Transcript Marzano & assessmenet - CRCSD
Data and Learning
Ground Rules Mission Statement Quality Tools & PDSA Quality Classroom SMART Goals Data Center Class Meetings Student-Led Conferences Data Folder
Quality Classroom
Deciding to enter into a quality process in education is not because good things are not happening but because of a desire to have good things happen regularly, consistently, and predictable at every level of the school system. Random acts of excellence have little effect on the desired strategic results.
~Margaret Byrnes
Essential Questions
What do we want students to know or be able to do?
How do we know? What evidence do we have of the learning?
How do we respond if they struggle or don’t learn?
How do we respond if they already know it?
Student Questions
What do I need to know?
Where am I now?
How do I get there?
What happens if I struggle or fail?
Assessment – What is it?
Can you define it?
Force Field Analysis
Drivers & Preventors With your group.
Types of Assessment
Formative
In-Process
Summative
High Stakes Testing
What do these terms mean?
Discuss with your group.
Purpose:
Assess to meet whose needs?
C l l a s s s s r o o m
S t t u d e n t t s s
T e a c h e r s s
P a r e n t t s s I I n s s t t r u c t t i i o n a l l S u p p o r t t
C u r r i i c u l l u m S p e c i i a l l i i s s t t s s
P r i i n c i i p a l l s s
C o u n s s e l l o r s s P o l l i i c y
S u p e r i i n t t e n d e n t t
S c h o o l l B o a r d
T a x P a y e r s s
L e g i i s s l l a t t o r s s
PURPOSE Two Uses of Assessment
SUMMATIVE
Assessments
OF
Learning
How much have students learned as of a particular point in time?
FORMATIVE
Assessments
FOR
Learning
How can we use assessment information to help students learn more?
Assessment for Learning
Rick Stiggins
Balanced Assessment: Meeting the Needs of All Stakeholders
Annual accountability testing
Interim, short-cycle or benchmark
Ongoing, accurate classroom assessment
for
learning
Overview
Reason To Inform Focus Summative Formative
Assessment OF Learning Check Status Others about students Standards Assessment FOR Learning Improve Learning Students about themselves Enabling Targets
Key IDEA:
Formative assessment can and should be done BY STUDENTS, as well as by teachers.
The key to improvement is how students and teachers use assessment information.
Assessment and Student Learning
Robert J Marzano http://www.marzanoandassociates.com/ Mid-Continent Research for Education and Learning http://www.mcrel.org/ Rick Stiggins Assessment Training Institute http://www.assessmentinst.com/
Factors Influencing Achievement
School
1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism
Teacher
6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design
Student
9. Home Environment 10. Learning Intelligence/ Background Knowledge 11. Motivation Marzano
100 80 Increase of 34%ile to
84%ile
60 40 Starting percentile 50th 20 0 Teacher assessment effectiveness
13%ile increase to 63%ile
Starting percentile 50th Student Achievement
100 80 Increase of 49%ile to
99%ile
60 40 Starting percentile 50th 20 0 Teacher assessment effectiveness
28%ile increase to 78%ile
Starting percentile 50th Student Achievement
John Hattie—reviewed 7,827 studies on learning and instruction.
Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”
Like most things in education, classroom assessment enhances student achievement under certain conditions only.
• Feedback from classroom assessments should provide students with a clear picture of their progress on learning goals and how they might improve • Feedback from classroom assessment should encourage students to improve.
• Classroom assessment should be formative in nature.
• Formative classroom assessments should be quite frequent.
• Feedback from classroom assessments should provide students with a clear picture of their progress on learning goals and how they might improve Bangert-Drowns, Kulik, Kulik, & Morgan, 1991
# of studies Characteristic of Feedback from Classroom Assessment Percentile Gain/Loss
6 39 30 9 4 Right/wrong Provide correct answers Criteria understood by student vs. not understood Explain Student reassessed until correct -3 8.5
16 20 20
•
Feedback
from classroom assessments should provide students with a clear picture of their progress on learning goals and how they might improve Fuchs & Fuchs 1988
# of studies
49 89
Characteristic of Feedback from Classroom Assessment
Evaluation by rule
Percentile
32 26 49 32 classroom assessments using a tight logic)
Identify one grade level (or course) learning goal per quarter or per semester for each of the following subject areas: mathematic, reading, writing, science, and social studies.
Construct a rubric, or other type of common scale, for each learning goal.
Have teachers formally and informally assess each learning goal at least once every two weeks keeping track of each student’s score on each learning goal. (Use of appropriate computer software is highly recommended) Have students keep track of their progress on each goal and use the data as the basis for teacher/student interactions about student progress.
Periodically (at least, once per quarter) aggregate the data by grade level. Have teachers meet to discuss student progress and how it might be improved
How effective am I when I set objectives?
When I set objectives, to what extent do I believe that my students
could describe what they are learning, not just describe what they are doing
focus more on learning goals than on completing assignments
personalize the learning goals Not at all 1 2 3 To a great extent 4
Setting Objectives and Providing Feedback
Generalizations from research on Providing Feedback
1. Feedback should be “corrective” in nature.
2. Feedback should be timely.
3. Feedback should be specific to a criterion.
4. Students can effectively provide their own feedback.
How do you provide feedback in a way that students
• Know what they are learning and how well
the are progressing
• Can explain what they need to do to get
better.
4 Clean refrigerator Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories 3 Refrigerator is generally wiped clean. All items are relatively fresh, in some type of container (some Tupperware lids are missing or don’t fit) and are sitting upright
2 1 Some of the shelves are wiped clean, although there are some crusty spots. There are some suspicious smells. Items are in containers, but there seems to be some green stuff growing in some of the Tupperware Items stick to the shelves when they are picked up. The smells linger long after the refrigerator door is closed. Several items need to be thrown out— Tupperware and all
A generic template for rubric design
2 1 0 4 3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes (THAT WERE EXPLICITLY TAUGHT)
4 3 2 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 1 0
4 3 2 1 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.
0
4 3 2 1 0 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.
The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.
3 2 1 0 4 In addition to exhibiting level 3 performance, the student’s responses demonstrate in depth inferences and applications that go beyond what was taught in class The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.
The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.
3 2 4 1 0 In addition to exhibiting level 3 performance, the student’s responses demonstrate in-depth inferences and applications that go beyond what was taught in class.
The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.
The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.
On this writing task, I will be working on, and would like to receive feedback on
,
_______________________________. In my next writing assignment, I need to work on_____________________.
4
My Progress in Writing Process—Content and Organization
Goal 3 2 1 Effort Achievement