3d review-PTHS Jan 26

USING DATA FOR ASSESSMENT

An In Depth Look at Four ElementsApril Ragland

Peters Township High SchoolJanuary 26th, 2015

JANUARY 20TH FEEDBACK RESULTS

PROFESSIONAL DEVELOPMENT TOPICS FOR SEMESTER TWO• An overview of Component 3d: Using

Assessment to Inform Instruction

• CLOSE READING: Writing Text Dependent Questions

• An overview of Component 3b: Using Questioning and Discussion Techniques

• Socratic Seminars and Questioning Best Practices

• An Overview of Component 3c (Tentative)

OBJECTIVES• Understand the elements of 3d.

• Identify possible teacher and student practices at a proficient and distinguished level.

• Identify evidence statements applicable to Component 3c: Using Data in Instruction.

GROUP EXPECTATIONS

• Please select one individual to:

● Monitor Time: Activities with a time limit will have a notation directly on the slide. The time keeper should signal time for wrapping up the conversation at 3:45.

● Note Taker: Collect any questions raised during group discussion and submit them to Ms. Ragland by the end of the day Tuesday.

• Your session ends at 3:50. Please complete the Google Slides Presentation including meeting notes during today’s session.

• The Blackboard Reflection Journal, posts, and resource sharing will be completed over the next two weeks. You may elect to stay today to complete the reflection and blog post.

GROUP DISCUSSION AND REVIEW

Report to your group meeting area with your computer (5 minutes)

Access the PTHS Best Practices Blackboard Class Click on January PD—January 26th One team member should access the Google Document

with notes to take notes for the group. Directions are in Blackboard.

Begin the Face to Face portion by clicking on the link and downloading this PowerPoint.

Record notes and observations on your Google Document- share with group members, April Ragland, Christian Lesnett, and Lori Pavlik

Complete the Exit Ticket individually before leaving for today.

FOUR ELEMENTS OF COMPONENT 3D

1. Assessment Criteria

2. Monitoring of Student Learning

3. Feedback to Students

4. Student Self-Assessment and Monitoring of Progress

Charlotte Danielson

ELEMENT 1 IN DEPTH: ASSESSMENT CRITERIA

Assessment Criteria●For teachers to incorporate

assessment strategies into their teaching and students to monitor their own learning, students must know the criteria for assessment.

●At the highest level of performance, students have a hand in articulating criteria.

●KEY IDEAS: ◦Students are fully aware of criteria.◦Students contribute to the

development of criteria.

Charlotte Danielson

Teaching Practices May Include:

● Level 3 (Proficient), The teacher…◦ provides examples or models of the

criteria including: exemplars and non-exemplars so that students can see the difference.

◦ write and speak the criteria then ask non-volunteers to explain the criteria in their own words at the start and throughout the lesson.

◦ points out parts of instruction that connects to the criteria.

◦ asks students throughout the lesson to identify criteria for evaluation.

◦ makes explicit connection between grading and assessment – expect and have randomly selected students explain to others when asked or prompted.

Charlotte Danielson

Teaching Practices May Include:

●Level 4 (Distinguished), The teacher…◦shares performance and content

standards in developmentally appropriate, student friendly language.

◦has students score a piece of student work using criteria they helped create.

◦has students develop test questions to deepen understanding of content or topic.

◦regularly indicates the criteria that students helped create.

Charlotte Danielson

ELEMENT 1: PAUSE AND REFLECT

(Limit to 3 minutes maximum)

As a group:

Discuss your major takeaways regarding the element: Assessment Criteria.

Record any group questions on your Google Document for submission to Ms. Ragland.

ELEMENT 2 IN DEPTH: MONITORING OF STUDENT LEARNING

MONITORING OF STUDENT LEARNING

● The teacher actively and systematically elicits diagnostic information from individual students and groups about their understanding and monitors their progress.

Charlotte Danielson

TEACHER PRACTICES May Include:● Level 3 (Proficient), The teacher…

○ asks diagnostic questions and calls on volunteers to respond.

○ occasionally uses exit tickets statements to elicit understanding at the end of a lesson.

○ sometimes uses reflective writing to elicit information.○ identifies students making errors in homework and

provides them with extra assistance based on their errors.

○ notes students who appear to have the clearest understanding of a concept and sometimes pairs them with those having difficulty.

