Transcript Science Leadership Support Network

Science Leadership Support
Network
Welcome!
2010
Supported by PIMSER and Kentucky Department of Education
Please enjoy some refreshments and Networking
Presentation Provided by the
P-12 Math and Science Outreach
Division of PIMSER
Group Norms
• Stay on schedule; be on
time
• Put cell phones on silent
and computers closed
• Stay present, giving full
attention
• Listen actively as others are
speaking
• Be engaged—Be IN the work
• Avoid sidebar conversations
• Balance advocacy and
inquiry
• Keep name tags visible
• Rule of 2 feet
• Any others?
Goals of SLSN
• Deepen understanding of a balanced
assessment system and its role in motivating
students to higher levels of achievement.
• Understand and incorporate skills and strategies
for transforming planning and practice in order to
ensure that all students understand key
concepts from the Energy Transformations big
idea.
• Develop and act on a personal vision of
leadership for sustainable improvement in their
school or district.
January Review
NASA
Heat & Temperature
Chapters
3 and 4
Chapter 2
Clear Targets
Senate Bill 1
Talking Points
The Path for Today
Our Overall
Vision
Putting it
All Together
Finish
Deconstruction
Test
Blueprint
Chapter 4
Target
Method
Match
Student
Self
Assessment
5 Components
of High Quality
Teaching and
Learning
Global
Achievement
Gap
Science
Standards
Student
Learning
in
Science
Putting It Together
Kentucky, and much of the nation,
once again stands at the
threshold of dramatic change
in public education. This time,
we also have the opportunity to
use what we learned from the
KERA experience to inform
and engage the public –
especially parents and
teachers – to build
understanding and acceptance
of the new challenges and
benefits that will accompany
this change.
Your Task
• Read the excerpt from the Prichard Committee’s
proposal (handout).
• Reflect on the content of chapters 1-5 in The Global
Achievement Gap.
• What important points/evidence/ideas would you want
to share with others to ‘get them on board’ with the
changes that are happening in our state?
• Work in a group of 2-3 to develop a set of Talking
Points* based on the task at the end of the excerpt.
• Be prepared to share with the large group.
*See the handout on Talking Points for tips!
T-chart Time
Deconstructing Standards
• Learning Targets
– I can deconstruct
grade standards into
Knowledge,
Reasoning, Skill and
Product Targets.
– I can explain the
process of
deconstruction to
others.
Why are we deconstructing
AGAIN?
• A different set of standards require a
deeper understanding of what is to be
taught—deconstructing promotes this
understanding.
• Deconstruction is a HUGE part of SB One.
• To reinforce your understanding in order to
support your leadership work.
• To introduce this method to the
new members of SLSN.
Let’s Finish our Work
• Return to your work group from last
month—if you were not here, please find
your grade appropriate group.
• Re-examine the work from last time.
• Make any clarifications needed and
complete the deconstruction
• Turn in a master copy to the facilitators
T-chart Time
Target-Method Match
• What’s the best
way to assess the
learning targets?
Possible Assessment
Methods
• Selected response
• Extended written response (essay)
• Performance assessments
• Personal communication
Target-Method Match
You need to assess student achievement on each
of the following learning targets. Which
assessment method would you choose?
• Ability to write clearly and coherently.
• Group discussion proficiency.
• Reading comprehension.
• Proficiency using specified mathematical
procedures.
• Proficiency conducting investigations in science.
Target X Method Match
SR
KNOW
REASON
SKILLS
PRODUCT
EWR
PA
PC
Target-Method Match Activity
Directions
• Work with a partner.
• Read Scenario 1 and fill out the Scenario 1
line of the chart in your handout.
• Read Scenario 2 and fill out the Scenario 2
line of the chart.
• Do the same for Scenario 3 and then
Scenario 4.
BEST MATCH = ACCURATE + EFFICIENT
Target X Method Match
KNOW
REASON
SKILLS
PRODUCT
SR
EWR
PA
PC
+
+
+
+
?
+
+
+
+
+
+
General Guides
•
•
•
•
•
Simple wording
Ask questions
Avoid clues
Answer not obvious
Highlight critical words
Test Item Formats
•
•
•
•
•
Multiple choice
True/false
Matching
Completion
Extended Written Response
Multiple Choice #1: Original Item
Which of these occupations works
with data rather than things or
persons?
A.
B.
C.
D.
a.
b.
c.
d.
People who work in financial institutions
Construction workers
Social workers
Plumbers and pipe fitters
A only
A, B, and C
A and D only
A, B, C, and D
Multiple Choice #1:
Guidelines Violated
#2 Keep responses brief and parallel
Avoid complex multiple choice
formats
Multiple Choice #1: Revised Item
Which of the following
occupations works primarily with
data?
A. Accountants
B. Construction workers
C. Social workers
D. Plumbers
Multiple Choice #2: Original Item
Which of the following animals is a
mammal?
A. Whale
B. Robin
C. Lion
D. Rattlesnake
E. All of the above
Multiple Choice #2:
Guidelines Violated
• #4 Limit use of “all or none of the above”
• #5 Only one correct answer
• # 6 OK to vary number of response
options (E is a place holder that is
unnecessary)
Multiple Choice #2: Revised Item
• Which of the following animals
is a mammal?
A. Rattlesnake
B. Robin
C. Shark
D. Whale
Multiple Choice #3: Original Item
• In the years between 1816-1824
A. Tariff rates had increased
B. Tariff rates had decreased
C. Tariff rates had not changed
D. Tariff rates had gone up then down
MULTIPLE CHOICE #3:
Guidelines Violated
• #1 The steps should present a clearly
stated central problem
• #3 Repetition of phrases or terms
should be avoided
– Also: Is this really important?
