Analyzing and Examining Student Work
Hamden Public SchoolsAugust 25, 2004
Facilitated by: Alice Henley & Kim MearmanSERC, Middletown, CT (860) 632-1485
Which Road Will You Take?
TTYNTurn To Your Neighbor
Turn to your ‘shoulder’ partner or ‘face’ partner when directed and take three minutes to answer the questions from Which Road Will You Take?
Proposed Plan for 2004-05
8/25/04 – All administrators [9-3]9/27/04 – All Principals [3:30-5:30]1/20/05 – Grade 3 & 5 Teams [ ]1/21 or 2/1/05 – Elementary Principals [
]3/10 or 3/11/05 - Grade 3 & 5 Teams [ ]4/12/05 - Elementary Principals [ ]4/25/05 – All Principals [ ]
VOCAB
• Verify the terms
• Organize your cards
• Communicate to a partner
• Assess your understanding
• Build on it
Terms
Student Performance
Instructional Practice
Accountability
CMT/CAPT Assessment Collaborative Dialogue
Essential Questions
Reflective Practice
Data Collection
Assessment
“Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.”
Salivia & Ysseldyke (2001)
Assessment
“Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.”
Salivia & Ysseldyke (2001)
Assessment
“Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.”
Salivia & Ysseldyke (2001)
Assessment
“Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.”
Salivia & Ysseldyke (2001)
Closing the Achievement Gap
• Accountability and High Standards• Annual Academic Assessments• Consequences for Schools that Fail to
Educate Disadvantaged Students
[Accountability refers to the systematic collection, analysis and use of information to hold schools, educators and others responsible for student performance. States are being given freedom to develop assessments meeting certain criteria.]
The 4 Pillars of NCLB
Accountability
Local Control
and Flexibility
Parental Choice
Doing What Works
Thurlow, M. & Thompson, S. National Center on Educational Outcomes. University of Minnesota
NCLB does NOT require student accountability (e.g., graduation exams to get a diploma.) NCLB does require
SYSTEM level accountability to ensure that all students learn to high levels.
Statewide Accountability System
K-12DATES Grades
2002-20052006-2014
4, 6, 8 and 103-8 and 10
• All Schools and Districts:- Annual Calculation of Adequate Yearly Progress (AYP)
• Two Consecutive Years Not Making AYP = School in Need of Improvement
- Title I Schools – NCLB Consequences- Non-Title I Schools – State Consequences
•Schools With No Testing- Local Determination of AYP in mathematics and reading
April 2006Grades
* Mathematics, *Reading, Writing
3 to 8 and 10
April 2008* Science 5 and 8
and 10
*Results count for AYP
Changes in State TestingNew Generation of CMT and CAPT
Assessment and Identification
• Identify and intervene early• Simplify the identification process• Incorporate response to intervention• Incorporate universal design in
accountability tools
Recommendation from Task Force for Reauthorization of IDEAJuly 2002
What is the Purpose for Assessment?
• To examine student progress– To determine if there is an achievement
gap Pre-Assessment/Planning– To address specific strengths and needs
Defining Target Areas/Instruction – To evaluate student learning
Monitoring/Reflection
What is the Purpose for Assessment?
• To make instructional decisions
What Do We Assess?
Context of learning
What we teach
Outcomes of Learning
How we teach
Student
Instruction
Environment
Curriculum
Testing vs. Assessment
Analyzing Assessments
• Looking at Numbers
• Quantitative data (Numbers)– Determining
instructional level– Monitoring student
progress
Analyzing Assessments
• Moving Beyond Numbers
• Qualitative data (Descriptions)– What is known– Patterns– Approaches to
learning
To Analyze…
What is the question that needs to be answered?– Focused thinking
• Detail• Clarify• Refine vague statements• Probe for specifics
Lipton and Wellman 2003
Analyzing and
Examining Student
Work
Address Intensity of
Need for a Few Students
Close Achievement/
Performance Gaps for Some Students
Ensuring Effective Instructional Practices
and Promoting Positive Educational
Outcomes for All Students
All Students in School (Horner, 1998)
Sch
ool-
Wid
e
Ind
ivid
ual
Sup
port
Examining Student Work Examining student work has always been
part of a teacher’s job. But, in recent years, that practice has moved from being a solitary activity to being a more collaborative effort in which teachers learn about their practice by sharing with and listening to colleagues.
Tools for Schools, NSDC, Feb/March 2001
Analyzing & Examining Student Work
Analyzing Student Work
• To reflect upon instructional practice – as it relates to an
individual student’s progress or the progress of a targeted group of students
• To make instructional decisions – focused upon specific a
student or a specific group of students
Examining Student Work
• To reflect upon instructional practice – as it relates to the learning
of all students
• To make instructional decisions – about universal practices– about general curriculum
Purpose
Analyzing & Examining Student Work
Analyzing Student Work• Occurs as an individual,
partners, or a specific small group of colleagues
• Focuses upon a targeted student’s work (purposefully selected)
• Is designed to support problem-solving and meeting the specific instructional needs of a student or a targeted group of students
Examining Student Work• Occurs only with a small
group of colleagues• Focuses on any student’s
work (more randomly selected)
• Is designed to structure reflective dialogue for a group of professionals in order to enhance the instructional practice of those individuals
Characteristics
“If teachers are to become skilled at independently identifying and addressing idiosyncratic learning problems of their students, they must learn to reflect critically on student work as well as on their own teaching practices.”
Source: “Lifelines to the classroom: Designing support for beginning teachers”, by Kendyll Stansbury and Joy Zimmerman. Knowledge Brief, WestEd, 2000.
