Student Growth vs. Student Achievement: Why we need to measure both and how Assessment FOR Learning...
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Student Growth vs. Student Achievement: Why we need to measure both and how Assessment FOR Learning can help March 16, 2011
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Transcript of Student Growth vs. Student Achievement: Why we need to measure both and how Assessment FOR Learning...
Student Growth vs.
Student Achievement:
Why we need to measure both and how Assessment FOR Learning can
help March 16, 2011
Growth Models• Parents of students ranging from the
gifted to those with special needs want to know if their child is learning and growing.
• Teachers long to celebrate not just a standardized test score, but how much individual children have progressed in their classroom.
Growth Models• Expecting every child to learn and grow
is a foundation of our Noble Profession, it resonates with common sense.
• Like every meaningful, significant, and life-changing school experience, it begins with an effective teacher with a heart for children
Student Growth vs.
Student Achievement What’s the Difference?!
• DVD courtesy of a non-profit based in Ohio
Visit www.battelleforkids.org
Our Core BusinessTeaching & Learning
Our FocusContinuous Improvement
Our CommitmentEvery Child • Every Day
The Traditional Pyramid
A World View
TOOLBOX
AFL: Formative Assessment; Descriptive Feedback; Second
Chances; Flexible Grouping; High Student Engagement
What• SOLs
• SOL Blueprints
• Curriculum Guides
• Best Practices
How• Hire the Best
(student-centered teachers)
• Equip Them
• Support Them
• Empower Them
• Continually Add Tools to their Toolbox
How Well• Extremely Well
• Every Child; Every Day
• Evidenced by:
• External Measures (including test scores)
• Teacher’s Gradebook
• Successful Students
What about the SOLs?!• The SOLs represent the minimum• A teacher cannot be just the purveyor
of facts and figures, we will not succeed…at least not with the ones who need us the most!
• We must aim for the heart
• We need to be a nation of thinkers and doers not just test takers!
ESEAThe Elementary and
Secondary Education Act
When ESEA (NCLB) is reauthorized what will it look like and
what will it mean for us?
When ESEA (NCLB) is reauthorized:• The name will change• 100% proficiency (everyone passing every
test) will be replaced with 100% College and Career Ready
• Highly Qualified will be replaced with “Highly Effective” (as measured by student growth)
• “AYP” will go away in name, but reporting by subgroups (Ethnicity, SWD, SES, LEP, etc.) will remain
Where No Child Left Behind doesn’t work today
…first, moving away from this focus on AYP, and focusing on growth and gains. I think this is a much fairer, much more thoughtful way to evaluate progress…
Secretary Arne DuncanJanuary 27, 2011
Bill Gates: Council of Chief State School Officers
November 19, 2010
Republicans, Democrats, and Bill Gates agree that…
1. Highly effective teachers help students learn
2. Student growth should be a measure of teacher effectiveness
3. Compensations systems should reflect #’s 1 and 2
The Virginia DOE has complied with ARRA Mandates
Virginia’s Reaction to ARRA Mandates
Establish a Measure of Student Growth (The SGP)
Adopt a Model Teacher Evaluation withstudent growth as a “significant factor”
Provide Guidelines for Creating aComprehensive Pay System
The “Salem Way” is to take parts of things we like and
build better solutions for our students and staff
This will not be as “neat and tidy” or nearly as fast as the DOE approach because we desire a high level of
participation in design and individualization in implementation
Three Inextricably Linked Future Realities for Public Education
Student Growth / Value-Added Analysis
Professional Evaluation withStudent Growth as a “Significant Factor”
Strategic Compensation
Assessment FOR Learning
Teacher as “Provider of Sit-N-Get”
vs.Teacher as
“Designer of Opportunity”
Application in The Classroom
• The Classroom is where “the magic” happens
• Change this big can’t be successful without a corresponding change in The Classroom
• To make the appropriate policy changes we must understand how they relate to The Classroom
Comparing Terminology
Classroom TermsPolicy Terms
Formative Assessment
Summative Assessment
StudentAchievement
StudentGrowth
:
:
Summative v. FormativeAssessment
Summative Assessment:
Assessing students for the purpose of determining student achievement.
Ex: SOL test
Summative v. FormativeAssessment
Formative Assessment:
Assessing students for the purpose of increasing student learning
aka: Assessment FOR Learning
Assessment FOR Learning
Definition:
Assessment FOR Learning
Definition:
…is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.
- W. James Popham
What does it look like in the classroom? Frankly, everything students do has potential value as formative
assessment. Assessments may range from: • oral responses to written responses• physical performances to inactivity• completing practice worksheets to engaging in peer conferences• taking conventional quizzes to creating graphic representations of a concept• computing math problems on personal dry-erase boards to indicating the level of understanding with a simple thumbs-up or thumbs-down
It takes myriad forms in the classroom and is as unique to individual teachers as are instructional styles.
Training and Technical Assistance Center at The College of William and Maryhttp://web.wm.edu/ttac/corner/2006febmar.html?&=&svr=www
Assessment FOR Learning
Assessment FOR Learning
It’s about how the results of the assessments will be used – not what the assessments are.
Autopsy
v.
Check-up
AFL v. Summative
Assessment FOR LearningA teacher’s daily reflection:
• Did I leave class today with the assessment data/info I need to know for sure how well my students - as a group and/or individually - understood the lesson I just taught them?
• Did my students leave class today with the assessment data/info they need to know for sure how well they understood the lesson I taught them?
The Heart of AFL• Frequent (daily) assessments for
the purpose of helping students learn – as opposed to Assessment FOR Grading only
• Teacher using feedback to guide instruction – that day as well as in the future
• Students using feedback to guide their own learning – that day as well as in the future
• Grading systems that allow for assessments to be used as practice – to help learning
Experiential knowledge:
Experiential knowledge:
•After lecturing for a week, your teacher gave you a test and then moved on to the next topic.
Experiential knowledge:
•After lecturing for a week, your teacher gave you a test and then moved on to the next topic.
•You had a big test scheduled for the following day but you were not positive what information you needed to know for it.
Experiential knowledge:
•Your teacher gave you a study guide that consisted of two columns worth of information and definitions, and as you studied you ended up having to relearn the majority of the material.
Experiential knowledge:
•Your teacher gave you a study guide that consisted of two columns worth of information and definitions, and as you studied you ended up having to relearn the majority of the material.
•You earned an A on the large unit test but received a B on your report card because you did not do as well on the class work and quizzes that led to the test.
On the other hand:
•Your teacher lectured for a week and assessed you daily to make sure you understood the content.
On the other hand:
•Your teacher lectured for a week and assessed you daily to make sure you understood the content.
•You had a big test scheduled for the following day and knew exactly what you needed to know for it because you had already been assessed many times on the same material.
On the other hand:
•Your teacher taught your class how to use feedback from assessments to create personalized study guides that only included the information you had not yet mastered completely.
On the other hand:
•Your teacher taught your class how to use feedback from assessments to create personalized study guides that only included the information you had not yet mastered completely.
•You earned an “A” on a large unit test and received an “A” on your report card. While you had not done as well on the class work and quizzes that led up to the test, those assessments were not averaged into your grade but instead were used by you to guide your learning.
Assessment FOR Learning
It’s time to move away from a summative/achievement-only world and enter a world of AFL/growth.
Assessment FOR Learning
Resource:
Assessment FOR Learning Ning
http://salemafl.ning.com
