Accountability For LearningAccountability For Learning

21st Century Assessment Practices21st Century Assessment Practices

Presentation by: Gay Welker, Principal, Walker Elem. Presentation by: Gay Welker, Principal, Walker Elem. welkerg@cantonlocal.org welkerg@cantonlocal.org

www.cantonlocal.orgwww.cantonlocal.org

In the Age of Accountability…how do we In the Age of Accountability…how do we know students are learning and if they are know students are learning and if they are

prepared for their future?prepared for their future?

Essential Questions:Essential Questions:

• What is it we expect them to learn?What is it we expect them to learn?

• How will we know when they have How will we know when they have learned it?learned it?

• How will we respond if they don’t learn?How will we respond if they don’t learn?

Expectations:Expectations:

• 100% Graduation Rates100% Graduation Rates

• 100% Passage rate on all state mandated tests100% Passage rate on all state mandated tests

• 100% Will gain a minimum of one year of 100% Will gain a minimum of one year of learning each school yearlearning each school year

• 100% Ready to succeed in this 21st century 100% Ready to succeed in this 21st century global economyglobal economy

Canton Local Strategic PlanCanton Local Strategic Plan

Canton Local School Canton Local School DistrictDistrict

First ring district outside an urban areaFirst ring district outside an urban area 50% poverty50% poverty 3rd highest transient rate in our3rd highest transient rate in our county (2 of 3 local urban schools higher)county (2 of 3 local urban schools higher) 16% students with disabilities16% students with disabilities 10% minority10% minority $26,000 median family income$26,000 median family income 2500 student population 2500 student population 1998 - received our state’s second to the lowest 1998 - received our state’s second to the lowest

rating - ACADEMIC WATCH rating - ACADEMIC WATCH

Journey to ExcellenceJourney to Excellence

2000 Academic Watch2000 Academic Watch2001 Continuous Improvement2001 Continuous Improvement2002 Continuous Improvement2002 Continuous Improvement2003 Continuous Improvement2003 Continuous Improvement2004 Effective2004 Effective2005 Effective2005 Effective

2006 2006 ExcellentExcellent

Research- based Research- based

• 90/90/90 Study - need a structured- aligned 90/90/90 Study - need a structured- aligned curriculum-assessment-instruction-intervention curriculum-assessment-instruction-intervention system (Doug Reeves)system (Doug Reeves)

• Need a balanced assessment system using both Need a balanced assessment system using both formative (diagnostic) and summative measures formative (diagnostic) and summative measures (Black & Wiliam, Stiggins, Marzano, Guskey, Wiggins & McTighe)(Black & Wiliam, Stiggins, Marzano, Guskey, Wiggins & McTighe)

• Profound influence of assessment on motivation Profound influence of assessment on motivation student confidence, and self-esteemstudent confidence, and self-esteem

• Student-involvement is critically importantStudent-involvement is critically important

Systemic School Improvement Systemic School Improvement PlansPlans

• Curriculum:Curriculum: Clearly articulated achievement targets Clearly articulated achievement targets aligned with instruction and assessmentsaligned with instruction and assessments

• AssessmentAssessment: Formative and summative assessment plan: Formative and summative assessment plan

• Instruction:Instruction: Effective and engaging learning Effective and engaging learning experiences definedexperiences defined

• Intervention:Intervention: Pyramid of interventions to provide time Pyramid of interventions to provide time and support as neededand support as needed

Canton Local Continuous Improvement PlanCanton Local Continuous Improvement Plan

Commitment to Continuous Improvement:Shared Mission, Vision, Values, Goals

Values: Assessment FOR Learning Grading FOR Learning No Child Left Behind Moral Purpose: Making a Difference in the life chances of ALL students

Leadership that supports a culture FOCUSING ON LEARNING

Parents/Community Involvement

Make Standards/Goals Public; website availability Celebrate Successes Home/School Communications Student-led Conferences

Curriculum/Instruction

Content Standards on-line ( AlignOhio/IMS) Standards ŅUnpacked Ó; ŅI CanÓ statements; power standards (in future) Common pacing charts AlignOhio/IMS with standards aligned lessons and assessments Development of engaging lessons Differentiated instruction

GOAL:Increased Student Achievement

Essential Questions:1.What do you want all students to know and be able to do?2.How will you know when they know it?3.What effective and engaging work will you provide to help them learn it?4.What will you do if they donÕt learn it?

