Making Standards-based Assessment Impact Learning; Leading Assessment Change in the Classroom

1. Making Standards-based Assessment Impact Learning; Leading Assessment Change in the Classroom Karen Rohrs and Susie Heinrich-Jabal MS Principals’ Conference 2009

2. Questions to guide our session: • What does standards-based assessment mean at HKIS MS? • What assessment behaviors in the classroom impact student learning most? • Implementation of Levels of Performance Rubric focused on knowledge/skills, application and transfer • Use of summative and formative assessment • Opportunities to demonstrate further learning (retesting/redoing) • How do we as instructional leaders lead these changes?

3. Process • With the person(s) beside you: • Review the standards-based assessment principles on the next 3 slides • Discuss similarities/differences between your school and HKIS

4. What does SBA mean AT HKIS MS? • Grading procedures (including grade books) are directly connected to standards and benchmarks. • Criterion-referenced performance standards are used as reference points to determine grades (as opposed to norm-referencing) • Clear expectations (ie rubrics) are given to students at the beginning of each assessment activity. Note: well on our way  still work to be done

5. What does SBA mean at HKIS MS? • Grades are based on individual achievement. Other variables, such as effort and improvement, are not part of the grade but are reported on in other ways. • Students’ final level of performance is mostly based on summative assessments; formative assessments are not included in the final grade. • Late work is handled as a behavioral/effort issue, not by giving zeros. Note: well on our way  still work to be done

6. What does SBA mean at HKIS MS? • Students cannot fail. Students who do not turn in work , even after interventions, receive an ‘Incomplete’ as there is insufficient evidence to assess learning. • Students who are below expectations are allowed/expected to resubmit work to show a higher level of achievement. • Final grades are not dependent on a number system (ie averaging on Integrade Pro). Numbers are crunched carefully. When possible, the median is used. Note: well on our way  still work to be done

7. How is student learning shared with parents? • Formal reporting is completed twice a year, at the end of each semester. • Summative assessments with feedback are sent home. Some teachers ask for parent signatures. • Student/teacher/parent conferences twice a year. Note: well on our way  still work to be done

8. What makes up our report cards? Our Report Cards have 3 main parts: 1. Work Habits Rubric (effort) 2. Standards/benchmarks (achievement) 3. Overall grade based on standards only (for grades 7 and 8) Optional Teacher Comments

9. The Iceberg Concept • Top of the iceberg • The report card • Separating effort and achievement Underlying beliefs Changing assessment behaviors and practices in the classroom to impact learning

10. Assessment Behaviors • Implementation of Levels of Performance Rubric focused on knowledge/skills, application and transfer • Use of summative and formative assessment • Opportunities to demonstrate further learning (retesting/redoing)

11. Behavior #1Levels of Proficiency RubricClear expectations (ie rubrics) are given to students at the beginning of each assessment activity.

12. What criteria do we use to define good?

13. Pre-2008 Performance Levels

14. Rubric Revisions Attempt #1 Adjustment: Revision to definition of Proficiency • Now includes 4 components: • Knowledge and skills (basic and complex) • Application • Transfer • Independently Impact on learning: • More intentionally teach application and transfer • Deepens level of understanding • Aligned with 21st century learning

15. Rubric Revisions Attempt #1 Adjustment: Revision of our Levels of Proficiency • Now includes 4 main levels: • Beginning • Developing • Progressing • Proficient • Optional: Star Impact on learning: • Decreases the large gap between Developing and Proficient on individual assignments • Clarifies criteria for each level HKIS Middle School General Session February 7th, 2006

16. Levels of Proficiency Rubric

17. Strengths/Issues • Issues • Need a level that showed learning above and beyond • Transfer is not attainable for all at all times • Too detailed to transfer to all subjects • Clarity of “independently” and “with help” • Strengths • Increase in rigor • Force clarity of knowledge and skills (basic & complex) • Encourage deeper understanding through application and transfer

