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Rick Stiggins www.allthingsASSESSMENT.info. It’s Time to Demand Productive Assessment for Our Students. Commonalities. Quality instruction Formative assessments often that are aligned with the standards Timely feedback to students and staff Use of data for all. Assessment Dilemma. - PowerPoint PPT Presentation
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Rick StigginsRick Stigginswww.allthingsASSESSMENT.info
It’s Time to It’s Time to DemandDemand Productive Assessment for Productive Assessment for
Our StudentsOur Students
CommonalitiesCommonalities
Quality instructionQuality instruction Formative assessments often that Formative assessments often that
are aligned with the standardsare aligned with the standards Timely feedback to students and Timely feedback to students and
staffstaff Use of data for allUse of data for all
Assessment DilemmaAssessment Dilemma
Beliefs and assumptions about sound Beliefs and assumptions about sound practice have been flawed.practice have been flawed.
Our vision of excellence has done as Our vision of excellence has done as much harm to learning as good.much harm to learning as good.
It is a travesty to bring new It is a travesty to bring new teachers/administrators into our teachers/administrators into our profession without the literacy profession without the literacy needed to succeed.needed to succeed.
Assessment FOR LearningAssessment FOR Learning
Your experiencesYour experiences
What impact did the experience have on What impact did the experience have on you?you?
What did the assessor do to make it What did the assessor do to make it counterproductive?counterproductive?
Think about a poor assessment experience.Think about a poor assessment experience.
Think about a positive Think about a positive experience with assessment.experience with assessment.
Specifically, what did the Specifically, what did the assessor do to make it positive?assessor do to make it positive?
What impact did this have on What impact did this have on you?you?
The student’s emotional reaction The student’s emotional reaction will determine what that student will determine what that student
does in response.does in response.
“I understand, I’m OK, and I choose to keep trying.”
“I see, I can’t do this and I will give up.”
The target needs to be in reach…
Creating hope: Creating hope: Assessment Assessment FOR Learning FOR Learning (Stiggins 2005)(Stiggins 2005)
Expected BenefitsExpected Benefits
• PROFOUND ACHIEVEMENT GAINS FOR ALL
• LARGEST GAINS FOR LOW ACHIEVERS
• SOLID FOUNDATION FOR LIFE-LONG LEARNING
• EQUAL OPPORTUNITY TO SUCCEED
Big IdeasBig Ideas Balanced Assessment: How do we build How do we build
an assessment system that meet the needs of an assessment system that meet the needs of all assessment users?all assessment users?
Quality Assessment is Essential: Assessment is about gathering information to Assessment is about gathering information to inform instructional decisions. Are we getting inform instructional decisions. Are we getting accurate information?accurate information?
Productive Assessment:Productive Assessment: Dynamics from Dynamics from the students point of view. the students point of view.
Leadership is essential:Leadership is essential: What kind of What kind of leadership is needed to build a productive leadership is needed to build a productive vision of assessment?vision of assessment?
We assess to…We assess to…
Inform instructional decisions
To encourage students to try to learn
Classroom User Needs:Classroom User Needs:
Decision? The driving question is what comes next in the learning? To answer that we need to know where they are at currently with their learning.
Who? Student, teacher and parents Helpful info? Continuous info on
EACH student’s progress on their journey to meeting a particular standard.
Question?Question?Turn and TalkTurn and Talk
Might it be a good idea to engage our students in partners with us so they understand what targets we are going to hit?
Might it be a good idea to engage our students in the creation of common assessments?
Might it be a good idea for students to understand the implications of the results in the common assessments for their learning?
Key to SuccessKey to Success
All assessments arise from high All assessments arise from high quality standardsquality standards
All assessments produce All assessments produce accurate evidenceaccurate evidence
All users use assessment to All users use assessment to benefit student learning benefit student learning
A Revolution in Assessment A Revolution in Assessment DynamicsDynamics
If assessment isn’t working effectively If assessment isn’t working effectively day to day in the classroom,… If poor day to day in the classroom,… If poor decisions arise from unsound decisions arise from unsound assessments during the learning—the assessments during the learning—the other assessment levels are wasted, other assessment levels are wasted, they become irrelevant. Bad decisions they become irrelevant. Bad decisions day to day stops the learning. You don’t day to day stops the learning. You don’t fix that every couple weeks….teachers fix that every couple weeks….teachers it is it is you you that needs to make these that needs to make these decisions.decisions.
In order to create a quality assessment you need four specific design features: (If
not somebody is going to get hurt) Select a proper methodSelect a proper method (short essay, multiple (short essay, multiple
choice, personal communication, performance choice, personal communication, performance assessment, observation) These methods are not assessment, observation) These methods are not interchangeable. You cannot use your favorite. Don’t interchangeable. You cannot use your favorite. Don’t begin to think that you can get an accurate picture begin to think that you can get an accurate picture relying on multiple choice problems. This is relying on multiple choice problems. This is assessment literacy that makes assessment sound.assessment literacy that makes assessment sound.
