Transcript Data for Student Success

Data for Student Success V3
st
December 1 , 2009
Lansing
“It is about focusing on building a culture of quality data
through professional development and web based
dynamic inquiries for school improvement.”
Session Goals
• Provide a process to identify
essential learning and develop
summative assessments that measure
student mastery.
• Begin a process to examine assessment
data.
Outcomes
• Identify components of an assessment plan.
• Process for designing a quality summative
assessment plan.
– Identify goals and frequency.
– Provide a process of prioritizing the content
expectations.
– Match quality items to the content expectations.
– Consistently administer and evaluate assessments.
(Scoring/minimum mastery/assessment condition)
Travel Parthers
• Please take some time to
find some “travel”
partners.
• This will save time today
as we move to group or
partner work.
KWL
• Take a few minutes to complete the KWL
sheet.
• Please record . . .
– What you already KNOW about assessments.
– What you WANT to know about assessments.
• At the end of today’s session, we will
discuss what you LEARNED about
assessments.
Summative and Formative
Assessments
• Take a moment to jot down the difference
between summative and formative
assessments.
• Find your Paris partner and discuss what
you wrote.
Summative Assessment
• It is an assessment OF learning.
• It answers, did the student learn?
• It is designed for accountability.
Formative Assessment
Is a process used by teachers and students
during instruction that provides feedback
to adjust ongoing teaching and learning to
improve students’ achievement of
intended instructional outcomes.
– James Popam
Formative Assessment
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It is an assessment FOR learning.
It informs both teacher and student.
It guides instruction.
It helps students understand their next
steps.
• It supports learning.
A Balanced Assessment Program
Assessment
Assessment
“OF”
“FOR”
• Summative
• Formative
• Norm Referenced /
Standardized
• Often teacher-made
• A moving picture
• A snapshot in time
Essential Question:
Essential Question:
• What have students
already learned?
• How can we help
students learn more?
Purpose of summative
assessments
• Think of a summative assessment.
• What is the purpose of this exam, and how
often will you assess?
• How would you use the results?
Assessment Plans . . .
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Support school mission.
Support school improvement goals.
Contain time frames and responsibility.
Communicate purpose.
Contain both “of” and “for” assessments.
Define use of data.
Contain ongoing review.
Identify assessment administration and
environment.
Keys to Quality Classroom Assessment
Accurate Assessment
HO p. 7-8
Clear Targets
Clear Purposes
Assess What?
What are the learning targets?
Are they clear?
Are they good?
Why Assess?
What’s the purpose?
Who will use results?
Good Design
Assess How?
What method?
Sampled how?
Avoid bias how?
Effectively Used
Sound Communication
Communicate How?
How manage information?
How report?
Student Involvement
Students are users, too.
Students need to understand learning targets, too.
Students can participate in the assessment process, too.
Students can track progress and communicate, too.
Why common assessments
Doug Reeves (2004) refers to common
assessments as the “gold standard”
because they:
• promote consistency in expectations.
• provide timely, accurate, and specific
feedback to both students and teachers.
Common Assessment Process
Design
Draft unit
assessments
Make revisions
in design,
scoring, and
analysis
Analyze results
collaboratively
Draft scoring
guides
Administer and
collaboratively
score
Safety Net Curriclum
• Read the Doug Reeves article, “The
‘Safety Net’ Curriculum.”
• As you read, “code” the article as follows:
! - This is what I already know.
? - This raises questions for me.
*
- This is new learning for me.
Safety Net Debrief
• With your London partner, discuss your
coding of the article and what was
reaffirmed, questioned, or learned.
What is a power standard?
• Endurance
• Leverage
• Readiness for the next level
What is a power standard?
• School
• Life
• State Test
• What essential understandings and skills
do our students need?
• Which standards and/or indicators can
be clustered or incorporated into others?
Using Power Standards
Identify Power
Standards
Unpack standards
Link standards to units
Observe pacing guides
Identify Power Standards
• Choose a grade level with which you work
most often.
o 4th grade
o 7th grade
o High School
• As a group, you will select the power
writing standards using one of the two
criteria models.
Selection Process
• Individually, identify what you believe are the 5
non-negotiable standards for this course/unit.
• Each group member will place a sticker on the
group standards sheet. This sticker indicates
his/her identified non-negotiable standard.
• As a group identify the power standards using
this data.
Unpacking Standards
ELA Example
• “Unpack” the power standards (no more
than 5)
– Looking at the verbs, what must the student
be able to do?
– What are the next steps?
Quality Item Design
• Get with your Sydney part and join
another pair.
• Jigsaw
– Count off 1 to 4
• 1 – Principles for Writing Stems
• 2 – Principles for Writing
Response Options
• 3 – High Quality Constructed Response Items
• 4 – Items that are Interesting to Students
– Share big ideas of your section
Depth of Knowledge
• Choose ELA or Mathematics for your
focus area.
• Get into groups of 4.
• Count off from 1 to 4.
– Study your DOK level.
– Enlighten the group with your knowledge
about your assigned DOK level.
Assessment Types
• Read through the different assessment
types.
• Which assessment item types are a good
match for each classification?
Webb’s DOK
• As a group, classify the content
expectations for the assessment.
• What difficulties did you experience?
• Were there any surprises?
Item Classification
• As a group, classify each assessment item
according to DOK.
• Does the content match the content
expectation?
• Does the rigor match between the CE and
item?
Test Blueprint
• Identify how many questions for each
target (CE).
• Identify the DOK for each item.
• Are the items appropriately distributed
among the targets (CE)?
• Are the items appropriately distributed
over the DOK?
Common Assessment Process
Design
Draft unit
assessments
Make revisions
in design,
scoring, and
analysis
Analyze results
collaboratively
Draft scoring
guides
Administer and
collaboratively
score
Scoring Guides/Rubrics
• Math Examples.
• ELA Examples.
• Develop Collaboratively.
– Consider mastery.
– Consider criteria.
• Score Collaboratively.
Results of Assessments
“You can enhance or destroy students’
desire to succeed in school more quickly
and permanently through your use of
assessment than with any other tools
you have at your disposal.”
Rick Stiggins
Assessment Data
• Three scopes of summary data
What would you look for in each type of
data?
School Wide Data
Classroom Data
Student Data
Assessment Data Review
Math
• Get with your Rome partner.
• Analyze the reports.
– What did you notice?
– What questions do you have?
– Identify next possible steps you would need
to take as a department or grade level.
Common Assessment Process
Design
Draft unit
assessments
Make revisions
in design,
scoring, and
analysis
Analyze results
collaboratively
Draft scoring
guides
Administer and
collaboratively
score
What did you learn?
• Please revisit your KWL sheet from the
beginning of the session.
• Complete the final column.
– What new information did you learn?
– What reminders did you have today?
Evaluations
• Please complete the evaluation form at:
www.data4ss.org
Reference
Understanding by Design – Wiggins
Classroom Assessment – Stiggins
“Inside the Black Box” – Black and William
Quality Assessments – Walstrom