Assessment for Learning Introduction. Introductions OMSP Facilitators School Districts.

Assessment for Learning Introduction

IntroductionsOMSP Facilitators

School Districts

Our Role in Supporting You!

Bremerton Quillayute Valley Chimacum SequimNorth MasonPort Townsend

Our Role in Supporting You!•Content focused•Active learning•Coherence •Duration/ frequency•Collaborative

•NO LIMIT! (2001)•NCOSP (2003)•PRISSM (2004)

•Standards•Assessment •Evidence-based•Lesson Planning•Reflective•Collaborative

•TMP (2006)•OMSP (2007)

•Clear connection to PTLC model of PD

•Focus for OMSP (2009-2012)•Sound research base•Logical next step

Assessment of Learning vs. Assessment for Learning

Think and write down the key differences between Assessment of Learning and Assessment for Learning (using the provided handout).

Pair with a partner at your table

Share your thinking

Rick Stiggins Assessment Training Institute- Portland, Oregon

Watch the video and consider the following:

Which of the key differences between Assessment for Learning and Assessment of Learning resonates most with you?

Which of the key differences between Assessment for Learning and Assessment of Learning extends your previous thinking?

Table Talk- Share thinking

Classroom Assessment for Learning

• What is Assessment for Learning?

• What is the research behind Assessment for Learning?

• How does Assessment for Learning align with the Three Key Findings of How People Learn?

Rick Stiggins, Dylan Wiliam, Robert Marzano, James Popham

Two Purposes for Assessment Rick Stiggins

SUMMATIVEAssessments OF Learning

How much have students learned as of a particular point in time?

FORMATIVEAssessments FOR Learning

How can we use assessment information to help students learn more?

Source: Adapted with permission from R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well (Portland, OR: ETS Assessment Training Institute, 2004), p. 13.

Assessment for Learning

Types of Formative AssessmentDylan WiliamLong-cycle

Span: across units, terms Length: four weeks to one year Impact: Student monitoring; curriculum alignment

Medium-cycle Span: within and between teaching units Length: one to four weeks Impact: Improved, student-involved, assessment; teacher

cognition about learningShort-cycle

Span: within and between lessons Length:

day-by-day: 24 to 48 hours minute-by-minute: 5 seconds to 2 hours

Impact: classroom practice; student engagement

Dylan WiliamWashington Educational Research Association workshop June 2009

Assessment for Learning

Revised definition . . Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited.

~Black and Wiliam (2009)

Assessment for Learning: drilling down to deeper understanding

Collecting information about student thinking / understanding in relation to specific learning goals

Interpreting information that helps to hone in on essential learning needs to address

Acting with purpose based on what was learned from the information collected and actively involving students in the process.

Magi, Vokos, Li, Minstrell, AndersonNSTA 2009 Workshop: Promoting Understanding & Skills in Assessment & Instruction for Learning

• Reflect & Write: What are the critical features of Assessment for Learning?

• Share & Refine: • Share your ideas with your table mates• Combine ideas to refine your shared

definition of Assessment for Learning• Declare: Display a red, yellow or green

cup on your table to indicate your group’s confidence in your shared understanding of AfL

What is Assessment for Learning?

20 years of research has found that when classrooms regularly engaged in effective formative assessment...

Students make significant learning gains – especially lower achieving students

Teachers tend to be more reflective about their practice and more in touch with their students’ learning

The process can improve student achievement more than other learning interventions including one-on-one tutoring, reduced class size or cooperative learning

Black and Wiliam (1998) and others (e.g., Shepard et al., 2005)

Benefits of Assessment for Learning


Research on Effects of Formative Assessment: .4 to .7 Gain ..75 Standard Deviation Score Gain =

25 Percentile Points on ITBS (middle of score range)

70 SAT Score Points 4 ACT Score Points

Largest Gain for Low Achievers

Black & Wiliam

The general finding of 15 substantial reviews of research synthesizing several thousand research studies . . .

“… is that across a range of different school subjects, in different countries, and for learners of different ages, the use of formative assessment appears to be associated with considerable improvements in the rate of learning.”

“… it seems reasonable to conclude that use of formative assessment can increase the rate of student learning by somewhere between 50 and 100 percent.”