Charlotte Danielson

TEACHER PRACTICES MAY INCLUDE:

● Level 4 (Distinguished), The teacher…○ regularly uses activities and questions specifically

designed to reveal student understanding of the lesson goals. The teacher analyzes those for patterns of understanding by group AND by individual.

○ can state accurately which students are struggling with which aspects of a lesson’s goals, the evidence that confirms this understanding, and how to adjust instruction for them.

○ uses whole class response techniques to ask EVERY student diagnostic questions.

○ communicates information from formative assessments with students, parents and/or other teachers to help coordinate the next instructional steps.

Charlotte Danielson



As a group:

Discuss your major takeaways regarding the element: Monitoring of Student Learning.


ELEMENT 3 IN DEPTH: FEEDBACK TO STUDENTS

FEEDBACK TO STUDENTS

⦿ Feedback to students is:› timely › constructive› substantive› accurate› specific

⦿ Students should use feedback in their learning.

Charlotte Danielson

TEACHER PRACTICES MAY INCLUDE:⦿ Level 3 (Proficient), The teacher…

› provides feedback in writing, orally, and through modeling.

› invites students to summarize the feedback in their own words.

› provides quality feedback so students can articulate the strengths and weaknesses of errors in their learning.

› uses developmentally appropriate language when providing feedback.

› reflects periodically on feedback to ensure that it is substantive, constructive, accurate, and specific.

Charlotte Danielson

TEACHER PRACTICES MAY INCLUDE:⦿ Level 4 (Distinguished), The teacher…

› regularly provides a variety of feedback, including written, verbal, and modeling, to all students and individualizes the type of feedback according to the needs of the student.

› provides all feedback with specifics regarding strengths and weaknesses or errors and how to improve.

› keeps track of feedback and follows up to ensure that students are using the feedback to advance their learning. IF students are not using feedback, the teacher investigates how to improve feedback and make it more useful.

› notes when and where students use feedback in their learning and reinforces their doing so.

⦿ Students are able to articulate how they used feedback in their learning or work.

Charlotte Danielson



As a group:

Discuss your major takeaways regarding the element: Feedback to Students.


ELEMENT 4 IN DEPTH: STUDENT SELF-ASSESSMENT AND MONITORING OF PROGRESS

STUDENT SELF ASSESSMENT AND MONITORING OF PROGRESS• The mark of when students assume

responsibility for their own learning is when they monitor their own learning and take appropriate action.

• The point when students assess and monitor the quality of their work against the assessment criteria and performance standards AND they actively use this information in their own learning.

• KEY WORDS/PHRASES: frequently, actively use, quality of their own work

Charlotte Danielson

TEACHER PRACTICES MAY INCLUDE:• Level 3 (Proficient), The teacher…

● gives students rubrics at the start of the lesson. Together they discuss the rubric and generate a few examples.

● has students work in groups to translate the rubric into their own language OR the teacher initially presents the rubric in student friendly language.

● refers to the rubric during instruction, showing how the rubric reflects the important learning.

● provides examples of the rubric product at various levels of performance so students understand the difference between higher and lower levels of learning.

● has students formatively assess their own work while providing feedback about their accuracy.

● has students discuss their self assessments and each other’s self assessments comparing them for accuracy.

Charlotte Danielson

STUDENT PRACTICES MAY INCLUDE:• Level 4 (Distinguished), Students…

● make corrections to their own work following their self assessments.

● can articulate the specific learning they acquired through self assessment.

● can express to teachers or parents how later versions of their work have improved from first versions.

● keep records of their own performance on assessments and reflect on these, noting growth and patterns within their learning.

● analyze their performance on a test, noting errors and suggesting ways to improve their learning.

Charlotte Danielson

SAMPLE TOOLS/STRATEGIES: EXIT QUESTIONS• Reflection Questions for Students:

● What two new things have I learned about ___ today?

● What do I still want to know about ____?● What do I still want to find out more about ____?● I struggled with ____ in today’s lesson.● I found ____ to be easy in today’s lesson.● I already knew ____ about the subject in today’s

lesson.• Prompts for Students

● As I consider this lesson today…● I think today’s lesson was challenging because…● I feel successful with today’s lesson because…● I will use this learning in the future to…● Today’s lesson is important because…

Charlotte Danielson

SAMPLE STRATEGY: 2X2 EXIT• Write two compliments:

● What went well during class today that helped your understanding of _____________?