Built of quality ingredientsBuilt of quality ingredients: High quality rubrics, : High quality rubrics, not POOR ones. They didn’t teach us that at teacher’s not POOR ones. They didn’t teach us that at teacher’s schools. schools.
We need to sample student achievement We need to sample student achievement appropriatelyappropriately. .
We need to prevent bias.We need to prevent bias. Things can go wrong in Things can go wrong in the scoring process, students have bad days, etc…the scoring process, students have bad days, etc…
A bad common assessment is A bad common assessment is worse that not having one at worse that not having one at all. We need the assessment all. We need the assessment
literacy to do it well.literacy to do it well.
Actions/DemandsActions/Demands
STOP assessing and treating assessment like it’s the adults are in charge of the learning. Stop excluding studentsSTART: Understanding that students are data-based decision makers too. They need to be set up to make productive decisions. We need to open up our PLC’s and have students make decisions about this!
STOP: Believing that state STOP: Believing that state standards by themselves are standards by themselves are sufficient. Are they precise? This sufficient. Are they precise? This is important for certain is important for certain purposes. purposes. START: Scaffolding your START: Scaffolding your instruction instruction
STOP: Believing that assessment STOP: Believing that assessment quality doesn’t matter. If we have quality doesn’t matter. If we have cared about this we would have made cared about this we would have made sure that every teacher and principal sure that every teacher and principal were assessment experts.were assessment experts.START: Promoting accuracy and START: Promoting accuracy and assessment literacy. They must assessment literacy. They must permeate the system. We must do it permeate the system. We must do it WELL at all levels.WELL at all levels.
STOP: Abandon report card STOP: Abandon report card grades a communication about grades a communication about achievement. They don’t achievement. They don’t motivate. We know better how to motivate. We know better how to communicate about student communicate about student learning. We know better than 50 learning. We know better than 50 years ago.years ago.START: Communicate about START: Communicate about learner’s place on the scaffolding learner’s place on the scaffolding at any point and time. The time at any point and time. The time has come to communicate has come to communicate effectively that promotes the effectively that promotes the learning. Let the argument learning. Let the argument begin. Let’s role out the criteria begin. Let’s role out the criteria for effective communication.for effective communication.
STOP: Relying on the intimidation of accountability to drive desire to succeed. True hopelessness always trumps intimidation. START: Assessing to build success and confidence as the primary motivator. This is the future of assessment. It is ahead of the curve.
It is time for It is time for usus to… to…
BuildBuild assessment assessment partnerships.partnerships.
DefineDefine academic success in academic success in clear and complete termsclear and complete terms
DemandDemand accurate assessment accurate assessment DemandDemand effective effective
communicationcommunication
Turn and TalkTurn and Talk
What are some ways you can begin What are some ways you can begin this journey to this journey to improve improve assessment practicesassessment practices in your in your current district?current district?
As a school leader or teacher, how As a school leader or teacher, how do you handle do you handle resisters of change?resisters of change?
The power of Assessment To The power of Assessment To Transform Teaching & LearningTransform Teaching & Learning
Dr. Larry Ainsworth
Learning ObjectivesLearning Objectives
Consider the “big picture”- looking Consider the “big picture”- looking at common formative assessments as at common formative assessments as the the centerpiece centerpiece of an integrated of an integrated standards and assessment system.standards and assessment system.
Add to our “assessment literacy.”Add to our “assessment literacy.”
Common findings in Common findings in successful schoolssuccessful schools
Formed a Professional Learning Formed a Professional Learning CommunityCommunity
Focused on student work (through Focused on student work (through assessment)assessment)
Changed their Changed their instructional instructional practicepractice accordingly to get better accordingly to get better resultsresults
Did all this on a continuing basisDid all this on a continuing basis
Putting the Pieces of the Putting the Pieces of the puzzle togetherpuzzle together
Standards & AssessmentStandards & Assessment Effective teaching strategiesEffective teaching strategies Data-Driven Decision MakingData-Driven Decision Making Accountability for learningAccountability for learning
Power Standards = “Priority Power Standards = “Priority Standards”Standards”
Course specific learning outcomesCourse specific learning outcomes
How powerful practices work How powerful practices work togethertogether
Power Standards
Unwrap Standards, Big Ideas, Essential
Questions
Performance Standards
Rubrics
Common Formative
Assessments
Data-Driven Decision Making
““We are over testing, but under We are over testing, but under assessing.”assessing.”
““Data Rich Information Poor” DRIPData Rich Information Poor” DRIP
Turn and Talk
How Powerful Practices How Powerful Practices Work Together!Work Together!
11.Identify essential standards. .Identify essential standards. These These become to become to Power or PriorityPower or Priority Standards.Standards.
2. 2. Analyze state test data;Analyze state test data; revise revise selections as needed.selections as needed.
3. “3. “Unwrap”Unwrap” those standards to those standards to identify concepts and skills students identify concepts and skills students need to know and be able to do; need to know and be able to do; Big Big Ideas & Essential QuestionsIdeas & Essential Questions..
