WELCOME

October 24-26, 2010

CTN

Vision

Mission

Goals

Vision

Mission

Goals

Vision

All West Virginia educators continually grow in their

professional expertise and improve their professional

practice by working together interdependently in collaborative teams

supported by collaborative cultures.

Mission

To create district and school-based collaborative teams

whose goals are to promote higher levels of learning for

all students through formative classroom

assessment practices and collaborative team processes.

Goals

Create a core of CTN schools that include teacher collaborative teams supported by school leadership teams

  Engage in professional development designed

to enhance effective collaboration and school-based decision-making

Focus improvement efforts on building collective capacity to impact student outcomes

Provide a structured support system to assist schools as they move along the continuum of implementation

Classroom Heroes

West Virginia Department of Education

Stand and Deliver

Freedom Writers

A Touch of Greatness

Improving Schools One Teacher at a Time

Individual growth does not ensure organizational growth. Organizations need more than well-developed individuals. Effective leaders focus on developing the culture and the collective capacity of the organization.

Center for Creative Leadership (2003)Michael Fullan (2007)Richard Elmore (2006)

Individual Growth Does Not Ensure Organizational Growth

Student achievement gains and other benefits are influenced by organizational characteristics beyond the skills of individual staff. We saw schools with competent teachers that lacked the organizational capacity to be effective with many students. The task for schools is to organize human resources into an effective collective effort.

Newmann and Wehlage,(1995)

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Teacher Collaborative

TeamsSchool

Leadership Team

District Leadership Team

Regional

Support Teams

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Network Teams

Teacher Collaborative Teams

Organized into teams on the basis of shared responsibility for addressing the critical questions of teaching and learning with a particular group of students –by content, course or grade level

Network Teams

School Leadership TeamSchool administrators and collaborative team leaders (representing each teacher collaborative team) form a School Leadership Team that supports the work of teacher teams using a distributed model of leadership.

Math teachers discuss how to phrase test questions during a team meeting before morning classes at the Adlai E. Stevenson High School staff cafeteria in Lincolnshire, Illinois.

—John Zich for Education Week

What is the Right Work of Teams?

First General Session

Balanced Assessment

System

4:00 p.m.

First General Session

Balanced Assessment

System

4:00 p.m.West Virginia Department of EducationWest Virginia Department of Education

Triangle Square Circle The Big Ideas

MAJOR POINTS LEARNED

Triangle Square CircleValidate My Thinking

THESE IDEAS

SQUARED WITH

MY OWN

Triangle Square CircleQuestions I Still Have?

THINGS STILL GOING

ON IN MY HEAD

Personal Experiences with Assessment

BESTDescribe a

positive assessment experience you have had. Explain why it was positive.

WORSTDescribe a

negative assessment experience you have had. Explain why it was negative.

Personal Experiences with Assessment

Best when I scored high enough

on my ACT to go to college the science fair when you knew what you were going

to be assessed on, when the teacher made it very clear and all anxiety was eliminated

Our teacher allowed us take assessments when we were ready - a self-paced schedule.  I always performed better when I knew I was ready.

When I was in second grade the teacher had us to explain the water cycle any way we wanted.  I was allowed to express my knowledge through drawings and I loved it!

Worst taking all standardized tests. 

I had real test anxiety! when I ran out of time and

felt pressure and disapproval from the teacher

a 'game' that my high school studies teacher liked to play when we were a little out of control.  The assessment was impossible to complete in one class period and EVERYONE failed.  It was added to our grade and lowered everyone's GPA.

Assessment Literacy

We need to provide the language and the tools to administrators, teachers and students so they can communicate accurately

about assessment.

In an Effective School System…

Continuous (Formative) Classroom Assessment For

Learning

Classroom Level Users(Students, Teachers and

Parents)

Common Formative Assessments

Content Level UsersJob-Alike Collaborative

Teacher Teams

Periodic Benchmark Assessments

Program Level Users (Teacher Teams and

School Leaders)

Annual Accountability Testing (State Summative

Test)

Institutional/Policy Users

(School, District and State Leadership)

Critical Questions

• What is the primary aim of assessment?

• Who will use the information gathered?

• What decisions will they make?

Primary Aim of Assessment

The primary purpose of assessment is not to rate, rank and sort

students, but to provide meaningful feedback

that informs decisions.

A Balanced Assessment System

Assessment of Learning Summative Assessment

An event after learning Benchmark Assessment

An event after learning

Assessment for Learning Formative Assessment

A process during learning Classroom Assessment For

Learning A process during learning

Learning Targets within an Objective

Determine ultimate (overall) type of target the objective represents: knowledge target reasoning target performance skill target product target

Identify its underpinning learning targets

Objective/Benchmark:

Overall Target

Type: Knowledge Reasoning Performance Skill Product

Learning TargetsWhat are the knowledge, reasoning, performance skill or product targets underpinning the standard/objective?

Knowledge Targets Reasoning Targets Performance Skill Targets

Product Targets

Objective/Benchmark: First Grade Reading /English Language Arts

Produce writing to communicate with different audiences for a variety of purposes.

Overall Target

Type: Knowledge Reasoning Performance Skill Product

Learning TargetsWhat are the knowledge, reasoning, performance skill or product targets underpinning the standard/objective?

