Ohio Value-Added Conference 2009 Implementing Assessment ...

Copyright ©2008. Battelle for Kids

Ohio Value-Added Conference 2009

Implementing Assessment for Learning to Maximize Student Success


Your Learning Facilitator

Jacci [email protected]

mailto:[email protected]�


Learning TargetsBegin to understand what classroom assessment

for learning is, and reflect where you and your staff are in implementing assessment forlearning in your classrooms.

Understand the impact formative assessment has on student motivation and achievement.

Reflect on the Competencies for School Leaders.


Learning Targets

Become familiar with the Five Keys of Assessment for Learning.

Begin to explore how to recognize and support sound assessment practices and strategies.

Consider strategies you can implement as you work to implement assessment for learning.


What Do You Want to Learn?

Take a few minutes to talk at your tableabout what you want to learn regardingassessment and how it can maximizestudent learning.

Be prepared to share with large group.


Assessment of Learning

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

Seven Strategies of Assessment for LearningJan Chappuis, 2009


Assessment of Learning• Is summative

• Occurs after instruction/learning take place

• Determines learning status at a point in time

• Is often part of an accountability system such as:

√ for a student’s grades in a classroom√ for state accountability


Assessment for Learning

“Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning.”

Seven Strategies of Assessment for Learning, 2009Jan Chappuis


Assessment for Learning• Is formative

• Occurs during the learning

• Diagnoses student needs and provides feedback

• Helps determine next steps in instruction

• Helps students feel in control of their success

• Is not about accountability


Assessment for Learning Requires Teachers to Change Their Habits

“Experience alone is not enough - if it were, the most experienced teachers would be the best teachers - we know that is not true.”

Hanushek, 2005 and Day, 2006)


Rick Stiggins

The challenge is “how can we useassessment not only to check learning but to improve learning?”

New Mission, New Beliefs DVD, 2007, ETS


Competencies for School Leaders

• Take out handout #1 Assessment Competencies for School Leaders and complete the self-assessment

• Turn to a person next to you and discuss how these competencies could help you fulfill your leadership role in assessment.


Robert Marzano

“Research supports the conclusion that formative assessment is one of the most powerful tools a classroom teacher might use.”

Classroom assessment & grading that work,2006


Balanced Assessment Overview

Assessment OFLearning

Assessment FORLearning

Reason Check Status of Learning Improve Learning & Teaching

To Inform Others about Students’ Learning

Students about Themselves

Focus Meet Standards, Judge Learning/Programs and Be Part of Accountability System

Provide Feedback so Students Know How to Improve & Reach Targets

Adapted from Rick Stiggins, New Mission, New Beliefs: Assessment for Learning DVD 2007, ETS


Dylan Wiliam & Paul Black“There is a firm body of evidence that

formative assessment is an essential component of classroom work and that its development can raise standards of achievement.”

Inside the black box: Raising standards through classroom assessment, 1998


Assessment & Motivation • In the past, the mission of schools

was to rank students from highest achieving to lowest achieving, thus producing winners and losers.

• High-achieving students gained confidence while the low-achieving students felt pessimistic and hopeless.


Assessment & Motivation• With NCLB, the mission is that all

students can and will learn

• With assessment for learning, all students can begin to feel the optimism of being successful.

• Assessment for learning informs students about themselves and allows them to work toward learning targets.


Assessment & Motivation

• Students strive to understand what success looks like and improve each time.

• Rather than determining winners and losers, assessment is used as a road map from start to success.


Table Talk

Motivation is Important.

• At your table share an example of a person in your school who did something to motivate a single student or a group of students. Discuss the impact it had.


Five Keys to Quality AssessmentPurpose – Why Assess?

Targets – Assess What?

Design – Assess How?

Communication – How to Share Information & Provide Feedback?

Student Involvement – Owners and Users

Handout #2


3 Questions Students Ask

• Where Am I Now?

• Where Am I Going?

• How Am I Going to Get There?


Seven Strategies Where Am I Going?

• Strategy 1: Provide a clear and understandable vision of the learning target.

• Strategy 2: Use examples and models of strong and weak work.

••


Strategies

Where Am I Now?

• Strategy 3: Offer regular descriptive feedback.

• Strategy 4: Teach students to self-assess and set goals.


StrategiesHow Can I Close the Gap?

• Strategy 5: Design lessons to focus on one aspect of quality at a time.

• Strategy 6: Teach students focused revision.

• Strategy 7: Engage students in self-reflection. Let them keep track of and share their learning.


Where Are We Now?

• If you are an administrator take out Handout #3

• If you are a teacher take out Handout #3a.

• Please complete the assessment. This is for your own information and will not be shared.


What Can You Do?

• Brainstorm actionable strategies you can implement in your building.

• Share with a person near you.

• •Be prepared to share ideas with the large group.

• •Let’s see if our ideas are similar to yours!


Actionable Strategies for Principals

• Ensure that school and classroom policies support sound assessment practices.

• Look for clear learning targets and formative assessment strategies when you observe in the classrooms. See handout #4 Feedback Four Square.

• Set expectations that teachers involve students and do things to encourage student ownership.


Actionable Strategies for Teachers

• Create and use quality assessments in your classrooms. Refer to handout #5 Developmental Continua for Teachers.

• Audit classroom assessments for quality.

• Support each other in implementing formative assessment practices.


Where Can You Start as a Leader in Your School?

• Refer back to handout #1 Assessment Competencies for School Leaders.

• Identify one leadership competency that you are going to address in the next month.

• Share this with a person near you.


Where to Start in Your School?Introduce formative assessment by asking staff to

read an article and be prepared to respond to the guiding questions.

At a faculty meeting engage staff in a discussion about their reading.

Articles & questions to consider: • The Best Value in Formative Assessment by

Stephen Chappuis and Jan Chappuis• Helping Students Understand Assessment by

Jan Chappuis


Review the Learning

Begin to understand what classroom assessment for learning is, and reflect where your teachers are in implementing assessment for learning in their classrooms.

Understand the impact formative assessment has on student motivation and achievement.

Reflect on the Competencies for School Leaders.


Learning TargetsBecome familiar with the Five Keys of Assessment for Learning.

Begin to explore how to recognize and support sound assessment practices and strategies.

Consider strategies you can implement as you work to implement assessment for learning.


Evaluation

Please complete the evaluation form and leave it on the table.

Thank You!

To learn more about the Leadership Academy and other professional development available through the Teaching & Learning Center, contact us at (614) 481-3141 and visit www.BattelleforKids.org.

Ohio Value-Added Conference 2009 Implementing Assessment ...

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