“This suggests that formative assessment is likely to be one of the most effective ways—and perhaps the most effective way—of increasing student achievement (Wiliam & Thomson, 2007, for example estimate that it would be 20 times more cost-effective than typical class-size reduction programs).

Source: Siobhan Leahy & Dylan Wiliam (2009). From teachers to schools: scaling up professional development for formative assessment

Cost/effect comparisonsIntervention Extra months of

learning per yearCost/class-room/

yr

Class-size reduction (by 30%) 4 $30k

Increase teacher content knowledge from weak to strong

2 ?

Formative assessment/Assessment for learning

8 $3k


Teacher quality matters…


0th percentile

50th percentile

100th percentile

Exhibit 5: The Effect of Teacher Quality

Age 8 Age 11

90th percentile

37th percentile

53 percentile points

Students with a “high performing” teacher

Students with a “low performing” teacher

…it’s teachers that make the difference

To see how big the difference is, take a group of 50 students• Students taught by the best teacher learn twice

as fast as average• Students taught by the worst teacher learn half

as fast average

And in the classrooms of the best teachers• Students with behavioral difficulties learn as

much as those without• Students from disadvantaged backgrounds do

as well as those from advantaged backgrounds

20-25%Total “explained” difference

<5%Further professional qualifications (NBPTS)

10-15% Pedagogical content knowledge

<5%Advanced content matter knowledge


Teachers make a differenceBut what makes the difference in teachers?

Recommended Practices• Increased descriptive feedback,

reduced evaluative feedback

• Increased student self-assessment

• Increased opportunities for students to communicate their evolving learning during the teaching


(Black & Wiliam, 1998)

How does Assessment for Learning align with the Three Key Findings of How People Learn?

• Review: • Your table’s list of the key features of

Assessment for Learning • The handout of the Three Key Findings of How

People Learn.

• Write: What connections do you see?

• Commit & Toss

Assessment for LearningFive Key Strategies

Assessment for LearningFive Key Strategies

•What are the 5 key research-based strategies for implementing AfL in the classroom?

•What are some Formative Assessment Classroom Techniques (FACTS) support the 5 key strategies?

•How do I learn more about FACTS?

•What strategies and techniques am I already using?

•What strategies and techniques do I want to incorporate in my classroom next year?

A Comprehensive Framework for Formative AssessmentThree central processes:1.Establishing where learners are in their

learning2.Establishing where they are going3.Establishing how to get there

~Wiliam and Thompson (2007)

…and one big idea

Use evidence about learning to adapt teaching and learning to meet student needs

http://www.learner.org/resources/series93.html?pop=yes&pid=1035#


Sharing Learning Expectations

Clarifying and sharing learning intentions and criteria for success

Eliciting Evidence Engineering effective classroom discussions, questions and learning tasks that elicit evidence of learning.

Feedback Providing feedback that moves learners forward

Self Assessment Activating students as the owners of their own learning

Peer Assessment Activating students as instructional resources for one another

(Wiliam & Thompson, 2007)


Five “key strategies”…

Clarifying and sharing learning intentions and criteria for success

Clear Learning TargetsRick Stiggins

Know what kinds of targets are represented in curriculumKnowledgeReasoningPerformance skillProducts

Master the targets ourselvesKnow which targets each assessment

measuresMake learning targets clear to students,

too.Source: Adapted with permission from R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well (Portland, OR: ETS Assessment Training Institute, 2004), p. 13.

Clarifying Learning TargetsRick Stiggins

Begin with state standardsOrder in learning progressions,

if neededDeconstruct into clear learning

targets leading to each standardCommunicate the learning

targets in advance in language students can understand


TechniquesFor Sharing Learning Expectations

Explaining learning intentions at start of lesson/unit Learning intentions Success criteria

Intentions/criteria in students’ language

Posters of key words to talk about learning e.g. describe, explain, evaluate

Annotated examples of student work to ‘flesh out’ assessment rubrics (e.g. lab reports)

Opportunities for students to design their own tests & rubrics


Engineering effective classroom discussions, questions, and

learning tasks that elicit evidence of learning

TechniquesFor Eliciting Evidence

Key idea: questioning should cause thinking provide data that informs teaching

Improving teacher questioning generating questions with colleagues closed v open low-order v high-order appropriate wait-time basketball rather than serial table-tennis ‘No hands up’ (except to ask a question) class polls to review current attitudes towards an issue ‘Hot Seat’ questioning

All-student response systems ABCD cards, Mini white-boards, Exit passes


Choosing a Technique:Collecting with intention

FACET et al

What are the relevant learning goals? What specific knowledge am I targeting?What tool or technique will get at that kind

of knowledge?What student responses do I anticipate?