How Powerful Practices How Powerful Practices Work Together!Work Together!
4. Select 4. Select effective teaching strategieseffective teaching strategies to to meet diverse student learning needs.meet diverse student learning needs.
5. Teach those “unwrapped” concepts 5. Teach those “unwrapped” concepts and skills through and skills through performance performance assessmentsassessments guided by guided by Essential Essential QuestionsQuestions..
6. Evaluate student work with 6. Evaluate student work with rubricsrubrics or or scoring guides to assess proficiency.scoring guides to assess proficiency.
How Powerful Practices How Powerful Practices Work Together!Work Together!
7. Give 7. Give common assessmentscommon assessments to see to see improvements improvements withinwithin grade, grade, department, school and district.department, school and district.
8. 8. Analyze dataAnalyze data and and repeat repeat instructional cycle.instructional cycle.
What What AreAre Common Assessments? Common Assessments?
““Not standardized tests, but rather Not standardized tests, but rather teacher-created, teacher-owned teacher-created, teacher-owned
assessments that are collaboratively assessments that are collaboratively scored and that provide immediate scored and that provide immediate feedback to students and teachers.”feedback to students and teachers.”
Doug ReevesDoug Reeves
If you can’t use data If you can’t use data tomorrow from your tomorrow from your
assessment today, then it is assessment today, then it is not formative. We need to not formative. We need to
give feedback immediately. give feedback immediately. Otherwise it is NOT Otherwise it is NOT
formative assessment.formative assessment.
Data TeamsData Teams: The mechanism : The mechanism for measuring progressfor measuring progress
1.1. Collect and chart data and results.Collect and chart data and results.
2.2. Analyze strengths and obstacles.Analyze strengths and obstacles.
3.3. Set goal for student improvement.Set goal for student improvement.
4.4. Select effective teaching strategies. Select effective teaching strategies. (Marzano’s new book)(Marzano’s new book)
5.5. Determine results indicators.Determine results indicators.
Turn and TalkTurn and Talk
After reviewing the research that After reviewing the research that supports data teams, what are we supports data teams, what are we currently doing to implement this currently doing to implement this practice?practice?
What additional support is needed to What additional support is needed to ensure that this happens? ensure that this happens?
The Two Tools of The Two Tools of AssessmentAssessment
““No single assessment can meet No single assessment can meet everyone’s information needs… To everyone’s information needs… To maximize student success, assessment maximize student success, assessment must be seen as in must be seen as in instructionalinstructional tool tool for use while learning is occurring, for use while learning is occurring, and as an and as an accountabilityaccountability tool to tool to determine if learning has occurred. determine if learning has occurred. Because both purposes are important, Because both purposes are important, they must be in balance.”they must be in balance.” NEA Balanced NEA Balanced
Assessment: 2003Assessment: 2003
Assess More OftenAssess More Often
A number of A number of short assessments short assessments given over timegiven over time will provide a will provide a better indication of a student’s better indication of a student’s learning than one or two large learning than one or two large assessments given in the middle and assessments given in the middle and at the end of the grading period.at the end of the grading period.
Marzano, Stiggins, Black, Wiliam, Popham, ReevesMarzano, Stiggins, Black, Wiliam, Popham, Reeves
Research SupportResearch Support
““Research suggests that, if done well, Research suggests that, if done well, genuine ‘assessments genuine ‘assessments for for learning’ learning’ can produce among the largest can produce among the largest achievement gains ever reported for achievement gains ever reported for educational interventions.”educational interventions.”
Lynn Olson, “’Just-in-Time’ Tests Change What Classrooms Do Next,”Lynn Olson, “’Just-in-Time’ Tests Change What Classrooms Do Next,”
Education WeekEducation Week, may 2, 2007, p. 22, may 2, 2007, p. 22
Research SupportResearch Support
““In reviewing 250 studies from In reviewing 250 studies from around the world, published between around the world, published between 1987 and 1998, we found that a 1987 and 1998, we found that a focus by teachers on assessment focus by teachers on assessment forfor learning, as opposed to assessment learning, as opposed to assessment ofof learning, produced a substantial learning, produced a substantial increase in students’ achievement.”increase in students’ achievement.”
Paul Black & Dylan Wiliam, (1998)Paul Black & Dylan Wiliam, (1998)
Assessment and Classroom Learning,Assessment and Classroom Learning,
Assessment in Education:Assessment in Education:
Principle, Policy, and Practice, 5 (1),pp. 7-73.Principle, Policy, and Practice, 5 (1),pp. 7-73.
