BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.) Module IV.

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BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.)

Module IV

B.E.S.T.

ReviewReview

• What is B.E.S.T.? Why is it important?

• What are the three goals of B.E.S.T.?

• What are the first three modules of B.E.S.T., and one key concept from each?

LearningSpark

Learning Cycle

LearningEnviron-

LearningMeasure-

LearningStrategiesLearning

Strategies

LearningPlan for

Student Engagement

StudentAchievement

ContinuousTeaching

Improvement

ContinuousTeaching

Improvement

Module 1Module 1 Module 2Module 2 ModuleModule 3 Module 4Module 4 ModuleModule 55 Module 6Module 6

Serving every student with excellence as the standard

InclusionInclusion

RtIRtI

SSNPSSNP

Differentiated Differentiated Accountability Accountability

ModelModel

Differentiated Differentiated InstructionInstruction

National and National and State State

StandardsStandards

BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.)

Module IV

Reflect and ShareReflect and Share

• Reflect on Once Upon a Time, a Tale of Excellence in Assessment

• With a partner, share how you feel about the story e.g., did you experience a paradigm shift?

Module IVModule IVLEARNING LEARNING

MEASUREMENT:MEASUREMENT:Using Assessment to Using Assessment to

Drive LearningDrive LearningHow will I know if my

students are learning/have learned?

“Effectiveness in teaching

is not defined on the basis

of what they do as teachers,

rather, it is defined by what

their students are able to do.”

--Thomas Guskey

Desired OutcomesDesired Outcomes

By the end of Module IVModule IV, we will have…

• A foundation for using assessment as a critical component of the teaching/ learning experience for us and our students

• Examples of formative assessments

Desired OutcomesDesired Outcomes

• A means for using assessment data to track student progress,differentiate instruction, and celebrate success

• A list of criteria for both traditional and standards-based grading systems

• An awareness of assessment with RtI

Putting the Pieces TogetherPutting the Pieces Together

• A metaphor or simile ( )

• A song or rap ( )

• An acronym (A.S.S.E.S.S.A.S.S.E.S.S.)

• A skit ( )

• A drawing ( )

• A formula ( )

Module IV AgendaModule IV Agenda

AgreementsAgreements• Take responsibility for your

learning• Listen as an ally• Everyone participates; no

one dominates• Honor time limits• Silence cell phones• Have fun!

AssessmentsAssessments

At your table:

• Brainstorm different assessments you use

• Write one per sticky note • Whole table places notes under

pre-assessment, formative, and summative on chart paper

• Three minutes

Why Assess?Why Assess?• Reflect on your current assessment

practices.• Using the ‘speedy round robin’

technique, begin with the person whose birthday is closest to this day and move around the table for each person to share (5 seconds or less) a reason why we assess learning.

• Continue until time is called.

Why Assess?Why Assess?

• To determine student readiness.

• To plan instruction.

• To monitor student progress.

• To modify instruction.

• To determine mastery of content.

Q3Q3Doing Type:Doing Type:•Hands-on•Problem solver•Goal-oriented• Active

Q2Q2Thinking/Analytic Thinking/Analytic Type:Type:•Conceptual•Factual•Analytical•Rational

Q1Q1Feeling Type:Feeling Type:•Empathetic•Reflective•Caring•Sensitive

Q4Q4Performing Performing Type:Type:•Spontaneous•Adventurous•Dramatic•Creative

Your TaskYour Task

• Select a Quadrant 2 learner (thinking/analytic type) to be your representative.

• Draw on your paper a picture of the ideal school culture.

• You have 4 minutes.

• Designate a Quadrant 1 learner (feeling type).

Assessment is NOT…Assessment is NOT…

• Always a grade

• Always pencil and paper

• An ‘end-all’

What is Assessment?What is Assessment?

The word “assess” comes from the Latin verb ‘assidere’ meaning ‘to sit with’.

In assessment one is supposed to sit with the learner. This implies it is something we do ‘with’ and ‘for’ students and not ‘to’ students.

