Transcript 2014 MASA Fall Conference Changing the Conversation About

Changing the Conversation
About Assessment
The Promise of Assessment Literacy
MASA Fall Conference 9/25/2014
Presenters
Terri Portice
Director of Teaching & Learning
Reeths-Puffer Schools and
MAC Board Member
[email protected]
Kathryn Dewsbury-White
President/CEO
MI Assessment Consortium
[email protected]
Session Purpose & Outcomes
 Explore power of assessment (done well) to
help us meet New Mission of schools.
 Understand role of assessment literacy in
achieving balanced, comprehensive, quality
assessment systems and practices
 Identify resources, tools available now
Procedures
Present some ideas for consideration
• Define balanced, comprehensive assessment system
• Provide ideas & strategies for assessing own district status
related to balanced system
• Define assessment literacy, present MAC’s Assessment
Literacy Standards
Provide pieces of one district’s story or journey
•
Examples of selected practices from Reeths-Puffer Schools
Identify available resources
• Select/Current MAC resources keyed to ALSs
Guiding Question for our Session: How Do We
Use Assessment Well?…What Would It Take?
Achieving balanced, comprehensive, quality
assessment systems,
through
Development of assessment literate …
• administrators
• educators
• policymakers
• parents and students
OUR CONTEXT
SETTING THE STAGE…
21st Century School Mission!
•
•
•
•
ALL students lifelong learners
Narrow achievement gap among students
Universal graduation for students
All students ready for colleges or
workplace training
• Raise achievement levels among ranks of
all students
excerpted Rick Stiggins MDE- DAS 2013 Fall Conference presentation
Assessment in all of this…
• Public accountability for test scores supposed to
improve schools (local, state, national, international)
• Linking federal funding to test scores supposed to
improve schools
• Writing tougher standards & tests—raising the
bar supposed to improve schools
• Competing for federal $ -- RtT, NCLB, -- supposed
to improve schools
• Evaluating teachers based on annual test scores is
supposed to improve schools
Adapted from Rick Stiggins MDE- DAS 2013 Fall Conference presentation
So, how are we doing so far?
• NAEP scores have flat-lined for decades
• Drop out rates remain stable and high; some are
astronomical
• USA’s place in international rankings stable
• Excellent teachers and new teachers are leaving
the profession in unprecedented numbers
excerpted Rick Stiggins MDE- DAS 2013 Fall Conference presentation
How is this possible?
• No assessment training for teachers or admins
• Lack of assessment literacy among policy makers
at local, state, and federal levels
• Little awareness throughout of how to link
assessment to teaching and learning
• No norm for quality assessment in higher ed.
• Aggressive selling of test services to unqualified
users
• Standards of quality ignore 99% of assessments
• Technical apps exacerbate quality problems
excerpted Rick Stiggins MDE- DAS 2013 Fall Conference presentation
EVOLVING… Assessment Paradigm
FROM
TO
Summative
Summative & Formative
Accountability
Teaching & Learning Tool
After
During & After Learning
Condensed Results to Produce a Score
Detailed Description
Adults do the Assessment to Students
Adult & Student Activity
Notoriously Neglected Facet of Teacher
Preparation
Foundation of Effective Teacher
Preparation
Notoriously Neglected Facet of School
Leadership
Foundation of Effective Leadership
WHAT IS BALANCED ASSESSMENT?
A Balanced Assessment System
Summative
assessments
Benchmarked to
college and career
readiness
State
Standards
specify
K-12
expectations
for college
and career
readiness
Teachers and
schools have
information and
tools they need
to improve
teaching and
learning
Teacher resources for
formative
assessment
practices
to improve instruction
Interim assessments
Flexible, open, used
for actionable
feedback
All students
leave
high school
college
and career
ready
Comprehensive Balanced
Assessment System
Aligned to Content Standards
New MEAP /College Entrance & Work Skills/EOC/Unit
Summative – Assessment of Learning
Did the student learn what they should have?
Interim/Benchmark Assessments
Short-cycle Summative
Are students in each school on track for proficiency?
Quality Classroom Assessments & Practices
Premium on Formative Practices – Assessment for Learning
How can we help students learn more?
Where and when we assess,
why, who uses the information …
FORMATIVE
SUMMATIVE
CLASSROOM
Continuous, informs
practice, talks about
progress
Periodic Accountability
INTERIM
Periodic identify strugglers
or problem standards for
faculty/program
Periodic document
evidence throughout the
year vs. 1 time
ANNUAL
1 time a year, help
Public Accountability
determine which standards
need to change
Only the cell highlighted in yellow has an empirical research base indicating - utilizing formative assessment
practices appropriately can increase student achievement by effect sizes of .4-.7 standard deviations
Source: 7 Essential Actions for School Leaders Commodore, Chappuis, Stiggins – see
Pearson Assessment Training Institute, copyright 2010
One Sample Assessment Calendar
Why an Inventory, Calendar?
