Transcript Preconference Session MSTC 2014 Assessment Literacy
ASSESSMENT LITERACY: A NECESSARY FOUNDATION IN THE STATE OF MICHIGAN
February 19, 2014 MSTC Clinic A 10:20-11:35 am
Session Purpose & Outcomes
Familiarize with NEW MI Assessment Literacy Standards Explore implications of assessment literacy for variety of stakeholder groups Gather your feedback regarding desired/necessary future PD, resources, tools.
Setting the Stage…
OUR CONTEXT
Remember society’s demands of its school:
ALL students lifelong learners
Narrow achievement gap among students
Universal graduation for students
All students ready for colleges or workplace training
Raise achievement levels students
excerpted 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
Our Context: 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
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
What is “Assessment Literacy”?
When thinking about a person being assessment literate, what might he/she believe, know, and be able to do?
Pause and Self-Assess
What does assessment involve?
Making expectations explicit and public Setting appropriate criteria and high expectations for learning quality Systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards….and
Using the resulting information to document, explain, modify, and improve performance.
Overview…
ASSESSMENT LITERACY STANDARDS
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 Teachers District Administrators Building Administrators
Administrator Certification Pre-service teachers
Students and Parents
Assessment Literacy Standards
I.
II.
III.
Dispositions Knowledge Performance
Standards are lettered and numbered for easy reference.
Individual Reflection on the Standards
Silently read and record on the standards document:
Feedback on the standards: Clarifications/suggested revisions Deletions Additions Strengths/positives regarding the standards Implications for your practice
A Method to Review Multiple Standard Sets
Jigsaw
Groups of 3 or 4 receive a specific set of standards. The group jigsaws reading and reports the assigned reading to their group.
Once each group has read and reviewed their entire assigned set of standards, they report out to the whole group what their set of standards included.
WHILE READING, the group members record their feedback on the standards (clarifications, additions, etc.).
They discuss this and report it to the whole group.
What are the Implications?
What are your thoughts about implications of the Assessment Literacy Standards …
For you?
For your building?
For your district?
For higher education?
Silently record your thoughts on an index card.
Assessment Literacy for…
STUDENTS
Student Assessment Literacy The documentation of student learning and progress now plays a primary role in how our schools and educational programs are evaluated. Assessment in all its forms (e.g., formative, summative, self-assessment) has become one of the biggest discussion points in education today. Educational accountability, must now be demonstrated in the classroom through the documented collection of student learning evidence.
-- Dr. Raymond Witte
In the words of Popham…
“…assessment illiteracy is professional suicide…” James Popham
Assessment Literacy for…
TEACHERS
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
Reflection – Agree or Disagree?
“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. Sara Cushing Weigle, Georgia State University
Final Reflections
“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. David Boud, University of Technology, Sydney
Assessment Literacy for… BUILDING and DISTRICT ADMINISTRATORS
e
PRINCIPAL Evaluation Instrument
Ineffective
Domain 3 – Programs High Quality/Fidelity/Reliability Instructional Program Factors
Minimally Effective Has a working knowledge of different kinds of assessments, their purposes, and the types of information they yield to inform teaching and learning. ● Formative/summative ● Achievement ● Aptitude/ability ● Attitude/perception Works with staff to develop and consistently utilize assessments to monitor and report on student learning Works with teachers to clearly communicate assessment results to students and parents Understands and follows ethical, legal, and technical guidelines for assessment practices and the handling of student assessment data
Assessment Characteristics
Effective
And
has a working knowledge of the construction of different types of assessments and the appropriate uses of the data from those assessments
And
works with staff to choose, develop, administer, analyze, and interpret the results of both externally produced and teacher-produced assessments
And
provides training for staff in assessment literacy and practices
And
works with staff to ensure that common assessments are administered and analyzed with sufficient frequency and consistency to inform instruction
And
works with staff to use assessment results when making decisions about individual students and conferencing with students and parents
And
ensures staff understands and follows ethical, legal, and technical guidelines for assessment practices and the handling of student assessment data Highly Effective
And
works with staff to increase their knowledge and improve their assessment practices
And
works with staff to increase their knowledge and improve their ability to interpret and use assessment data to achieve better student results
And
develops staff leaders in assessment literacy and practices
And
develops team processes for teachers to work together to analyze and interpret assessment results and plan instruction based on those results
And
works with staff to use assessment results to help students track their own learning progress and set their own learning goals
And
assists in developing district ethical and legal standards and technical guidelines for assessment practices and the handling of student assessment data
And
works with staff to develop and refine building and district policies and practices for student assessment and the handling of student assessment data School ADvance™ Principal Evaluation Instrument©, R e ves, P. & McNeill, P. 2011 11
for Building-Level Administrators
There are different purposes for student assessment.
The definitions of and uses for different types of assessment The differences between the types of assessment tools.
Promoting assessment literacy for self and staff
for Building-Level Administrators
Providing time and support for staff to implement a balanced assessment system by providing opportunities to develop skills in: Scoring/Analyzing results Leading dialogues with staff in interpreting results Clearly explaining how to analyze and use assessment results Clearly communicating results to various constituents
DISTRICT LEADER Evaluation Instrument
Ineffective
Domain 3 – Systems Alignment High Quality, Fidelity, and Reliability Instructional Program Factors Standards Based Assessment and Feedback Characteristics
Minimally Effective Effective Has a working knowledge of the construction of different type of assessments and the appropriate uses of the data from those assessments.