--Green 1999

“Assessment is today’s means of understanding how to

modify tomorrow’s instruction.”

“Assessment has more to do with helping students grow than with cataloging their

mistakes.”--Carol Tomlinson

“Nature is like a radio band with infinite stations;

the reality you are now experiencing

is only one station on the band, completely convincing

as long as you stay tuned to it, but masking the other choices

that lie on either side.”

--Deepak Chopra

A Shift in the Use of AssessmentsA Shift in the Use of Assessments

FROM TOInfrequent summative assessments…

Frequent common formative assessments

Assessments to determine which students failed to learn by the deadline…

Assessments to identify students who need additional time and support

Assessments used to reward and punish students…

Assessments used to inform and motivate students

Focusing on average scores… Monitoring each student’s proficiency in every essential skill

A Shift in the Use of AssessmentsA Shift in the Use of AssessmentsFROM TO

Individual teacher assessments…

Assessments developed jointly by collaboration

Each teacher determining the criteria to be used in assessing student work…

Collaborative teams clarifying the criteria and ensuring consistency among team members when assessing student work

An over-reliance on one kind of assessment…

Balanced assessments

Assessing many things infrequently…

Assessing a few things frequently

Three General Types Three General Types of Assessmentof Assessment

• Assessment beFORe learning = Pre-assessment

• Assessment FOR learning= Formative or Ongoing

Assessment

• Assessment OF learning = Summative evaluation

Sources of Assessment InformationSources of Assessment InformationWhat should I use to assess my students?

ProductsJournals (blogs/Vlogs), worksheets,

quizzes, tests, projects, self-assessments, reports (multi-media), stories (digital)

ObservationsCooperative learning teams, working with

manipulatives, role-plays,

demonstrations, performances,experiments

ConversationsStudent-teacher

conferences, oral presentations, peer conferences,

group work

FDLRS/FIN training manual on Differentiated Instruction, Assessment

When assessment and When assessment and

instruction are instruction are

interwoven, both the interwoven, both the

students and the teacher students and the teacher

benefitbenefit.

On-going Assessment:On-going Assessment:A Diagnostic ContinuumA Diagnostic Continuum

Screening Checking for Unit test or Diagnostic understanding semester exam Pre-test Guided practice data FCAT Survey Progress monitoring Final grade

Pre-assessment Formative Summative (Finding out) (Keeping track (Making a

& checking up) judgment)

Any method, strategy or

process used to determine a

student’s current level of

readiness, prior knowledge, or

interest in order to plan for

appropriate instruction

PRE-ASSESSMENTPRE-ASSESSMENT

Assessment BeAssessment BeFORFORe Instructione Instruction

•Allows teachers to understand each student’s starting point

•Guides initial planning

•Drives differentiated

instruction

PRE-ASSESSMENTPRE-ASSESSMENT

Pre-AssessmentPre-AssessmentPURPOSE To determine what students

already know, understand, and can do.

WHEN Before instruction and during initial planning.

HOW TEACHERS USE RESULTS

To guide initial instruction, to make grouping decisions, and to differentiate learning experiences.

HOW STUDENTS USE RESULTS

As a preview of what they need to know, understand, and be able to do.

WHAT Products, conversations, observations to assess readiness, prior knowledge or mastery.

Pre-Assessment ExamplesPre-Assessment Examples

Pre-assessmentWhat Do You

Formative What Are You

Learning?

SummativeWhat Have

You Learned ?

ScreeningPre-test

DiagnosticKWL

InventoriesObservation

Anticipation GuideConcept MapQuestioning

“The single most important thing

to change in teachers’ practice

is the minute to-minute and

day-by-day use of assessment

to adjust instruction.”--Wiliam 2007

Formative AssessmentFormative Assessment

A process used by teachers and

students during instruction that

provides feedback to adjust

ongoing teaching and learning

to improve students’ achievement

of intended instructional outcomes.

