Using Assessment and Curriculum Data:

A Deepening of Practice

2nd Annual User’s ConferenceMarch 18, 2009

Using Assessment Data AS Instruction

Dr. Bena Kallick & Karen BaileyMarch 18, 2009

Together we will explore:

1.What are some key sources of data that effect student performance?

2.How do educators meet and make thoughtful decisions using data?

3.How do educators use assessment data formatively AS instruction?

Who’s in the room? Stand/wave if you…

serve as an elementary teacher. serve as a middle school teacher. serve as a high school teacher. serve as a specialist/coach. serve as a building or central office

administrator. serve in a capacity not listed above.

Who’s in the room? Stand/wave if you…

have worked in a purposeful professional learning community.

have used Performance Tracker, Assessment Builder or TechPaths software to record and share data.

have begun creating and evaluating curriculum and assessment data.

What are some key sources of data that effect student

performance?

The future is not a result of choices among alternative paths offered by the present,

but a place that is created - created first in

mind and will, created next in activity. The paths are not to be found, but made, and the activity of making them changes both the maker and the destination.

John Schar

Improving Student Achievement

Data Analysis Technologies

Assessment

Standards-Based Alignment

Making Data-Informed Decisions

Curriculum

Assessment• State, National, International• Benchmark • Common Assessments• Classroom-based• Student Self-Assessment

Drawing on Past Knowledge mpeg.mpeg

The Power of The Power of Longitudinal DataLongitudinal Data

Curriculum• Curriculum Maps• Electronic Units and Lessons• Analytic Reports

Perception• How do the students perceive their

experience in school?• How do the parents perceive their

students’ experience in school?• How do teachers perceive their role and

support in the school?

Using Data To Improve Learning in High Schools, Victoria Berhardt, Eye on Education 2005

Demographics•Who are the students?•What do we know about each specific

group of students?•What do we need to know to understand

our students?

Data (Gathering )• Assessment• Curriculum• Instructional Practices

Shared Information (Analyzing)• Use of reports

Construction of Meaning Teacher Dialogue

How do educators meet and make thoughtful decisions

using data?

You cannot have measurable goals without review and analysis of data. Data gives us a sense of where we are relative to where we need to be and directs us to do better in those areas of weakness.

Mike Schmoker

Schedule for regular collaborative work. Establish group norms. Use protocols to facilitate dialogue. Provide easy to access graphic

representations of data. Follow an action plan for improvement. Keep the focus on student learning.

What is it we expect students to learn?

How will we know when they have learned it?

How will we respond when they don’t?

How will we respond when they do?

DuFour,DuFour,Eaker

Link teaching and learning.

Be specific and fine-grained.

Make certain that the problem is within the school’s control.

Make certain that the problem serves as leverage to a larger problem or goal.

Why do you suppose that students are struggling with this issue?

What steps can be taken and whose assistance is needed?

How do students stay involved in the learning, assessing, learning process?

What have we discovered about

the issue?

What questions do we have now?

What further data might we need to

address this issue?

What needs to be done?

Who will do it?

When will it take place?

How will you know that students are improving achievement?

Build a timeline for what you are targeting to happen.

Organizational Structure:

How are we organized for improvement?

Do we have structures and protocols that support teacher and student learning?

What road blocks can we anticipate and overcome?

How do educators use assessment data formatively

AS instruction?

“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment

than with any other tools you have at your disposal.”

Dr. Rick Stiggins

When students are involved in the assessment process they are required to think about their own learning, articulate what they understand and what they still need to learn — and achievement improves.

(Black and Wiliam, 1998; Sternberg, 1996; Young, 2000)

Summative Assessment (of Learning):How much have students learned as of a particular point in time?

Formative Assessment (for Learning):How can we use assessments to help students learn more?

*Rivals one-to-one tutorial instruction**Largest gains for low achievers

35 Percentile Points 2-4 Grade Equivalents 100 SAT Score Points 5 ACT Composite Score Points US TIMSS from middle to top 5

System Components include:• a variety of assessments of and for learning.• timely and understandable data and feedback.• staff development through the use of purposeful

professional learning communities.

System Outcomes include:• helping individuals make informed instructional

decisions. • maximizing student success.

Educators and students must be able to

answer:

Where am I going?Where am I now?How can I close the gap?

Adapted from Royce Sadler, Questions for Student Engagement

Provide a clear and understandable vision of the learning target.

•Share the learning target(s) in advance of the lesson.

•Use student-friendly language.•Check for understanding.

©2004, ATI www.assessmentinst.com

Grade 2: Number Operations Unit Name: _____________________

Learning Outcomes Evidence Date

I can use manipulatives, to show and describe addition to 100 without regrouping.

Use manipulatives to show:

33 +25 Create another problem of your own to demonstrate your understanding.

I can use manipulatives, show and describe subtraction to 100 without regrouping.

