Assessing Student Learning Presenters: Eric Babbitt & Sherrard Pearce

1. Assessing Student LearningPresenters:Eric Babbitt & Sherrard Pearce

2. Workshop Purpose

3. Used with skill, assessment can • Motivate the unmotivated • Restore students’ desire to learn • Encourage students to keep learning • Create—not simply measure—increased achievement --Stiggins, Arter, Chappuis, & Chappuis, 2006

4. CLASSROOM ASSESSMENTGUIDING PRINCIPLES: • Gather accurate information about student achievement • Use assessment process and results to promote maximum student learning

5. Expected Benefits and Proven Results • Assessment connected to learning • Better instruction focused on standards • Profound achievement gains for all students, with the largest gains for lowest achievers • More self-managed learning by students

6. Assessment FOR Learning- Seven Strategies • 1. Provide a clear and understandable vision of the learning target. • 2. Use examples and models of strong and weak work • 3. Offer regular descriptive feedback. • 4. Teach students to self-assess and set goals. • 5. Design lessons to focus on one aspect of quality at a time. • 6. Teach students focused revision. • 7. Engage students in self-reflection, and let them keep track of and share their learning.

7. Training Goals Every Teacher Will: • Know the 4 types of learning targets • Understand each target type • Be able to unpack an objective or standard with competence and confidence • Begin to consider how this knowledge of learning targets applies to your lesson objectives, PDSA goals, classroom instructional strategies and CFAs.

8. Teacher / ParticipantActivities & Key Learning

9. Learning Targets for Today: • Define Assessments of(summative) and for(formative) Learning • Learn 7 Strategies for engaging students in Classroom Assessment for Learning

10. The Goal of Assessment for Learning… FOR TEACHERS TO KNOW: • How students’ brains work. • How they learn. • How to maximize students’ enthusiasm for learning.

11. Identify the Type of Achievement Target Activity Instructions: • Divide into equal groups. • Read the objectives for the goal you receive. • Classify each objective into the appropriate type of achievement target on the worksheet. • Each group will read one of their objectives and their answer.

12. Now Put It In Kid-Friendly Language • See side two of the Deconstructing Standards worksheet. • I-SS requires that your essentials be posted and in student-friendly language. • If you need to adjust your 2nd semester essentials based on CFA/PA Data, now is the time to do so.

13. Every Teacher Will: • Know the 4 types of learning targets • Understand each target type • Be able to unpack an objective or standard with competence and confidence • Begin to consider how this knowledge of learning targets applies to your lesson objectives, PDSA goals, classroom instructional strategies and CFAs. • Be able to Match the Assessment Method to the Learning Target.

14. Carefully select and clarify learning targets • Determine their relative importance • Chose the best assessment method • Carefully write questions or tasks and scoring guides, and critique them to ensure they adhere to standards of quality

15. The point is not that we adults don’t contribute immensely to student learning. We do. We are critical players in teaching, learning, and assessment. It’s just that we are second in rank order of importance as instructional decision makers. Stiggins, Arter, and Chappuis2

16. Choose student & teacher success! • Register for our workshop and receive: • Differentiated training based on your district or staff needs and prior learning/experience • Materials to help move your teachers forward with their understanding • Materials that get teachers to reflect and analyze their assessments • Guaranteed student success!

17. Classroom Assessment: Moving Learning Forward for Teachers and StudentsModule 1Key 1: Clear Assessment Purpose

18. Keynote Video Presentation Featuring Rick Stiggins

19. FORMATIVE ASSESSMENT:All those activities undertaken by teachers and by their students [that] provide information to be used asFEEDBACK to modify the teaching and learning activitiesin which they are engaged.--Black & Wiliam, 1998

20. Research consistently shows that regular, high-quality FORMATIVE ASSESSMENT increases student achievement.

21. CLASSROOM ASSESSMENTGUIDING PRINCIPLES: • Gather accurate information about student achievement • Use assessment process and results to promote maximum student learning

22. EFFECTIVE COMMUNICATION DESIGN ACCURACY EFFECTIVE USE PURPOSE STUDENT INVOLVEMENT TARGET

23. Key 1: Clear Assessment Purpose Always begin by asking • What decisions? • Who’s making them? • What information will be helpful to them?

24. What’s the PURPOSE for assessment?

25. Two Purposes for Assessment SUMMATIVE • Assessments OF Learning • How much have students learned as of a particular point in time? FORMATIVE • Assessments FOR Learning • How can we use assessment information to help students learn more?

