DEVELOPMENTAL ASSESSMENT AND TARGETED TEACHING

1. DEVELOPMENTAL ASSESSMENT AND TARGETED TEACHING

2. Contents • Developmental assessment • Rubrics • Data analysis • Targeted teaching

3. Developmental assessment

5. Assessment of learning Assessment is for teaching Assessment for learning Assessment as learning

6. Developmental vs. Standard Models Standard model • Assessment occurs after instruction is complete • Teachers don’t question each others’ data or strategies • Teach whole class at once, with a bit of help for the lower kids and a bit of extension for the top kids if possible • Compares students to norms and focus on what students cannot do • Deficit thinking: students must be at a certain year level norm and I must correct all the deficits they have Developmental model • Assessment is used to improve teaching • Teachers hold each other accountable based on their data and teaching strategies they use • Targeted teaching as much as possible – ideally individually but even 3-5 levels is usually sufficient • Compares students to criteria and focuses on where students are ready to learn • Developmental thinking: assessment tells me where a student is in their development and I teach them from there

7. The clinical teaching cycle

8. rubrics

9. Why use rubrics? Students: know how to get better get higher quality feedback on their performance assessment data used as information rather than as judgement

10. Why use rubrics? Parents: Know what their child can do, not how they compare Know the next thing their child is ready to learn Sees more motivated students – especially those at the top and at the bottom

11. Why use rubrics? Teachers more consistent marking quicker to mark you don’t have to write as many comments more detailed information for reporting rewarding professional discussions between teachers promotes development linked to skills not what is “normal” the teacher knows where a student is ready to lear can target teaching intervention to use with that student or group of students

12. The problem with badly written rubrics • most rubrics are badly written • confusing to students, teachers and parents • hard to mark • lots of time put in to them without much gain • can’t use them to find students ZPD or “goldilocks zone” • don’t teach skils

16. Rubric layout…

17. Ten rubric writing guidelines https://reliablerubrics.com/category/assessment-rubrics/what-is-a-rubric/guidelines/

18. Quality criteria should… • Allow teachers to infer development. Don’tcount (e.g. some, many) • counts don’t show quality • they discourage students from experimenting • it isn’t true that more of something means higher quality • e.g. spelling rubrics that have “no words spelt incorrectly” can make students just use easy words

19. Quality criteria should… • Allow teachers to infer development. Don’tcount (e.g. some, many) • Uses 2-3 quotes • Uses more than 3 quotes • Uses quotes • Applies quotes that demonstrate theme(s)

20. Quality criteria should… 2. Not use ambiguous, subjective or comparative language (e.g. appropriate, suitable, adequate) • Leads to inconsistent marking • No agreement on what “appropriate” means • Doesn’t help students know what is required

21. Quality criteria should… 2. Not use ambiguous, subjective or comparative language (e.g. appropriate, suitable, adequate) • Demonstrates an adequate knowledge of the text • Explains concrete aspects of plot

22. Quality criteria should… 3. Discriminate between quality, not steps in a sequence • just doing more steps doesn’t equal better quality • each step can be done to a higher quality

23. Quality criteria should… 3. Discriminate between quality, not steps in a sequence • Writes introduction and conclusion • Writes introduction, conclusion and three paragraphs • Uses correct essay structure • Uses link sentences between paragraphs

24. Quality criteria should… 4. Have one central idea 5. Describe observable behaviour - what students do, say, make or write 6. Use positive language

25. Rubrics should… 7. Have bottom criteria something all students can do and top criteria a stretch for top students 8. Not be weighted 9. No more than 5x4 (5 skills and 4 levels) 10. Use student-friendly language

28. Year 7 English developmental rubrics

32. Data analysis

33. Gutmann analysis • Code rubric results dichotomously

38. Gutmann analysis • Code rubric results dichotomously • Perform Gutmann analysis

40. Gutmann analysis • Code rubric results dichotomously • Perform Gutmann analysis • Create developmental progression

42. What can you do with a developmental progression? • Get students to track their own progress • Show students what improvement looks like • Target teaching of new skills at the right level • Design ability based groupings and teaching material

43. Targeted teaching

44. Targeted learning • Rubrics diagnose student “zone of actual development” (ZAD) • Design individual interventions to target “goldilocks zone” or “zone of proximal development” (ZPD) • or group students who need similar interventions

45. Design an activity to teach this skill

46. Creating targeted activities

47. Creating targeted activities

48. Creating targeted activities

50. Benefits Large student growth In my Year 8 History class this year, I gave a pre-assessment, then targeted activities then another assessment and students went up on average by equivalent of going from E to a C, or C to a B+ Differentiation based on student’s point of readiness Hattie’s research suggests a lot of the other types of differentiation (e.g. learning styles) doesn’t have much of an effect Once targeted teaching activities are written, you can use them on an ongoing basis The writing of targeted activities can be shared amongst teaching team