Staff Development

Assessment Literacy Training: Assessment FOR Learning Developing CommonAssessments DaSL, Pinnacle AlignOHIO, IMS Schlechty Design Qualities

Assessment

Common assessments/short cycle (3,6,9 weeks) Formative assessments Student Involved Assessment/student data notebooks Mastery learning Value-added student assessment Standards-based grade card (electronic)

Tools (electronic)

Data for Student Learning (DaSL) AlignOhio and IMS Pinnacle Grade Book Common Assessments/Formative Data Items banks Tutoring tools Electronic assessment programs

Collaborative Teams

Professional learning communities/Baldrige tools/protocols Collective inquiry/goal setting, action plans, PDSA Analyze test format/items; analyze test results Analyze student work/develop common assessment Using DaSL for data-based decision making

Pyramid of Interventions

Mastery Learning Differentiated Instruction Tutoring Adult advocate for each student Social services assistance Alternative schools/on-line coursework

Assessment FOR Learning in a Standards-Based Environment

*Based on the works of Richard DuFour, Robert Eaker, Mike Schmoker, Michael Fullan, Rick Stiggins and Philip Schlechty Developed by Stark County EducationalService Center in collaboration with its districts. jhd

Partnership for 21st Century Schools

partnership model

what are 21st century skills?

Partnership for 21st Century Schools

Partnership for 21st Century Schools

21st Century Assessment

We must measure both core subjects and 21 st

century skills

Standardized tests must be balancedappropriately with classroom assessments tomeasure the full range of students skills

Classroom assessment must be strengthenedand integrated with instructional process toreinforce learning

Element 6 : assessmentassessment

21st centurycontent

21st centurycontext

core subjectslearningskills

21st centurytools

Crucial DistinctionCrucial Distinction

• Assessment OF Learning: How much have Assessment OF Learning: How much have students learned as of a particular point in students learned as of a particular point in time?time?

• Assessment FOR Learning: How can we Assessment FOR Learning: How can we use assessment to help students learn more?use assessment to help students learn more?

OVERVIEWOVERVIEW

Assessment Assessment

OF Learning FOR Learning

Reason for Assessing

REPORT ACHIEVEMENT STATUS

PROMOTE MORE LEARNING

To Inform OTHERS ABOUT

STUDENTS STUDENTS ABOUT

THEMSELVES Focus of the Assessment

ACHIEVEMENT STANDARDS

ACHIEVEMENT TA RGETS THAT UNDERPIN STANDARDS

Driving Force

ACCOUNTABILITY IMPROVEMENT

Stiggin, 2004Stiggin, 2004

Types of AssessmentTypes of Assessment

“Conventional”Paper-Pencil Tests

PerformanceAssessment

SelectedResponses

ConstructedResponses

• Multiple Multiple choicechoice

• MatchingMatching• True-falseTrue-false

• Fill in the Fill in the blankblank

• Label a Label a diagramdiagram

• Short answerShort answer

WrittenProducts

• EssayEssay• ResearchResearch• Logs/journalsLogs/journals• Lab reportLab report• Experiment Experiment

planplan

OtherProducts

• Performance Performance testtest

• Exhibition (e.g. Exhibition (e.g. science fair science fair project)project)

