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Transcript of Changing the Conversation About Assessment The Promise of Assessment Literacy MASA Fall Conference...
Changing the Conversation About Assessment
The Promise of Assessment Literacy
MASA Fall Conference 9/25/2014
PresentersTerri Portice Director of Teaching & Learning Reeths-Puffer Schools and MAC Board Member [email protected]
Kathryn Dewsbury-White President/CEO
MI Assessment Consortium [email protected]
Session Purpose & Outcomes Explore power of assessment (done well) to
help us meet New Mission of schools.
Understand role of assessment literacy in achieving balanced, comprehensive, quality assessment systems and practices
Identify resources, tools available now
ProceduresPresent some ideas for consideration• Define balanced, comprehensive assessment system• Provide ideas & strategies for assessing own district status
related to balanced system• Define assessment literacy, present MAC’s Assessment
Literacy Standards
Provide pieces of one district’s story or journey• Examples of selected practices from Reeths-Puffer Schools
Identify available resources• Select/Current MAC resources keyed to ALSs
Guiding Question for our Session: How Do We Use Assessment Well?…What Would It Take?
Achieving balanced, comprehensive, quality assessment systems, through
Development of assessment literate …• administrators • educators • policymakers • parents and students
21st Century School Mission!
• ALL students lifelong learners• Narrow achievement gap among students• Universal graduation for students• All students ready for colleges or
workplace training• Raise achievement levels among ranks of
all studentsexcerpted Rick Stiggins MDE- DAS 2013 Fall Conference presentation
Assessment in all of this…• Public accountability for test scores supposed to
improve schools (local, state, national, international)
• Linking federal funding to test scores supposed to improve schools
• Writing tougher standards & tests—raising the bar supposed to improve schools
• Competing for federal $ -- RtT, NCLB, -- supposed to improve schools
• Evaluating teachers based on annual test scores is supposed to improve schools
Adapted from Rick Stiggins MDE- DAS 2013 Fall Conference presentation
So, how are we doing so far?• NAEP scores have flat-lined for decades • Drop out rates remain stable and high; some are
astronomical
• USA’s place in international rankings stable
• Excellent teachers and new teachers are leaving the profession in unprecedented numbers
excerpted Rick Stiggins MDE- DAS 2013 Fall Conference presentation
How is this possible?• No assessment training for teachers or admins• Lack of assessment literacy among policy makers
at local, state, and federal levels• Little awareness throughout of how to link
assessment to teaching and learning• No norm for quality assessment in higher ed.• Aggressive selling of test services to unqualified
users• Standards of quality ignore 99% of assessments • Technical apps exacerbate quality problems
excerpted Rick Stiggins MDE- DAS 2013 Fall Conference presentation
EVOLVING… Assessment ParadigmFROM TO
Summative Summative & Formative
Accountability Teaching & Learning Tool
After During & After Learning
Condensed Results to Produce a Score Detailed Description
Adults do the Assessment to Students Adult & Student Activity
Notoriously Neglected Facet of Teacher Preparation
Foundation of Effective Teacher Preparation
Notoriously Neglected Facet of School Leadership
Foundation of Effective Leadership
A Balanced Assessment System
State Standards
specify K-12
expectations for college and career readiness
All students leave
high school college
and career ready
Teachers and schools have
information and tools they need
to improve teaching and
learningInterim assessments
Flexible, open, used for actionable
feedback
Summative assessments
Benchmarked to college and career
readiness
Teacher resources for formative
assessment practices
to improve instruction
Quality Classroom Assessments & PracticesPremium on Formative Practices – Assessment for Learning
How can we help students learn more?
Interim/Benchmark AssessmentsShort-cycle Summative
Are students in each school on track for proficiency?
New MEAP /College Entrance & Work Skills/EOC/UnitSummative – Assessment of Learning
Did the student learn what they should have?