5 Key Benefit of5 Key Benefit of FormativeFormative Assessments Assessments
1.1. Clarifying and Clarifying and sharing learning intentions sharing learning intentions and criteriaand criteria for success (rubrics & for success (rubrics & exemplars)exemplars)
2.2. Engineering effective classroom discussions, Engineering effective classroom discussions, questions, learning tasks that questions, learning tasks that elicit evidence elicit evidence of learningof learning
3.3. Providing feedbackProviding feedback that moves learners that moves learners forwardforward
4.4. Activating students as Activating students as instructional instructional resources for one anotherresources for one another
5.5. Activating students as the Activating students as the owners of their owners of their own learningown learning
The Standards-Assessment Alignment DiagramThe Standards-Assessment Alignment DiagramAnnual State Assessments
District Benchmark Formative or Summative
Assessments
School-Based Common Formative (Post) Assessments
End or course Summative Assessment
Data Teams & Effective Teaching Strategies
Data Teams & Effective Teaching
Strategies
Conceptual Units of Instruction with
Classroom Performance
Assessment Tasks and Scoring GuidesSchool Based Common Formative (Pre)
Assessments
Unwrapping Standards, Big Ideas, Essential Questions
Power Standards
State Standards
Laying The Foundation:Laying The Foundation:Steps 1-6Steps 1-6
Step 1: Select Important TopicStep 1: Select Important Topic Step 2: Identify Matching Power Step 2: Identify Matching Power
StandardsStandards Step 3: “Unwrap” Selected Power Step 3: “Unwrap” Selected Power
StandardsStandards Step 4: Create Graphic OrganizerStep 4: Create Graphic Organizer Step 5: Determine the Big IdeasStep 5: Determine the Big Ideas Step 6: Write the Essential QuestionsStep 6: Write the Essential Questions
Writing First-DraftWriting First-DraftAssessment ItemsAssessment Items
Step 7: Step 7: Select Assessment TypesSelect Assessment Types
Step 8: Step 8: Write First-Draft Assessment Write First-Draft Assessment ItemsItems
Step 9: Step 9: Create Answer Keys and Create Answer Keys and Scoring GuidesScoring Guides
Step 10: Review and Revise Step 10: Review and Revise Common Assessment itemsCommon Assessment items
Grading: Grading: The New FrontierThe New Frontier
Ken O’ConnerKen O’Conner
Why Standards-Based Why Standards-Based Grading and Reporting?Grading and Reporting?
MandateMandate Supports learningSupports learning Improves communicationImproves communication Consistency/fairnessConsistency/fairness
Share Grading ScaleShare Grading Scale
• Adding a single grade detracts from the communication to parents and students.
• One symbol cannot do justice to the different degrees of learning a student acquires across all learning outcomes.
Dealing with Late WorkDealing with Late Work
Penalties don’t change the behavior. A better approach would be to provide support. It is a behavioral issue. It should not be included in the “grade” but should be reported out on.
Behavior Rubric
Homework Homework
This is a formative assessment. It is practice and should not be part of grades. Some students do not need to do the homework. Some students cannot do that homework. Lastly, some students can do it and it will help them. We should not say, “You need to do this because it is part of your grade.”
Bonus points on tests or dressing up for a presentation both have no place in grades.
“Group grades are so blatantly unfair that alone they should never be used.” (Kagan, 2004) This may also be challenged in court.
“No student’s grade should depend on the achievement (or behavior) of other students.”
Formative AssessmentsFormative Assessments This is used to improve learning and
instruction. It should not be used for assigning grades. When formative assessment is done well, students achieve at high levels. Feedback needs to be timely, descriptive and low stakes.
Turn and Talk:Turn and Talk: How does your How does your school/district use formative school/district use formative assessments to support student assessments to support student learning?learning?
GradesGrades
Final grades should never be determined by simply averaging the grades from several grading periods. The most accurate information is the most current information.
Second Chance: Students need to demonstrate their understanding so you can provide them a second chance.
An example of a standards based report card
GradesGrades Should come from….
A body of evidence + performance standards+ guidelines
Guidelines for GradingGuidelines for Grading1.1. Base grades on, and provide grades for the Base grades on, and provide grades for the
intended learning goals.intended learning goals.2.2. Use criterion-referenced standards performance Use criterion-referenced standards performance
standards as reference points to determine grades.standards as reference points to determine grades.3.3. Limit the student attributes included in grades to Limit the student attributes included in grades to
individual achievement.individual achievement.4.4. Sample student performance—do not include all Sample student performance—do not include all
scores in gradesscores in grades5.5. Keep records that can be updated easily—”Grade in Keep records that can be updated easily—”Grade in
pencil”pencil”6.6. ““Crunch” numbers carefully, if at all.Crunch” numbers carefully, if at all.7.7. Use quality assessment and properly record Use quality assessment and properly record
evidence of achievement.evidence of achievement.8.8. Discuss and involve students in assessment Discuss and involve students in assessment
throughout the teaching/learning process.throughout the teaching/learning process.
Growth and progress are reporting Growth and progress are reporting variables not grading variables.variables not grading variables.
Students achievement would be Students achievement would be their grades. If you have a grade on their grades. If you have a grade on a report card it is an achievement a report card it is an achievement report, not a progress report. report, not a progress report.
