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Assessment For Learning…Assessment For Learning…
A Hopeful Vision for Student A Hopeful Vision for Student Success!Success!
Gay Welker Teresa PursesPrincipal SuperintendentWalker Elementary Canton Local School [email protected] [email protected] 484-8020 330 484-8010
www.cantonlocal.org
OVERVIEWAssessment Assessment
OF Learning FOR Learning
Reason forAssessing:
REPORT ACHIEVEMENTSTATUS
PROMOTE MORE LEARNING
To Inform: OTHERS ABOUTSTUDENTS
STUDENTS ABOUT THEMSELVES
Focus oftheAssessment:
ACHIEVEMENTSTANDARDS
ACHIEVEMENT TARGETS THATUNDERPIN STANDARDS
DrivingForce:
ACCOUNTABILITY IMPROVEMENT
Commitment to Continuous Improvement:Shared Mission, Vision, Values, Goals
Values: Assessment FOR Learning Grading FOR Learning No Child Left Behind Moral Purpose: Making a Difference in the life chances of ALL students
Leadership that supports a culture FOCUSING ON LEARNING
Parents/Community Involvement
Make Standards/Goals Public; website availability Celebrate Successes Home/School Communications Student-led Conferences
Curriculum/Instruction
Content Standards on-line (AlignOhio/IMS) Standards “Unpacked”; “I Can” statements; power standards (in future) Common pacing charts AlignOhio/IMS with standards aligned lessons and assessments Development of engaging lessons Differentiated instruction
GOAL:Increased Student Achievement
Essential Questions:1.What do you want all students to know and be able to do?2.How will you know when they know it?3.What effective and engaging work will you provide to help them learn it?4.What will you do if they don’t learn it?
Staff Development
Assessment Literacy Training: Assessment FOR Learning Developing Common Assessments DaSL, Pinnacle AlignOHIO, IMS Schlechty Design Qualities
Assessment
Common assessments/short cycle (3,6,9 weeks) Formative assessments Student Involved Assessment/student data notebooks Mastery learning Value-added student assessment Standards-based grade card (electronic)
Tools (electronic)
Data for Student Learning (DaSL) AlignOhio and IMS Pinnacle Grade Book Common Assessments/Formative Data Items banks Tutoring tools Electronic assessment programs
Collaborative Teams
Professional learning communities/Baldrige tools/protocols Collective inquiry/goal setting, action plans, PDSA Analyze test format/items; analyze test results Analyze student work/develop common assessment Using DaSL for data-based decision making
Pyramid of Interventions
Mastery Learning Differentiated Instruction Tutoring Adult advocate for each student Social services assistance Alternative schools/on-line coursework
Assessment FOR Learning in a Standards-Based Environment
*Based on the works of Richard DuFour, Robert Eaker, Mike Schmoker, Michael Fullan, Rick Stiggins and Philip Schlechty Developed by Stark County Educational Service Center in collaboration with its districts. jhd
If we believe ALL students If we believe ALL students can learn…..can learn…..
• What is it we expect them to learn?
• How will we know when they have learned it?
• How will we respond when they don’t learn?
Reflect: Our Own Experience Reflect: Our Own Experience with Assessment and with Assessment and
Implications for PracticeImplications for Practice
• • common/shared valuescommon/shared values• common learning targets• common learning targets• common assessment tools• common assessment tools• common instructional strategies• common instructional strategies
Standards Based Standards Based Assessment PracticesAssessment Practices
Best PracticesBest Practices Begin when Teams, Begin when Teams,
Training, and Tools are in Training, and Tools are in Place! Place!
• • Establish Professional Learning CommunitiesEstablish Professional Learning Communities
• • Provide assessment literacy training Provide assessment literacy training
•• Provide data and tools for data analysis for Provide data and tools for data analysis for
teachersteachers
• • Establish Professional Learning CommunitiesEstablish Professional Learning Communities
• • Provide assessment literacy training Provide assessment literacy training
•• Provide data and tools for data analysis for Provide data and tools for data analysis for
teachersteachers
Best Practices Begin When Best Practices Begin When Teams, Training, and Tools Teams, Training, and Tools
are in Place! are in Place!
Analyze the standards and make them student friendly
Standards Based Standards Based Assessment PracticesAssessment Practices
Step #1Step #1
Map when grade level indicators will be taught
Standards Based Standards Based Assessment PracticesAssessment Practices
Step #2Step #2
Develop common assessments aligned with
indicators
Standards Based Standards Based Assessment PracticesAssessment Practices
Step #3Step #3
Align instruction and instructional resources. Develop differentiated
lessons.
Standards Based Standards Based Assessment PracticesAssessment Practices
Step #4Step #4
Develop standards-based grading system.