• Eliminate ineffective/unnecessary
assessments
• Achieve equitable/appropriate distribution
– Grade level
– Content Area
– Assessment Type
• Be clear about purposes and uses that support
student growth (develop commensurate PD
plan).
Create Your Own Calendar/Inventory:
Capture What, When, Where, How & Who
Create Your Own Calendar/Inventory:
Capture the Professional Development
How to use Inventory, Calendar…
• Keep the inventory current & distribute it on a
regular basis – review and update
• Do the same with the PD Plan – does it support
the district Inventory/Calendar
• Encourage collaboration on effective use of all
available data
• Create and organize data
–
–
–
–
School
Classroom
Team
Student
Balanced Assessment System
With the other “elbow” partner, discuss the
status of “assessment balance” within the
classroom, building, and district you serve? Do
you have a calendar/inventory? Do you have
PD plan?
22
WHAT IS ASSESSMENT LITERACY &
WHY SHOULD WE ASPIRE TO BE
ASSESSMENT LITERATE?
Play couple portions of Rick Stiggins video maybe first and last question
HTTP://VIMEO.COM/97668950
Why
Assessment Literacy Standards?
• Increased amount of assessment/data
• Stakes of assessment for students and educators
continue to rise
• A lack of pre-service (in college) preparation for
educators
• A lack of understanding about assessment by those
who adopt policy and laws and govern our schools
Consider this…
• Research suggests that teachers spend from
one-quarter to one-third of their professional
time on assessment related activities.
• Almost all do so without the benefit of having
learned the principles of sound assessment.
– Rick Stiggins, 2007
ALS Development
• The MAC has developed assessment literacy
standards
• These standards will describe the
dispositions, knowledge and skills needed by
all parties regarding student assessment
• The goal is to provide a common basis for
work to help all become more assessment
literate
ALS Development
• After internal review and revision, several
external reviewers were asked to comment on
the standards. These included:
–
–
–
–
–
–
–
Susan Brookhart
Carol Commodore
Margaret Heritage
Ken O’Connor
Jim Popham
Rick Stiggins
MASSP, MEMSPA and MASCD
Assessment Literacy Standards
Local and State
Policymakers
District
Administrators
Building
Administrators
Teachers
Students
and Parents
Pre-service
teachers
Administrator
Certification
Assessment Literacy Standards
I. Dispositions
II. Knowledge
III. Performance
Reflection on the Standards
Look at the ________________ Standards
Using 1 – 3 make a note next to each statement – in a self-survey
manner. Marking 1, 2, or 3
• 3 -- you could teach to others, it’s a part of your current
professional practice,
• 2 – you are working on deepening your understanding and
practice
• 1 – you know the words, but little if any confidence related to
your current understanding, not integrated into your current
practice.
Share Your Observations
Current Resources on MAC Website
Which portion(s) of these quotes resonate?
Why? Share w/your Elbow Partner
“We owe it to ourselves and our students to devote at
least as much energy to ensuring that our assessment
practices are worthwhile as we do to ensuring that we
teach well”
Dr. Sara Cushing Weigle, Georgia State University
“A solid understanding of assessment issues
should be part of every teachers’ knowledge base,
and teachers should be encouraged to equip
themselves with this knowledge as part of their
ongoing professional development.”
Dr. David Boud, University of Technology, Sydney
ONE DISTRICT’S JOURNEY: REETHS-PUFFER
SCHOOLS SELECT PRACTICES THAT FEED
THAT NEW MISSION FOR SCHOOLS, THAT
RELY ON DEVELOPMENT OF ASSESSMENT
LITERACY
The Assessment Challenge
How do we get from
here...
State
Standards
specify K-12
expectations
for college
and career
readiness
...to here?
All students
leave high
school
college and
career ready
...and what can an
assessment
system
do to help?
Feeding that New Mission
for 21st Century Schools…
• Assessments will evolve to be more rigorous and real
world relevant, we must match our teaching to this
same standard
• Assessment data must be used in the moment to
inform “next steps” in the learning process
• Schools must have a balanced assessment system in
place within their districts, buildings & classrooms
• All will be assessment literate
Reeths-Puffer Schools – The “WHY” of our story
I have the opportunity to create a system of change
and one with a focus on systems thinking, by
creating consistency in instruction and assessment
within the core K-12. Through this process we can
help teachers differentiation instruction along the
way based on the data.
