BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.) Module IV

BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.)

Module IV

B.E.S.T.

Review

• What is B.E.S.T.? Why is it important?

• What are the three goals of B.E.S.T.?•What are the first three modules of B.E.S.T., and one key concept from each?

LearningSpark

Learning Cycle

LearningEnviron-

ment

LearningMeasure-

ment

LearningStrategies

LearningPlan for

All

Student Engagement

StudentAchievement

ContinuousTeaching

Improvement

Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Serving every student with excellence as the standard

Inclusion

RtI

SSNP

Differentiated Accountability

Model

Differentiated Instruction

National and State

Standards

BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.)

Module IV

Module IVLEARNING MEASUREMENT:Using Assessment to Drive

Learning

How will I know if my students are

learning/have learned?

“Effectiveness in teaching

is not defined on the basis

of what they do as teachers,

rather, it is defined by what

their students are able to do.”

--Thomas Guskey

2007

Desired Outcomes By the end of Module IV, we will

have…• A foundation for using

assessment as a critical component of the teaching/ learning experience for us and our students

• Examples of formative assessments

Desired Outcomes• A means for using assessment

data to track student progress,differentiate instruction, and celebrate success

• A list of criteria for both traditional and standards-based grading systems

• An awareness of assessment with RtI

Module IV Agenda• Evaluation of created assessments

• Follow-up: Implementation of formative, differentiated assessments in the classroom

• Welcome• What & Why• Ideal School

Assessment

• Purpose and• definitions of

assessments• Examples of

assessments• RtI correlation• Grading issues

• Creating differentiated assessments

• Sorting and labeling assessments

• Discussing grading

Q IV:If?

Q I:Why?

Q II:What?

Q III: How?

Agreements• Take responsibility for your

learning• Listen as an ally• Everyone participates; no

one dominates• Honor time limits• Silence cell phones• Have fun!

Assessments

At your table:• Brainstorm different

assessments you use• Write one per sticky note • Whole table places notes under

pre-assessment, formative, and summative on chart paper

• Three minutes

Why Assess?• Reflect on your current

assessment practices.• Using the ‘speedy round robin’

technique, begin with the person whose birthday is closest to this day and move around the table for each person to share (5 seconds or less) a reason why we assess learning.

• Continue until time is called.

Why Assess?

• To determine student readiness.• To plan instruction.• To monitor student progress.• To modify instruction.• To determine mastery of

content.

Q3Doing Type:• Hands-on• Problem solver• Goal-oriented• Active

Q2Thinking/Analytic Type:• Conceptual• Factual• Analytical• Rational

Q1Feeling Type:• Empathetic• Reflective• Caring• Sensitive

Q4Performing Type:• Spontaneous• Adventurous• Dramatic• Creative

Your Task

• Select a Quadrant 2 learner (thinking/analytic type) to be your representative.

• Draw on your paper a picture of the ideal school culture.

• You have 4 minutes.• Designate a Quadrant 1

learner (feeling type).

Assessment is NOT…

• Always a grade• Always pencil and paper• An ‘end-all’

What is Assessment?

The word “assess” comes from the Latin verb ‘assidere’ meaning ‘to sit with’.

In assessment one is supposed to sit with the learner. This implies it is something we do ‘with’ and ‘for’ students and not ‘to’ students.

--Green 1999

“Assessment is today’s means of understanding how to

modify tomorrow’s instruction.”

“Assessment has more to do with helping students grow than with cataloging their

mistakes.”--Carol Tomlinson

“Nature is like a radio band with infinite stations;

the reality you are now experiencing

is only one station on the band, completely convincing

as long as you stay tuned to it, but masking the other choices

that lie on either side.” --Deepak Chopra

22

A Shift in the Use of AssessmentsFROM TO

Infrequent summative assessments…

Frequent common formative assessments

Assessments to determine which students failed to learn by the deadline…

Assessments to identify students who need additional time and support

Assessments used to reward and punish students…

Assessments used to inform and motivate students

Focusing on average scores… Monitoring each student’s proficiency in every essential skill

23

A Shift in the Use of AssessmentsFROM TO

Individual teacher assessments…

Assessments developed jointly by collaboration

Each teacher determining the criteria to be used in assessing student work…

Collaborative teams clarifying the criteria and ensuring consistency among team members when assessing student work

An over-reliance on one kind of assessment…

Balanced assessments

Assessing many things infrequently…

Assessing a few things frequently

Three General Types of Assessment

•Assessment beFORe learning = Pre-assessment •Assessment FOR learning= Formative or Ongoing Assessment•Assessment OF learning = Summative evaluation

Formative

Sources of Assessment InformationWhat should I use to assess my students?

