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Implementing Student-Involved Assessment: What Does It Look Like In The Classroom?

Implementing Student-Involved Assessment: What Does It Look Like In The Classroom?. Bruce Herzog & Joni Heutink Grade 5 Teachers/Trainers/Consultants Nooksack Elementary Nooksack Valley School District herzogmail@mac.com joniheutink@excite.com. It’s the economy, Stupid!.

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Implementing Student-Involved Assessment: What Does It Look Like In The Classroom?

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  1. Implementing Student-Involved Assessment: What Does It Look Like In The Classroom? Bruce Herzog & Joni Heutink Grade 5 Teachers/Trainers/Consultants Nooksack Elementary Nooksack Valley School District herzogmail@mac.com joniheutink@excite.com

  2. It’s the economy, Stupid!

  3. It’s the classroom assessment practices, Stupid!

  4. Parents: Please DO NOT DISTURB Teachers are in a staff meeting

  5. Improving communication with parents.

  6. Who are we?What are we selling?Is it relevant for you?

  7. We are both currently 5th grade teachers.Between us, over the course of the last 25 years, we have taught every grade from K-5. Together, we have been teaching for over 50 years.We working in a school that has figured out how use student-involved assessment practices to get incredible achievement results from virtually all students.We have been working as trainers, presenters, and consultants across our district and throughout the Northwest for the past 7 years.

  8. What is student-involved assessment?

  9. Curriculum Instruction Assessment

  10. Curriculum Clear Targets Goal-Setting Instruction Assessment Communication Formative Assessments Fair Grading Practices Summative Assessments Reinstruction & Reassessment

  11. Curriculum Clear Targets Goal-Setting Instruction STUDENTS Assessment Communication Formative Assessments Fair Grading Practices Summative Assessments Reinstruction & Reassessment

  12. Old: Assessment means testing. New: Assessment is a continuous and dynamic process of communication between teachers, students, and parents regarding students’ achievement and is embedded in everything the teacher and students do all day, every day. Old: Administrators control achievement data and filter it down to teachers, parents, and students. New: Achievement data is directly available to teachers, parents, and students.

  13. Old: Teachers set standards. Students may not know or understand grading practices. New: Teachers set standards together with students and students have a clear understanding of grading practices. Old: The target moves from grade to grade and teacher to teacher. New: Teachers work together within and across grade levels to ensure that standards are consistent.

  14. Old: The teacher grades papers. Students get papers back with a grade, marks, and/or comments days, or weeks later (or never). New: The teacher only grades summative assessments and discusses results with students in a timely manner. Students assess their own and each other’s formative work together with the teacher. Old: Attitude, effort, late or missing assignments, group work, homework, and extra credit are all factored into a student’s grades. New: Only individual, subject-specific assessment data is used to determine grades. Other factors are reported separately.

  15. Old: Assessment is used to sort students. New: Assessment is used to identify student strengths and weaknesses and to help students set goals for what they need to do next. Old: Year after year the same students are successful and the same students aren’t. Unsuccessful students seldom close the achievement gap that separates them from those who are performing at grade level. New: Effective assessment practices can improve grade equivalent scores by several grade levels or up to 15%. Low performing students benefit most!

  16. A New Vision of Assessment An unrelenting emphasis on student accountability for learning. • All work is expected to be done on time. • All work is expected to meet a standard. • All students are expected to be prepared for all summative assessments. • Immediate and natural consequences for failing to meet learning expectations.

  17. A New Vision of Assessment • Daily discussions about the purpose for learning and the connection between effort and achievement. • Daily reinforcement of the idea of “no excuses” and that it is OK to fail, but not OK to choose failure. • Frequent goal-setting, reflection, and communication about achievement by students and by the teacher to parents.

  18. A New Vision of Assessment • Weekly teacher-created assessments (CBAs) in virtually all subjects with mandatory reinstruction, extra practice, and scheduled retesting for any student who fails to meet grade level standards (repeated as many times as necessary). • The use of a simple grading system that is transparent to all students. • Frequent teacher-generated achievement progress reports (at least one each month).

  19. A New Vision of Assessment The expectation that every student knows his or her current level of achievement in each subject and also knows what he or she needs to do next to maintain or improve his or her level of achievement. A shift in focus from teaching to learning.

  20. Some kids come to school to slay the dragon… some come to be slain. Rick Stiggins

  21. Why should you believe that there is a connection between student -involved assessment practices and student achievement?

  22. Black & Wiliam (1998) International Research Review 0.5 to 1.0 Standard Deviation Score GainLargest Gain for Low Achievers Bloom (1984) Mastery Learning Research1.0 to 2.0 S.D. GainRivals Impact of One-on-One Tutoring Rodriguez (2004)0.5 to 1.8 S.D. Gain Effect of Reducing Class Size0.2 S.D. Gain

  23. 1.0 Standard Deviation Equals: • 35 Percentile Points on ITBS • 2 to 4 Grade Equivalents • 100 SAT Score Points • 5 ACT Score Points • U.S. TIMMS Rank from 22 of 41 to Top 5 • Potential Elimination of Score Gaps • Unprecedented Achievement Gains

  24. Nooksack Valley School District • 1,700 students. • Three grade PreK-5 elementary schools. • One grade 6-8 middle school. • One grade 9-12 high school.