Comprehensive Balanced Assessment System
Aligned to Content Standards
Where and when we assess, why, who uses the information …
FORMATIVE SUMMATIVE
CLASSROOM Continuous, informs practice, talks about progress
Periodic Accountability
INTERIM Periodic identify strugglers or problem standards for faculty/program
Periodic document evidence throughout the year vs. 1 time
ANNUAL 1 time a year, help determine which standards need to change
Public Accountability
Only the cell highlighted in yellow has an empirical research base indicating - utilizing formative assessment practices appropriately can increase student achievement by effect sizes of .4-.7 standard deviations
Source: 7 Essential Actions for School Leaders Commodore, Chappuis, Stiggins – see Pearson Assessment Training Institute, copyright 2010
Why an Inventory, Calendar?
• Eliminate ineffective/unnecessary assessments
• Achieve equitable/appropriate distribution– Grade level– Content Area– Assessment Type
• Be clear about purposes and uses that support student growth (develop commensurate PD plan).
How to use Inventory, Calendar…
• Keep the inventory current & distribute it on a regular basis – review and update
• Do the same with the PD Plan – does it support the district Inventory/Calendar
• Encourage collaboration on effective use of all available data
• Create and organize data – School– Classroom– Team– Student
Balanced Assessment System
With the other “elbow” partner, discuss the status of “assessment balance” within the classroom, building, and district you serve? Do you have a calendar/inventory? Do you have PD plan?
22
Why Assessment Literacy Standards?
• Increased amount of assessment/data
• Stakes of assessment for students and educators continue to rise
• A lack of pre-service (in college) preparation for educators
• A lack of understanding about assessment by those who adopt policy and laws and govern our schools
Consider this…
• Research suggests that teachers spend from one-quarter to one-third of their professional time on assessment related activities.
• Almost all do so without the benefit of having learned the principles of sound assessment.
– Rick Stiggins, 2007
ALS Development
• The MAC has developed assessment literacy standards
• These standards will describe the dispositions, knowledge and skills needed by all parties regarding student assessment
• The goal is to provide a common basis for work to help all become more assessment literate
ALS Development
• After internal review and revision, several external reviewers were asked to comment on the standards. These included:– Susan Brookhart– Carol Commodore– Margaret Heritage– Ken O’Connor– Jim Popham– Rick Stiggins– MASSP, MEMSPA and MASCD
Students and Parents
Teachers
Building Administrators
DistrictAdministrators
Local and State Policymakers
Assessment Literacy Standards
Pre-service teachers
Administrator Certification
Reflection on the StandardsLook at the ________________ Standards
Using 1 – 3 make a note next to each statement – in a self-survey manner. Marking 1, 2, or 3• 3 -- you could teach to others, it’s a part of your current
professional practice, • 2 – you are working on deepening your understanding and practice• 1 – you know the words, but little if any confidence related to your
current understanding, not integrated into your current practice. Share Your Observations
Which portion(s) of these quotes resonate? Why? Share w/your Elbow Partner
“We owe it to ourselves and our students to devote at least as much energy to ensuring that our assessment practices are worthwhile as we do to ensuring that we teach well” Dr. Sara Cushing Weigle, Georgia State University
“A solid understanding of assessment issues should be part of every teachers’ knowledge base, and teachers should be encouraged to equip themselves with this knowledge as part of their ongoing professional development.”Dr. David Boud, University of Technology, Sydney
ONE DISTRICT’S JOURNEY: REETHS-PUFFER SCHOOLS SELECT PRACTICES THAT FEED THAT NEW MISSION FOR SCHOOLS, THAT RELY ON DEVELOPMENT OF ASSESSMENT LITERACY
The Assessment ChallengeHow do we get from
here......to here?
All studentsleave high
school college and
career ready
State Standards
specify K-12 expectations for college and career readiness
...and what can an assessment
system do to help?
Feeding that New Mission for 21st Century Schools…
• Assessments will evolve to be more rigorous and real world relevant, we must match our teaching to this same standard
• Assessment data must be used in the moment to inform “next steps” in the learning process
• Schools must have a balanced assessment system in place within their districts, buildings & classrooms
• All will be assessment literate
Reeths-Puffer Schools – The “WHY” of our story
I have the opportunity to create a system of change and one with a focus on systems thinking, by creating consistency in instruction and assessment within the core K-12. Through this process we can help teachers differentiation instruction along the way based on the data.