ProductsJournals (blogs/Vlogs), worksheets,

quizzes, tests, projects, self-assessments, reports (multi-media), stories (digital)

ObservationsCooperative learning teams, working with

manipulatives, role-plays,

demonstrations, performances,experiments

ConversationsStudent-teacher

conferences, oral presentations, peer conferences,

group work

FDLRS/FIN training manual on Differentiated Instruction, Assessment

When assessment and instruction are

interwoven, both the students and the teacher

benefit.

On-going Assessment:A Diagnostic Continuum

Screening Checking for Unit test or Diagnostic understanding semester exam Pre-test Guided practice data FCAT Survey Progress monitoring Final grade

Pre-assessment Formative Summative (Finding out) (Keeping track (Making a

& checking up) judgment)

Any method, strategy or process used to determine a

student’s current level of readiness, prior knowledge, or

interest in order to plan for appropriate instruction

PRE-ASSESSMENT

Assessment BeFORe Instruction

• Allows teachers to understand each student’s starting point

• Guides initial planning

• Drives differentiated instruction

PRE-ASSESSMENT

Pre-AssessmentPURPOSE To determine what students

already know, understand, and can do.

WHEN Before instruction and during initial planning.

HOW TEACHERS USE RESULTS

To guide initial instruction, to make grouping decisions, and to differentiate learning experiences.

HOW STUDENTS USE RESULTS

As a preview of what they need to know, understand, and be able to do.

WHAT Products, conversations, observations to assess readiness, prior knowledge or mastery.

Pre-Assessment Examples

Pre-assessmentWhat Do You

Know?

Formative What Are You

Learning?

SummativeWhat Have You

Learned ?

ScreeningPre-test

DiagnosticKWL

InventoriesObservation

Anticipation GuideConcept MapQuestioning

Other

“The single most important

thing to change in teachers’

practice is the minute to-

minute and day-by-day use

of assessment to adjust

instruction.”--Wiliam 2007

Formative Assessment

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.

Formative Assessment Assessment FOR learning

• Uses data to inform and alter instruction along the way towards student mastery

• Serves to promote student success

• Helps students advance their learning with enthusiasm (in control)

Formative Assessment• An ongoing process with both students

and teachers where they:– Focus on learning goals– Take stock of current student work

in relation to the learning goals using formal or informal assessment processes

– Take action to move closer to the learning goals (i.e teachers may adjust teaching methods; students may adjust learning methods.)

Effective Formative Assessment Must…

• Be used by both teacher and students

• Be aligned with instruction• Measure what is important and

not just what can be easily assessed

• Be practiced frequently to provide direction for instruction

• Reveal the students’ knowledge and cognitive strategies for solving problems

Q IV:If?

Q I:Why?

Q II:What?

Q III: How?

Formative Assessment

“…the frequency of (formative)

assessments is related

to student

academic achievement.”--Bangert-Downs and Kulik 1991

# of Formative Assessments

Percentile Gain

1 13.55 20.0

10 22.515 24.520 26.025 28.5

“Providing two (formative) assessments per week

resulted in a percentile gain of 30 points.”

--Fuchs and Fuchs

The Teacher’s Paradigm

1. Clearly communicate learning expectations with students

2. Help students make connections between the learning expectations and the work they do

3. Get information from students about where they are and how they learn

The Teacher’s Paradigm4. Give feedback to students or

suggestions about how they might move closer to learning expectations

5. Facilitate students’ self-assessment and goal-setting

6. Use assessment information to fine-tune lessons in progress and plan further lessons

Benefits to Students

• Understanding and articulation of their individual learning targets

• Monitoring and reflection on learning

• Using feedback to make adjustments

for understanding

Benefits to Students

• Increased achievement• Increased understanding of how

they learn• Increased control over their own

learning• Increased engagement

and empowerment

“There is a diagnostic aspect to all formative

assessment, and diagnostic information can

inform both students’ studying and teachers’

teaching...

