Pre Planning: Identification of Need1. Develop/Review Student Learning Expectations2. Examine alignment of learning expectations with assessments3. Review assessment data4. Identify areas of need based on assessment

Plan:1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram)3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Why’s, Relations Diagram)4. Study research-based best practice/improvement theory addressing areas of need

DO1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan)2. Implement research-based best practices improvement theory based on root causes according to the Action Plan3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity4. Assess student learning

Study:1. Examine student assessment results (compare to baseline)2. Assess the impact of research-based best practice/improvement theory on

student achievement

Act:1. Standardize the implementation of research-based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system)2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes)

Action ResearchOverview

for Professional

Learning Communitie

s

Identify areas of Identify areas of strength and weakness?strength and weakness?

WhatWhat do they know? do they know?WhatWhat have they learned? have they learned?

Most effective/best practice Most effective/best practice teaching and learning strategies?teaching and learning strategies?

Have they learned it?Have they learned it?What do we do if they don’t?What do we do if they don’t?

PLC Crucial QuestionsPLC Crucial QuestionsWhat do we want each student What do we want each student to know or be able to do?to know or be able to do?

How do we know if they have How do we know if they have learned? What evidence do learned? What evidence do we have of the learning?we have of the learning?

How will we respond when How will we respond when some students don’t learn?some students don’t learn?

StudentStudent Crucial QuestionsCrucial Questions

What do I need to know?What do I need to know? Where am I now?Where am I now? How do I get there?How do I get there? What happens if I fail?What happens if I fail?

Pre Planning: Identification of Need1. Develop/Review Student Learning Expectations2. Examine alignment of learning expectations with assessments3. Review assessment data4. Identify areas of need based on assessment

Plan:1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram)3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Why’s, Relations Diagram)4. Study research-based best practice/improvement theory addressing areas of need

DO1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan)2. Implement research-based best practices improvement theory based on root causes according to the Action Plan3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity4. Assess student learning

Study:1. Examine student assessment results (compare to baseline)2. Assess the impact of research-based best practice/improvement theory on

student achievement

Act:1. Standardize the implementation of research-based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system)2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes)

Action ResearchOverview

for Professional

Learning Communitie

s

Identify areas of Identify areas of strength and weakness?strength and weakness?What do we want students to know?What do we want students to know?

WhatWhat do they know? do they know?WhatWhat have they learned? have they learned?

Most effective/best practice Most effective/best practice teaching and learning strategies?teaching and learning strategies?

Have they learned it?Have they learned it?What do we do if they don’t?What do we do if they don’t?How do we respond if they don’t?How do we respond if they don’t?

HOW do we know HOW do we know if they have learned it?if they have learned it?

What evidence do we have What evidence do we have of the learning?of the learning?

CRCSD Areas of FocusCRCSD Areas of Focus2006-2008 & ongoing

CRCSD Student Learning Expectations

Iowa Professional Development ModelIowa Professional Development Model

2007-2009

Formative Assessment

Learning Communities

PLC Crucial QuestionsPLC Crucial QuestionsWhat do we want each student What do we want each student to know or be able to do?to know or be able to do?

How do we know if they have How do we know if they have learned? What evidence do learned? What evidence do we have of the learning?we have of the learning?

Learning Target

Instruction Assessment

Purposeful Planning = Purposeful Planning = Student AchievementStudent Achievement

What’s the purpose for What’s the purpose for assessment?assessment?

Purpose:Purpose:Assess to meet Assess to meet whosewhose needs? needs?

ClassroomClassroom Instructional Instructional SupportSupport

PolicyPolicy

StudentsStudents

TeachersTeachers

ParentsParents

Teacher TeamsTeacher Teams

Curriculum Curriculum CoordinatorsCoordinators

PrincipalsPrincipals

SuperintendentSuperintendent

School BoardSchool Board

TaxpayersTaxpayers

LegislatorsLegislators

Balanced Assessment: Balanced Assessment: Meeting the Needs of All Meeting the Needs of All

StakeholdersStakeholders• Administer annual accountability testingAdminister annual accountability testing• Develop interim, short-cycle or Develop interim, short-cycle or

benchmarkbenchmark• Ensure ongoing, accurate classroom Ensure ongoing, accurate classroom

assessments assessments forfor and and ofof learning learning• Consider the student Consider the student as as the most the most

influential userinfluential user of assessment information of assessment information

