Assessment for Learning
October 22, 2013
Basia KiehlerSandy Riley
2
Assessment Literacy Plan and Expectations (LT 1)
1. Long Term Plan
2. Assessment Research Group’s Data
3. Research to Support Your Learning
4. Expectations
2013-2014
• 75 teachers trained (Cohort 1)
• Sustained support for teachers throughout the year
2014-2015
• 500 more teachers trained (Cohort 2)
• Teachers from Cohort 1 become facilitators for Cohort 2 within their buildings
2015-2016
• 1500 more teachers trained (Cohort 3)
• Cohort 1 teachers are the trainers for these teachers
2016-2017
• 1500 more teachers trained (Cohort 4)
• Cohort 1 teachers are trainers and perhaps any teacher from Cohort 2
2017 and beyond
• 1500 more teachers trained (Cohort 5)
• Cohort 1 teachers and perhaps any teacher from Cohort 2 and 3
Achievement Initiatives 7-10 Year Plan
Instructional Networks: WWC, ECAN, RA, ELN*, NGS*, ALN*Leadership Networks: ALN, HS Principals, EL Principals, MS
Principals, CIT, CAAN
Goal : By 2020, 1 highly skilled teacher leader for every 10 teachers.
This means 500 teacher leaders in both counties
50 100 200 300
Assessment Literacy Training Plan
2012-2013 2013-2014 2014-2015 2015-2016
• Sept. 2012- ATI Training
• Oct. 2012 - SCAL (Steering Committee for Assessment for Learning) CD and WISD
• Jan. 2013 Action Research Group (ARG)
• ARG: 10 teachers from W/L representing EL and Secondary
• Implement 1 week of instruction using CASL practices
• Pre and post assessment Inventory
• Aug. 2013 – Train 56 teachers Cohort 1 (4 per district)
• Ongoing monthly support
• Develop 2 units of instruction using CASL
• Pre-post data including pre and post assessment inventory
• Basia & Sandy support systems for these teachers
• Goal is to have 2 units of instruction created by end of 2014
• Aug. 2014 – Train 112 teachers Cohort 2 (8 per district)
• Cohort 1 sits in on the trainings from a “Trainer” perspective
• Monthly support for Cohort 1
• Cohort 1 become facilitators for their Cohort 2 teams in their buildings
• Pre/post assessment inventory
• Basia & Sandy support systems for Cohort 1
• Goal is for Cohort 1 to have 2 more units of instruction create by end of 2015
• Aug. 2015 – Train 224 teachers Cohort 3 (16 per district)
• Cohort 1 facilitates the training
• Monthly support for Cohort 1
• Cohort 2 & 3 teams in their buildings
• Pre/post assessment inventory
• Basia & Sandy support systems for Cohort 1
• Goal is for Cohort 1 to have 2 more units of instruction create by end of 2016
• Cohort 2: 4 units• Cohort 3: 2 units
5
Data to Support our Vision
Key 1: Clear Purpose Key 2: Clear Targets Key 3: Sound Design Key 4: Effective Communication
Key 5: Student Involvement
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
2.32 2.31
1.76
2.512.65
3.443.63
3.07
3.34 3.39
Assessment Practices Results-AveragesTeacher Survey Results
January & May 2013
PRE-Averages
POST-Averages
Keys to Quality Classroom Assessments
Sca
led
Sco
re (
0-4)
Scale:0 - Not sure what that means1 – Not at all2 - Beginning3 - Partially4 - Completely
6
Answer Choices for Survey Questions
• Answer choices for each question…– Always– Usually– Sometimes– Rarely
• Question 7 (felt) answer choices…– confident.– neutral.– nervous.– anxious.
7
Survey Questions
1. Before my teacher presented the lesson in this class, I knew specifically what I needed to learn.
2. After my teacher presented the lesson in this class, I knew specifically what I needed to learn.
3. If I didn’t learn something the first time my teacher presented in this class, I knew my teacher was going to give me more chances to learn it.
4. Feedback on practice activities/assignments during this lesson in this class helped me understand what I knew and what I still needed to learn or practice.
8
Survey Questions
5. The assessment that I took in this class after the lesson helped me understand what I know and what I still need to learn or practice.
6. I was given the opportunity to practice learning without being graded in this class.
7. Before taking assessments/tests/quizzes in this class I felt…****
8. After taking the assessment/test/quiz in this class, I now have a clear understanding of what I know, the simple mistakes I made, and what I need to continue learning.
9
Always Usually Sometimes Rarely0%
10%
20%
30%
40%
50%
60%
36% 34%
21%
9%
53%
27%
15%
6%
District A: Elementary - Math
PRE
POST
Survey Results from Elementary School
10
Survey Results from Middle School
Always Usually Sometimes Rarely0%
10%
20%
30%
40%
50%
60%
24%
38%
30%
7%
53%
31%
11%
5%
District B: Middle School - SS
PRE
POST
11
Survey Results from High School
Always Usually Sometimes Rarely0%
10%
20%
30%
40%
50%
60%
70%
80%
51%
29%
17%
3%
70%
24%
5%1%
District C: High School - Algebra 1
PRE
POST
12
Individual Classroom Results
Unit 8 Avg Unit 9 Avg0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
68%
83%
Elementary Math Summative Assessment Comparison
13
Individual Classroom Results
Prior Test Average Post Test Average0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
69%
84%
Middle School SS Summative Assessment Comparison-Teacher 1
14
Individual Classroom Results
Prior Test Average Post Test Average0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
82%92%
Middle School SS Summative Assessment Comparison-Teacher 2
15
Student Growth
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
-10
0
10
20
30
40
50
Student Growth from Pre and Post4th Graders - Math
Training MethodHow do we achieve it?
Level of Impact Evidence of ImpactWhat does this look like?
Didactic presentation oftheory & concepts
Awareness Participant can articulategeneral concept & identifyproblems.
Modeling/demonstration(i.e. live, video)
ConceptualUnderstanding
Participant can articulateconcepts clearly & describeappropriate actions.
Practice in simulatedsituations with feedback(i.e. role play, written exercises
Skill Acquisition Participant can begin to useskills in structured or simulated situations.
Coaching & supervisionduring application
Application of Skills Participant can use skills flexibly in actual settings.
Training Methods & Levels of Impact - Joyce & Showers (1980)
K N O W I N G
D O I N G
17
2013-2014 Expectations
• Attendance to Meetings• Fidelity of Implementation• Journaling• Pre and Post Surveys• Pre and Post Assessments• Board Presentation