Traditional Grading Traditional Grading ScalesScales
What do you think would happen What do you think would happen if you did an outstanding job, all if you did an outstanding job, all the students in your class did an the students in your class did an outstanding job, and all the outstanding job, and all the students received a grade of A students received a grade of A (90% or higher)?(90% or higher)?
Turn and TalkTurn and Talk
Dealing with Late WorkDealing with Late Work
Penalties don’t change the behavior. Penalties don’t change the behavior. A better approach would be to A better approach would be to provide support. It is a behavioral provide support. It is a behavioral issue. It should not be included in issue. It should not be included in the “grade” but should be reported the “grade” but should be reported out on.out on.
Median: Most frequent Median: Most frequent gradegrade
““Grading by the median provides Grading by the median provides more opportunities for success by more opportunities for success by diminishing the impact of a few diminishing the impact of a few stumbles and by rewarding hard stumbles and by rewarding hard work.” work.” (Wright, R.)(Wright, R.)
0’s0’s
Traditionally, 10 points for an A, B, Traditionally, 10 points for an A, B, C, and D, and 60 points for an F. You C, and D, and 60 points for an F. You need to make it a consistent 10 point need to make it a consistent 10 point scale. Use 50 in lieu of a 0. This is scale. Use 50 in lieu of a 0. This is just making the math make sense. just making the math make sense.
““Use I or “incomplete” as an Use I or “incomplete” as an alternative to assigning zeros that is alternative to assigning zeros that is both educationally sound and both educationally sound and potentially quite effective.” potentially quite effective.” (Guskey, T.)(Guskey, T.)
Is time a condition of quality on Is time a condition of quality on assessments? Then all students assessments? Then all students should have sufficient time. should have sufficient time. (O’Connor)(O’Connor)
Ahead of the Curve:Ahead of the Curve:Transforming Transforming
Research into Action Research into Action for Assessment for Assessment
ExcellenceExcellence
Dr. Doug ReevesDr. Doug Reeves
Common themes of Common themes of Assessment ExcellenceAssessment Excellence
The bell Curve has no place in classroom The bell Curve has no place in classroom assessmentassessment
Professional Learning Communities are Professional Learning Communities are necessary but not sufficient for improved necessary but not sufficient for improved assessment practiceassessment practice
Eloquence without practical application is Eloquence without practical application is a waste of time and energya waste of time and energy
Assessment is a leadership issueAssessment is a leadership issue Assessment is inherently a collaborative Assessment is inherently a collaborative
activityactivity
Lessons fromLessons from
Indianapolis (Magna Award, 2005)Indianapolis (Magna Award, 2005) Norfolk (Broad Award, 2005)Norfolk (Broad Award, 2005) Jenks (Baldridge Award, 2006)Jenks (Baldridge Award, 2006)
Demographics remain the sameDemographics remain the same Challenges remain the sameChallenges remain the same Budgets/contracts the sameBudgets/contracts the same STRATEGIES continue to changeSTRATEGIES continue to change
Leadership Leverage—Key Leadership Leverage—Key Leverage points of LeadersLeverage points of Leaders
TIME-your calendar tells the world what you TIME-your calendar tells the world what you really value; the same is true of time in really value; the same is true of time in classrooms, professional development, and classrooms, professional development, and meetingsmeetings
TEACHER AND LEADERSHIP ASSIGNMENTS—TEACHER AND LEADERSHIP ASSIGNMENTS—your allocation of people resources directly your allocation of people resources directly influences student achievementinfluences student achievement
FEEDBACK AND RECOGNTION—you need short FEEDBACK AND RECOGNTION—you need short term wins for students and adults to reinforce term wins for students and adults to reinforce and sustain changeand sustain change
INFORMATION– leaders must “tell the story” INFORMATION– leaders must “tell the story” every day to every available audienceevery day to every available audience
Think for a Think for a moment…moment…
Where do you see yourself or your Where do you see yourself or your building in terms of key leverage building in terms of key leverage
points of leaders?points of leaders?Share with those around youShare with those around you
Is it Working?Is it Working?