Assessment for LearningAssessment for Learning

Rick StigginsRick Stiggins

OverviewOverview

SummativeSummative FormativeFormative

ReasonReason

To InformTo Inform

FocusFocus

Assessment Assessment OFOF Learning Learning

Assessment Assessment FORFOR Learning Learning

Check StatusCheck StatusImprove Improve LearningLearning

Others about Others about studentsstudents

Students about Students about themselvesthemselves

StandardsStandards Enabling Enabling TargetsTargets

ExampleExample

Place in Place in TimeTime

UseUse

Assessment Assessment OFOF Learning Learning

Assessment Assessment FORFOR Learning Learning

High Stakes High Stakes External External AssessmentsAssessments

Assessments that Assessments that diagnose needs or diagnose needs or help students see help students see themselves improvethemselves improve

An event after An event after learninglearning

A process A process during learningduring learning

SummativeSummative FormativeFormative

Two Purposes for AssessmentTwo Purposes for Assessment

SUMMATIVESUMMATIVE• AssessmentsAssessments OFOF LearningLearning

– How much have students learned as How much have students learned as of a particular point in time?of a particular point in time?

FORMATIVEFORMATIVE• AssessmentsAssessments FORFOR LearningLearning

– How can we use assessment How can we use assessment information to help students learn information to help students learn more?more?

FORMATIVE ASSESSMENT:FORMATIVE ASSESSMENT:

All those activities undertaken by All those activities undertaken by teachers and by their students [that] teachers and by their students [that] provide information to be used asprovide information to be used as FEEDBACK to modify the FEEDBACK to modify the teaching and learning activitiesteaching and learning activities in which they are engaged.in which they are engaged.

--Black & Wiliam, 1998--Black & Wiliam, 1998

Formative or Formative or Summative?Summative?

Unit AssessmentsUnit Assessments

Formative or Summative?Formative or Summative? Students take sentence strips and put Students take sentence strips and put

them in order by the sequence of events in them in order by the sequence of events in the story.the story.

Formative or Summative?Formative or Summative?

Running Running RecordsRecords

Formative or Summative?Formative or Summative?

Qualitative Spelling InventoryQualitative Spelling Inventory

Formative or Summative?Formative or Summative?

Completing a T Chart to draw connections Completing a T Chart to draw connections between Corretta Scott King and Rosa between Corretta Scott King and Rosa Parks independently.Parks independently.

Formative or Summative?Formative or Summative?

Weekly Weekly AssessmentsAssessments

When the cook tastes the When the cook tastes the soup, that’s formative.soup, that’s formative.

When the guest tastes the soup, When the guest tastes the soup, that’s summative. that’s summative.

Robert StakeRobert Stake

““Teachers use formative Teachers use formative assessment to inform assessment to inform instructional methods… at the instructional methods… at the very least, teachers should very least, teachers should check for understanding every check for understanding every 15 minutes.”15 minutes.”

-Douglas Fisher-Douglas FisherChecking for Checking for

UnderstandingUnderstanding

Key IDEA:

Formative assessment can and should be done BY STUDENTS,

as well as by teachers. The key to improvement is how students and

teachers use assessment information.

Balanced AssessmentBalanced Assessment

FORMATIVE

Formal and informal processes teachers & students us to gather evidence for the purpose of improving learning

SUMMATIVE

Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness.

ASSESSMENT FOR LEARNING

Use assessments to help students assess & adjust their own learning.

ASSESSMENT FOR LEARNING

Use formal & informal classroom assessments to inform teacher’s decisions.

FORMATIVE USES OF SUMMATIVE DATA

Use summative results to inform what comes next for individuals or groups of students.

Keys to Classroom Keys to Classroom AssessmentAssessment

• Key 1: Clear PurposeKey 1: Clear Purpose• Key 2: Clear targetsKey 2: Clear targets• Key 3: Sound Assessment Key 3: Sound Assessment

DesignDesign• Key 4: Effective CommunicationKey 4: Effective Communication• Key 5: Student InvolvementKey 5: Student Involvement

Seven Strategies of Assessment FOR Learning

1. Clear & Understandable Vision of Target

2. Examples/models of strong & weak work

3. Regular Descriptive feedback4. Teach Students to Self-Assess & Set

Goals.5. Focus on One Aspect6. Teach Focused Revision7. Engage students in Self-Reflection