A hinge question is based on the important concept in a lesson that is critical for students to understand before you move on in the lesson.

The question should fall about midway during the lesson.

Every student must respond to the question within two minutes.

You must be able to collect and interpret the responses from all students in 30 seconds

Eliciting evidence technique: Hinge QuestionsDylan Wiliam


Feedback

[Butler(1988) Br. J. Educ. Psychol., 58 1-14]

Feedback: What works?

What do you think happened for the students given both scores and comments?

A. Achievement: + 30% Attitude: all +ve

B. Achievement : + 30% Attitude: high scorers +ve low scorers –ve

C. Achievement : + 0% Attitude: all +ve

D. Achievement : + 0% Attitude: high scorers +ve low scorers –ve

E. Something else

Feedback Achievement Attitude

Scores no gain High scorers : positive

Low scorers: negative

Comments 30% gain High scorers : positive

Low scorers : positive

Quality Feedback Dylan Wiliam

Formative assessment should:

Address some measurable attribute; Provide information to the student of where they are

currently and where they want to eventually be. Provide student with guidelines on how to get there.

Feedback is therefore formative only if the information fed back is actually used in closing the gap.


Effective Feedback…Rick Stiggins

• Does not do the thinking for the student

• Limits correctives to the amount of advice the student can act on


TechniquesFor Feedback

Key idea: feedback should cause thinking provide guidance on how to improve

Comment-only gradingFocused gradingExplicit reference to rubricsSuggestions on how to improve

‘Strategy cards’ ideas for improvement Not giving complete solutions

Re-timing assessment (eg three-fourths-of-the-way-through-a-unit

test)Dylan WiliamWashington Educational Research Association workshop June 2009

Self-Assessment &

Peer Assessment

TechniquesFor Self & Peer Assessment

Students assessing their own/peers’ work with rubricswith exemplars“two stars and a wish”

Training students to pose questions/identifying group weaknessesSelf-assessment of understanding

Traffic lightsRed/green discs

End-of-lesson students’ review


What is the difference between a strategy and a technique?

Strategies and TechniquesDylan Wiliam

Strategies define the territory of formative assessment (no brainers)

Teachers are responsible for choice of techniques Allows for customization/ caters for local context Creates ownership Shares responsibility

Key requirements of techniques embodiment of deep cognitive/affective principles relevance feasibility acceptability


The 5 Key StrategiesResources

NCTM Research Brief (National Council for the Teachers of Mathematics—Dylan Wiliam)

For each strategy:Additional ResearchTechniques in the context of the mathematics

classroom

The 5 Key StrategiesResources

Science Formative Assessment (Page Keeley)

Formative Assessment Classroom TechniqueS (FACTS)

75 practical strategies (TECHNIQUES) for linking assessment, instruction & learning

Research baseImplementation

Integrating with teaching & learningSelecting FACTS & using data

Overview of the Process

*Page Keeley & others

5 “key strategies” jigsaw

Reading and Synthesis:1. Read assigned “key strategy” from Research Brief2. Read pgs. 26 -29 Page Keeley FACTs book3. Consider the following:

a) What are the important elements of your assigned strategy?b) How does this strategy connect to the reading in the Page

Keeley book?c) What classroom techniques do you currently employ that

connect to this key strategy?

DiscussionEach person share their thoughts for 1-2

minutes; no commentary.Then go around again and each person takes

opportunity to make one commentary.

Putting into AfL into PracticeThink about Afl techniques you already do.

Think about AfL techniques you would like to implement.

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Assessment for Learning Introduction. Introductions OMSP Facilitators School Districts.

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