Assessment Driven InstructionMaryrita Ducote and Emily Mull
St. Tammany Parish Public School SystemLiteracy Institute
June 5, 2013
Turn phones off or set on vibrate.
Be respectful of those talking or presenting (No sidebars)
Participate fully – Take risks – Be open to new ideas
Be Additive, Not Repetitive
Ground Rules
By the end of this session, participants will be able to create a plan for differentiated instruction that meets the needs of their students by analyzing assessments and by unpacking CCSS.
Goal
Discuss types of assessments and their purposes
Unpack standards in order to guide instruction
Plan for assessment driven instruction
Agenda
http://www.hulu.com/watch/292079
SNL History Lesson
With your group, take 5 minutes to write types of assessments you know on post-it notes. Place them on circle map.
Why Do You Assess?
“Assessment is today’s means of understanding how to modify tomorrow’s instruction.”
Carol Tomlinson
Two Views of AssessmentAssessment is for: Assessment is for:
Gatekeeping
Judging
Right Answers
Control
Comparison to others
Use with a single activity
Nurturing
Guiding
Self-Reflection
Information
Comparison to task
Use over multiple activities
3 Types of Effective Assessments
Diagnostic
Formative Formativ
e Summative
Purpose: Provides teacher with a more precise understanding of individual students’ strengths and weaknesses
Discern students’ prior knowledge and skill level Used for instructional practices Identify learners’ interests Reveal learning preferences
Diagnostic Assessment*
*These assessment scores do not count toward grades.
Use before teaching Use short, non-graded instruments Find out what students know, what they don’t
know Learn about student misconceptions Learn about student interests and learning
styles Inform students of learning goals, performance
assessment criteria
Diagnostic Assessment
Previous State Assessment Scores
Portfolio Content Write From the
Beginning Pre-Tests
DIBELS data CBAs Interest Surveys Learning Style
Digging Deeper with what we have.
How can you use
these to identify
strengths and
weakness in specific
skill sets?
Concept maps/circle maps/Thinking Maps K-W-L charts Drawings Surveys Squaring Off Yes/No Cards
Pre-assessment strategies
•Provides data to determine options for students•Helps determine differences •Helps teacher design activities that are respectful,
purposeful, and challenging•Identifies starting point for instruction•Identifies learning gaps•Makes efficient use of instructional time
Diagnostic Assessment…
1. What do I know about my students now?
2. What is the nature and content of the final assessment for this unit or period of time?
3. What don’t I know about the content knowledge, the critical thinking, and the process or skill demonstration of my students?
Gregory, G.H. and Kuzmich , L. (2004). Data driven differentiation in the standards-based classroom . Thousand Oaks, CA: Corwin Press.
Three Questions that Help…..
Purpose: To monitor and guide a process while it is still in progress
On-going and continuous Provides teachers with information about
students’ learning progress Guides teachers in providing extra help or
modifying extra help or modifying lesson plans Helps a teacher know if students have learned
what he/she has taught FEEDBACK
Formative Assessment
Quizzes Skills checklist Individual whiteboards Personal communication/conference Oral questioning Observation/Anecdotal Records Hand signals (Fist of Five) Exit tickets / Cards Graphic organizers Use of rubrics Stoplight And many more…
Formative Assessment Techniques
1. Read the Formative Assessment Strategies handout.
2. Highlight important details for each strategy.
3. Next to each strategy, rate your understanding.
Independent Activity
+ I know it
- I don’t know it/ never used it
* I’d like to know more about
Purpose: To judge the success of a process at its completion
Aligned with learning goals and revised yearly. Authentic-knowledge and skills can be transferred Offers options to students to display learning -
choice Evaluated against criteria
Summative Assessment
1. Create a Tree Map for the 3 Types of Assessments.
2. As a group, discuss and categorize the assessments on your circle map and move them to the tree map under the appropriate category.
3. Add any additional types to your tree map.
Group Activity
Unpack the ELA CCSSHow does this apply to your
curriculum?
Reading( Literature, Informational
Text, Foundational Skills)
Writing
Language
Speaking and Listening
Standard Verbs
What does the child need to be able to do?