Formative AssessmentFormative Assessment Assessment Assessment FORFOR learning learning

• Uses data to inform and alter instruction along the way towards student mastery

• Serves to promote student success

• Helps students advance their learning with enthusiasm (in control)

Formative AssessmentFormative Assessment• An ongoing An ongoing processprocess with with bothboth students and students and

teachers where they:teachers where they:– Focus on learning goals– Take stock of current student work in

relation to the learning goals using formal or informal assessment processes

– Take action to move closer to the learning goals (i.e teachers may adjust teaching methods; students may adjust learning methods.)

Effective Formative Effective Formative Assessment Must…Assessment Must…

• Be used by both teacher and students• Be aligned with instruction• Measure what is important and not

just what can be easily assessed• Be practiced frequently to provide

direction for instruction• Reveal the students’ knowledge and

cognitive strategies for solving problems

Formative AssessmentFormative Assessment

“…the frequency of (formative)

assessments is related

to student

academic achievement.”

--Bangert-Downs and Kulik 1991

# of Formative Assessments

Percentile Gain

1 13.55 20.0

10 22.515 24.520 26.025 28.5

“Providing two (formative) assessments per week

resulted in a percentile gain of 30 points.”

--Fuchs and Fuchs

The Teacher’s ParadigmThe Teacher’s Paradigm

1.Clearly communicate learning expectations with students

2.Help students make connections between the learning expectations and the work they do

3.Get information from students about where they are and how they learn

The Teacher’s ParadigmThe Teacher’s Paradigm4. Give feedback to students or

suggestions about how they might move closer to learning expectations

5. Facilitate students’ self-assessment and goal-setting

6. Use assessment information to fine-tune lessons in progress and plan further lessons

Benefits to StudentsBenefits to Students

• Understanding and articulation of their individual learning targets

• Monitoring and reflection on learning

• Using feedback to make adjustments for understanding

Benefits to StudentsBenefits to Students

• Increased achievement• Increased understanding of how

they learn

• Increased control over their own learning

• Increased engagement and empowerment

“There is a diagnostic aspect to all formative

assessment, and diagnostic information can

inform both students’ studying and teachers’

teaching...

The key is having a concept of the goal or learning target,

which originally is the teacher’s, but which ideally the student will internalize, eventually setting his or her own goals and monitoring progress toward them.”

--Sadler 1989; Gipp 1994

“Students who could

identify their learning

scored 27 percentile

points higher than those

who could not.” --Marzano 2005

Three Essential QuestionsThree Essential Questions

Where are you now?

How can we get there?

Where do you need

to go?

The Seven Strategies The Seven Strategies of Assessment of Assessment for for LearningLearningWhere am I going? (what

standard?)

1. Provide a clear statement of the learning goal, expectation

2. Use examples and models

Where is the student now?3. Offer regular descriptive

feedback4. Teach students to self-assess

and set goals

The Seven Strategies The Seven Strategies of Assessment of Assessment for for LearningLearning

How can I close the gap?

5. Design targeted lessons6. Teach students focused

revision7. Engage students in self-

reflection; let them keep track of and share their learning

1. Assessment2. Pre-Assessment

3. On-going (Formative) Assessment

Identify Desired Results

(KUD)Determine Acceptable Evidence

Plan Learning

Experiences

Planning for Meaningful Differentiation:Planning for Meaningful Differentiation:Examining the Assessment SequenceExamining the Assessment Sequence

FDLRS/FIN training manual on Differentiated Instruction, Assessment

“The effect of assessment for learning on student achievement is some

four to five times greater than

the effect of reduced class size.”

--Stiggins 2006

“Improved formative

assessment helps low

achievers more than other

students and so reduces the

range of achievement while

raising achievement overall.”

--Black and Wiliam

Formative AssessmentsFormative AssessmentsPURPOSE To guide and adjust instruction and

provide student feedback.To provide evidence of progress and learning over time.

WHEN Regularly and frequently during lessons and units.

To adjust and differentiate instruction.

To self-monitor understanding and progress.

WHAT Rubrics, exit slips, self-assessment checklists, conferences/anecdotal records, questions, conversations, observations, feedback from guided practice

Formative Assessment ExamplesFormative Assessment Examples

Learning?

