2-Read and answer questions #3-Written explanation #4-Sequence Steps quiz #5-Vocabulary quiz #6-Label parts of a parachute drawing #7-Written final exam #8-Packing demo #9-Final packing demo ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 49 ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 50 ___________________________________ Standard/Objective: Packing a Parachute Type: Knowledge Reasoning Product Performance Skill ___________________________________ Learning Targets What are the knowledge, reasoning, performance or product targets underpinning the standard/objective? Knowledge Targets Reasoning Targets Performance Skill Targets Product Targets None Since the ultimate type of target is a performance skill, there are no embedded product targets ___________________________________ ___________________________________ Page 4 ___________________________________ ___________________________________ ___________________________________ Slide 51 ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