MULTIPLE CHOICE #3:
Revised Item
• What was the trend in tariff rates
during the period 1816-1824?
A. Increased only
B. Decreased only
C. Increased then decreased
D. Remained the same
EWR TEST ITEM: Original Item
• Write about farmers who live along the
Congo River.
EWR TEST ITEM:
Guidelines Violated
• #1 General, all encompassing questions
should be avoided
• #3 The question should be constructed
simply and clearly to ensure directing the
student to the desired response
• #4 The point values should be indicated
• #5 Outline acceptable response (not possible
here)
EWR TEST ITEM: Revised Item
• Describe the typical housing, clothing, and
diet of farmers who live along the Congo
River. (This part of the test worth 10
points.)
Writing Test Items from
Standards
• Clarify what you are assessing (recall,
reasoning, application of a skill)
• Identify what is fundamentally important
about the standard and/or learning target
for assessing
• Identify the best method for assessing the
target
• Draft items
Why Accuracy Is Important
Assessment information can be inaccurate in
one of two ways:
1. We think students have mastered material
when they actually have not.
2. We think students haven’t mastered
material when they actually have.
• What problems for teachers and students
would arise from each of these situations?
T-chart Time
Test Blueprint
“When we make a plan for an
assessment, whether we intend
to create the assessment or just
copy it, we are making the
advance decisions about
validity—what the test will cover
and how much weight each
learning target will get.” (CASL)
Developing an Accurate and Valid
Assessment
Using the Test Blueprint worksheet:
1. With your partner(s), determine the PURPOSE of the
assessment you are designing.
2. Discuss the relative importance/weight each target should have.
In other words, decide which is most important to least important
in terms of this assessment. Indicate that using ‘points’ in the last
column—this can be adjusted at the end, too, if needed.
3. Remembering the ‘target-method match’ activity, begin to select
items for your assessment from the sets on your tables. They
are numbered individually so that you can just record the
numbers on the worksheet.
4. Be prepared to discuss your blueprint and to defend it based on
what we know about purpose, accuracy and validity.
T-chart Time
Student Self-Assessment
Strategy 4: Teach Students to SelfAssess and Set Goals
• Students use test plans as a basis for
evaluation of strengths and areas of study
• Students complete self-evaluation and
goal-setting form on the basis of test or
quiz results
Clear Targets and Student Goal Setting
Problem
Learning
Target
Right?
1
Write
numerals in
expanded…
x
2
Write
numerals in
expanded…
x
3
Write
numerals in
expanded…
x
Wrong?
Simple
mistake?
More
study?
You Be George
Please imagine you are George.
With a partner, do a little self-analysis and
goal setting by completing the form.
(In this case, you will have to use a little
imagination.)
You Be George
• How many questions did George get wrong?
– What would his grade on this test be?
– What is he likely to conclude from that grade if he
doesn’t do this kind of thinking?
– How often do students like George get the
opportunity to look at a low score from this
perspective?
– What does research indicate students like George
need?
• How might this activity be helpful in the
classroom?
– Who would benefit?
– What would make it worth the time?
Without clear targets
we aren’t able to…
…do any of the following:
• Know if the assessment adequately covers
and samples what we taught.
• Correctly identify what students know and
don’t know and their level of achievement.
• Plan next steps in instruction.
• Give detailed, descriptive feedback to
students.
• Have students self-assess or set goals
likely to help them learn more.
• Keep track of student learning target by
target or standard by standard.
• Complete a standards-based report card.
• “The object of
teaching a child is to
enable him to get
along without a
teacher.”
– Elbert Hubbard
• “An education isn't
how much you have
committed to
memory, or even how
much you know. It's
being able to
differentiate between
what you do know
and what you don't.”
– Anatole France, Nobel
Prize-winning author
T-chart Time
Seven Strategies of AFL
• Three kinds of benefits from student selfassessment:
– Cognitive achievement – although all students
benefit, self-evaluation helps the lowest achieving
students the most
– Motivation – students taught to self-evaluate are
more likely to persist on difficult tasks, be more
confident about their ability, and take greater
responsibility for their work
– Attitude about evaluation – students who are taught
and regularly participate in self-evaluation have a
more positive attitude about evaluation and
assessments
Seven Strategies of AFL
• Number off at your table from 1 – 6.
• Read the pages that correspond to your
number.
• Utilize the “New American Notebook”
organizer to help keep notes to share with
your table about your section.
• #1 – pgs 95 – 98
#4 – pgs 109 - 117
• #2 – pgs 99 – 103
#5 – pgs 117 - 122
• #3 – pgs 103 – 108
#6 – pgs 123 - 127
• “Meaningful student self-assessment and
goal setting require clear targets to begin
with. Beyond that, students need to be
taught to compare their status to the
targets, justify their judgments with
evidence from their work, and set specific
goals that guide subsequent actions.”
– Seven Strategies for AFL, pg. 127
• “Shallow men believe in luck. Strong men
believe in cause and effect.”
– Ralph Waldo Emerson,
poet and philosopher
The Path for Today
Our Overall
Vision
Putting it
All Together
Finish
Deconstruction
Test
Blueprint
Chapter 4
Target
Method
Match
Student
Self
Assessment
For March 2010
• Read Chapter 6 in
Global Achievement
Gap.
• Complete the reading
guide.
• Our next meeting will
be March 26th.