Making the Conditions Right for Common, Formative Assessments Jim Lloyd, Ed.D. Response to Intervention Summit August 4, 2010 http://bulldogcia.com.
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Transcript Making the Conditions Right for Common, Formative Assessments Jim Lloyd, Ed.D. Response to Intervention Summit August 4, 2010 http://bulldogcia.com.
Making the Conditions Right for
Common, Formative Assessments
Jim Lloyd, Ed.D.
Response to Intervention Summit
August 4, 2010
http://bulldogcia.com
Resources & Contact Information
http://bulldogCIA.com
[email protected]
427-6531
“If we are serious about improving student
achievement, we have to focus relentlessly on
changing those things that teachers do that are the
most important to change: those things that, when
we focus on them, and change them, improve
student learning.”
Wiliam, D. (2007). Content then process a chapter
from Ahead of the Curve (2007)
Common Assessments:
Theory to Practice
There is no single right way to do this…however there are some things
that make it easier
Don’t be fooled by people wanting to sell you programs
It is important to balance process with product
This tends to be a shift in the way C.I.A. development has taken place
so it takes time
There is more than 1 way to do this…this is a work in progress…as you
do this you will continue to grow and get better
This is collaborative work
This is about changing teaching practice
Learning Intentions for Today
Understand that it is critical that we get Tier 1 correct
http://bulldogcia.com/Documents/Articles/Marolt_Goss
_Lloyd_2008.pdf
Relay my experiences with formative assessment and
how it has worked
Provide you with an overview of how you can begin to
consider
doing this or;
refining this or;
expanding this
Essential Questions
1.What do we mean by common,
formative assessments?
2.What does the research indicate
about assessment for learning?
3.What predicates the success of
common formative assessments?
4.How can you do this work?
First a few graphic organizers
Organizes Our District/Building Improvement
Efforts—CFA needs to be included in Stage 2
Organizes our
professional
development and CIA
efforts for teachers
Where do these assessments
fall on the assessment
continuum?
Balanced Assessment
Summative
Formative
Formal and informal processes teachers and
students use to gather evidence to directly
improve the learning of students assessed
Provides evidence achievement
to certify student competence or
program effectiveness
Formative uses of
summative data
Assessment for
learning
Assessment for
learning
Use assessments to help
students assess and
adjust their own
learning
Use classroom
assessments to inform
teacher’s decisions
Use of summative evidence to
inform what comes next for
individuals or groups of
students
**Excerpted from ATI
Author: Rick Stiggins
Assessment Continuum
•
•
•
Classroom
Assessments
Short-cycle
Assessments
Common
Assessments
External
Assessments
Most Formative
Less Formative
More Summative
Most Summative
Ongoing between
student and teacher
Risk free nonevaluative feedback
Is a communication
between teacher and
learner as to where
they are and what they
need to work on.
Minute to Minute
Hour to Hour
Day to Day
• Embedded within
instructional units.
• If you grade them they
are not formative from
a purest sense
• If you provide quality
feedback regarding
how students can
improve they
approach formative
Weekly, Unit or
Monthly
•
•
•
•
Collaboratively
developed and
standards-based.
Come from
unconnected texts.
Novel assessment
experience
Report to students
and others at the end
of learning
• Standardized
Achievement Tests
• OAT, OGT
• NAEP, SAT, ACT
Monthly to
Quarterly
*Framework based on Many & Jakicic (2006) National Staff Dev. Council
Semester to
Annual
Essential Question #1: What
do we mean by Common,
Formative Assessments?
Formative assessments…
Not a program…these are concepts
Not something you can simply purchase
Is likely an instructional practice that your teachers
currently incorporate
Has a great deal of research to support its
effectiveness when it is done as a matter of practice
in the classroom
Increases its power when developed collaboratively
and administered commonly
Reconstitutes traditional curriculum, instruction and
assessment experiences for students AND teachers
Common, Formative Assessments?
Formative assessments
Have certain characteristics
Not graded
Arrive in time to help students
Informs the assessment users
Common Formative Assessments…A, B or all of the
above?
Common formative techniques that teachers collaborative on
and use (e.g. stars and steps; find it, fix it; status, target,
plan)
B. Common formative assessments that teachers
collaboratively develop and administer to students
A.
We will talk about both types as both serve a specific
purpose and are effective
A Common, Formative Assessment Technique
A collaboratively development common formative assessment
Essential Question #2:
What does the research
say?
What works & How do we
know?
We explain “what works” through effect size (d)
Most things do have an impact on students
The “hinge point” on whether or not something is a
difference maker is an effect of .40 or greater
The typical teacher gets an effect between .20 to
.40
General Rank Order of Effect
Size: By Category
Contribution
Student
Home
School
Teacher
Curricula
Teaching
Effect
d=.40
d=.31
d=.23
d=.49
d=.45
d=.42
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to
achievement. Routledge: London.