SummativeWhat Have

You Learned ?

ScreeningPre-test

DiagnosticKWL

Checking for Understanding

PortfolioJournal*Quiz

ObservationAnecdotal Notes

Exit SlipsData from

Guided Practice

Formative AssessmentFormative Assessment• Exit Slip• Teacher Checklist• Student Self-Assessment Checklist• Question and Answer during Lesson• Thumbs up/Thumbs down• Classroom Performance System

(CPS)-clickers• Heart Rate Monitors in P.E.

Formative Assessment and 21Formative Assessment and 21stst Century SkillsCentury Skills

• Reflect (student) regarding content mastery

• Release responsibility for learning to learner (heutagogy)

• Build capacity of teacher and learner to compete in a 21st century global

society

Authentic Assessment (AA)Authentic Assessment (AA)

A form of assessment in which students are asked to perform

real-world tasks that demonstrate meaningful application of essential knowledge and skills

--Jon Mueller

Traditional Assessment (TA)Traditional Assessment (TA)

1. A school's mission is to develop productive citizens.

2. To be a productive citizen an individual must possess a

certain body of knowledge and skills.

Traditional Assessment (TA)Traditional Assessment (TA)

3. Therefore, schools must teach this body of knowledge and skills.

4. To determine if it is successful, the school must then test students to

see if they acquired the

knowledge and skills.

Authentic Assessment (AA)Authentic Assessment (AA)1. A school's mission is to develop productive citizens.

2. To be a productive citizen an individual must be capable of performing meaningful tasks in the real world.

4. To determine if it is successful, the school must then test students to see if they acquired the knowledge and skills.

Authentic AssessmentAuthentic Assessment3. Therefore, schools must help

students become proficient at performing the tasks they will encounter when they graduate.

4. To determine if it is successful, the school must then ask students to

perform meaningful tasks that replicate real world challenges to

see if students are capable of doing so.

Formative Assessment: GroupingFormative Assessment: GroupingIndividual Response

(Think)

Partner Processing

(Pair)

Learning Group

Processing(Share)

(Final Word)(Chalk Talk)

Learning Group to Learning

Group Processing(Share)

(Chalk Talk)(Critical Friends)

Whole Group Sharing(Share)

(Carousel)

Summative AssessmentSummative AssessmentAssessment Assessment OFOF LearningLearning

is a means to determine a

student’s mastery of

information, knowledge, skills,

concepts, etc. after the unit or

learning activity has been

completed.

• Should parallel the formative assessments that were used during the learning process

• May determine an exit grade or score

• Is tied to a conclusion about a student’s mastery of a standard

• Serves accountability purposes

• Evaluates the overall success of student achievement, teacher instruction and instructional programs on a long-term basis

Summative AssessmentSummative AssessmentPURPOSE To determine if students have mastered

what they should know, understand and be able to do.

WHEN End of lesson, unit, course, year

To determine a grade that represents what the student knows, understands, & is able to do. To evaluate a year’s work and serve as a needs assessment for the next year

To gauge their progress towards course or grade-level expectations

WHAT Projects, portfolios, paper/pencil tests, FCAT, semester/end of course exams, district assessments, final performances

Summative Assessment ExamplesSummative Assessment Examples

Learning?

SummativeWhat Have

You Learned?

ScreeningPre-test

DiagnosticKWL

Checking for Understanding

PortfolioJournal*Quiz

ObservationAnecdotal Notes

Exit SlipsData from

Guided Practice

EvaluationProject

Tests/ExamsDemonstration

Portfolio ReviewFinal Performance

CompositionOther

Geography Unit Assessment PlanGeography Unit Assessment PlanPurpose Assessment Task Assessor

Formative

Summative

First draft of mapRevised draft of mapSupported opinion draft essayQuiz(zes)

MapSupported opinion short essayTest

StudentPeer

Peer/Student

Teacher/Student

TeacherTeacher

Teacher

I’ve Assessed: NOW WHAT??I’ve Assessed: NOW WHAT??Assessment results guide

decisions to differentiate and to adjust– Content– Process– Product– Learning Environment

To support students in their– Readiness – Interest– Learning Preferences

To encourage maximum growth and individual student success.