Standards Based Standards Based Assessment PracticesAssessment Practices
Step #5Step #5
Step #1Step #1Analyze the standards and make
them student friendly
1. Unpacking process to develop a common understanding of the
standards and indicators
2. “I CAN” statements written by grade level teams for all state standards that
were student/parent friendly
Step #1Step #1Analyze the standards and make them
student friendly
Standard, Benchmark, and indicator: What students must know:
CONCEPTS PROCESSES
What essential understandings (generalizations) How can students demonstrate knowledge ofmust a student development from the concepts the generalizations?and processes?
Unpacking Template
Step #1Step #1Analyze the standards and make them
student friendly
Sample I CAN STATEMENT written by grade level teams
4th GRADE MATH STANDARD3-1 I can identify, describe and model
intersecting, parallel, and perpendicular lines and line segments.
Map when grade level indicators will be taught
Standards Based Standards Based Assessment PracticesAssessment Practices
Step #2Step #2
Develop common assessments aligned with
indicators
Standards Based Standards Based Assessment PracticesAssessment Practices
Step #3Step #3
Before you start developing the assessment:
1. The group must have consensus on targets. Common assessments should
measure the core standards. What are the most essential things you want students to
know and be able to do?
Step #3Step #3 Develop common assessments
aligned with indicators
2. The group must have consensus on the type of assessment to best measure
whether students have hit the target. What is appropriate evidence of understanding of a core concept? What is appropriate evidence
of proficiency in a key skill?
Step #3Step #3 Develop common assessments
aligned with indicators
3. The group must have consensus on an acceptable level of quality. What does “proficiency” look like? How good is good
enough?
Step #3Step #3 Develop common assessments
aligned with indicators
While developing the assessment you should consider:
1. Does the assessment meet standards of quality assessment?2. Does the assessment cover a balance of content knowledge and
process skills?3. Is the assessment aligned with proficiency? Consider the following:
• format (contain complex multiple choice and a minimum of one extended response and one short answer question)• thinking level of questions (fewer knowledge level, more higher level)• what the student needs to do to answer each question?
(amount of reading required, graphics, multi-step directions, determining needed information, use of calculators and formula sheets, etc.)
4. Will the assessment provide appropriate feedback to students to help them improve their performance?
5. Will the assessment provide a way to measure continuous improvement in student performance?
Step #3 Step #3 common assessments
Does the assessment Does the assessment effectively assess the target?effectively assess the target?
Get CommitmentGet Commitment
Best Practices begin when Best Practices begin when
Teams, Training, and Tools are in Place!Teams, Training, and Tools are in Place!
•Erickson, L., (1998). Erickson, L., (1998). Concept-Based Curriculum and Instruction: Teaching Concept-Based Curriculum and Instruction: Teaching Beyond the Facts. Beyond the Facts. Thousand Oaks, CA: Corwin Press.Thousand Oaks, CA: Corwin Press.
•Guskey, T.R. (ed.). (1996a). •Guskey, T.R. (ed.). (1996a). Communicating Student LearningCommunicating Student Learning (1996 ASCD (1996 ASCD Yearbook). Alexandria, VA: Association for Supervision and Curriculum Yearbook). Alexandria, VA: Association for Supervision and Curriculum Development.Development.
•O’connor, K. (1999). •O’connor, K. (1999). How to Grade for Learning. How to Grade for Learning. Arlington Heights, IL: Arlington Heights, IL: SKYLIGHT.SKYLIGHT.
•Marzano, R., (2000). •Marzano, R., (2000). Transforming Classroom Grading. Transforming Classroom Grading. Alexandria, VA: Alexandria, VA: Association for Supervision and Curriculum Development.Association for Supervision and Curriculum Development.
•Marzano, R., Pickering, D., & McTighe, J. (1993). •Marzano, R., Pickering, D., & McTighe, J. (1993). Assessing Student Outcomes: Assessing Student Outcomes: Performance Assessment using the Dimensions of Learning Model. Performance Assessment using the Dimensions of Learning Model. Alexandria Alexandria VA: Association for Supervision and curriculum Development.VA: Association for Supervision and curriculum Development.
•Schlechty, P. (2002). •Schlechty, P. (2002). Working On the WorkWorking On the Work. San Francisco, CA: Jossey-Bass.. San Francisco, CA: Jossey-Bass.
•Stiggins, R., (2001). •Stiggins, R., (2001). Student-Involved Classroom Assessment. Student-Involved Classroom Assessment. Upper Saddle Upper Saddle River, NJ: Merrill Prentice Hall.River, NJ: Merrill Prentice Hall.
•Stiggins, R., & Knight, T., (1998). •Stiggins, R., & Knight, T., (1998). Understanding by Design. Understanding by Design. Alexandria, VA: Alexandria, VA: Association for Supervision and Curriculum Development.Association for Supervision and Curriculum Development.
References