• Write two suggestions: ● What didn’t go well during class today?● Write two possible suggestions for improvement.

Charlotte Danielson

ELEMENT 4:PAUSE AND REFLECT


As a group:

Discuss your major takeaways regarding the element: Student Self-Assessment and Monitoring of Progress.


ACTIVITY ONE: 3D OR NOT 3D?

.

Let’s Practice: Read each statement on the next slide.

As a group decide – Is the statement relevant to component 3d? (Limit Discussion to 10 minutes.)

ww

w.arkansased.org

1. Students evaluate a piece of their writing against the writing rubric and confer with the teacher about how it could be improved.

2. After receiving a correct response from one student, the teacher continues without ascertaining whether all students understand the concept.

3. The teacher tells students that they’re doing a lesson because it is on the test, is in the book, or is district-directed.

4. The teacher circulates during small-group or independent work, offering suggestions to groups of students.

5. A student asks, “How is this assignment going to be graded?”

6. A student asks, “How many ways are there to get this answer?”

ww

w.arkansased.org

HOW DID YOU DO?

1. Students evaluate a piece of their writing against the writing rubric and confer with the teacher about how it could be improved. RELEVANT (3d)

2. After receiving a correct response from one student, the teacher continues without ascertaining whether all students understand the concept.RELEVANT (3d)

3. The teacher tells students that they’re doing a lesson because it is on the test, is in the book, or is district-directed.NOT RELEVANT (This statement applies to component 2b)

4. The teacher circulates during small-group or independent work, offering suggestions to groups of students.RELEVANT (3d)

5. A student asks, “How is this assignment going to be graded?”RELEVANT (3d)

6. A student asks, “How many ways are there to get this answer?” NOT RELEVANT (This statement applies to component 3c)

ACTIVITY TWO: SCENARIOS* *IF TIME ALLOWS. IF NOT, SKIP TO SLIDE 36.

.

Try it: Read all four scenarios on the next slide.

As a group – Order the statements from distinguished to failing.

ww

w.arkansased.org

A. There is little or no assessment or monitoring of student learning. Feedback is absent or of poor quality. Students do not appear to be aware of the assessment criteria and do not engage in self-assessment. There is no attempt to adjust the lesson as a result of assessment.

B. Assessment is regularly used during instruction through teacher and/or student monitoring of progress of learning, resulting in accurate, specific feedback that advances learning. Students appear to be aware of the assessment criteria; some of them engage in self-assessment, questions/prompts/assessments are used to diagnose evidence of learning, and adjustment to instruction is made to address student misunderstandings.

C. Assessment is fully integrated into instruction through extensive use of formative assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Students self-assess and monitor their progress. A variety of feedback, from both the teacher and peers, is accurate and specific and advances learning. Questions/prompts/assessments are used regularly to diagnose evidence of learning, and instruction is adjusted and differentiated to address individual student misunderstandings.

D. Assessment is sporadically used to support instruction through some teacher and/or student monitoring of progress of learning. Feedback to students is general, and students are only partially aware of the assessment criteria. Few assess their own work. Questions/prompts/ assessments are rarely used to diagnose evidence of learning. Adjustment of the lesson in response to the assessment is minimal or ineffective.

ww

w.arkansased.org

ANSWERS C (Distinguished)

B (Proficient)

D (Needs Improvement)

A (Failing)

EXIT TICKET AND NEXT STEPS Please make sure to complete the Exit Ticket

before you leave at 3:50. Part 2: Online Discussion, Reflection, and

Resource Sharing: Part 2 of this module will include an online

discussion of assessment practices within your small group Question One discussion will be January 26-31 Question Two discussion will be February 1-8 Reminders will be sent when the second question is

posted. Other activities include a personal journal

reflection and a sharing of resources on a class blog

Please complete all activities by February 9, 2015.

RESOURCES

Danielson, Charlotte, et. al. Implementing the Framework for Teaching in Enhancing Professional Practice. Arlington, VA: ASCD, 2009. Print.

Danielson, Charlotte, ed. Talk about Teaching! Leading Professional Conversations. Thousand Oaks, CA: Corwin Press, 2009. Print

“Domain 3d: Instruction.” TESS Facilitation Guides. Arkansas Department of Education, 19 April 2013. Web. 20 January 2015.