One district’s storyOne district’s story 80% FR80% FR 68% minority student enrollment68% minority student enrollment 40+ Languages40+ Languages
ElementaryElementary
19981998 Schools with more Schools with more
than 50% than 50% proficient in Grade proficient in Grade 3 English3 English
In 1998 11%In 1998 11%
20052005 Schools with more Schools with more
than 50% than 50% proficient in Grade proficient in Grade 3 English in3 English in
2004: 100%2004: 100%
Middle SchoolsMiddle SchoolsThen…and NowThen…and Now
1997-19981997-1998 More than 50%More than 50%
passing English: passing English:
0%0%
2003-20052003-2005 More than 50%More than 50%
passing English:passing English:
100%100%
High SchoolsHigh Schools
19981998 Schools with more Schools with more
than 80% of than 80% of students passing students passing EnglishEnglish
Language ArtsLanguage Arts
17%17%
20052005 Schools with more Schools with more
than 80% of than 80% of students passing students passing EnglishEnglish
Language Arts:Language Arts:
100%100%
What are the Trends in What are the Trends in Schools with Greatest Schools with Greatest
Gains?Gains? Comprehensive holistic accountabilityComprehensive holistic accountability Consistent in-school writing Consistent in-school writing
assessment in every subjectassessment in every subject Frequent common assessments- short, Frequent common assessments- short,
immediate feedback, collaboratively immediate feedback, collaboratively scoredscored
Intervention – immediate and decisiveIntervention – immediate and decisive Constructive use of data-students, Constructive use of data-students,
classes, schoolsclasses, schools
In the real world In the real world of the classroom, of the classroom,
it’s CRITICAL it’s CRITICAL MASS that MASS that
matters. The matters. The central message central message
today;today;DEEP implementation of a DEEP implementation of a
FEW things beats superficial FEW things beats superficial implementation of many implementation of many
thingsthings
Most Effective StrategiesMost Effective Strategies
WRITING and note takingWRITING and note taking RECOGNITION of achievementRECOGNITION of achievement ALIGNMENT of Standards, ALIGNMENT of Standards,
Curriculum, Instruction, and Curriculum, Instruction, and AssessmentAssessment
ASSIGNMENT of Teachers Based on ASSIGNMENT of Teachers Based on NeedNeed
Most Effective StrategiesMost Effective Strategies
DEEP CONTENT ANALYSIS, DEEP CONTENT ANALYSIS, including big ideas and essential including big ideas and essential questionsquestions
MONITORING that is frequent and MONITORING that is frequent and visiblevisible
INTERDISCIPLINARY assessmentINTERDISCIPLINARY assessment TEACHING STRATEGIES including TEACHING STRATEGIES including
comparisons and questionscomparisons and questions STUDENT ENGAGEMENTSTUDENT ENGAGEMENT
Strategy Data Strategy Data
Turn and talk Turn and talk about strategies about strategies you already have you already have
in placein placeAndAnd
What would it take to What would it take to incorporate others…incorporate others…
NeedNeed
Confidential, constructive, and Confidential, constructive, and meaningful assessmentmeaningful assessment
Focus on execution vision and Focus on execution vision and leadership essentialsleadership essentials
Strong research baseStrong research base Leadership mapsLeadership maps Leadership assessmentLeadership assessment
Tools for Effective Tools for Effective ChangeChange
1.1. Planning implementation Planning implementation monitoring (PIM)monitoring (PIM)
MonitoringMonitoring adults as carefully as adults as carefully as we monitor studentswe monitor students
InquiryInquiry- causes of student - causes of student achievementachievement
Evaluation-Evaluation- is it working? is it working?
Tools for Effective Tools for Effective ChangeChange
2. Leadership Maps2. Leadership Maps Focus on degree of implementationFocus on degree of implementation Map every school Map every school Track progress during yearTrack progress during year Horizontal precedes verticalHorizontal precedes vertical
Tools for Effective Tools for Effective ChangeChange
3.3. Differentiated professional Differentiated professional developmentdevelopment
Conduct analysisConduct analysis How much time do you spend How much time do you spend
nurturing and appreciating your nurturing and appreciating your teachersteachers
Lets encourageLets encourage
Tools for Effective Tools for Effective ChangeChange
4.4. Holistic accountabilityHolistic accountability Direct observation of other teachersDirect observation of other teachers What did students do, what scores What did students do, what scores
did they get, what will we do did they get, what will we do differentlydifferently
Remove the excusesRemove the excuses Local evidence trumps outside Local evidence trumps outside
expertsexperts
If you believe that you are impotent If you believe that you are impotent then you are, if you believe you can then you are, if you believe you can influence student achievement you influence student achievement you are rightare right
There is a direct link between There is a direct link between Professional efficacy and student Professional efficacy and student GAINS GAINS
Thomas R. Guskey Using Standards &
Assessments to Improve Student
LearningGuskey@uky.edu
Which best captures your Which best captures your disposition today….disposition today….
I feel much better now that I’ve I feel much better now that I’ve given up hope.given up hope.
I’ve given up my search for truth, I’ve given up my search for truth, and now I am looking for a good and now I am looking for a good fantasy.fantasy.
I’m not perfect, but parts of me are I’m not perfect, but parts of me are excellent.excellent.
Systemic ChangeSystemic Change
Change is a highly complex processChange is a highly complex process Professional development is Professional development is
essentialessential Education is complex; change is a Education is complex; change is a
prerequisite for improvementprerequisite for improvement Students are changing, so teaching Students are changing, so teaching
needs to changeneeds to change
Four Crucial Four Crucial UnderstandingsUnderstandings
1.1. The ideas are not new-The ideas are not new- Two fundamental decisions:Two fundamental decisions:
What do I want students to learn?What do I want students to learn? What evidence would I accept to verify their learning?What evidence would I accept to verify their learning?