The key is having a concept of the goal or learning target, which originally is the teacher’s, but which ideally the student will

internalize, eventually setting his or her own goals and monitoring

progress toward them.”

--Sadler 1989; Gipp 1994

“Students who could identify

their learning scored 27

percentile points higher

than those who could not.”

--Marzano 2005

Three Essential Questions

Where are you now?

How can we get there?

1 23

Where do you need

to go?

The Seven Strategies of Assessment for Learning

Where am I going? (what standard?)

1. Provide a clear statement of the learning goal, expectation

2. Use examples and models

Where is the student now?3. Offer regular descriptive

feedback4. Teach students to self-assess

and set goals

The Seven Strategies of Assessment for Learning

How can I close the gap?5. Design targeted lessons6. Teach students focused

revision7. Engage students in self-

reflection; let them keep track of and share their learning

1. Assessment2. Pre-Assessment

3. On-going (Formative) Assessment

Identify Desired Results

(KUD)Determine Acceptable Evidence

1

2

Plan Learning

Experiences

3

Planning for Meaningful Differentiation:Examining the Assessment Sequence

FDLRS/FIN training manual on Differentiated Instruction, Assessment

“The effect of assessment for learning on student achievement is some

four to five times greater than

the effect of reduced class size.”

--Stiggins 2006

“Improved formative

assessment helps low

achievers more than other

students and so reduces the

range of achievement while

raising achievement overall.”

--Black and Wiliam 1998

Formative AssessmentsPURPOSE To guide and adjust instruction and

provide student feedback.To provide evidence of progress and learning over time.

WHEN Regularly and frequently during lessons and units.


To adjust and differentiate instruction.


To self-monitor understanding and progress.

WHAT Rubrics, exit slips, self-assessment checklists, conferences/anecdotal records, questions, conversations, observations, feedback from guided practice

Formative Assessment ExamplesPre-assessment

What Do You Know?


Learning?


Learned ?

ScreeningPre-test

DiagnosticKWL



Other

Checking for Understanding

PortfolioJournal*Quiz

ObservationAnecdotal Notes

Exit SlipsData from

Guided Practice

Formative Assessment• Exit Slip• Teacher Checklist• Student Self-Assessment Checkli

st• Question and Answer during

Lesson• Thumbs up/Thumbs down• Classroom Performance System

(CPS)-clickers• Heart Rate Monitors in P.E.

http://www.usc.edu/hsc/dental/ccmb/usc-csp/studassm.htm

http://www.readwritethink.org/lesson_images/lesson1123/checklist.pdf

http://www.readwritethink.org/lesson_images/lesson1123/checklist.pdf

Formative Assessment and 21st Century Skills

•Reflect (student) regarding content mastery• Release responsibility for learning to learner (heutagogy)•Build capacity of teacher and learner to compete in a 21st century global society

Authentic Assessment (AA)

A form of assessment in which students are asked to perform

real-world tasks that demonstrate meaningful application of essential knowledge and skills

--Jon Mueller

Traditional Assessment (TA)

1. A school's mission is to develop productive citizens.

2. To be a productive citizen an individual must possess a

certain body of knowledge and skills.

Traditional Assessment (TA)

3. Therefore, schools must teach this

body of knowledge and skills.

4. To determine if it is successful, the

school must then test students to

see if they acquired the knowledge

and skills.

Authentic Assessment (AA)

1. A school's mission is to develop productive citizens.

2. To be a productive citizen an individual must be capable of performing meaningful tasks in the real world.

4. To determine if it is successful, the school must then test students to see if they acquired the knowledge and skills.

Authentic Assessment3. Therefore, schools must help

students become proficient at performing the tasks they will encounter when they graduate.

4. To determine if it is successful, the school must then ask students to

perform meaningful tasks that replicate real world challenges to

see if students are capable of doing so.

Formative Assessment: GroupingIndividual Response

(Think)

Partner Processing

(Pair)Learning

Group Processing(Share)

(Final Word)(Chalk Talk)

Learning Group to Learning

Group Processing(Share)

(Chalk Talk)(Critical Friends)

Whole Group Sharing(Share)

(Carousel)

Summative AssessmentAssessment OF Learning

is a means to determine a student’s mastery of information, knowledge, skills, concepts, etc. after the unit or learning activity has been completed.


