Post on 21-Dec-2015
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Assessment Literacy & Student Growth
within the Teacher Professional Growth and Effectiveness System (TPGES)
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Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional Responsibilities
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Common language for teacher effectiveness
Professional Practice in the TPGES
Student Growth in the TPGES
Targets
I can explain the role of assessment in teaching and learning.
I can explain how these assessment practices are embedded in the goal setting for student growth process.
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What is Assessment Literacy?
Classroom assessment literacy is the knowledge and skills needed to do two things: (1) gather accurate information
about student achievement, and
(2) use the assessment process and its results effectively to improve achievement.
Chappuis, Stiggins, Chappuis, & Arter, 2011
Which Assessment
to UseInterpret
Data Next Steps to Improve Learning
Assessment Literacy
From Classroom Assessment for Student Learning: Doing it Right, Doing it Well
-Stiggins, Arter, Chappuis, & Chappuis (2004)
Domain 1:Planning and Preparation
Domain 2:Classroom Environment
Domain 3:Instruction
Domain 4:Professional Responsibilities
A. Demonstrating Knowledge of Content and Pedagogy
B. Demonstrating Knowledge of Students
C. Setting Instructional Outcomes
D. Demonstrating Knowledge of Resources
E. Designing Coherent Instruction
F. Designing Student Assessments
A. Creating an Environment of Respect and Rapport
B. Establishing a Culture for Learning
C. Managing Classroom Procedures
D. Managing Student Behavior
E. Organizing Physical Space
A. Communicating with Students
B. Using Questioning and Discussion Techniques
C. Engaging Students in Learning
D. Using Assessment in Instruction
E. Demonstrating Flexibility and Responsiveness
A. Reflecting on Teaching
B. Maintaining Accurate Records
C. Communicating with Families
D. Participating in a Professional Community
E. Growing and Developing Professionally
F. Showing Professionalism
Assessment Literacy & the TPGES
Traits of teachers who positively impact student learning:
• Are adept at using and creating a variety of assessments to monitor student learning
• Assess frequently• Understand how to interpret and use
assessment data• Use assessment data to adjust
instructionStronge & Grant (2009)
Goal setting for student growth –
Setting a goal based on current student need followed by an on-going process of
reflection and analysis to support students in
attaining that goal.
High-Level Assessment Practices and Goal Setting for Student Growth
Step 1:Determine
needs
Step 2:Create specific learning goals based on pre-assessment
Step 3:Create and implement
teaching and learning
strategies
Step 4:Monitor student progress through ongoing
formative assessment
Step 5:Determine whether students
achieved the goals
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Step 1:Determine
needs
Step 2:Create specific learning goals based on pre-assessment
Step 3:Create and implement
teaching and learning
strategies
Step 4:Monitor student progress through ongoing
formative assessment
Step 5:Determine whether students
achieved the goals
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1: Clear purpose
Sources of Evidence: Variety
Interim Assessments
LDC/MDC Classroom Evidence
Projects
Products
Student Portfolios
Student Performances
Common Assessments
DistrictLearning Checks
Gathering Baseline data
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2: Clear targets
Once you know your studentsDecide upon sources of evidence that can provide pre- and post-data on student progress toward the identified skills & concepts for your content area.
3: Sound design
Sources of Evidence: Variety
Interim Assessments
LDC/MDC Classroom Evidence
Projects
Products
Student Portfolios
Student Performances
Common Assessments
DistrictAssessments
Aligned to
Standards
Comparable across
Classrooms
Enduring
Skills,
Concepts &
Processes
Provide pre- and post-data
Comparable across classrooms: Teacher Reflection
Do the measures used to show student growth expect students to demonstrate mastery of the standards at the intended level of rigor?
Do my selected measures reach the level of rigor expected across the district?
Rigor
Congruency to standardsDo the measures ask students to
demonstrate mastery of the identified skills, concepts or processes at the level of rigor
intended in the standard?
It is the congruency to standards that make our measures both rigorous and comparable.
Making the Right Choices
3: Sound design
High-Level Assessment Practices and Goal Setting for Student Growth
Step 1:Determine
needs
Step 2:
Create
specific
learning
goals based
on pre-
assessment
Step 3:
Create and implement teach
ing and
learning
strategies
Step 4:Monit
or studen
t progre
ss throug
h ongoin
g format
ive assessment
Step 5:
Determine whether
students
achieved the
goals
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A Science Goal
This school year, all of my 6th grade science students will demonstrate measurable growth in their ability to plan and carrying out scientific investigations. Each student will improve by two or more levels on the district science rubric, Designing and Implementing Scientific Investigations. Furthermore, 80% of students will perform at level 3 (Proficient) on the rubric.
Step 1:Determine
needs
Step 2:
Create
specific
learning
goals based
on pre-
assessment
Step 3:
Create and implement teach
ing and
learning
strategies
Step 4:Monit
or studen
t progre
ss throug
h ongoin
g format
ive assessment
Step 5:
Determine whether
students
achieved the
goals
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4: Effective Communication
5: Student Engagement
Seven Strategies of Assessment FOR Learning
Where am I going?1- Provide students clear learning targets.2-Use models of strong and weak work.Where am I now?3-Offer regular descriptive feedback.4-Teach students to self-assess and set goals.How do I close the gap?5-Focus on one learning target at a time.6-Teach students focused revision.7-Engage students in self-reflection/assessment.
Step 1:Determine
needs
Step 2:
Create
specific
learning
goals based
on pre-
assessment
Step 3:
Create and implement teach
ing and
learning
strategies
Step 4:Monit
or studen
t progre
ss throug
h ongoin
g format
ive assessment
Step 5:
Determine whether
students
achieved the
goals
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1: Clear purpose
A Science Goal
This school year, all of my 6th grade science students will demonstrate measurable growth in their ability to plan and carrying out scientific investigations. Each student will improve by two or more levels on the district science rubric, Designing and Implementing Scientific Investigations. Furthermore, 80% of students will perform at level 3 (Proficient) on the rubric.
What is Assessment Literacy?
Classroom assessment literacy is the knowledge and skills needed to do two things: (1) gather accurate information
about student achievement, and
(2) use the assessment process and its results effectively to improve achievement.
Chappuis, Stiggins, Chappuis, & Arter, 2011
Sample Connections
to the Framework5 Keys Framework for Teaching
1: Clear purpose 3d using assessment in instruction
2: Clear targets 1c clear instructional outcomes3a communicating with students
3: Sound design 1e designing coherent instruction1f designing student assessments3b quality of questions
4: Effective communication 3a communicating with students2b establishing a culture for learning
5: Student engagement 3c engaging students in learning3b engages students in questioning/discussion
Targets
I can explain the role of assessment in teaching and learning.
I can explain how these assessment practices are embedded in the goal setting for student growth process.
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Resources• Classroom Assessment for Student Learning:
Doing it Right –Using it Well by Stiggins, Arter, Chappuis & Chappuis
• Seven Strategies of Assessment for Learning by Chappuis
• Student Achievement Goal Setting: Using Data to Improve Teaching and Learning by Stronge & Grant
• PD 360 resources on Assessment Literacy
QUESTIONS
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Next steps . . .
1. Review the resources provided and those attached. Possibly a book study is a next step for you.
2. Pull on the expertise of teachers who have studied assessment literacy in the Ky Content Leadership Networks.
3. Use the Target-Method Match on slide 16 to inventory the kinds of assessments you use or that are available to you.
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Next steps . . .
4. As a district, think about how you can provide guidance to schools on sources of evidence that meet rigor and comparability.
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