Teaching is not the kind of thing you do out alone, so Teaching is not the kind of thing you do out alone, so teaching and learning need to connectteaching and learning need to connect
2. The ideas are more important than the vocabulary we 2. The ideas are more important than the vocabulary we use.use.
The words changeThe words change3. Good ideas can be implemented poorly!3. Good ideas can be implemented poorly! How do the ideas translate into practice?How do the ideas translate into practice? How will we know if they work?How will we know if they work?4. Success in education hinges on what happens at the 4. Success in education hinges on what happens at the
classroom level.classroom level.
Guidelines For SuccessGuidelines For Success1.1. Think big, but start smallThink big, but start small Don’t require to much too soon from teachers and administratorsDon’t require to much too soon from teachers and administrators2. Ensure that assessments become integral part of the 2. Ensure that assessments become integral part of the
instructional process.instructional process. Quizzes and tests should be learning toolsQuizzes and tests should be learning tools Not simply evaluation devices that mark the end of learningNot simply evaluation devices that mark the end of learning3.3. Link new assessments with existing classroom assessment Link new assessments with existing classroom assessment
practicespractices4.4. Blend traditional approaches with alternative Link new Blend traditional approaches with alternative Link new
assessments with existing classroom assessment practicesassessments with existing classroom assessment practices5. Integrate all programs and innovations5. Integrate all programs and innovations6. Begin with clearly defined achievement targets6. Begin with clearly defined achievement targets7. Provide opportunities for teachers to communicate within and 7. Provide opportunities for teachers to communicate within and
across grades.across grades.8. Build a school climate that supports experimentation.8. Build a school climate that supports experimentation.9. There must be commitment and unity from all levels to quality 9. There must be commitment and unity from all levels to quality
classroom assessment.classroom assessment.
ELL LearnersELL LearnersEffective AssessmentsEffective Assessments
Lisa AlmeidaLisa Almeida
The RealityThe Reality
One in six students is an ELLOne in six students is an ELL A majority of growth-primary and A majority of growth-primary and
intermediate gradesintermediate grades In 2005-06 Hispanics accounted for In 2005-06 Hispanics accounted for
19.8% of all public school students, 19.8% of all public school students, in 1993-94 it was 12.7%in 1993-94 it was 12.7%
Hispanics make up nearly 79% of all Hispanics make up nearly 79% of all ELLELL
The RealityThe Reality
Many teachers and leaders Many teachers and leaders do not have training on do not have training on how to instruct English how to instruct English
Language Learners.Language Learners.
Current Assessment Current Assessment SystemSystem
List all of the important assessments you List all of the important assessments you administer to ELL students during the yearadminister to ELL students during the year
Rank each assessment as a 1-2-3 in terms of Rank each assessment as a 1-2-3 in terms of having a real impact on instruction and having a real impact on instruction and student learning, with a 1 having the greatest student learning, with a 1 having the greatest impact and 3 having the least impactimpact and 3 having the least impact
Star the assessments that are completely in Star the assessments that are completely in your control.your control.
Circle the ones you believe are effective Circle the ones you believe are effective measures of ELL’s learningmeasures of ELL’s learning
Discuss your findings with your neighborDiscuss your findings with your neighbor
Preproduction-Beginning Preproduction-Beginning StageStage
( Silent Period)( Silent Period)Students should be Students should be
able to do: able to do: Label drawingsLabel drawings Sing and drawSing and draw Respond physicallyRespond physically Repeat and reciteRepeat and recite Learn “Big ideas”Learn “Big ideas” Write simple Write simple
sentencessentences
What we should be What we should be doing:doing:
Use art and musicUse art and music Have students label, Have students label,
manipulate, evaluate manipulate, evaluate pictures and objectspictures and objects
Encourage active Encourage active participationparticipation
Ask yes/no, who, what, Ask yes/no, who, what, where questionswhere questions
Supply word bankSupply word bank
Their knowledge is increasing slowly. Their knowledge is increasing slowly. Time is a critical component for our Time is a critical component for our ELL learners.ELL learners.
““We throw these kids on the We throw these kids on the expressway, they need to absorb the expressway, they need to absorb the culture and language. This is culture and language. This is difficult for teachers, but critical.”difficult for teachers, but critical.”