What we choose to evaluate and how we choose to evaluate

delivers powerful messages to students about those things we

value. Students view their learning and their sense of

worth through the lens we help them construct unless they

cannot bear to look through it. “

Staytor and Johnson, 1990

%ile

impr

ovem

ent

incr

ease

0

20

80

100

40

60

Starting percentile50th

Starting percentile50th

Teacher assessment effectiveness

StudentAchievement

Increase of 34%ileto 84%ile

13%ile increaseto 63%ile

%ile

impr

ovem

ent

incr

ease

0

20

80

100

40

60

Starting percentile50th

Starting percentile50th

Teacher assessment effectiveness

StudentAchievement

Increase of 49%ileto 99%ile

28%ile increaseto 78%ile

John Hattie—reviewed 7,827 studies on learning and instruction.

Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”

Like most things in education, classroom assessment enhances student achievement under certain conditions only.

• Feedback from classroom assessments should provide students with a clear picture of

their progress on learning goals and

how they might improve

• Feedback from classroom assessment should encourage students to improve.

• Classroom assessment should be formative in nature.

• Formative classroom assessments should be quite frequent.

• Feedback from classroom assessments should provide students with a clear picture of

their progress on learning goals and

how they might improve

# of studies Characteristic of Feedback from Classroom Assessment

Percentile Gain/Loss

Bangert-Drowns, Kulik, Kulik, & Morgan, 1991

6 Right/wrong -3

39 Provide correct answers 8.5

30 Criteria understood by student vs. not understood

16

9 Explain 20

4 Student reassessed until correct

20

• Feedback from classroom assessments should provide students with a clear picture of

their progress on learning goals and

how they might improve

# of studies Characteristic of Feedback from Classroom Assessment

Percentile Gain/Loss

89 Displaying results graphically

26

49 Evaluation by rule

[uniform way of interpreting results of

classroom assessments using a tight logic)

32

49 Evaluation by rule

[uniform way of interpreting results

of classroom assessments using

a tight logic)

32

a________________

b________________

c________________

d________________

Tracking My Own LearningStudent Name______________________ Date__________

Topic

____________________________________________________

____________________________________________________

My score at beginning:_______________ My goal:_________ by ______________

100%

80%

60%

40%

20%

0

a b c d e f g h

e________________

f_________________

g________________

h________________

Pretest 2/12 (48%)Quiz 2/15 (60%)

Quiz 2/19(60%)

100

90 80 70 60 50 40 30 20 10

Percent Correct

Theme 1 Score

_____

Theme 2 Score

_____

Theme 3 Score

_____

Theme 4 Score

_____

Theme 5 Score

_____

Theme 6 Score

_____

Reading Skills Assessment Harcourt Brace

How do you provide feedback in a way that students

• Know what they are learning and how well the are progressing

• Can explain what they need to do to get better.

Clean refrigerator

4 Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories

3 Refrigerator is generally wiped clean. All items are relatively fresh, in some type of container (some Tupperware lids are missing or don’t fit) and are sitting upright

2 Some of the shelves are wiped clean, although there are some crusty

spots. There are some suspicious smells. Items are in containers, but there seems to be some green stuff growing in some of the Tupperware

1 Items stick to the shelves when they are picked up. The smells linger long after the refrigerator door is closed. Several items need to be thrown out—Tupperware and all

4

3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes

2 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes

1

0

4

3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes

2 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes

1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.

0

4

3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes

2 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes

1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.

0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.

4 In addition to exhibiting level 3 performance, the student’s responses demonstrate in-depth inferences and applications that go beyond what was taught in class

3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes

2 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes

1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.

0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.

4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class.

3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught

2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes

1 With HELP, a partial knowledge of some of the simpler and complex details and processes

0 Even with help, no understanding or skill demonstrated.

Scale

Why Assessment Why Assessment forfor Learning Learning WorksWorks

When students are required to When students are required to think about their own learning, think about their own learning, articulate what they understand, articulate what they understand, and what they still need to learn, and what they still need to learn, achievement improves. achievement improves.

--Black and Wiliam, 1998; Sternberg, 1996; Young, --Black and Wiliam, 1998; Sternberg, 1996; Young, 20002000

Key IDEA:

Formative assessment can and should be done BY STUDENTS,

as well as by teachers. The key to improvement is how students and

teachers use assessment information.

***