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Measuring Progress: Meaningful Data Teacher and Student Work Sample Reviews

Federal Expectations: TAH Grant Indicators. Students in Teaching American History projects will demonstrate higher achievement on course content measures and/or statewide U.S. history assessments than students in control and comparison groups; Teachers will demonstrate an increased understanding o

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Measuring Progress: Meaningful Data Teacher and Student Work Sample Reviews

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    1. Measuring Progress: Meaningful Data Teacher and Student Work Sample Reviews Constitutional Connections ESD 112 Teaching American History Grant

    2. Federal Expectations: TAH Grant Indicators Students in… Teaching American History projects will demonstrate higher achievement on course content measures and/or statewide U.S. history assessments than students in control and comparison groups; Teachers will demonstrate an increased understanding of American history through the use of nationally validated tests of American history that can be directly linked to their participation in the Teaching American History program.

    3. Washington OSPI Expectations Classroom-based Assessment Classroom-based assessments are being used to make sure students are getting key skills and knowledge in social studies. Classroom-based assessments are built from the state’s learning standards. As their name suggests, these assessments are given in the classroom by a teacher. By 2008-09, classroom-based assessments will be used statewide at all grade levels to measure student learning of social studies. - OSPI Web Site

    4. CBA Vision These classroom-based assessments (CBAs) seek to engage students in meaningful projects that require an understanding of civics, history, economics, and geography. If implemented well, they have the potential to empower teachers in the state assessment process and students in their world. Our goal in developing this new type of assessment is to strike the proper balance between the need for accountability and the desire for creativity and flexibility as we assess students’ readiness for responsible citizenship. - Caleb Perkins, 2004

    5. CC Project Outcomes Enhanced teacher capacity to teach United States history. Enhanced teacher evaluation of student learning of US history through Classroom Based Assessments (CBAs). Teacher engagement in history professional learning teams. Enhanced student learning in US history.

    6. Meaningful Project Evaluation How do we measure progress so that… Student achievement is assessed in ways connected to WA EALR’s and CBA’s? Student and teacher knowledge of Constitutional Connections content are the focus? Teacher professionalism and judgment are honored? Evaluation data is meaningful and can inform classroom instruction and professional learning team activities?

    7. The Answer? We will measure what teachers “know” by looking at teacher work: the lessons, assignments, and assessments they use with their students [Teacher Work Samples] We will measure what students “know” by looking at their performance on classroom assignments, assessments, and (eventually) CBA’s [Student Work Samples]

    8. Evaluation Model: Criterion-based and “Triangulated”

    9. Criteria: Familiar and Meaningful

    10. Common Criteria Unify Measures Participant Survey: My understanding of US history… 15. Allows me to teach the Constitution as a “living force” in American history and a lens for viewing major events, eras and issues. Rate Importance and Current Status TWS Review Criteria: The TWS expects students to… 21c. Develop/demonstrate understanding of the Constitution and it’s impact on US history. Rate Evidence and Opportunity

    11. Timeline for Work Sample Reviews

    12. TWS Reviews: Criterion-based

    13. Reviewing Teacher Work Samples Review the criteria from the TWS Rating Sheet: What are we looking for? Examine a CBA through the lens of the criteria. Examine an assignment “exhumed” from the past. Review and rate a CRF task: The Effects of Slavery (grade 8).

    16. TWS Review Sheet & Process Review TWS Activity. For each criterion, ask: “Do I see any evidence of this?” Check the “Evidence” column that best matches what you see. If evidence exists: Rate the level of Student Opportunity - the degree to which the TWS provides students a chance to meet the criterion [1-4]. 1 = Opportunity exists, but is limited 2 = Opportunity is available, but not strongly supported 3 = Opportunity is clearly present and supported 4 = Opportunity is extensive and well supported Determine if the TWS is aligned to a CBA. Indicate if you think the TWS may be an “exemplar” that could serve as a model for other teachers.