A big part of my job is helping teachers understand
the “Why” so that we can work on “How” instruction
must change and determine “What” teaching and
balanced assessments needs to looks like.
Local Leadership Assessment Actions:
•
•
•
•
•
Balance assessments
Continue to refine standards
Assure assessment quality
Turn learners into assessors
Build communication systems to support and
report learning
• Motivate with learner success
• Assure assessment literacy through professional
development
Pearson Assessment Training Institute, An Action Guide for School Leaders, Copyright 2010
Balanced Assessment Systems
Formative Assessment
Practices
(to improve
instruction)
Interim assessments
Flexible, open, used for
actionable feedback
Summative
assessments
Benchmarked to CCR
Running Records
DIBELS (K-4); Daze 5th Grade
State Assessments
Formative Assessment Tasks
(Math)
Scholastic Reading Inventory
(Grades 3-10)
End of Course/Unit
Assessments
Spelling Inventories
Scholastic Math Inventory
(Grades 3-8)
CCR and Work Skills
Assessments
Specific Classroom Learning
Tasks
Common Formative Assessments
for Reporting purposes
**Plan / Explore (previously
used)
Exit Slips
Formative Assessment Tasks
(Math)
Observations: Documentation
Checklists
On Demand Writing Samples
Journal Responses (lesson
activity or reflection)
Meaningful Performance Tasks
Peer/Self Assessments
Presentations or
Demonstrations
Formative Assessment Samples
Documentation Log
Observation Checklist
Formative Assessment Task
Formative Assessment Samples Cont.
Running Records – Inform instruction
and independent reading levels.
Interim Assessment Samples
1st Date: 9/18/13
2nd Date – 1/16/14
1st date: 9/19/2013
2nd date: 1/21/2014
Interim Assessment Samples Cont.
On Demand Writing Samples
Collaboratively score in multiple ways.
Summative Assessment Samples
Summative Assessments Continued
Summative and Interim Assessment Calendar
Google Calendar - Shared with all Staff
Local Leadership Assessment Actions:
•
•
•
•
•
Balance assessments
Continue to refine standards
Assure assessment quality
Turn learners into assessors
Build communication systems to support and
report learning
• Motivate with learner success
• Assure assessment literacy through professional
development
Pearson Assessment Training Institute, An Action Guide for School Leaders, Copyright 2010
4th Grade Math Unit Overview
• Document which outlined the
order of lessons to be taught
• Task type listed to ensure a
variety of instructional tasks,
assessments, and a
combination of individual,
partner, or small group
learning is taking place
• Standards are aligned to each
lesson.
• Gray items are commonly
scored and used for grade level
conversations.
Refine Standards & Curriculum Development
Yearly Updating of Curriculum
Maps and instructional lessons.
May mean there is a
curriculum or
instructional concern
Power school standards report
Solid scoring / students
consistently achieving
the standard
Student
struggling in
many areas
Student finding
success in all
areas
Standards Based Grading –
Reports from Power School;
evaluation of curriculum (for
refinement of curriculum)
and levels of learning (for
interventions & extensions).
Staff Feedback/Recommendations
Notice to Staff of Actual Changes
Local Leadership Assessment Actions:
•
•
•
•
•
Balance assessments
Continue to refine standards
Assure assessment quality
Turn learners into assessors
Build communication systems to support and
report learning
• Motivate with learner success
• Assure assessment literacy through professional
development
Pearson Assessment Training Institute, An Action Guide for School Leaders, Copyright 2010
Workshop with Carol Commodore
• The Role of Assessment in Unit
Design (4 part series)
• Who: Brought whole MS and
HS math teams; 5th grade LA
teachers (and building
administrator) 25 participants.
• Focus: Assessment Literacy;
Keys to Quality Assessments;
Understanding Assessment
Tasks and matching DOK levels
to types of Assessment; Grading
Practices; Formative Assessment
Practices; and building quality
assessments through unit
design.
• Goal of the series is to assist
teachers and administrators in
understanding the role
assessment plays in the
development and
implementation of quality units.
Local Leadership Assessment Actions:
•
•
•
•
•
Balance assessments
Continue to refine standards
Assure assessment quality
Turn learners into assessors
Build communication systems to support and
report learning
• Motivate with learner success
• Assure assessment literacy through professional
development
Pearson Assessment Training Institute, An Action Guide for School Leaders, Copyright 2010
Local Leadership Assessment Actions:
•
•
•
•
•
Balance assessments
Continue to refine standards
Assure assessment quality
Turn learners into assessors
Build communication systems to support and
report learning
• Motivate with learner success
• Assure assessment literacy through professional
development
Pearson Assessment Training Institute, Copyright 2010
Standards Based Report Cards
Providing Accurate and Specific Information regarding student growth.