Readiness Interests Learning profiles

Differentiation of InstructionDifferentiation of Instruction

based on students’

Teachers can differentiate

Tomlinson, The Common Sense of Differentiation, ASCD, 2005 OPTIONS, FDLRS Action Resource Center

Differentiated Instruction isa teacher’s response to a learner’s needs

clearlearning goals

respectful tasks

flexible groupingpositive

lrng. environment

Content Process Product

guided by general principles of differentiation, such as

ongoing assessment &

adjustment

Differentiated Assessment

Angie Nellis

Atlantis Elementary

“The idea that a single teacher,

working alone, can know and

do everything to meet the

diverse learning needs of [all]

students every day throughout

the school year has rarely

worked…

and it certainly won’t meet the

needs of learners in years to

come.”

--Carroll 2009

“In learning teams, teachers work

collectively to develop a

guaranteed and viable curriculum

to ensure that students have

access to the same essential

knowledge and skills, regardless of

the teacher to whom they are

assigned.

The team gathers ongoing

information regarding the

learning of their students through

a comprehensive, balanced

assessment process that includes

common assessments developed

by the team.

The team then jointly analyzes the

evidence of student learning from

the assessments and uses the

information to improve the

professional practice of individual

members and collective

effectiveness of the team.”

--Rick Dufour 2011

Common Common FormativeFormative AssessmentAssessment

• Typically created collaboratively by a team of teachers responsible for the same grade level or course

• Created before teaching the course

• Used frequently throughout the year to…

Common Formative Common Formative AssessmentAssessment

• Identify individual students who need additional time and support

•Utilize teaching strategies most effective in helping students acquire the intended knowledge and skills

• Address any program concerns

•Set improvement goals for individual teachers and the team

Common Assessment

Student A vs. Student BStudent A vs. Student BStudent A:• Quizzes (maximum 100) – 75, 65, 85,

80, 65, 70• Tests (maximum 100) – 85, 65• Homework (maximum 20) – 5, 10, 10,

10, 10, 10, 5, 10• Extra Credit (maximum 20) - 15, 20Using your individual grading policy in

your classroom, determine a final GRADE.

Student A vs. Student BStudent A vs. Student BStudent B:• Quizzes (maximum 100) – 95, 90, 95,

100• Tests (maximum 100) – 90, 95, 100• Homework (maximum 20) – 20, 20, 20,

20, 20, 0, 0, 0• Extra Credit: 0Using your individual grading policy in

your classroom, determine a final GRADE.

1 = A 1 = A 2 = B 3 = C 3 = C

4 = D 5 = F5 = F

Grade for Student A Grade for Student A

1 = A 1 = A 2 = B 3 = C 3 = C

4 = D 5 = F5 = F

Grade for Student B Grade for Student B

Grading SystemsGrading SystemsTraditional Standards-Based

Based on assessment methods (hmwk., quizzes, tests, etc.). One grade for each subject.

Based on learning goals and performance standards. One grade is given per learning goal.

Score everything – regardless of purpose.

Use only summative assessments for grading purposes.

Assessments are based on percent correct. Criteria are often unclear.

Standards are criterion-referenced and proficiency-based. Criteria are known to all.

Key ConceptsKey Concepts

• Norm –referenced tests determine a student’s placement on a normal distribution curve. Students compete against each other and are ranked on this type of assessment.

• The Stanford 10, GRE, and SAT are examples of norm-referenced tests.

Key ConceptsKey Concepts

• Criterion-referenced tests assess concepts and skills students have learned from a segment of instruction

• Measure how well a student performs against an objective or criterion rather than another student

• Examples: classroom quizzes and exams based on standards/course objectives, FCAT

Grading SystemsGrading Systems

Traditional Standards-BasedInclude every score. Assessments record the average.

Emphasize the most recent evidence of learning when grading.

Calculate grades using the mean.