• Should parallel the formative assessments that were used during the learning process

• May determine an exit grade or score

• Is tied to a conclusion about a student’s mastery of a standard


• Serves accountability purposes

• Evaluates the overall success of student achievement, teacher instruction and instructional programs on a long-term basis

Summative AssessmentPURPOSE To determine if students have mastered

what they should know, understand and be able to do.

WHEN End of lesson, unit, course, year


To determine a grade that represents what the student knows, understands, & is able to do. To evaluate a year’s work and serve as a needs assessment for the next year


To gauge their progress towards course or grade-level expectations

WHAT Projects, portfolios, paper/pencil tests, FCAT, semester/end of course exams, district assessments, final performances

Summative Assessment ExamplesPre-assessment

What Do You Know?


Learning?


Learned?

ScreeningPre-test

DiagnosticKWL



Other

Checking for Understanding

PortfolioJournal*Quiz

ObservationAnecdotal Notes

Exit SlipsData from

Guided Practice

EvaluationProject

Tests/ExamsDemonstration

Portfolio ReviewFinal Performance

CompositionOther

Geography Unit Assessment PlanPurpose Assessment Task Assessor

Formative

Summative

First draft of mapRevised draft of mapSupported opinion draft essayQuiz(zes)

MapSupported opinion short essayTest

StudentPeer

Peer/Student

Teacher/Student

TeacherTeacher

Teacher

I’ve Assessed: NOW WHAT??Assessment results guide decisions to differentiate and to adjust

– Content– Process– Product– Learning Environment

To support students in their– Readiness – Interest– Learning Preferences

To encourage maximum growth and individual student success.

Readiness Interests Learning profiles

Differentiation of Instruction

based on students’

Teachers can differentiate

Tomlinson, The Common Sense of Differentiation, ASCD, 2005 OPTIONS, FDLRS Action Resource Center

Differentiated Instruction isa teacher’s response to a learner’s needs

clearlearning goals

respectful tasks

flexible groupingpositive

lrng. environment

Content Process Product

guided by general principles of differentiation, such as

ongoing assessment &

adjustment

Differentiated Assessment

Angie Nellis

Atlantis Elementary

“The idea that a single teacher,

working alone, can know and

do everything to meet the

diverse learning needs of [all]

students every day throughout

the school year has rarely

worked…

and it certainly won’t meet the

needs of learners in years to

come.”

--Carroll 2009

“In learning teams, teachers

work collectively to develop a

guaranteed and viable

curriculum to ensure that

students have access to the

same essential knowledge and

skills, regardless of the teacher

to whom they are assigned.

The team gathers ongoing

information regarding the

learning of their students

through a comprehensive,

balanced assessment process

that includes common

assessments developed by the

team.

The team then jointly analyzes

the evidence of student

learning from the assessments

and uses the information to

improve the professional

practice of individual members

and collective effectiveness of

the team.”

--Rick Dufour 2011

Common Formative Assessment

• Typically created collaboratively by a team of teachers responsible for the same grade level or course

• Created before teaching the course

• Used frequently throughout the year to…

Common Formative Assessment

•Identify individual students who need additional time and support

•Utilize teaching strategies most effective in helping students acquire the intended knowledge and skills

•Address any program concerns•Set improvement goals for

individual teachers and the team

Common Assessment

Student A vs. Student BStudent A:• Quizzes (maximum 100) – 75, 65,

85, 80, 65, 70• Tests (maximum 100) – 85, 65• Homework (maximum 20) – 5, 10,

10, 10, 10, 10, 5, 10• Extra Credit (maximum 20) - 15, 20

Using your individual grading policy in your classroom, determine a final GRADE.

Student A vs. Student BStudent B:• Quizzes (maximum 100) – 95, 90,

95, 100• Tests (maximum 100) – 90, 95, 100• Homework (maximum 20) – 20, 20,

20, 20, 20, 0, 0, 0• Extra Credit: 0

Using your individual grading policy in your classroom, determine a final GRADE.