What does the research find to
be the “difference maker”?
The teacher…
…but the most important variable is what teachers do,
rather than what they know.
All things being equal…pedagogy matters more than
content knowledge.
This, coupled with student involvement in the process,
leads to high levels of learning.
IF TEACHERS ARE THE
DIFFERENCE MAKERS THEN
WHAT WORKS?
We know the things in this book
do, but can they be universally
applied with high frequency?
Hattie, J. (2009). Visible learning: A
synthesis of over 800 meta-analyses
relating to achievement. Routledge:
London.
Contributions from the Teacher
Area
Goal setting
Adv. Org.
Concept Map
Teacher Clarity
Feedback
Formative assesmnt
Questioning
Inquiry-based inst
Cooperative learn.
Study Skills
Effect
d=.56
d=.41
d=.57
d=.75
d=.73
d=.90
d=.43
d=.31
d=.41
d=.59
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to
achievement. Routledge: London.
What do “difference makers” do?
Engage in impactful instructional practices
Macro v. Micro Strategies
What is a micro strategy?
What is a macro strategy?
Micro strategies—are effective, but not as robust
(e.g.—Identifying Similarities and Differences,
Generating and Testing Hypotheses)
Macro strategies—are equally effective and robust
These Macro-Strategies
Macro-strategies—
can be used to facilitate a common instructional
language for educators
Can be used in just about all instances
When the classroom environment is engineered
with these in mind and they are implemented as
a matter of routine, they are a powerful
educational innovation.
Macro-Strategies
Teacher Clarity
d=0.75 (27%ile)
Formative eval of programs
d=0.90 (31%ile)
Providing feedback
d=0.73 (26%ile)
Authors commonly associated with these:
Arter, Chappuis, Brookhart, Stiggins, Hattie
Bibliography located at: http://bulldogcia.com/Articles.htm
Teacher Clarity
Clarity (d=0.75)
Clear and understandable visions of the learning
goals
Making distinctions between learning goals and
learning activities
Not just rubrics, but sharing models of strong and
weak work
Read scenarios 1 and 2 from learning module
Clarity—Where am I going?
A classroom litmus test for learning:
Ask students what did you learn today. If…
The answer(s) focus on what students DID as opposed
to what the targets were, clarity hasn’t been achieved.
Research Shows: students perform better when
learning goals (those that describe learning intentions)
are used as opposed to performance goals
Clarity—Where am I going?
Key Point: differentiate between learning targets
and learning activities
How might you do this? Take 5 and talk to your
neighbor.
Clarity—make it clear…don’t
make it clear…which one is it?
“I’m afraid of dumbing down” the target…how can
engineer clarity without doing this?
Point the way to success without giving away the
store
Make sure that you define the expectations of the
verb
e.g. Understand means: identify, define, explain?
Clarity—Sharing target v. not
sharing
“Just make sure students can describe the intended
learning before you ask them to engage in
sustained independent practice and before the
summative assessment.”
Chappuis (2009). Seven Strategies of Assessment for
Learning p. 41
Clarity—Defining quality work
Students must first be able to:
Understand concepts that define quality before being
able to self-assess them
HOW?
One way to do this is to use rubrics—refer to page 30
(Chappuis, 2009)
On page 33 there is a protocol for introducing criteria to
younger students
Strong and weak work
Use anonymous samples
After defining the criteria…
have students look at 2 samples and determine
which ones do/do not meet the criteria and why
See p. 44 (Chappuis, 2009) for a protocol
Clarity—Using rubrics
It acts as a diagnostic tool so..
Each feature of quality needs described—from
beginning to proficient.
“This is beginning because…”
It aligns with your teaching the elements of quality
Allows you to provide feedback related to elements of
quality
Feedback
Feedback (d=0.73)
Teachers to students
Students to teacher
What students understand, where they make
errors, when they have misconceptions…
Quality Feedback—what is it?
It’s descriptive—more than just “good job”
It directs attention to intended learning
Occurs during learning
Addresses partial understandings
Doesn’t do the thinking for the student
Limits correctives to what students can act on
Can come from: Teacher, peer or student
Chappuis, J. (2009). Seven Strategies of Assessment for Learning.
Feedback
Purpose—fill the gap between what is understood
and what needs to be understood (Chappuis & Chappuis,
2008)
Helps students begin to monitor where they are in
relationship to where they need to be
Indistinguishable from high-quality instruction
(Stiggins, Arter, Chappuis & Chappuis, 2006)
Formative Evaluation of
Programs
Formative Evaluation of Programs (d=0.90)
Teachers create structures to determine whether or
not instruction is working in real-time
This allows them to make changes in time to help
Essential Question #3: What
predicates successful
formative assessment
implementation?
