Transcript Document
Balancing Assessments
Module Two 11.7.13
Plymouth Church
Today’s Agenda
I. Welcome & Outcomes for our Work II. Balanced Assessment System III. Defining Data Teams IV. Rigor Analysis V. Classroom Formative Assessment VI. Assessment Feedback VII. Wrap Up
REMINDERS AND LOGISTICS
The Purpose of this Module
• • • • • This module will provide rationale and practice in formative assessment design and use, summative assessment design and use, and the interaction between assessments and instruction. Why do we assess?
What do we do after we assess?
Are we asking the right questions?
What is classroom formative assessment?
How do I give classroom assessment feedback?
Norms
• • • • Be present – – Limit side conversations Self-monitor use of electronics – Avoid working on other tasks – stay focused on the topic at hand Be respectful of your peers and the facilitator Ask Questions Participate!
WELCOME AND INTRODUCTIONS
Introductions
• • • • Share: Name School Position Title Previous Experience
BALANCED ASSESSMENT SYSTEM WHY DO WE ASSESS?
Purpose
DMPS Balanced Assessment System
Classroom Formative Assessments To inform instruction within and between lessons for both student and teacher Classroom Summative Assessment To give a grade Common Formative Assessments District Interim/Benchmark Assessments To determine if students have learned the materials and how to respond instructionally To support building and district teams in assessing curriculum, instructional strategies, and pacing.
To serve as a predictor for success on External Summative Assessments External Summative Assessments To support building and district teams in determining whether curriculum, instructional strategies and pacing were appropriate Examples of Practice Student response systems, whiteboards, Writing to Learn, student: teacher conferences Final Exams, final projects, performance based tasks Learner objectives assessed with rubrics, short quizzes, Writing to Learn, and Journeys assessment materials District Benchmark Assessments, Writing Assessments, Basic/Analytical Reading Inventory (BRI/ARI), Scholastic Reading/Math Inventory (SRI/SMI) Iowa Assessment, ACT, PLAN, AP Exams, PA Profile (Kindergarten), Technology Assessment (Grade 8) Formative or Summative Very formative More summative Very formative More summative Summative Whose responsibility for creation Classroom teachers Classroom teachers Collaborative teams at each school (Data Teams) District teams of representative teachers An external group of experts Reported to Student Student and parents Grade level teams (Data Teams) District District and State
Each successive type of assessment (from left to right) requires a more significant investment in time, resources, and collaboration to prepare, administer, and garner useful data. Additionally, the direct impact on classroom instruction decreases as the type of assessments migrates away (left to right) from classroom formative assessments.
Copy Provided
Rick Wormeli – Video 1
http://www.youtube.com/watch?v=rJxFXjfB_B4 Quick Write: Compare/contrast formative and summative assessment.
Balanced assessment system
• Formative Assessment by Jakicic and Bailey.
–
pp 19-23
• While you’re reading, identify: –
- 3
connections you made.
–
- 2
questions you have about what you’re reading.
–
- 1
“ah-ha” moment.
DEFINING DATA TEAMS WHAT DO WE DO AFTER WE ASSESS?
Data Teams
• • • •
WHAT THEY ARE:
Meetings with agendas and minutes Collaborative efforts Analysis of common data from a common assessment Teams that use a strategic process (DDDM)
WHAT THEY ARE NOT:
• • • • Grade level team meetings Discussions about individual students and their needs UNLESS the need is related to the prioritized goal Times to discuss grade or building events (field trips) Collectors of every kind of data
Data Teams Time Allocation
• • • • • Step 1: Collect and Chart Data (5%) Step 2: Analyze Data and Prioritize Needs (30%) Step 3: SMART goal (5%) Step 4: Select Common Instructional Strategies (30%) Step 5: Monitor Results (30%)
Where does this fit?
• • • • We have provided one pack of Assessment cards to each table.
At your table, arrange these cards in the
order in which they should occur within a unit in your classroom.
There may be some cards in your pack that you don’t use!
Each table will need one representative to explain the table’s chosen sequence of assessments.
Annotating Curriculum Guide
• • • Classroom formative (green) Common formative (yellow) Summative (pink)
10 min Break!
RIGOR ANALYSIS ARE WE ASKING THE RIGHT QUESTIONS?
Purpose for Rigor Analysis
1. Align instruction and assessment with standards 2. Evaluate an assessment. -Are we raising rigor? -Does our instruction and assessment match the rigor of the standards?
3. Create formative assessments.
Enacted Curriculum
Alignment
Intended Curriculum Assessed Curriculum 20
Revised Taxonomy Table
21
Knowledge Dimension Remember Recognizing Recalling Factual Knowledge Conceptual Knowledge Procedural Knowledge Meta-Cognitive Knowledge A1 B1 C1 D1 Understand Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining A2 B2 C2 Cognitive Dimension Apply Analyze Executing Implementing Differentiating Organizing Attributing Evaluate Checking Critiquing Create Generating Planning Producing A3 B3 C3 A4 B4 C4 A5 B5 C5 A6 B6 C6 D2 D3 D4 D5 D6
Assessing Academic Rigor – Based on SREB Learning-Centered Leadership Program and the Wallace Foundation
KNOWLEDGE DOMAIN
Assessing Academic Rigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation 22
The Knowledge Dimension
A. Factual Knowledge B. Conceptual Knowledge C. Procedural Knowledge D. Metacognitive Knowledge 23
A. Factual Knowledge
Factual Knowledge: Basic elements students must know to be acquainted with a discipline or solve problems in it.