1 = A 2 = B 3 = C

4 = D 5 = F

Grade for Student A

1 = A 2 = B 3 = C

4 = D 5 = F

Grade for Student B

Key Concepts

• Norm –referenced tests determine a student’s placement on a normal distribution curve. Students compete against each other and are ranked on this type of assessment.

• The Stanford 10, GRE, and SAT are examples of norm-referenced tests.

Key Concepts

• Criterion-referenced tests assess concepts and skills students have learned from a segment of instruction

• Measure how well a student performs against an objective or criterion rather than another student

• Examples: classroom quizzes and exams based on standards/course objectives, FCAT

Grading SystemsTraditional Standards-Based

Based on assessment methods (hmwk., quizzes, tests, etc.). One grade for each subject.

Based on learning goals and performance standards. One grade is given per learning goal.

Score everything – regardless of purpose.

Use only summative assessments for grading purposes.

Assessments are based on percent correct. Criteria are often unclear.

Standards are criterion-referenced and proficiency-based. Criteria are known to all.


Include every score. Assessments record the average.

Emphasize the most recent evidence of learning when grading.

Calculate grades using the mean.

Use median, mode, and professional judgment to determine grades.

Assessments vary in quality. Behavioral evidence is included.

Use only quality assessment and carefully record data.


The teacher makes decisions about grading and announces those to students.

Discuss all aspects of grading with students and parents.

Use an uncertain mix of assessment of attitude, achievement, effort, and behavior. Use penalties and extra credit. Include group scores.

Measure only achievement. No penalties or bonuses. Individual evidence only.

“What we assessdefines

what we value.”

--Wiggins 1990

“We know thatgrading and reporting are

notessential to the instructionalprocess. Teachers teach and

students learn in the absence

of grades. You need to decide

the purpose.” --Guskey,

2010

Grading in a Differentiated Classroom

• Grades are based on clearly specified learning goals that are communicated to students.

• Measurement is based on the selected objective or standard taught.

• Grades are criterion-referenced rather than norm-based.

• Grades are not ‘curved’.

Grading on a Curve• A student might receive an ‘A’

for being the best performer in a group of low performers = an ‘A’ is the ‘best worst’.

• A student might make a ‘C’ despite quality work because the group is so strong. A ‘C’ = knows the content, but doesn’t look so great compared to others.

Grading in a Differentiated Classroom

• Avoid averaging zeros into final grades.

ZEROS in the GradebookStudent scores: 85, 0, 98, 100,

89, 95=78Student scores: 85, 59 (failing),

98, 100, 89, 95 = 88

Which score more accurately reports the student’s mastery?

Alternatives to Giving Zeros• Change Grading Scales.•Use integers (A=4, B=3, C=2, …) instead of percentages.• Report Behavioral Aspects

Separately.• Separate “Product”

(Achievement) from “Process” and “Progress.”

• Assign “I” or “Incomplete” Grades.

• Include specific and immediate consequences.

Good Sparky

Bad Sparky

“Assessments of learning

that contribute to a report

card grade can affect

students’ motivation to

learn.” --Stiggins

2006

“Decisions students make about their

assessment results exert far greater influence on their success as learners

than do the decisions made by the adults.”

--Stiggins 2007

Putting the Pieces Together• A metaphor or simile ( )• A song or rap ( )• An acronym (A.S.S.E.S.S.)• A skit ( )• A drawing ( )• A formula ( )

What’s Next• PDD – February 20, 2012

– Module V: We will discuss and practice various instructional strategies and ways to incorporate them in learning plans.

– Module VI: We will begin with the end in mind and develop learning plans that encompass the instructional model and common language of B.E.S.T.

B.E.S.T.

What Do You Think?

At your table:•Using your handout, reflect on each statement• Mark the ones you would like to

address• Speak whole table - five minutes

“We are convinced that the first

attempt at a common formal

assessment by a collaborative

team of teachers who make a

collective effort to gather

evidence of their students’

learning will be superior to the

formal assessments those same

teachers have developed

working in isolation.” --Richard and Rebecca Dufour, Robert Eaker 2008

“Think about the purpose of

grading. Don’t use gradesas weapons. They do notserve that purpose well

andnever will.

“Too often, educational tests,

grades, and report cards are treated by teachers

as autopsies when they should be

viewed as physicals.”

--Reeves 2000

Documents

BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.) Module IV