Value Added Assessment RAD Reading Assessment Teacher Moderation

Greg Miller

Supervisor of Assessment

Lynda Gellner

Literacy Consultant

Juanita Redekopp

Supervisor of Instruction

VAA

VAA RAD Overview Practice RAD Teacher Moderation

What makes an Outcome Essential?

• • Leverage, Will this provide knowledge and skills that will be of value in multiple disciplines? Endurance, Will the outcome or indicator provide students with knowledge and skills that will be of value beyond a single test date? •

Through-lines (readiness for the next

level of learning) Will this provide students essential knowledge and skills that are necessary for success in the next grade or next level of instruction.

Value-Added Assessment

Value-Added Assessment (VAA)

• VAA is assessment for learning that focuses on – individual student achievement and growth – as measured on a formative/diagnostic Pre-

assessment

– and on an equitable summative Post-assessment.

RAD PRE – Assessment

•

Diagnostic

– Assess at the students’ reading level • “Squeeze out” as much useful information as possible • Have a reading level in mind prior to assessment – Informal screen, i.e. HIP – Flexible Assessment • “Squeeze out” as much useful information as possible • Adapt delivery of the assessment – – Photocopy, highlighter, scribe, etc.

Consult colleagues

RAD: PRE–POST VAA

21,1% Pre-Reading 42,1% 31,6% 5,3% 63,2% 15,8% 15,8% 5,3% Ret. & Rec.

52,6% 26,3% 21,1% 0,0% Interpreting Text 57,9% 26,3% 15,8% 0,0% Analyzing Text Post-Reading Not Yet Within 0% 57,9% Meets Minimal 20% 40% 36,8% Fully Meets 60% 80% Exceeds 100% Pre-Reading 23,8% 52,4%

19,0% 4,8%

Ret. & Rec.

42,9% 28,6%

9,5% 19,0%

Interpreting Text Analyzing Text 14,3% 47,6% Post-Reading 9,5% 0% 23,8% 20% 57,1% 40% 23,8%

61,9%

60%

28,6% 19,0%

80%

0,0% 9,5% 4,8%

100%

Assessment Scheme

• Assessment for Learning • Teacher

Moderation

• Results focus on • Student • Assessment as Learning • Teacher

Moderation

• Results focus on • Instructional Group • Student • Assessment of Learning • Growth &

Achievement

• Results focus on • Division • School • Student

RAD Orientation

What is RAD?

• • Reading Assessment District 36 Originated in Surrey, B.C.

Purpose

• • • A quick assessment tool that focuses on the reading of non-fiction text Guides teachers in planning for instruction Helps students learn more about themselves as readers

How Does It Work

• • • Students read a non-fiction passage and answer written questions Teachers conduct a running record while listening to students individually read a portion of the text Teachers collaboratively score, discuss and plan for appropriate instruction (teacher moderation)

How Does This Help

• • Provides information on student’s reading (independent, instructional, frustrational) Provides information on student’s comprehension and their use and understanding of key reading strategies

Data

• • Informal observations and comments Formal Graphs generated for: – School population – Classroom grouping – Individual student

How Will This Look

• • Before the Assessment Teacher introduces the process Explains that students will answer the first question before reading - some grade levels are instructed to turn and talk

During the Assessment

• • After answering the first question, students then read passage and answer the remaining questions Teacher circulates among students conducting the running record

After the Assessment

• • Teachers collaboratively assess a representative sample of student work by referring to the answer key and rubric Teachers engage in teacher moderation; linking observations to instruction

Teacher Moderation

• Teacher Moderation: a process which involves educators in collaborative discussions of student work based on predetermined assessment criteria Task: Shaping Our Learning - Think-Pair-Share - Skim and Identify

Teacher Moderation

• Teacher Moderation enables teams of teachers to – Assess student performance more consistently, effectively, confidently, fairly, and reliably – Build common knowledge about curriculum expectations and levels of achievement – Identify strengths and areas for growth, for individual students and group patterns and trends, based on evidence of student learning – Adjust and acquire new learning by comparing one’s thinking to that of others – Set goals for student, class, and school learning improvement – Share effective practices, plan instruction using backward mapping and provide immediate interventions based on student need, monitor progress , and celebrate growth

Teacher Moderation

• The most powerful aspect of teacher moderation is the discussion involved in assessing student work and the collective sharing of effective strategies in planning next steps for instruction .

Douglas Reeves Teacher Moderation Collaborative Scoring

• Process

Teacher Moderation

Teacher Moderation

• Process – Before 1. Collaboratively select assessment task based on curricular outcomes that will identify students’ strengths and learning needs.

2. Develop/gather assessment tools and resources.

3. Plan time and book location for teacher moderation to occur immediately following the assessment.

4. Determine chairperson to facilitate the process.

Teacher Moderation

• Process – During I 1. Engage in dialogue to develop common understanding of levels of achievement and assessment criteria using scoring tools developed/gathered.

Teacher Moderation

• Process – During II 1. Read/listen/view samples of student work aloud ensuring anonymity of students to avoid pre-judgment and bias.

2. Confer with group members as student work is assessed collaboratively.

3. Repeat for √class size (5-7) randomly selected samples of student work to develop scoring confidence and set calibration.

4. Collectively discuss observations regarding student strengths and learning needs and learning patterns and trends. 5. Collectively determine student/class/team learning goals, and next steps for instruction, intervention, and student feedback.

Teacher Moderation

• Process – During III 1. Assess remaining student work independently.

2. Collate assessment data and/or enter into assessment template.

3. Collectively analyze complete set of assessment data and revisit observations regarding student strengths and learning needs and learning patterns and trends.

4. Collectively determine student/class/team/school learning goals, and next steps for instruction, intervention, and student feedback.

Teacher Moderation

• Process – After 1. Act on goals and deliver next steps.

2. Begin the cycle again in order to monitor student progress, analyze the effectiveness of instruction ad interventions, and revisit goals.

Teacher Moderation Session 1 Debrief

Teacher Moderation

• Questions? Comments? Shaping Our Learning Webcasts for Educators Teacher Moderation