• ModelsModels• Multimedia Multimedia

presentationpresentation• VideotapeVideotape• Musical/dance Musical/dance

performanceperformance

Observations

• Teacher Teacher checklistchecklist

• Self-Self-assessment assessment checklistchecklist

GUIDELINES FOR SELECTING MODES OF GUIDELINES FOR SELECTING MODES OF ASSESSMENTASSESSMENT

RetentionMicro**Thinking

CriticalThinking

CreativeThinking

ProblemSolving/DecisionMaking

STRUCTUREDRESPONSE - Fill in the blank - Matching - Multiple Choice - Modified multiple choice - Short AnswerWRITTENASSESSMENT - Essays - Reports - Journals - Logs

- Portfolios

OBSERVA TION OFPERFORMANCE

- Oral presentation - Simulation - On-site observation - Video Observation

THE TYPE OF ASSESSMENT THAT WE USE IS GOVERNED BY THE LEVEL OF THINKING WE WISH TO MEASURE

** Comprehend information; apply rules; analysis of simple patterns and relationships; sort; find main idea.

Backwards DesignBackwards Design

What do we want students to understand?What is worth understanding?

What is valid and reliable evidence of understanding?

What experiences will help studentsdevelop understanding?

Wiggins & McTigheUnderstanding by Design

Release Days: Throughout the year including Release Days: Throughout the year including summer dayssummer days

Grade Level teams released to dissect and Grade Level teams released to dissect and understand every standardunderstand every standard

Ohio Academic Standards were rewritten into Ohio Academic Standards were rewritten into

““I CAN” statementsI CAN” statements Purposeful learning: Lesson plans reflect Purposeful learning: Lesson plans reflect

standardsstandards

Focus on StandardsFocus on Standards

Teacher collaboration drove the pacingTeacher collaboration drove the pacing Studied resources, testing Studied resources, testing

requirements, and schedulesrequirements, and schedules Created nine week learning goalsCreated nine week learning goals Integrated content standardsIntegrated content standards Each subject now has a standard driven Each subject now has a standard driven

pacing chartpacing chart

Pacing of StandardsPacing of Standards

Nine week pacing chart divided into weekly Nine week pacing chart divided into weekly standardsstandards

Teachers determine weekly content standardsTeachers determine weekly content standardsChildren are grouped flexibly by needChildren are grouped flexibly by needMulti- Age / Multi Grade / Full InclusionMulti- Age / Multi Grade / Full InclusionMultiple attempt for standard masteryMultiple attempt for standard mastery

Instruction is Driven by Instruction is Driven by StandardsStandards

Assessment data used to plan lessons Assessment data used to plan lessons Pre Assessments/Weekly I Can QuizzesPre Assessments/Weekly I Can Quizzes Checklists ensure accountability and focusChecklists ensure accountability and focus Intervention is driven by dataIntervention is driven by data

Assessment is Driven Assessment is Driven by Standardsby Standards

Grades and Grading Team createdGrades and Grading Team created Developed student friendly rubricsDeveloped student friendly rubrics New report cards align to standardsNew report cards align to standards

PinnaclePinnacle

Assessment Reports Assessment Reports Aligned to StandardsAligned to Standards

Communication of Communication of StandardsStandards

– I CAN Statements part of our everyday languageI CAN Statements part of our everyday language

– Parents & students receive grade level I CAN Parents & students receive grade level I CAN

statements statements

– Standards part of Parent Nights/ Homework Folders Standards part of Parent Nights/ Homework Folders

– Standards are posted in every classroomStandards are posted in every classroom

– STUDENT DATA NOTEBOOKSSTUDENT DATA NOTEBOOKS

Accountability Every Accountability Every DayDay

– Professional Learning TeamsProfessional Learning Teams

– Data AnalysisData Analysis

– Integrity Checks- Walk-ThroughsIntegrity Checks- Walk-Throughs

– Monitor Alignment Monitor Alignment

– Monitor Weekly AssessmentsMonitor Weekly Assessments

CHANGECHANGE

• All real change involves loss, anxiety, All real change involves loss, anxiety, and struggle.and struggle.