5th Grade ELA Feedback Forms
Local Leadership Assessment Actions:
•
•
•
•
•
Balance assessments
Continue to refine standards
Assure assessment quality
Turn learners into assessors
Build communication systems to support and
report learning
• Motivate with learner success
• Assure assessment literacy through professional
development
Pearson Assessment Training Institute, An Action Guide for School Leaders, Copyright 2010
Mindset – The New Psychology of Success
How We Can Learn to Fulfill Our Potential
By Carol S. Dweck, Ph.D
• Test scores and measures of achievement tell you where a
student is, but they don’t tell you where a student could end up.
(pg. 66)
• Teachers need to tell students the truth and then give them the
tools to close the gap. (pg. 199)
• Great teachers set high standards for all their students, not just
the ones who are already achieving. (pg. 196)
• If parents want to give their children a gift, the best thing they
can do is to teach their children to love challenges, be intrigued
by mistakes, enjoy effort, and keep on learning. (Pg. 177)
Growth Mindset Leaders
• Growth mindset leaders in action: promote a culture of growth and teamwork
in place. They start with human potential and development – both their own
and other people’s. Instead of using the company as a vehicle for their
greatness, they use it as an engine of growth – for themselves, the employees,
and the company as a whole. (pg. 125)
• Growth mindset leaders encourage full and open discussion of the information
and to enhance decision making. (pg. 136)
• Growth mindset leaders will praise workers for taking initiative, for seeing a
difficult task through, for struggling and learning something new, for being
undaunted by a setback, or for being open to and acting on criticism. (pg. 137)
• As parents, teachers, and coaches, we are entrusted with people’s lives. They
are our responsibility and our legacy. We now know that the growth mindset
has a key role to play in helping us fulfill our mission and in helping
children/students fill their potential. (pg. 211)
Local Leadership Assessment Actions:
•
•
•
•
•
Balance assessments
Continue to refine standards
Assure assessment quality
Turn learners into assessors
Build communication systems to support and
report learning
• Motivate with learner success
• Assure assessment literacy through professional
development
Pearson Assessment Training Institute, An Action Guide for School Leaders, Copyright 2010
Assuring that each and every staff member is:
• A confident, competent master themselves of the targets that they are
responsible for teaching
• Sufficiently assessment literate to assess their assigned targets
• Proficient in using data to drive instruction
• Utilize consistent, timely, and specific feedback to move student learning
forward
• Help Staff to understand the importance of student involvement in the
Assessment Process and work to . . .
• Teach students how to self-assess and plan for improvement
• Students learn to track and use their own achievement data and related
feedback to monitor, evaluate, and reflect on how to improve their own
performance.
Professional Learnings is Key to change in Classroom Instruction and Assessment
Practices. Samples of targeted professional learning experiences include:
• FAME (Formative Assessment for Michigan Educators) teams that continue to grow in
numbers of teams within buildings and involving more buildings in developing teams.
• Teams at Intermediate School (3 teams) Middle School (4 teams) and High School
(one team)
• E-Maths (improving mathematics Education) Training for Alg. I
• Science and Math Misconceptions Management – Misconceptions Training MS/HS Staff
• Add+Vantage Math (Math Recovery) Diagnostic Training: 3 team members trained in the
full program.
• SBAC Pilot Test and Survey feedback reflections after assessments: 3rd Grade (Math) 8th
Grade (Math and ELA) and 11th Grade (Math and ELA)
• Summer Learning Institutes – collaborative PLC time for teams to continue work and
learning
Internal Professional Learning Committees; Leadership Teams (PLC):
• Development of leadership teams (K-2; 3-5; 6-8; 9-12)
• Every professional development day is used for district level curriculum, instruction, and
assessment collaborative learning and work.
• Leadership teams then help drive/lead the district professional development day
sessions.
ACHIEVING BALANCE, QUALITY,
COMPREHENSIVE ASSESSMENT
PRACTICE
Real learning success is at hand!
1. Rethink why we assess: it can cause learning too
2. Demand quality assessment in all contexts
3. Understand that assessment is not merely something adults do
to students; students assess themselves…constantly… and make
key decisions
4. Assess learning targets, not Detailed Description domains
5. Report immediately useable info, not just scores or data
6. Verify instructional efficacy of all applications of assessment at
all levels
7. Factor impact of results on learning into evaluations of test
quality
Excerpt Rick Stiggins fall 2013 presentation
Thank You!