Assessing Change in Changing Time
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Assessing Change in Changing Times
Justin Reich
Tom Daccord
EdTechTeacher.org
M.A.S.S. Webinar Series
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Where are we going?• Preparing students for success in career,
college and citizenship• Nurturing 21st century skills
– Expert Thinking– Complex Communication– New Media Literacy
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Managing System Change towards 21st
century skills1. Change has to be backwards planned
(and logic models are the tool)
2. Change has to happen in the instructional core (led by/with teacher-leaders)
3. 21st century skills will primarily be evaluated through performances of understanding (so rubrics will be central)
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Backwards PlanningSelect learning goals
What do you want students to be able to do?
Design assessment tasksHow will students demonstrate their developing mastery of those goals?
Develop lesson activitiesHow will you prepare students to master the goals and
succeed on the assessment task?
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Logic Model
Learning GoalsPerformance Assessments
Skill Benchmarks
Learning Activities
Instructional Support
Causality
Design
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WHAT DO YOU WANT STUDENTS TO BE ABLE TO DO?
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Logic Model
Learning Goals
New Media/ Technology
Literacy
Expert Thinking
Complex Communication
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Logic Model
Learning Goals
New Media/ Technology
Literacy
Information/ Search Literacy
Productivity Software
Persuasive Multimedia
Communication
Multimodal Literacy
Digital Citizenship/
Internet Safety
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Logic Model
Learning Goals
New Media/ Technology
Literacy
Information/ Search Literacy
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Logic Model
Learning Goals
New Media/ Technology
Literacy
Information/ Search Literacy
Identifying information
needs
Assessing Sources
Finding Sources
Crediting Sources
Using Sources
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Logic Model
Learning Goals
New Media/ Technology
Literacy
Information/ Search Literacy
Performance Assessments
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Who is on your team?• District vs. building?• Asst. Sup. for curriculum and instruction? • Principals? Asst. Principal for academics?• Academic Technology? Library/media?• Curriculum specialists?• Teacher-leaders!
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HOW WILL STUDENTS DEMONSTRATE THEIR DEVELOPING MASTERY OF THOSE GOALS?
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Logic Model
Learning Goals
New Media/ Technology
Literacy
Information/ Search Literacy
Performance Assessments
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Logic Model
Learning Goals
New Media/ Technology
Literacy
Information/ Search Literacy
Performance Assessments
Science Fair Project
Geography Country
Presentation
Historical Artist
Portfolio
ELA Personal History Project
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Logic Model
Learning Goals
New Media/ Technology
Literacy
Information/ Search Literacy
Performance Assessments
Science Fair Project
Geography Country
Presentation
Historical Artist
Portfolio
ELA Personal History Project
Research Journal
Annotated Bibliography
Common Elements
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Logic Model
Learning Goals
New Media/ Technology
Literacy
Information/ Search Literacy
Performance Assessments
Science Fair Project
Geography Country
Presentation
Historical Artist
Portfolio
ELA Personal History Project
Research Journal
Annotated Bibliography
Common Elements
Skill Benchmarks
•Identify source needs•Find and use credible sources •Use multiple source types•Appropriate crediting/citing
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Building/District Rubric Co-Creation
• Collect examples and exemplars from throughout the building
• Collect best practices online (Classroom 2.0 ning, Rubistar.4teachers.org)
• Collect and analyze student work• Instructional Rounds (Elmore, City, Teitel) focused
on information literacy instruction• Pilot, Pilot, Pilot!
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Skill Benchmarks
Exceeds Standard (4)
Meets Standard (3)
Approaching Standard (2)
Getting Started (1)
•Identify source needs
Research journal shows original/creative search strategy and keywords
RJ shows effective search strategy and diverse keywords
RJ shows basic search strategy and some keywords
RJ missing search strategy or keywords
Find and use credible sources
Annotated Bibliography shows thoughtful evaluation of credibility
An Bib shows many credible sites, with some evaluation of credibility
AnBib shows some credible sites, with limited evaluation of credibility
AnBib shows a few well chosen sites, but many sites lack credibility or no evaluation
•Use multiple source types
AnBib includes great diversity of source types
AnBib includes multiple source types
AnBib includes two types of sources
AnBib includes one type of source
Appropriate crediting/citing
Complex sources cited correctly
Sources cited correctly in MLA format
Sources cited in MLA format with errors
Sources credited without format
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Using Data to Address Instruction
Identify a Problem of
Practice
Gather data about the problem
Examine Instruction
Develop an Action Plan
Act and Assess
Further Reading: Data Wise and Data Wise in Action
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HOW WILL YOU PREPARE STUDENTS TO MASTER THE GOALS AND SUCCEED ON THE ASSESSMENT TASK?
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Logic Model
Learning Goals
New Media/ Technology
Literacy
Information/ Search Literacy
Performance Assessments
Science Fair Project
Geography Country
Presentation
Historical Artist
Portfolio
ELA Personal History Project
Skill Benchmarks
•Identify source needs•Find and use credible sources •Use multiple source types•Appropriate crediting/citing
Learning Activities
•Identifying search keywords•Advanced search engine strategies•Search engines vs. search directories•Web site evaluation•Proactive search strategies•Citation and crediting•Subject specific skills
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Curriculum Mapping • Where are these lesson activities taught?• What necessary skills are not taught
anywhere?• Where should they be taught?• Are we teaching skills in similar ways?
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Logic Model
Performance Assessments
Science Fair Project
Geography Country
Presentation
Historical Artist
Portfolio
ELA Personal History Project
Skill Benchmarks
•Identify source needs•Find and use credible sources •Use multiple source types•Appropriate crediting/citing
Learning Activities
•Identifying search keywords•Advanced search engine strategies•Search engines vs. search directories•Web site evaluation•Proactive search strategies•Citation and crediting•Subject specific skills
Instructional Support
•District rubric creation•District data analysis•Technology access• Common planning time•Professional Development•Coaching•Model projects•Model lessons•Observational protocols•Curriculum mapping
Information/ Search Literacy
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Using Data to Address Instruction
Identify a Problem of
Practice
Gather data about the problem
Examine Instruction
Develop an Action Plan
Act and Assess
Further Reading: Data Wise and Data Wise in Action
Learning Goals
Performance Assessments
Skill Benchmarks
Learning Activities
Instructional Support
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Leveraging Technology for Assessment
• As your teaching/learning activities go online, it becomes easier to share/aggregate data– Publish student work projects– Publish teaching materials– Use electronic grading
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Assessing Change in Changing Times
• Plan backwards from goals with logic models• Measure change the only place it matters: in
the instructional core• Use rubrics to gather quantitative data about
performance assessments• Use that assessment data to drive decisions
about learning activity and instructional support
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• “It’s the hardest work I’ve ever done in my career. We’re trying to effect change at scale, and we have to ‘play on two playing fields’ at once. We’re still being judged by the criteria for AYP and state accountability, while holding ourselves to a much higher standard. We have to succeed at both. It’s hard, but it’s the right work to be doing.” –Jim Merrill, Virginia Beach (quoted in Tony Wagner’s Global Achievement Gap)
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Cycle of Experiment and Experience
Fear - Growth+
Institutional Capacity+
Experiment
Review (Experience)Plan