A big part of my job is helping teachers understand the “Why” so that we can work on “How” instruction must change and determine “What” teaching and balanced assessments needs to looks like.
Local Leadership Assessment Actions:
• Balance assessments• Continue to refine standards• Assure assessment quality• Turn learners into assessors• Build communication systems to support and
report learning• Motivate with learner success• Assure assessment literacy through professional
developmentPearson Assessment Training Institute, An Action Guide for School Leaders, Copyright 2010
Balanced Assessment SystemsFormative Assessment
Practices(to improve instruction)
Interim assessments Flexible, open, used for
actionable feedback
Summative assessments
Benchmarked to CCR
Running Records DIBELS (K-4); Daze 5th Grade State Assessments
Formative Assessment Tasks (Math)
Scholastic Reading Inventory (Grades 3-10)
End of Course/Unit Assessments
Spelling Inventories Scholastic Math Inventory (Grades 3-8)
CCR and Work Skills Assessments
Specific Classroom Learning Tasks
Common Formative Assessments for Reporting purposes
**Plan / Explore (previously used)
Exit Slips Formative Assessment Tasks (Math)
Observations: Documentation Checklists
On Demand Writing Samples
Journal Responses (lesson activity or reflection)
Meaningful Performance Tasks
Peer/Self Assessments
Presentations or Demonstrations
Interim Assessment Samples
1st Date: 9/18/132nd Date – 1/16/14
1st date: 9/19/20132nd date: 1/21/2014
Local Leadership Assessment Actions:
• Balance assessments• Continue to refine standards• Assure assessment quality• Turn learners into assessors• Build communication systems to support and
report learning• Motivate with learner success• Assure assessment literacy through professional
developmentPearson Assessment Training Institute, An Action Guide for School Leaders, Copyright 2010
4th Grade Math Unit Overview
• Document which outlined the order of lessons to be taught
• Task type listed to ensure a variety of instructional tasks, assessments, and a combination of individual, partner, or small group learning is taking place
• Standards are aligned to each lesson.
• Gray items are commonly scored and used for grade level conversations.
Refine Standards & Curriculum Development
Yearly Updating of Curriculum Maps and instructional lessons.
May mean there is a curriculum or instructional concern
Solid scoring / students consistently achieving the standard
Student struggling in many areas
Student finding success in all areas
Standards Based Grading – Reports from Power School; evaluation of curriculum (for refinement of curriculum) and levels of learning (for interventions & extensions).
Pow
er s
choo
l sta
ndar
ds re
port
Local Leadership Assessment Actions:
• Balance assessments• Continue to refine standards• Assure assessment quality• Turn learners into assessors• Build communication systems to support and
report learning• Motivate with learner success• Assure assessment literacy through professional
developmentPearson Assessment Training Institute, An Action Guide for School Leaders, Copyright 2010
Workshop with Carol Commodore• The Role of Assessment in Unit
Design (4 part series)• Who: Brought whole MS and HS
math teams; 5th grade LA teachers (and building administrator) 25 participants.
• Focus: Assessment Literacy; Keys to Quality Assessments; Understanding Assessment Tasks and matching DOK levels to types of Assessment; Grading Practices; Formative Assessment Practices; and building quality assessments through unit design.
• Goal of the series is to assist teachers and administrators in understanding the role assessment plays in the development and implementation of quality units.