Use manipulatives to show:

45 - 21 Create another problem of your own to demonstrate your understanding.

I can use manipulatives, to show and describe addition to 100 with regrouping.

Use manipulatives to show:

53 +28 Create another problem of your own to demonstrate your understanding.

Grade 3: Patterns and Relations Name: __________________________

Learning Outcomes Evidence Date

I can extend or find a missing element in a pattern.

Create a pattern with buttons. Partner with another student and give them the challenge to extend your pattern. ---------------------------------------------------------------------------------------

Leave one element of your pattern out and challenge your partner to fill in the missing element.---------------------------------------------------------------------------------------

Now reverse and have your partner challenge you.---------------------------------------------------------------------------------------

Each of you should write your reasoning to show how you solved the problems presented. What was the rule for the pattern?

_______

_______

_______

_______

Use and post student examples/models of strong and weak work (keep anonymous).

•Share models of student work.•Allow students to score samples.•Demonstrate the process of creating a

performance, project, etc.

©2004, ATI www.assessmentinst.com

Offer students frequent, descriptive feedback.

• Descriptive feedback directly reflects the learning target(s).

• Addresses the targets they are doing well and their next steps toward achieving their learning goal.

• Forms the basis for differentiated instructional groups

©2004, ATI www.assessmentinst.com

Student

Who is the primary audience for this assessment?

What data does this assessment give him?

What does it give his parents? Other teachers?

Would he

be able to

fix it?

With this data, can he identify his strengths in Math?

With this data, can he isolate his weaknesses?

Does the feedback tell him how to improve his work?

With this information, can he successfully and independently set mathematical goals to address his learning gap?

Teach students to self-assess and set goals.

• Self-assessment is a necessary part of the learning process.

• Students can identify their strengths and the areas in which they need to improve based upon examples/models of proficient work.

©2004, ATI www.assessmentinst.com

Design lessons that focus on one learning target at a time.

• Differentiate student instruction.• Develop confidence before moving on.• Be careful not to reach beyond the next

sequential learning target.

©2004, ATI www.assessmentinst.com

Item Analysis from Common Assessment

Teach students focused self-revision.

• Teachers should model revision practice using strategies and examples.

• Students should qualify their responses in order to isolate learning targets.

Sigin -- received her peer-edited paper with class assigned codes.

1. Capital letter 2. Describing word 3. What/who?

4. Did what? 5. Where? 6. When?

7. Why? 8. Punctuation

Engage students in self-reflection and setting goals.

• Students need to share their progress with all assessment users.

• The teaching, learning, assessment cycle becomes a partnership.

©2004, ATI www.assessmentinst.com

Problem#

Learning Target Right?

Wrong?

Simple mistake

?

More study?

1 Place Value: I can write numerals in expanded form to 10 thousands place.

x

2 Place Value: I can write numerals in expanded form to 10 thousands place.

x

3 Place Value: I can write numerals in expanded form to 10 thousands place.

x

4 Place Value: I can identify place value to the thousands place.

x

5 Place Value: I can put numbers in order through the thousands.

x

6 Place Value: I can put numbers in order through the thousands.

x

7 Place Value: I can put numbers in order through the thousands.

x x

Problem#

Learning Target Right? Wrong?

Simple mistake

?

More study

?

8 I can write fractions to match models.

x

9 I can write fractions to match models.

x x

10 I can write fractions to match models.

x

11 I can write fractions to match models.

x x

12 I can subtract 3-digit numbers with borrowing.

x

13 I can subtract 3-digit numbers with borrowing.

x x

14 I can subtract 3-digit numbers with borrowing.

x

15 I can subtract 3-digit numbers with borrowing.

x x

Problem#

Learning Target Right? Wrong?

Simple mistake

?

More study?

16 Measurement: I can read time to the nearest minute.

x x

17 Measurement: I can read a thermometer.

x

18 Measurement: I know how much a liter is.

x x

19 Measurement: I know how long a centimeter is.

x

20 Measurement: I can choose the right tool to measure length, weight, liquid, and distance.

x

I am good at these!

I am pretty good at these, but need to do a little review.

I need to keep learning these.

©2004 ETS/ ATI

I am good at these!

1, 2, 3, 4, 5, 6, 8, 10, 12, 14, 17, 19, 20

I am pretty good at these, but need to do a little review.

7, 13, 15, 16

I need to keep learning these.

9, 11, 18

©2004 ETS/ ATI

Time to Reflect

What effects might utilizing these strategies have on both students and teachers?

How might utilizing these strategies assist as we build a data-informed culture?

Together we will explore:

1.What are some key sources of data that effect student performance?

2.How do educators meet and make thoughtful decisions using data?

3.How do educators use assessment data formatively AS instruction?

Using Assessment Data AS Instruction

Dr. Bena Kallick & Karen BaileyMarch 18, 2009