Welcome

1. Welcome • Sit by grade level. • Place a red dot on the continuum where your comfort level on assessment falls.

2. Assessment the “Allen Way”

3. Presenters Lyn Batts Boyd ES, 1st Rhonda Bernard Norton ES, 4th

4. Norms • Take care of yourself • Take care of your technology • Ask questions freely

5. Getting To Know You Team Name

6. Learning Objectives By the end of this session you should be able to: • Understand key terms used in Allen ISD regarding assessment • Create a common understanding of formative and summative assessments • Understand key findings on formative assessment’s power to impact achievement

7. What Is Assessment?

8. What Is Assessment? Write on a post-it note your definition of assessment. Decide on a table definition and post it on sentence strip.

9. Assessment is……

10. Assessment is…… • Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes, and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole (also known as granularity).[

11. Types of Assessments and a Balanced Program

12. FORMATIVE ASSESSMENT Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning SUMMATIVE ASSESSMENT Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness

13. The way we use assessment data determines whether it is formative or summative.

14. Chew on this….. Why use formative assessments?

15. Why Use Formative Assessments?(Assessment FOR learning) Article “Inside the Black Box” by Black and William presented research: • .4 to .7 gain • .7 standard deviation score gain = • 25 percentile points on ITBS (middle of score range) • 70 SAT score points • 4 ACT score points • Largest Gain for Low Achievers

16. Recommendations from “Inside the Black Box” • Increase descriptive, reduce evaluative feedback • Increase self- and peer-assessment • Increase opportunities for students to communicate their evolving learning during instruction

17. Powerful research…… • “In a major review of the research on assessment, Paul Black and Dylan Wiliam (1998) noted • The research reported here shows conclusively that formative assessment does improve learning. The gains in achievement appear to be quite considerable, and as noted earlier, amongst the largest ever reported for educational interventions. As an illustration of just how big these gain are, an effect size of 0.7,if it could be achieved on a nationwide scale, would be equivalent to raising the mathematics achievement score of an ‘average’ country like England, New Zealand or the United States into the ‘top five’ after thee Pacific rim countries of Singapore, Korea, Japan and Hong Kong.”

18. Which assessment/feedback works best?Bangert-Downs, Kulik, Kulik and Morgan , 1991

19. Feedback is important…. • “Students must have routine access to the criteria and standards for the task they need to master; they must have feedback in their attempts to master those tasks; and they must have opportunities to use the feedback to revise work and resubmit it for evaluation against the standard. Excellence is attained by such cycles of model-practice-perform-feedback-perform.” • ~ Grant Wiggins

20. Research Research Support In reviewing 250 studies from around the world, published between 1987 and 1998, we found that a focus by teachers on assessment for learning, as opposed to assessment of learning, produced a substantial increase in students’ achievement. -P. Black and D. Wiliam Powerful Research Conclusion Five reviews synthesizing 4000 research studies conducted over 40 years concluded:“When well-implemented, formative assessment can effectively double the speed of student learning.” -Dylan William, Education Leadership, December 2007/January 2008, p. 36.

21. Trivia – Round 1

22. Classification Activity

23. Classification Activity

24. Assessment ofLearning Assessment for Learning Balanced Assessment Program • Summative (Informs the Stakeholders) • Purpose: Evaluate final efforts to prove learning as well as accountability, budgeting, curriculum design, etc. • Timing: At the end of the learning segment/ cycle Formative (Informs Teachers and Students) Purpose: Provide ongoing feedback to improve learning Timing: During the learning segment/cycle

25. How do I assess for learning? • Conference with students • Learning continuums • Help students set goals and check in with them often • Track progress on a goal or TEKS through the school year • Encourage self assessment • Thumbs up/ down • Red/ Green cards • Dry erase boards • Rubrics

26. Assessing for learning helps learners be accountable for their own learning….. • “As a result of understanding the learning destination and appreciating what quality work and success look like, students: • Begin to learn the language of assessment. This means students learn to talk about and reflect on their own work using the language of criteria and learning destinations. • Gain the knowledge they need to make decisions that help close the gap between where they are in their learning and where they need to be.” • Anne Davies

27. Self-Assessment is not…..

28. What does assessing for learning look like?

29. What does assessing for learning look like?

30. What does assessing for learning look like?

31. What does assessing for learning look like?

32. What does assessing for learning look like?

33. What does assessing for learning look like?

34. What does assessing for learning look like?

35. What does assessing for learning look like?

36. Formative Assessment In other words, formative assessment, effectively implemented, can do as much or more to improve student achievement than any of the most powerful instruction interventions (such as) intensive reading instruction, one-on-one tutoring, and the likes. -L. Darling-Hammond and J. Bransford, eds.,

37. Discuss at your table….. • What is a common formative assessment? • Why should we use common formative assessments? (CFA’s)

38. Common Formative Assessments are…. • Common– You and your teammates use the same test • Formative (Think about our definition from earlier – Assessment FOR learning) • Assessment

39. Trivia 2

40. Purpose of Common Formative Assessments • Align written, taught and assessed curriculum • Collaboratively created, scored and discussed by teams • Meaningful conversations about student learning and performance • Focused, purposeful, intentional instruction to best meet student need • Modify instructional practice to meet student need and ensure mastery • Teachers need a common understanding about what characterizes student learning and performance.

41. What does a common formative assessment look like? • Created by you and your team during PLC meetings. • Assesses one or two TEKS that have been broken down, and researched by your team; usually a readiness standard • Looks different for differing subjects and grade levels

42. What does a common formative assessment look like?

43. Where do I begin in creating or revising a CFA?

44. Readiness Standards • Standards identified by the state and/or district as necessary for mastery of content. • CFAs are used to monitor student progress on Readiness Standards. • Readiness Standards contain performance (verb) and content (noun) pieces. • “Verbing the Verb” – Bloom’s Taxonomy

45. Discuss at Your Table Why is knowing the level of the verb for each TEKS necessary?

46. Content and Performance Practice identifying performance and content pieces in each Readiness Standard.

47. Gallery Walk • At your table write the TEKS and identify the content and performance pieces on chart paper. (Unwrapping the TEKS) • Brainstorm how you could assess this TEK. • Once completed hang your chart paper and begin your gallery walk.

48. CFA Cycle • Create CFA

49. Assessment for Learning What’s the difference? Assessment of Learning • Summative • Grades used for report cards • Follows district policy • Used for state & federal reporting • Reporting does not need to involve the student Formative Not generally taken as a grade Used for instructional planning and intervention Collaboratively created, scored and discussed by teams Reporting directly involves the student

50. Trivia 3