• No one can resolve the crisis of No one can resolve the crisis of reintegration on behalf of another.reintegration on behalf of another.

CHANGE CHANGE

Change is:Change is:• A PROCESS, not an eventA PROCESS, not an event

• Made by INDIVIDUALS first,Made by INDIVIDUALS first,then by the organization then by the organization

• A highly PERSONAL experienceA highly PERSONAL experience

• DEVELOPMENTAL growth in both feelings and DEVELOPMENTAL growth in both feelings and skillsskills

Hord & LoucksHord & LoucksTaking Charge of ChangeTaking Charge of Change

Nurtured OptimismNurtured Optimism

Every day, we have an incredible opportunity to inspire others to see a hopeful future. Certainly you have to help people chart the course for their own liberation, but being leaders is part inspiration, part cheerleader, and part referee. You make the future possible. You support their getting there, and occasionally you provide the adult supervision to sort out the bumps and collisions that are inevitable in a human organization.

Hope is rooted in the belief that you can change things, that you can make the world a better place.

Assessment “of” Learning Assessment “of” Learning vs. Assessment “for” vs. Assessment “for” LearningLearning

While assessment While assessment ofof learning is useful learning is useful for public reporting and accountability for public reporting and accountability purposes, ASSESSMENT purposes, ASSESSMENT FORFOR LEARNING CAN BE A POWERFUL LEARNING CAN BE A POWERFUL TOOL FOR HELPING STUDENTS TOOL FOR HELPING STUDENTS LEARN MORE.*LEARN MORE.**Rick Stiggins, “ The Absence of Assessment for Learning” Phi Delta Kappan. *Rick Stiggins, “ The Absence of Assessment for Learning” Phi Delta Kappan. June 2002.June 2002.

Our Future Leaders!Our Future Leaders!

Some dream of lofty accomplishments Some dream of lofty accomplishments while others stay awake and make things while others stay awake and make things

happen! happen!

Suggested ResourcesSuggested Resources• Erickson, L., (1998). Erickson, L., (1998). Concept-Based Curriculum and Instruction: Teaching Concept-Based Curriculum and Instruction: Teaching

Beyond the Facts. Beyond the Facts. Thousand Oaks, CA: Corwin Press.Thousand Oaks, CA: Corwin Press.• Guskey, T.R. (ed.). (1996a). Guskey, T.R. (ed.). (1996a). Communicating Student LearningCommunicating Student Learning (1996 ASCD (1996 ASCD

Yearbook). Alexandria, VA: Association for Supervision and Curriculum Yearbook). Alexandria, VA: Association for Supervision and Curriculum Development.Development.

• O’Connor, K. (1999). O’Connor, K. (1999). How to Grade for Learning. How to Grade for Learning. Arlington Heights, IL: Arlington Heights, IL: SKYLIGHT.SKYLIGHT.

• Marzano, R., (2000). Marzano, R., (2000). Transforming Classroom Grading. Transforming Classroom Grading. Alexandria, VA: Alexandria, VA: Association for Supervision and Curriculum Development.Association for Supervision and Curriculum Development.

• Marzano, R., Pickering, D., & McTighe, J. (1993). Marzano, R., Pickering, D., & McTighe, J. (1993). Assessing Student Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Outcomes: Performance Assessment Using the Dimensions of Learning Model. Model. Alexandria VA: Association for Supervision and curriculum Alexandria VA: Association for Supervision and curriculum Development.Development.

• Stiggins, R., (2001). Stiggins, R., (2001). Student-Involved Classroom Assessment. Student-Involved Classroom Assessment. Upper Saddle Upper Saddle River, NJ: Merrill Prentice Hall.River, NJ: Merrill Prentice Hall.

• Wiggins.G, & McTighe. J. (1998). Wiggins.G, & McTighe. J. (1998). Understanding by Design. Understanding by Design. Alexandria, Alexandria, VA: Association for Supervision and Curriculum Development.VA: Association for Supervision and Curriculum Development.