26. Balanced Assessment Formative Formal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed Summative Provides evidence achievement to certify student competence or program effectiveness Assessment for learning Use assessments to help students assess and adjust their own learning Assessment for learning Use classroom assessments to inform teacher’s decisions Formative uses of summative data Use of summative evidence to inform what comes next for individuals or groups of students

27. Key 1: Clear Assessment Purpose Always begin by asking • What decisions? • Who’s making them? • What information will be helpful to them?

28. Key 2:Clear Learning Targets • Know what kinds of targets are represented in curriculum • Knowledge • Reasoning • Performance skill • Product • Master the targets ourselves • Know which targets each assessment measures • Make learning targets clear to students, too.

29. Clarifying Learning Targets • Begin with state standards • Order in learning progressions, if needed • Deconstruct into clear learning targets leading to each standard • Communicate the learning targets in advance in language students can understand

30. Products Skills Reasoning Knowledge

31. Key 3: Sound Assessment Design • Select a proper method • Select or create quality items, tasks, and rubrics • Sample appropriately • Prevent bias • Design assessments so students can self-assessand set goals based on the results

32. Possible Assessment Methods • Selected Response • Multiple Choice • True/False • Matching • Fill in • Extended Written Response • Performance Assessment • Personal Communication • Questions • Conferences • Interviews

33. Key 4: Effective Communication • Provide students with timely, accurate descriptive feedback • Involve students in tracking and communicating about their learning • Use grading practices that accurately communicate about student learning • Interpret and use standardized test results correctly

34. Effective Feedback… • Describes features of work or performance • Relates directly to learning targets and/or standards of quality • Points out strengths and gives specific information about how to improve • Occurs during the learning process • Limits correctives to the amount of advice the student can act on

35. Key 5: Student Involvement • Students are identified as important users of assessment information • Students understand the learning targets and standards of quality • Assessments are designed so that students can use the results to self-assess and set goals for further action • Students keep track of and share their achievement Assessment FOR Learning!

36. 5 Keys to Quality Classroom Assessment

37. Requirement for Success?Quality Assessment! • All assessment arise from high-quality content standards • All assessments produce accurate evidence • All users use assessment to benefit student learning

38. Expected Benefits and Proven Results • Assessment connected to learning • Better instruction focused on standards • Profound achievement gains for all students, with the largest gains for lowest achievers • More self-managed learning by students

39. Classroom Assessment for Student LearningModule 1Key 1:Clear Assessment Purpose

40. Learning Targets for Today: • Define Assessments of(summative) and for(formative) Learning • Learn 7 Strategies for engaging students in Classroom Assessment for Learning

41. Hear the experts…. • Rick Stiggins on Assessment for/of Learning

42. Summative Assessments OF Learning -How much have students have learned as of a particular point in time? Autopsy EOG Report Card Grade Project Grade End-Unit-Test Formative Assessments FOR Learning How can we use assessment information to help students learn more? Check-up CFAs PDSA Assessments L to J Predictive Assessments DRA What does it look like?

43. The Goal of Assessment for Learning… FOR TEACHERS TO KNOW: • How students’ brains work. • How they learn. • How to maximize students’ enthusiasm for learning.

44. Three Questions that Define Students’ Information Needs Effective formative assessments answer these three questions : • Where am I going? • Where am I now? • How can I close the gap?

45. JIGSAW FUN! • At your table: • Each person choose a different strategy • Become an expert of your strategy • Share your new knowledge of your strategy with your table

46. Assessment FOR Learning- Seven Strategies • 1. Provide a clear and understandable vision of the learning target. • 2. Use examples and models of strong and weak work • 3. Offer regular descriptive feedback. • 4. Teach students to self-assess and set goals. • 5. Design lessons to focus on one aspect of quality at a time. • 6. Teach students focused revision. • 7. Engage students in self-reflection, and let them keep track of and share their learning.

47. Where are you? • Take a few minutes to consider “Where Am I Now?” • Fill out the accompanying document & turn in to your Instructional Facilitator, please.

48. Classroom Assessment for Student LearningModule 2Key 2: Clear Targets

49. Today’s Training Goals Every Teacher Will: • Know the 4 types of learning targets • Understand each target type • Be able to unpack an objective or standard with competence and confidence • Begin to consider how this knowledge of learning targets applies to your lesson objectives, PDSA goals, classroom instructional strategies and CFAs.

50. We Need Clear Targets To: • Know if the assessment adequately covers what we taught • Correctly identify what students know and don’t know • Have students self-assess or set goals for future study that are likely to help them learn more • Keep track of student learning target by target or standard by standard • Complete a standards-based report card (CASTLE Learning does this already!)