Local Leadership Assessment Actions:
• Balance assessments• Continue to refine standards• Assure assessment quality• Turn learners into assessors• Build communication systems to support and
report learning• Motivate with learner success• Assure assessment literacy through professional
developmentPearson Assessment Training Institute, An Action Guide for School Leaders, Copyright 2010
Local Leadership Assessment Actions:
• Balance assessments• Continue to refine standards• Assure assessment quality• Turn learners into assessors• Build communication systems to support and
report learning• Motivate with learner success• Assure assessment literacy through professional
developmentPearson Assessment Training Institute, Copyright 2010
Local Leadership Assessment Actions:
• Balance assessments• Continue to refine standards• Assure assessment quality• Turn learners into assessors• Build communication systems to support and
report learning• Motivate with learner success• Assure assessment literacy through professional
developmentPearson Assessment Training Institute, An Action Guide for School Leaders, Copyright 2010
Mindset – The New Psychology of SuccessHow We Can Learn to Fulfill Our Potential
By Carol S. Dweck, Ph.D
• Test scores and measures of achievement tell you where a student is, but they don’t tell you where a student could end up. (pg. 66)
• Teachers need to tell students the truth and then give them the tools to close the gap. (pg. 199)
• Great teachers set high standards for all their students, not just the ones who are already achieving. (pg. 196)
• If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning. (Pg. 177)
Growth Mindset Leaders• Growth mindset leaders in action: promote a culture of growth and teamwork
in place. They start with human potential and development – both their own and other people’s. Instead of using the company as a vehicle for their greatness, they use it as an engine of growth – for themselves, the employees, and the company as a whole. (pg. 125)
• Growth mindset leaders encourage full and open discussion of the information and to enhance decision making. (pg. 136)
• Growth mindset leaders will praise workers for taking initiative, for seeing a difficult task through, for struggling and learning something new, for being undaunted by a setback, or for being open to and acting on criticism. (pg. 137)
• As parents, teachers, and coaches, we are entrusted with people’s lives. They are our responsibility and our legacy. We now know that the growth mindset has a key role to play in helping us fulfill our mission and in helping children/students fill their potential. (pg. 211)
Local Leadership Assessment Actions:
• Balance assessments• Continue to refine standards• Assure assessment quality• Turn learners into assessors• Build communication systems to support and
report learning• Motivate with learner success• Assure assessment literacy through professional
developmentPearson Assessment Training Institute, An Action Guide for School Leaders, Copyright 2010
Assuring that each and every staff member is:
• A confident, competent master themselves of the targets that they are responsible for teaching
• Sufficiently assessment literate to assess their assigned targets
• Proficient in using data to drive instruction
• Utilize consistent, timely, and specific feedback to move student learning forward
• Help Staff to understand the importance of student involvement in the Assessment Process and work to . . . • Teach students how to self-assess and plan for improvement• Students learn to track and use their own achievement data and related
feedback to monitor, evaluate, and reflect on how to improve their own performance.
Professional Learnings is Key to change in Classroom Instruction and Assessment Practices. Samples of targeted professional learning experiences include:• FAME (Formative Assessment for Michigan Educators) teams that continue to grow in
numbers of teams within buildings and involving more buildings in developing teams.• Teams at Intermediate School (3 teams) Middle School (4 teams) and High School
(one team)• E-Maths (improving mathematics Education) Training for Alg. I • Science and Math Misconceptions Management – Misconceptions Training MS/HS Staff • Add+Vantage Math (Math Recovery) Diagnostic Training: 3 team members trained in the
full program.• SBAC Pilot Test and Survey feedback reflections after assessments: 3rd Grade (Math) 8th
Grade (Math and ELA) and 11th Grade (Math and ELA)• Summer Learning Institutes – collaborative PLC time for teams to continue work and
learning
Internal Professional Learning Committees; Leadership Teams (PLC):• Development of leadership teams (K-2; 3-5; 6-8; 9-12) • Every professional development day is used for district level curriculum, instruction, and
assessment collaborative learning and work.• Leadership teams then help drive/lead the district professional development day
sessions.
Real learning success is at hand!
1. Rethink why we assess: it can cause learning too2. Demand quality assessment in all contexts3. Understand that assessment is not merely something adults do
to students; students assess themselves…constantly… and make key decisions
4. Assess learning targets, not Detailed Description domains5. Report immediately useable info, not just scores or data6. Verify instructional efficacy of all applications of assessment at all
levels7. Factor impact of results on learning into evaluations of test
qualityExcerpt Rick Stiggins fall 2013 presentation