Phase 1: Introduction to Assessment & Standards-Based Systems

1. Phase 1: Introduction to Assessment & Standards-Based Systems

2. Phase 1 Objectives • Participants will…. • Develop an understanding of various types of assessments on the assessment continuum • Explore assessment techniques and key beliefs about assessment • Understand how assessments developed to measure student growth fit in a balanced assessment system • Evaluate connections to and beliefs about standards-based systems.

3. Phase 1 Essential Questions • What is assessment? • Why do we assess? • In what ways do assessments impact school culture? • What is the role of “Summative” and “Formative” assessments in a balanced and coherent assessment system? • How is measurement of student growth a part of our balanced and coherent assessment system? • How does our balanced and coherent assessment system impact communication about standards-based growth?

4. Assessment Assessment

5. Assessment: Building Consensus • Using the sticky notes provided, respond to the following questions: • What is assessment? • Why do we assess? • What forms do assessments take? • How do we use assessments & assessment data? (Classroom? Grade level? Building level? District level?) • You will be assigned to a group. • Reach consensus on the question you have been assigned and record your answer on the sticky paper.

6. Assessment: Building Consensus • You will rotate as a group through each of the responses. • As a group, read and reflect upon the response from the other group. • Discuss the response and add to or edit the response based upon your group’s conclusions.

7. Why Assessment? Why Assessment?

8. A School’s Impact on Student Learning Robert Marzano What Works in Schools, 2003

9. Think about a student…….

10. A Statistical Analysis: If a student is in the 50th percentile on national tests and has an average teacher in an average school for two years, that student will score in the 50th percentile on the national test at the end of the two years.

11. What about a student in a highly effective school and with highly effective teacher for two years?

12. 96th Percentile Nationally

13. What if that same student has a highly ineffective teacher in a highly ineffective school for two years?

14. 3rd Percentile Nationally

15. Is it the School? or Is it the Teacher?

16. What about two years with an ineffective SCHOOL and a highly effective TEACHER?

17. 63rd Percentile Nationally (down from 96th percentile!)

18. What percentile does that student have after two years of a highly effective SCHOOL and a highly ineffective TEACHER?

19. 37th Percentile Nationally (up from 3rd Percentile)

20. So, what about a child in a highly effective school with an average teacher for two years?

21. 78th Percentile Nationally

22. What is a “highly effective”school?

23. Robert Marzano, What Works in Schools, 2003 35 years of research – These are the top 5 factors… (In descending order of importance)

24. #5. Collegiality and Professionalism of the Staff

25. #4. Safe and Orderly Environment

26. #3. Parental and Community Involvement

27. #2 Challenging Goals & Effective Feedback continuum of assessments (common assessments, universal screening, progress monitoring) tiers of interventions #1 Guaranteed, Viable Curriculum essential outcomes/power standards learning targets/objectives pacing guides

28. 4 Critical Questions in a PLC: Question # 1 – What do our students need to know and be able to do? Question #2 – How will we know when they have learned it? Question #3 – How will we respond when they haven’t learned it? Question #4 – How will we respond when they have?

29. Other Compelling Evidence to Support Assessment Visible Learning, John Hattie

30. Other Compelling Evidence to Support Assessment

31. Other Compelling Evidence to Support Assessment

32. Disclaimer • Assessment alone does NOT increase student achievement. We must DO something with the results. • 1. Set goals for learning with students • 2. Change instructional practices • 3. Improve curriculum • 4. Evaluate and improve school programs & resources

33. What is Assessment? What is Assessment?

34. What is Assessment? • Assessment is FEEDBACK!

35. What is Assessment? Questions to Consider While Viewing How does Dr. Pellegrino’s description of assessment confirm or differ from your assessment beliefs? The beliefs of your school community? https://www.youtube.com/watch?v=bdsGB94Ql_8

36. What is Assessment? • Assessment OF Learning (SUMMATIVE) • Mastery • Assessment FOR Learning (FORMATIVE) • Feedback for Student from teacher • Feedback for Teacher to drive instruction • Assessment AS Learning (SELF) • Student Self-Awareness of their Thinking or Level of Understanding using what THEY Know and Feedback from the Teacher

37. Here’s What. So What? Now What? Take a few moments to record your thoughts and reflections from our discussion of the why and what of assessment.

38. The Assessment Continuum The Assessment Continuum

39. What Forms do Assessments Take? Please take a moment to list the assessments you currently use in your classroom or in your building.

41. Formative/Summative Activity - Part 1 You will be divided into groups. Each group will be assigned a reading related to formative and summative assessment. Close read your assigned article. As you read, identify: • Big ideas about assessment enumerated in the article • Ideas that align with your understanding of assessment • Ideas that may be new or surprising Share your ideas with your group.

42. Formative/Summative Activity - Part 2 You will now be paired with 2-3 other teacher participants who have read other articles. In your new group, share the big ideas from each of your readings. Create a Venn Diagram that reflects the similarities and differences between formative and summative assessment.

43. Formative or Summative? It’s all about the purpose of the assessment! What are we measuring and how will we use the data? How will we provide feedback? http://m.youtube.com/watch?v=rJxFXjfB_B4

44. Formative or Summative? “What happens after the test has been given will determine whether or not it is being used as a formative assessment. If the assessment is used to ensure that students who are experiencing difficulty are given additional time and support, as well as additional opportunities to demonstrate their learning, it is formative. If additional support is not forthcoming, the assessment is summative.” • DuFour, DuFour, Eaker & Many, Learning by Doing (2006)

46. What Makes an Assessment Summative? It’s what you DO with the assessment!!!! Consider the purpose of the assessment and how it is used. If it is used to drive instruction (Assessment FOR Learning), then it is formative. If it is used in an evaluative sense (Assessment OF Learning), then it is summative.

47. Review the assessment continuum. Refer to the list of assessments that are utilized in your district. Which of these are “Most Summative”? Most Summative Assessments

48. Types of “Most Summative” Assessments • Semester Exams • AP Exams • End of Course Exams • EPAS Assessments • PARCC Assessment • Exit Exams

49. What is the purpose of “Most Summative” Assessments? How do we use the data from “Most Summative” assessments? “Most Summative” Assessments

50. Review the assessment continuum. Refer to the list of assessments that are utilized in your district. Which of these are “More Summative”? “More Summative” Assessments