Nouns
What do students need to know?
Skills Necessary
What are the prerequisites/ skills needed to do the task?
Step 1: Choose a Standard
Step 2: Identify the Verbs
CIRCLE THE VERBS
Step 3: Identify the Nouns
UNDERLINE THE NOUNS
Step 4: Identify the skills needed
LIST VOCABULARY, SKILLS, ETC... NEEDED (May look at standard in grade before)
Unwrapping the Concepts & Skills in a Standard
1. Stand Up, Hand Up, Pair Up: Find someone that teaches the same grade level.
2. Choose 3 ELA Standards to “Unpack” using the handout provided.
Partner Activity
http://www.smekenseducation.com/access-k-12-scaffold-of-the-common-core-state-standards.html
But what if the student doesn’t have the skills necessary?
A look at Bloom’s Taxonomy
1. With your shoulder partner, look at the Reading Standards for Literature or the Reading Standards for Informational Text at grades 4 & 5 in your booklet.
2. Circle/ Highlight the verbs and underline the nouns. Next to the standard, put what level in Bloom’s Taxonomy.
REMEMBER (1)
CREATE(6)REATE (6)
Partner Activity
Assessing the Student’s Depth of Knowledge (DOK)
on the Standards
Depth of Knowledge (DOK)
No Child Left Behind (NCLB) requires assessments to “measure the depth and breadth of the state academic content standards for a given grade level”. (U.S. Department of Education, 2003, p. 12)
Norman Webb
Focuses on complexity of content standards in order to successfully complete an assessment or task. The outcome (product) is the focus of the depth of understanding.
DOK is NOT...•a taxonomy/ hierarchy (Bloom’s)
•the same as difficulty
It’s NOT about the verb...
The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy), but by the context in which the verb is used and the depth of thinking required.
Verbs are not always used appropriately...
Words like explain or analyze have to be considered in context.
•“Explain to me where you live” does not raise the DOK of a simple rote response.
• Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting.
DOK is about what follows the verb...
What comes after the verb is more important than the verb itself.
“Analyze this sentence to decide if the commas have been used correctly” does not meet the criteria for high cognitive processing.”
The student who has been taught the rule for using commas is merely using the rule.
Level 1: Recall Recall of a fact, information, or a procedure
Level 2: Skill/ Concept Use information or conceptual knowledge
Level 3: Strategic Thinking Reasoning, Developing a Plan
Level 4: Extended Thinking Requires an investigation, collection of data, and analysis of results
Levels of DOK
1. Break into groups of 4. 2. On your chart paper, choose 1 standard and write
the reference number in the middle. Then, draw and label 4 boxes.
3. Using your Blooms/ DOK matrix, identify the Bloom’s level of the standard.
4. Discuss in your group the DOK levels of that standard and how it relates to classroom instruction.
5. In each box, write an activity and an assessment you could use to measure the depth of knowledge of that standard. Use your DOK guide to help.
Group Activity
Changing how instruction and practice occurs to enhance instructional effectiveness and increase student achievement.
Teachers can differentiate:◦ 1. content◦ 2. process◦ 3.product
◦ 4. leaning environments
According to students’readiness, interests, learning profiles
How do teachers do this?
Differentiated Instruction
Cubing Tiered centers Interest centers Varied journal prompts/math problems Tiered lessons Small-Group Instruction Learning Contracts, Tic-Tac-Toe Menu Literature Circles Cooperative Learning Groups
Range of Instructional Strategies
Individual learning plans for each student More problems, questions, or assignments Get it on your own Recreational reading Independent reading without curriculum connections Free time to draw or practice your talent Cooperative learning groups where the gifted kid gets to be the
leader Activities that all students will be able to do Interest centers, unless linked to core content and at a complex level
(Tomlinson, 2009)
Non-examples of DI
Purposeful practice ideas What is everyone else doing?
Classroom expectations Assessment and differentiated instruction
Differentiating in 4th and 5th grade
Student Success!
It is your job, as teacher, to make explicit That which you thought was implicit.
-C.Tomlinson