Use median, mode, and professional judgment to determine grades.

Assessments vary in quality. Behavioral evidence is included.

Use only quality assessment and carefully record data.

Grading SystemsGrading SystemsTraditional Standards-Based

The teacher makes decisions about grading and announces those to students.

Discuss all aspects of grading with students and parents.

Use an uncertain mix of assessment of attitude, achievement, effort, and behavior. Use penalties and extra credit. Include group scores.

Measure only achievement. No penalties or bonuses. Individual evidence only.

“What we assessdefines

what we value.”

--Wiggins 1990

“We know thatgrading and reporting are notessential to the instructionalprocess. Teachers teach and

students learn in the absenceof grades. You need to decide

the purpose.” --Guskey, 2010

Grading in a Grading in a Differentiated ClassroomDifferentiated Classroom

• Grades are based on clearly specified learning goals that are communicated to students.

• Measurement is based on the selected objective or standard taught.

• Grades are criterion-referenced rather than norm-based.

• Grades are not ‘curved’.

Grading on a CurveGrading on a Curve• A student might receive an ‘A’ for

being the best performer in a group of low performers = an ‘A’ is the ‘best worst’.

• A student might make a ‘C’ despite quality work because the group is so strong. A ‘C’ = knows the content, but doesn’t look so great compared to others.

Grading in a Grading in a Differentiated ClassroomDifferentiated Classroom

• Avoid averaging zeros into final grades.

ZEROS in the GradebookZEROS in the GradebookStudent scores: 85, 0, 98, 100,

89, 95=78Student scores: 85, 59 (failing),

98, 100, 89, 95 = 88

Which score more accurately reports the student’s mastery?

Alternatives to Giving ZerosAlternatives to Giving Zeros• Change Grading Scales.• Use integers (A=4, B=3, C=2, …) instead of percentages.• Report Behavioral Aspects

Separately.• Separate “Product” (Achievement)

from “Process” and “Progress.”• Assign “I” or “Incomplete” Grades.• Include specific and immediate

consequences.

Good SparkyGood Sparky

Bad SparkyBad Sparky

“Assessments of learning

that contribute to a report

card grade can affect

students’ motivation to

learn.” --Stiggins 2006

“Decisions students make about their

assessment results exert far greater influence on their success as learners

than do the decisions made by the adults.”

--Stiggins 2007

Putting the Pieces TogetherPutting the Pieces Together

• A metaphor or simile ( )

• A song or rap ( )

• An acronym (A.S.S.E.S.S.A.S.S.E.S.S.)

• A skit ( )

• A drawing ( )

• A formula ( )

Follow-Up/ConnectionsFollow-Up/Connections

• Work in learning teams to develop common assessments.

• Implement two new formative assessments in your classroom and share the results in learning teams.

• Work collegially as a department/ faculty to determine a consistent grading policy.

Follow-Up/ConnectionsFollow-Up/Connections

• Determine which of your assessments are authentic or traditional, and why.

• Work in depts. or grade levels to develop differentiated content, process and/or assessments.

What’s NextWhat’s Next

• PDD – February 20, 2012

– Module V: We will discuss and practice various instructional strategies and ways to incorporate them in learning plans.

– Module VI: We will begin with the end in mind and develop learning plans that encompass the instructional model and common language of B.E.S.T.

B.E.S.T.

What Do You Think?What Do You Think?

At your table:

• Using your handout, reflect on each statement

• Mark the ones you would like to address

• Speak whole table - five minutes

“We are convinced that the first attempt

at a common formal assessment by a

collaborative team of teachers who

make a collective effort to gather

evidence of their students’ learning will

be superior to the formal assessments

those same teachers have developed

working in isolation.” --Richard and Rebecca Dufour, Robert Eaker 2008

“Think about the purpose of

grading. Don’t use gradesas weapons. They do notserve that purpose well

andnever will.

“Too often, educational tests,

grades, and report cards are treated by teachers

as autopsies when they should be

viewed as physicals.”

--Reeves 2000

BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.) Module IV.

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