18. Revised Rubric for Semester 2

19. Language Arts Sample

20. PE Example

21. Music Example

22. Science Example

24. Sample Science Test Grade 8 Science Standard 1 Test Genetics and Heredity All multiple choice questions throughout the exam are worth 1 mark – circle the letter (a, b, c or d ) of the correct answer. Standard 1: Students understand that reproduction is a characteristic of all living systems Knowledge and Skill Q1. The male part of a flower is called the style stigma pistil stamen Q2. Gametes are sex cells. Which one of the following is a male gamete? ovules pollen eggs ova

25. Sample Science Test Application Q1. Given your knowledge of living organisms explain whether a COMPUTER is alive or not? Explain at least 2 characteristics of living things. Q2. You see a plant that you like and want to growan identical one. What type of plant reproduction would you use? How? Transfer Q1. Farmer Joe wants to produce a tomato plant that will have greater resistance to frost. What could you suggest? Explain your suggestion.

26. How did we lead this change? • Challenges • Implications of the change were not fully understood • Building capacity • Calibrating work Positive Leadership • Curriculum Leadership meetings • PCG student activity • Collaborative time with administrator • PD faculty meetings/PD days • Parent education • PAG

27. Impact on Learning • Awareness of different levels of learning and skills required for each • Awareness of their strengths and areas for growth • Students asking more detailed questions about the tasks and types of questions • Students asking for more practice questions • More targeted strategic teaching related to application • More real life connections

28. Behavior #2Use of Formative and Summative AssessmentStudents’ final level of performance is mostly based on summative assessments; formative assessments are not included in the final grade.

29. Assessment here is a bit late to impact learning!

30. Formative and Summative Assessments Formative • Any assessment that informs teachers and students about strengths and areas for growth • May not be assessed with a level of proficiency • May be used to inform final level of proficiency if the summative result is lower • Prepares students for summative assessments Summative • End of unit or end of cluster learning goals assessments • Used to make final judgment about student learning • Is reflected in the final level of performance for a standard

31. Tracking Formative/Summative Grades relate to learning objectives / standards • Record book is set-up by learning objectives or standards • Teachers can determine where further instruction is needed • Tasks are identified as formative or summative; in some cases, formative and summative are recorded differently

32. Traditional Gradebook

33. Standards-based Grade Book

34. How did we lead this change? Positive Leadership • Creating sample record books • PD faculty meetings/PD days • Parent sessions • Unit review days • Admin support during collaborative time and assistance with writing assessments • Challenges • Amount of evidence needed • More PD on: • the use and types of formative assessment • quality summative assessments • student self-reflection and self-assessment

35. Impact on Learning • Some teachers planning check-ins/formative assessments and responding with instructional adjustments • Teachers have greater clarity on where students are at in relation to standards • Students receiving more ongoing explicit feedback • Students know the difference between formative and summative

36. Behavior #3Retesting/RedoingStudents who are below expectations are allowed/expected to resubmit work to show a higher level of achievement.

37. SBA encourages students to redo and rework until learning and understanding is clear.

38. Mr. DeVore’s Do-Overby David Puckett

39. Retest/Redo Logistics • Opportunity window – redo can only be done within a certain time frame – within two weeks of the initial due/test date • Opportunity cost – before a redo or retest is allowed, students must ‘pay’ time/effort to demonstrate work to further learning (time at lunch, after school, extra problems, extra help)

40. How did we lead this change? Positive Leadership • Curriculum Leadership meetings • Teachers/Teams start when ready • Team defined parameters – consistency within team • Challenges • Communicating the parameters for retesting and redoing with parents • Inconsistency between teams • Identifying the opportunity window and sticking to it • Challenge of coming up with quality transfer questions

41. Impact on Learning • Focuses on learning identified knowledge and skills • Allows for differentiated speeds of learning • Emphasizes everyone learning and growing

42. Take-aways as Instructional Leaders • Clarity on negotiable and non-negotiable at each stage of implementation • Sheltering collaborative time • Being involved in the process and keeping it moving forward • Know your stuff!