24 • Examples: – William Shakespeare – 1812 – 4 x 3 = 12 – >
25
B. Conceptual Knowledge
• Conceptual Knowledge: The interrelationships among the basic elements within a larger structure that enables them to work together. • In other words, a category or group of things with features (attributes).
What is the difference between facts and concepts?
26 • • Conceptual knowledge has to be taught by defining the attributes and with multiple examples and non-examples (some of which are near-misses); can be abstract or concrete.
Examples: • • • • Table Love Justice Equal parts
27
C. Procedural Knowledge
Procedural Knowledge: How to do something: methods of inquiry, and criteria for using skills, algorithms, techniques, and methods Examples: – In math, algorithms for performing long division – In science, methods for designing experiments – In English/Language Arts, procedures for spelling words
28
D. Metacognitive Knowledge
Metacognitive Knowledge: Knowledge of cognition in general as well as awareness and knowledge of one's own cognition (thinking about your thinking) Examples: Knowing when to use mnemonic strategies, paraphrasing, summarizing, questioning, note-taking, or outlining to attain a learning goal. -Realizing that your study session will be more productive if you work in the library rather than at home.
So Let’s Practice!
Identify the knowledge dimension : – Example 1: 1492 Columbus crossed ocean – Example 2: What steps are used in scientific inquiry?
– Example 3: Describe your thinking at how you arrived at your answer.
– Example 4: Compare analysis with evaluation.
29
THE COGNITIVE DOMAIN
Assessing Academic Rigor - Based on SREB Learning-Centered Leadership Program and the Wallace Foundation 30
The Cognitive Process Dimension
31 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create
32
1. Remember
• • Retrieving relevant knowledge from long term memory (verbatim, unchanged by student) Remembering is essential for meaningful learning and problem-solving and used in more complex tasks.
2. Understand
• Constructing meaning from instructional messages, including oral, written, and graphic communication.
– More cognitive processes are associated with this category than any other category.
– Most represented category in state standards.
– Critical for all further learning.
33
3. Apply
• Carry out or use a procedure in a given situation.
34
4. Analyze
• Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.
35
5. Evaluate
• Make judgments based on criteria and standards.
36
6. Create
• Put elements together to form a coherent or functional whole; recognize elements into a new pattern or structure.
37
What is Each Task’s Intent?
1. Julio’s younger brother is learning how to read a thermometer and asks, “Why does the red stuff in the thermometer go up when it gets hot outside?” What is the correct explanation that Julio can give his brother?
2. Seatbelts save lives during car crashes. Use Newton’s first law to explain how seatbelts work.
3. Poison dart frogs live in the rainforest and are very brightly colored. Create a list of adaptations that would help the frog survive.
Evaluate the Intended Curriculum and an Assessment
• • • Using Bloom’s Revised Taxonomy of Educational Objectives, evaluate the curriculum unit/standards and place in matrix (green highlighter) Repeat the process for the assessment, evaluate each item and place in matrix (pink highlighter) Do the intended curriculum and assessment align?
Quick Whip
• What did you discover through this process?
Lunch!
Hattie Activity
• • On the table in front of you, arrange the teaching component cards in order from least meaningful to student success (on the left) to most meaningful to student success (on the right). Before we tell you anything about how these ACTUALLY rank, look at where you placed “Teacher salary” and “Teacher access to vending machines.” Interestingly enough, these matter to teachers far more than they matter to student achievement. Remove these cards.
Revelations!
• • The impact of a teaching component on student achievement was measured by researcher John Hattie in his book Visible Learning for Teachers (2012). He gave each teaching component a score (a statistical characteristic called effect size) and ranked them. How did your rankings compare to his findings?
The Evens
• • • • • • At #10, with an effect size of -0.13
RETENTION At #8, with an effect size of 0.17
MATCHING TEACHING WITH LEARNING STYLES At #6, with an effect size of 0.22
INDIVIDUALIZING INSTRUCTION
The Evens, Continued
• • • • At #4, with an effect size of 0.59
DIRECT INSTRUCTION At #2, with an effect size of 0.75
FEEDBACK • Look at the five teaching components we haven’t revealed yet. Where would you place them NOW?
The Odds
• • • • • • At #9, with an effect size of 0.12
ABILITY GROUPING/TRACKING At #7, with an effect size of 0.21
REDUCING CLASS SIZE At #5, with an effect size of 0.52
HOME ENVIRONMENT
The Odds, Continued
• • • • At #3, with an effect size of 0.72
TEACHER-STUDENT RELATIONSHIPS At #1, with an effect size of 0.90
TEACHER CREDIBILITY IN EYES OF STUDENTS • Look at the whole continuum. What makes perfect sense to you? What challenges your thinking?