Works with district leaders to monitor the use of district assessments
And
works with district leaders and staff to increase their knowledge and improve their ability to employ effective assessment practices.
And
works with district leaders and staff to insure that common assessments are administered and analyzed with sufficient frequency and consistency to inform instruction and school improvement
And
works with district leaders and staff to develop a comprehensive assessment system
And
Highly Effective works with district leaders and staff to develop team processes for analyzing and interpreting assessment results and planning instruction based on those results Has a working knowledge of analysis and interpretation of assessment data Works with district leaders and staff to ensure and timely communication of assessment results to students and parents
And
works with district leaders and staff to improve analysis and interpretation of assessment data to achieve better student results
And
works with district leaders and staff to develop a reliable system for providing timely feedback to students and parents based on assessment results
And
develops administrative and staff leaders in assessment, analysis, and interpretation practices Understands and follows ethical, legal and technical guidelines for assessment practices and the handling of student assessment data
And
ensures district leaders and staff understand and follow ethical, legal, and technical guidelines for assessment practices and the handling
And
works with district leaders staff develop a reliable system for students to use assessment results to track their own learning progress and set their own learning goals
And
assists in developing district ethical and legal standards and technical guidelines for assessment practices and the handling of student assessment data School ADvance™ District Leader/Superintendent Evaluation Instrument © , Reeves, P. & McNeill, P. 2012 14
for District-Level Administrators
There are different purposes for student assessment.
The definitions of and uses for different types of assessments The different types of assessment methods and when educators should use each How to develop or select high quality assessments Promoting assessment literacy with staff
for District-Level Administrators
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 Assisting teachers to collaboratively analyze and use data Leading dialogues with staff in interpreting results and creating goals for improvement Clearly communicating results to various constituents
and the School Improvement Framework
• •
Standard 3:Assessment G. Assessment System
Implements a balanced assessment system and ensures that summative and on-going formative assessments are aligned to curriculum and instruction Classroom assessments are designed to be developmentally appropriate and are aligned to the depth of knowledge required to demonstrate proficiency with standards
Assessment Literacy Standards: Teachers
• •
Knowledge
The definitions of and uses for different types of assessments How to unpack standards into clear learning targets and that are written in student-friendly language and that are used as the basis for the everyday curriculum.
and the School Improvement Framework
• •
H. Shared Understanding
All educators can communicate the appropriate purposes and uses of assessment. Reports of student data are communicated to students and parents in a manner that they can understand. •
Dispositions
An effective assessment system must balance different purposes for different users and use varied methods of assessment and communication
.
•
Performance
Communicate effectively with students, parents, other teachers and administrators about student learning.
and the School Improvement Framework
• •
I. Data Analysis and Decision-Making
Educators use a combination of student achievement, demographic, process and perception data over time to make informed instructional decisions to meet individual student needs Assessment data are used to place students, monitor progress and drive timely interventions. • • •
Knowledge
There are different purposes for student assessment: Student
improvement; Instructional
program improvement; Student, teacher or system accountability: Program evaluation; Prediction for future performance or achievement Different users have different assessment purposes Different assessment purposes may require different assessment methods
and the School Improvement Framework
• • • •
J. Student Involvement in the Assessment Process
Students understand the criteria and expectations for demonstrating their learning. Students receive descriptive feedback based on student performance, as well as guidance on how to improve. Students are taught 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. • •
Knowledge
How to engage students in using their own assessment results for reflection and goal setting How to provide effective feedback from assessments suitable for different audiences:
descriptive vs. evaluative
•
Performance
Support student use of assessment feedback to improve attitudes, aspirations, mindsets and achievement.
Case Study…
POLICYMAKERS
for Policy Makers
Balance is needed in an assessment system because: 1. Different users have different assessment purposes 2. Different assessment purposes may require different assessment methods There are different purposes for student assessment: 1. Student improvement 2. Instructional program improvement 3. Student, teacher or system accountability 4. Program evaluation 5. Prediction of future performance/achievement
for Policy Makers
The differences between the types of assessments in a balanced system of assessment: 1. Summative Assessments 2. Interim Benchmark Assessments 3. Formative Assessment There are different ways to measure student achievement; each has advantages and challenges.
for Policy Makers
There are different ways to report results: 1. Norm-referenced interpretations 2. Criterion-referenced interpretations 3. When each type of interpretation may be more useful There are several essential technical standards for high quality assessments: 1. Reliability – Do the assessments produce replicable scores?
2. Validity – Is there evidence that supports the intended uses of the assessment?
Assessments can be purchased or developed locally; each approach has advantages and challenges.
for Policy Makers
There are a number of steps in the assessment development process to produce high quality assessments.
Quality assessment of any type requires adequate funding and time.
Users of the assessment require time to learn to administer and use the assessment results appropriately, and resources may be needed to carry out these activities.
Should know which student measures are appropriate for teacher and administrator evaluation.
Assessment Literacy…
RESOURCES AND NEXT STEPS
Putting the Standards to Use
Professional development for K-12 teachers, administrators, etc.
Workshops, full-length courses, tools and resources, etc.
Higher Education
Pre-Service Teachers, Administrator Certification Future collaboration with other organizations (PD, development of public policy, etc.)
Time to Process
Now, think about two questions: If Michigan educators had achieved these standards, what would be different in Michigan’s students?
If this is a preferred future, what would need to be done to push this vision forward?
You may wish to turn and talk about this for a few minutes add, to your index cards – we would like to collect these.