  25. Nooksack Elementary (Oct 2006) • Grades PreK-5 • October 2005 Student Count 271 • Classes at each grade level 2 • Indian/Alaskan Native 3.3% • Asian 1.1% • Black 1.5% • Hispanic 24.4% • White 69.4% • Free or Reduced Meals 54.4% • Special Education 17.0% • Transitional Bilingual 19.1% • Migrant 8.1% • Classroom Teachers 22 • Avg Years Teacher Experience 14.4 • Teachers with Master's Degree 54.5%

  26. Nooksack Elementary • 2003/2004: Seattle Pacific University: “From Compliance to Commitment” - one of ten high-achieving elementary schools in Washington state. • 2004/2005: National Blue Ribbon School Award. • 2005/2006: Washington State Distinguished Principal Award (Marion Evenson).

  27. Nooksack Valley Elementary School 2004200520062007 • 3rd grade WASL reading: 73% 81% • 3rd grade WASL math: 66% 83% • 4th grade WASL reading: 94%94%98% 84% • 4th grade WASL writing: 88%93%95% 84% • 4th grade WASL math: 88%88%91% 84% • 5th grade WASL reading: 92% 94% • 5th grade WASL math: 83% 92% • 5th grade WASL science: 41%68%80% 86%

  28. Nooksack Valley Middle School 2004200520062007 • 6th grade WASL reading: 75% 86% • 6rd grade WASL math: 59% 63% • 7th grade WASL reading: 67%67%70% 83% • 7th grade WASL writing: 68%67%82% 70% • 7th grade WASL math: 59%49%65% 74% • 8th grade WASL reading: 73% 75% • 8th grade WASL math: 49% 56% • 8th grade WASL science: 30%32% 38% 58%

  29. Two Point in Time WASL Data 200520062007 • 3rd/4th WASL reading: 73% 84% • 3rd/4th WASL math: 66% 84% • 4th/5th WASL reading: 98% 94% • 4th/5th WASL math: 91% 92% • 4th/5th WASL reading: 94% 92% • 4th/5th WASL math: 88% 83%

  30. Student-involved assessment practices build student confidence, increase the achievement of all students and have the greatest impact on low-achieving students.

  31. Student-involved assessment practices increase student motivation by increasing student success (or, at the very least, they reduce “lack of motivation” as a barrier to learning).

  32. Students understand learning targets. Formative assessments are aligned to the targets. Frequent classroom-based summative assessments, reteaching, and retesting. Students set goals and reflect on their learning. Fair, standards-based grading practices are used at all grade levels and in all programs. Students communicate about their own achievement and are involved in conferences with parents at all grade levels.

  33. Key Element #1 Establishing Clear Learning Targets: Good assessment practices begin with students having a clear understanding of the specific learning targets they are expected to meet.

  34. “Students can hit any target that is clear and that holds still for them.” Rick Stiggins

  35. The learning targets need to be clear to the teacher, students, and parents: • What do students need to know/do? • How well do they need to know/do it? • How will you know they know? • How will you get them there? • What will you do when they fail?

  36. Instruction should focus primarily on Washington: Grade Level Expectations (GLEs). Oregon: Content/Achievement/Performance Standards Idaho: Content Standards

  37. Passing the test(s) that your state uses for determining AYP must be seen as a valid goal by all teachers, students, and parents! The ability of all students to pass the test(s) that your state uses for determining AYP must be seen as an achievable goal by all teachers, students, and parents! Teachers have a moral obligation to prepare students to be successful on state tests.

  38. Procedural directions are not the same thing as learning targets.

  39. Understanding by Design (UbD) is a great model for developing clear learning targets. • Essential Questions • Enduring Understandings • Vocabulary • Activities • Assessments (evidence of learning)

  40. Probability (GLE 1.4.1) Essential Questions: • How do you determine the likelihood of an event? • What is the difference between mathematical and experimental probability? • What mathematical notation is used to to express probability? • What makes a game fair or unfair?

  41. Probability (GLE 1.4.1) Enduring Understandings: • Probability is the chance that an event will occur out of all possible events. • The actual outcome of an event may differ from its mathematical probability. • Probability can be expressed as a fraction or as a number out of a total number. • A game is fair if the outcome for all players has an equal mathematical probability.

  42. Probability (GLE 1.4.1) Vocabulary: Certain More Likely/Probable Equally Likely/Probable Less Likely/Probable Impossible Possible Outcomes Mathematical Probability Actual Outcome Experimental Probability Fair/Unfair Experimental Outcome Activities and Assessments

  43. To clarify the learning target use: • Examples and non-examples • Models • Rubrics • Scoring guides • Test specification guides

  44. Grade 1 and 2

  45. Grade 2 and 3 morning calendar

  46. Grade 4 behavior targets Grade 5 work examples

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