Reflection Cycle
Modify Practice
Draw Conclusions About Impact of
Teaching on Student Learning
Evaluate StudentLearning
Analyze Data
Collect DataFrom a Variety
Of Sources
BEST Training 2001
What is Reflective Practice?
deliberate pause
open perspective
thinking process
examination of beliefs,goals & practices
new insights &understanding
actions that improve student learning
Reflective Practice to Improve Schools J. York-Barr, et.al.
Reflective Practice Spiral
Reflective Practice to Improve Schools J. York-Barr, et.al.
TIME for a BREAK!
Timed-Pair-Share• Turn to your shoulder partner.
Dialogue about the differences between analyzing and examining student work
• Partner A speaks for 1 min, while Partner B listens.
• Partner B speaks for 1 min, while Partner A listens.
So How Does It Feel?
• How did it feel to be the listener?• How did it feel to be the speaker?• What does this tell us about
listening?
A Crucial Skill for Examining Student Work – LISTENING!
Effective Listening
• Paraphrase • Clarify • Summarize • Ask questions• Use non-verbal cues• Validate • Keep focused • Silence
Descriptive Review
• Review the Process – The facilitator provides the directions
and timelines for the process.
• Setting the Tone – The group reviews the intention of the
process. The group agrees to the reflective process.
Descriptive Review
• Work is Presented/Context – Teacher puts the work out for the team to see
and provides a brief introduction to the work.
• Descriptive Rounds – Selection of rounds is based on type of work
and focus of reflection. Each round builds on the previous one, seeking to deepen an appreciation for the instruction, task, and student learning.
Descriptive Review
• Hearing from the Teacher – Presenter has time to say what was
heard.
• Reflecting – The group reflects on the process.– Each member highlights what was
learned.
Descriptive Review Timetable
Steps Time
Review of Process 5 minutes
Setting the Tone 15 minutes
Work is Presented with Context 5 minutes
Descriptive Rounds 30 minutes
Hearing from the Teacher 10 minutes
Reflecting 5 minutes
Round One: Describe what you see.
Round One: Describe what you see.
Round One: Describe what you see.
Descriptions vs. Judgments
• Descriptions– See, Hear, Touch– Evidence based– Specific language
• Judgments– Inferences– Feelings– Assumptions
Perceptions
A Crucial Skill for Examining Student Work – Use Descriptions Only!
Round One: Describe what you
see.
Round Two: What Questions Do You Have?
Types of Questions
• Opening Thinking– Inquire– Explore– Extend focused statements– Invite a wide-range
• “What are some of the ways you noticed the students demonstrated their learning?
L. Lipton & B. Wellman, 2003
Types of Questions
• Focusing Thinking– Detail– Clarify– Refine vague statements– Probe for specifics
• “The students did not understand the directions.” “What did you see the students doing when you finished the directions?”
L. Lipton & B. Wellman, 2003
A Crucial Skill for Examining Student Work – Be Strategic in the Types of Questions You Use.
Round Three: What skills did the student demonstrate?
A Crucial Skill for Examining Student Work – Provide objective ideas that provide an open perspective.
So What’s Next?
• Create a plan to apply what you learned– Select a team to try Descriptive Review – Determine a time to practice– Reflect– Share your plan with your neighbor
– Must be done by 9/27
Lunch Time
Standards in Practice
• Setting the Tone – The group reviews the intention of the
process. The group agrees to the reflective process.
• Completing the Assignment – The group actually does the assignment as it
was describe to the students.
Standards in Practice
• Identifying Standards – Group takes the standards they are using and
find those standards to which this assignment might be directed.
• Creating a Scoring Guide – Construct a scoring guide (rubric) for this
specific assignment. The range should be 4=ideal work, to 1=minimal effort. The rubric must include words denoting quality.
Standards in Practice
• Scoring the Work – Participants use the scoring guide to score the
student work, first individually then as a team.
• Summarize results – Does this work meet the standards? “Was the
assignment well designed to help students achieve the standards?”
– If not, what are we going to do about it? Create an action plan.
Standards in Practice Timetable
Steps Time
Setting the Stage 5 minutes
Completing the Assignment 10 minutes
Identifying Standards 10 minutes
Creating a Scoring Guide 10 minutes
Scoring the Work 10 minutes
Summarize results 10 minutes
Grade 3
Students were asked to write and turn in a certain number of poems per day, demonstrating the use of a specific poetic technique. With one poem, the student will show evidence of editing and revision.
9th grade students – Poetry Unit
The Key
Prosperity is the key
to our community
combined with unity
in the year 2g
we need cleanliness
remember this
Take heed to my discussion
crooked cops be bustin’
Claiming that their bring down drugs
but they bring corruption
What we need is cooperation
to be a strong black nation
mentally mind block our minds from Satan
why everybody hatin
on our young black nation
We need more recreation a place for ex criminals and vandals so the pressure could be off our back and then we can handle life is a scandal
Prostitution
Abortion
Extortion
Happens very often
Placin my peoples in coffins
So What’s Next?
• Create a plan to apply what you learned– Select a team to try Standards in Practice – Determine a time to practice– Reflect– Share with your neighbor
– Must be done by 9/27
Web Siteswww.nsdc.org
“Examining Student Work” by Ruth Mitchell
www.lasw.orgLearning About Student Work
http://learnweb.harvard.edu/alps/ALPS Active Learning Practices for Schools
http://pzweb.harvard.edu/Research/Rounds.htmRounds at Project Zero
http://www2.edtrust.org/edtrustEducation Trust
Web Siteshttp://www.essentialschools.org
Looking Collaboratively at Student Work: An Essential Toolkit
http://www.catalyst-chicago.org/12-99/129toc.htm
CATALYST: Voices of Chicago School Reform
www.middleweb.com/Hooverpromo.html“Hoover Middle School Teachers Examine
Student Work”
www.cesnorthwest.orgCoalition of Essential Schools