Things that “grease the skid”
What is…
Why do we need…
Coherence
Establishing Coherence
Professional Development Products
Considerable curriculum mapping
Identification of most important learning targets
Identification of instructional anchors through Big
Ideas & Essential Questions
Professional Development Application
Building level commitments to make learning clarity
a reality (learning targets v. teacher activities)
A district commitment to formative assessment as a
matter of instructional practice
Coherence
Clear Standards-Based
Learning Targets
High Quality
Instruction
Balanced Assessment
(formative & summative)
If you focus here, you can establish a common instructional
language which will greatly help
Example of the process our
staff went through…
Coherence
Power Standards/Indicators
Identifying the most important
learning targets
Endurance
Leverage
Foundation/Readiness
Located at
http://bulldogCIA.com
Student Friendly Language
Power indicators can then be transferred into
statements that students are more able to
understand.
They are incorporated into the classroom
environment and deliberately pointed out during
instruction
This helps to make the learning objectives explicit
Coherence
Unwrapping the Standards
Deconstructing the standards to have
them make more sense for
teachers…and…students
Examples of Essential
Questions
What does the research say about instruction and
assessment?
Why curriculum coherence?
How does one engineer and facilitate high-quality
instructional practices and environments?
What does balanced assessment practices mean
and why are they important?
Formative Evaluation of
Programs
Video
Erica Caso—OFCS 5th grade teacher
Two Purposes for 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?
Summative Assessments
Have a different purpose than formative
Provide evidence of student competence or
program effectiveness
Report out achievement
Formative Evaluation
Teacher
Where are they going?
Where are they now?
What’s next?
Student
Where am I going?
Where am I now?
What’s next?
These are
on-going
What is formative
assessment?
The “instrument” doesn’t make the assessment
formative…it is the USE that does
Use:
Immediately used
Info fed back into the instructional system
Multiple users
The use in assessment for learning is to gather
evidence to adjust teaching and learning
5 Keys to Quality Classroom
Assessment
1.
Why assess? (PURPOSE)
2.
Assess what? (TARGETS)
3.
Assess how? (DESIGN)
4.
Communicate how? (COMMUNICATION)
5.
Involve students how? (STUDENT INVOLVEMENT)
7 Strategies of Assessment for
Learning
Based on the underlying belief that students are the
most influential decision makers in the classroom
Addresses 3 questions:
Where am I now?
Where am I going?
How do I close the gap?
Chappuis, J. (2009). Seven strategies of assessment for learning. Portland,
OR: ETS.
The Seven Strategies
of Assessment for Learning
Where am I going?
1. Provide a clear statement of the learning target
2.
Use examples and models
Where am I now?
3. Offer regular descriptive feedback
4. Teach students to self-assess and set goals
How can I close the gap?
5. Design focused lessons
6. Teach students focused revision
7. Engage students in self-reflection; let them keep
track of and share their learning
Chappuis, J. (2009). Seven strategies of assessment for learning. Portland, OR:
ETS.
Why differentiate between
the two?
In order to reap the effective size benefits of
formative assessment practices, certain conditions
must be met
Formative assessments:
Directly aligned to standards
Match what has been taught
Provides detailed information to pinpoint student
misunderstandings
Arrive in time to help
Users take action based on results
What gives formative
assessment its power?
The closer to everyday instruction, the stronger it is
Uses instructional opportunities to improve learning
and correct misunderstandings
Focuses on developing both self and peer
assessment skills
Where am I now?
3. Provide regular descriptive feedback
Fills the gap between what is understood and what
needs to be understood (Chappuis & Chappuis, 2008)
Helps students begin to monitor where they are in
relationship to where they need to be
Indistinguishable from high-quality instruction
(Stiggins, Arter, Chappuis & Chappuis, 2006)
4. Teach students to self-assess and set goals
Students need to know where they are in order to
set goals
They need to be taught how to self-assess
How Can I Close the Gap?
5. Design lessons to focus on one target or quality
aspect at a time
Makes monitoring the learning more specific
6. Teach students focused revision
Task analyze the target into small chunks
Practice and revise
7. Engage students in self-reflection; have them track
and share
This impacts the retention of things learned and
increases motivation
Essential Question #4:
How can you do this work?
Bringing the work together
Using a common unit planning approach
for a common educational experience
Unit Design Framework
Served as our C.I. & A. planning tool
Brought cohesiveness and additional collaboration
to:
PD learning outcomes and products
It focuses on implementation
Questions?
Thanks!