    18. 2006-07 TWS Reviews and Data FALL 72 “baseline” TWS were collected from CC project teachers in November 2006 Leadership Team members submitted 128 reviews of the TWS (some were reviewed only once) and rated “Evidence” SPRING 55 TWS (with related SWS) were collected from CC Project teachers in May 2007 Leadership Team members submitted 110 reviews of the TWS and rated “Evidence” and “Student Opportunity”

    19. Summary of 2006-07 Data

    20. Data-based Observations, Interpretations & Questions

    21. HPLT Activity: Looking at the Data Team members individually study data and generate 1-3 data-based observations and 1 question. Each HPLT selects 3 data-based observations to represent the group - these are recorded on chart pack. Each HPLT selects 1 provocative, data-based question for other HPLTs’ responses and records it at the top of a second chart pack sheet. HPLT’s post observations and questions for each others’ review and response. Each HPLT posts a data-based response to as many questions as possible within the allotted time. The activity ends when all questions have at least one response.

    22. Competition! Awards! Best set of data-based observations (most "scientific" - based clearly in the data) Most interesting observations (surprising or significant for the Project) Best data-based question Most provocative question Best answer to a question Most answers posted by a single HPLT

    23. Results: Interpret Primary Sources

    24. Results: Understanding of the Constitution

    25. Reviewing Student Work Samples: What Can We Learn? Context: Teachers were asked to submit 3 student work samples that represented a cross section of their students’ responses to the expectations of their TWS. Purposes: To make baseline observations about how a cross section of 06-07 students is performing relative to CC criteria. To observe relationships between “opportunities” provided by assignments and “performance” by students. Caveats: Our purpose is not to judge students or their teachers. We should focus on CC criteria and try to avoid rating SWS relative to teacher expectations.

    26. SWS Review: Getting on the Same Page Discuss SWS criteria: What are we looking for? What are the relationships between the TWS/criteria and SWS/criteria? Review a common TWS task. Review and rate a common SWS. Record and compare ratings. Discuss differences and thinking. Compare your ratings to other teams’ ratings. Discuss any questions that arise.

    27. Reviewing and Rating Student Work Samples Record SWS Code, Grade/Subject, and Title (if available). Review the attached assignment to clarify what the student has been asked to do. Note criteria for which there are not expectations (stated or implied) in the task. For each criterion, ask: “Do I see any evidence of this in the student’s work?” If you find evidence, rate the level of performance demonstrated by the student. [Note: It often works best to begin by asking if the student is demonstrating “grade level” proficiency and then work down or up from there.] Determine if the SWS correlates with a specific CBA (you may need to check your CBA materials). If so, indicate which CBA it represents or closely resembles. Indicate if you think the SWS may be an “exemplar” that teachers should see. Include any helpful notes or comments to explain/enhance your rating.

    28. SWS Rating Sheet & Criteria

    29. Common SWS Task

    30. Review Teams: Rating Process Organize your group’s SWS in a “review” stack. Select a sample from the “review” stack, review and rate it. [Note: if by chance a teacher selects a sample from his/her own classroom/school, he/she should replace it in the review stack and only rate it after all other samples have been rated.] Place a check in the upper right corner (to indicate the SWS has been rated). Return the SWS to a second stack for “rated” samples. Rate additional samples from your group’s “review” stack until all samples have been rated once and placed in the “rated” stack. Repeat the process with the “rated” stack until all SWS have been reviewed at least twice (have at least two checks). Debrief: Discuss difficult calls and possible exemplars. Check and turn in all rating sheets to the Leadership Team facilitator. Discuss: “What are we observing and learning from the review process? What are the implications for our HPLT’s and our work with students?”

    31. SWS Review - Closing Discussion What observations do we have about the review process? What implications do we see for the Constitutional Connections Project? What recommendations do we have about using data and what we have learned from the review to inform our 2007-08 HPLT and classroom activities?

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