Early Intermediate StageEarly Intermediate Stage( 6 months to 1 year)( 6 months to 1 year)
Students should be Students should be able to:able to:
Speak in simple Speak in simple phrasesphrases
Describe simple Describe simple conceptsconcepts
Recognize and read Recognize and read basic vocabularybasic vocabulary
Learn “Big Ideas” Learn “Big Ideas” and detailsand details
We should be able to:We should be able to: Use art, music and Use art, music and
propsprops Encourage expanded Encourage expanded
responsesresponses Ask questions Ask questions
requiring simple requiring simple comparisons, comparisons, descriptions, and descriptions, and sequencing of eventssequencing of events
Ask open ended Ask open ended questionsquestions
Here is where we Here is where we move into more move into more
rigorous rigorous instruction. Here is instruction. Here is
where the where the instruction should instruction should
match the match the academic academic standardsstandards
Intermediate StageIntermediate Stage( 1 to 3 years)( 1 to 3 years)
Students need to be able Students need to be able to:to:
Uses context to make Uses context to make more meaning and more meaning and increased connections increased connections to understandingto understanding
Identify and describe Identify and describe main ideas and detailsmain ideas and details
Draw comparisonsDraw comparisons Define new vocabularyDefine new vocabulary Make descriptions with Make descriptions with
increased detailsincreased details
We should be able to:We should be able to: Ask how and why open Ask how and why open
ended and higher level ended and higher level thinking questionsthinking questions
Have students make Have students make predictions and predictions and inferencesinferences
Develop vocabulary Develop vocabulary skills by providing skills by providing comprehensive inputcomprehensive input
Introduce explicit Introduce explicit grammar instructiongrammar instruction
Intermediate Fluency StageIntermediate Fluency Stage(3 to 5 years)(3 to 5 years)
Students should be able Students should be able to”to”
Identify and describe Identify and describe complex main ideas complex main ideas with detailswith details
Summarize Summarize informational textinformational text
Compare and contrastCompare and contrast Justify viewsJustify views Debate with Debate with
preparationpreparation
We should be able to:We should be able to: Provide writing Provide writing
opportunitiesopportunities Publish student writingPublish student writing Focus on academic Focus on academic
language and vocabularylanguage and vocabulary Ask questions to provide Ask questions to provide
students with students with opportunity to opportunity to synthesize, analyze and synthesize, analyze and evaluate in oral and evaluate in oral and written communicationwritten communication
Read variety of genresRead variety of genres
Advanced FluencyAdvanced Fluency(Final Stage 5-7 years)(Final Stage 5-7 years)
Students will be able to:Students will be able to: Use expanded vocabularyUse expanded vocabulary Have developed fluency with Have developed fluency with
a wide range of topics a wide range of topics Prepare and deliver Prepare and deliver
presentations across presentations across content areascontent areas
Use a variety of sourcesUse a variety of sources Include purpose, point of Include purpose, point of
view, transitions and view, transitions and conclusions in workconclusions in work
Organize and generate Organize and generate written compositionswritten compositions
Read from a variety of Read from a variety of genres with little or no genres with little or no scaffoldingscaffolding
We should be able to:We should be able to: Provide opportunities for Provide opportunities for
student generated student generated presentationspresentations
Provide a variety of writing Provide a variety of writing opportunties in a variety of opportunties in a variety of genresgenres
Plan multiple lessons for Plan multiple lessons for students to develop higher students to develop higher order thinking skillsorder thinking skills
Continue to publish student Continue to publish student worksworks
Encourage studrents to lead Encourage studrents to lead group discussions and teachgroup discussions and teach
Ongoing grammar Ongoing grammar instructioninstruction
““If you have assessments for your ELL If you have assessments for your ELL students and they can’t read it, what students and they can’t read it, what is the point? is the point?
If they are at a stage where they need If they are at a stage where they need it, read it to them. This is it, read it to them. This is assessment for student learning.assessment for student learning.
How can we measure learning if a How can we measure learning if a student cannot read the text?”student cannot read the text?”
Performance Performance AssessmentsAssessments
Create an authentic opportunityCreate an authentic opportunity Require complex thinkingRequire complex thinking Incorporate non-fiction writingIncorporate non-fiction writing Appeal to a variety of learning stylesAppeal to a variety of learning styles More partner workMore partner work
Active learning is critical for the ELL Active learning is critical for the ELL students, they cannot be passive students, they cannot be passive learners, no traditional teaching.learners, no traditional teaching.
Effective Assessment Effective Assessment StrategiesStrategies
Provide frequent formative assessmentsProvide frequent formative assessments Create risk free opportunities for Create risk free opportunities for
expressionexpression Involve students in rubric developmentInvolve students in rubric development Explain directions as many times as Explain directions as many times as
necessarynecessary Provide timely and specific feedbackProvide timely and specific feedback Work with students to set SMART goalsWork with students to set SMART goals Meet with colleagues once per month Meet with colleagues once per month
(data teams)(data teams)
It is critical to find the It is critical to find the right toll for the right jobright toll for the right job
What assessment strategies and tools What assessment strategies and tools does your school and/or your district does your school and/or your district
use to effectively measure ELL use to effectively measure ELL students’ learning?students’ learning?
How can the instruction improve?How can the instruction improve?
Turn and TalkTurn and Talk
System for SuccessSystem for Success
Evaluate students’ prior educational Evaluate students’ prior educational experiencesexperiences
Create intervention servicesCreate intervention services Establish an orientation programEstablish an orientation program Provide health screeningsProvide health screenings Offer counseling and/or support Offer counseling and/or support
servicesservices
All students deserve access All students deserve access to academic achievement to academic achievement
ALL means ALLALL means ALL
Questions/Questions/InformationInformation
williamsag@mukilteo.wednet.edu
cooganne@mukilteo.wednet.edu
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