Knowledge Targets Reasoning Targets Performance Skill Targets

Product Targets

Write sentences with varied beginnings

Holds a pencil correctlyPrint letters correctlySpace wordsUse lines & marginsStretch out sounds in words to create a temporary spelling of a word

Distinguish the uses or meanings of a variety of words (word choice)

Know what a sentence is

Understand concept of word choice

Learning Targets

A learning target is an achievement expectation we hold for students. It’s a statement of what

we want the student to learn.

Is this a target? Math Decimals Page 152 in the book Going on a decimal hunt Read decimals and put them in order

Clear Targets: Benefits to Students

Students who could identify their learning scored 27 percentile points higher than those who could not. (Marzano, 2005)

Objective/Benchmark: First Grade Reading /English Language Arts

Produce writing to communicate with different audiences for a variety of purposes.

Overall Target

Type: Knowledge Reasoning Performance Skill Product

Learning TargetsWhat are the knowledge, reasoning, performance skill or product targets underpinning the standard/objective?

Knowledge Targets Reasoning Targets Performance Skill Targets

Product Targets

Write sentences with varied beginnings

Holds a pencil correctlyPrint letters correctlySpace wordsUse lines & marginsStretch out sounds in words to create a temporary spelling of a word

Distinguish the uses or meanings of a variety of words (word choice)

Know what a sentence is

Understand concept of word choice

Summ

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Form

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Class

room

Asses

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Lear

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Standard/Objective:

Drive with skill.Type: Knowledge Reasoning Performance Skill Product

Learning TargetsWhat are the knowledge, reasoning, skill or product targets underpinning the standard/objective?

Knowledge Targets Reasoning Targets Performance Skill Targets

Product Targets

•Know the law•Understand informal rules of the road•Understand what different parts of the car do•Read signs and understand what they mean•Understand what “creating a danger” means•Understand what “creating a hazard” means•Other?

•Analyze road conditions, vehicle performance, and other driver’s actions

•Compare/contrast this information with knowledge and past experience

•Synthesize information and evaluate options to make decisions on what to do next

•Evaluate “Am I safe?” and synthesize information to take action if needed.

•Other?

•Driving actions such as: steering, shifting, parallel parking, looking, signaling, backing up, braking, accelerating, etc.

•Fluidity/automaticity in performance driving actions.

•Other?

None

Since the ultimate type of target is a performance skill, there are no embedded product targets

Summative

Assessment

Form

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Classro

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Assessm

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or

Lear

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An Analogy

A pilot guides a plane or boat toward its destination by taking constant readings and

making careful adjustments in response to wind, currents, weather, etc.

A teacher using formative classroom assessment practices does the same:- Plans a carefully chosen route ahead of time - Takes numerous readings along the way - Changes course as conditions dictate

Balanced Assessment Users Uses What How When

Take a few minutes to reflect on what you have heard and use your graphic organizer to write

down your thinking.

Research on Assessment & Student Achievement

British researchers Paul Black and Dylan Wiliam completed a

comprehensive review of 250 international studies exploring the

connection between formative assessment practices and student

achievement (1998)

Research on Assessment & Student Achievement

Does improved formative assessment cause better learning?

Do formative assessment practices need improving?

Is there evidence about how to improve formative assessment?

Needed Improvements to Realize Gains

Increased commitment to high-quality classroom assessments

Increased descriptive feedback; reduced evaluative feedback

Increased student involvement in the assessment process

Black and Wiliam, 1989

Review of Research Literature

…achievement gains from using such assessment-for-learning strategies were “among the largest ever reported for educational interventions.”

-Black and Wiliam (1998)

• More frequent testing does not necessarily mean greater gains.

• The strategies Black and Wiliam refer to involve students in the entire process.

Black & Wiliam Research on Effects of Classroom Assessment for Learning:.4 to .7 Gain

.7 Standard Deviation Score Gain = 25 Percentile Points on ITBS 70 SAT Score Points 4 ACT Score Points

Largest Gain for Low Achievers

Successful schools are places where teams of teachers meet regularly to focus on student work through assessment and change their instructional practice accordingly to get better results.

Michael Fullan, 2000

Assessment

Issues of Quality

Assessment

Issues of Quality

Sound Assessment Design

Select a proper assessment method

Select or create quality items, tasks, and rubrics

Sample—gather enough evidence Control for bias Design assessments so students

can self-assess and set goals

Possible Assessment Methods Selected

Response- Multiple Choice- True/False- Matching- Fill in the blank - Label a diagram

Extended Written Response: Writing in response to a question or prompt

Performance Assessment: Assessment based on observation of a performance or a product and judgment

of its quality Personal

Communication- Questions- Conferences- Interviews- Oral Examinations

Target X Method Match

Selected Response

Extended Written Response

Performance Assessment

PersonalCommunication

Knowledge

Reasoning

Performance Skills

Product

Imagine you are going to go skydiving. Presumably, you will want to have a parachute that has a very good chance of opening properly. The skydiving company has provided you with the assessment scores of three students from a recent parachute-packing course.

These three are the only people they employ to pack parachutes, so you have to have a parachute packed by one of them-unless you want to jump without a parachute! Please note the competency/mastery level for each assessment, as shown on the chart in the next slide and carefully consider which student you want to pack your parachute.

1 2 3 4 5 6 7 8 90

10

20

30

40

50

60

70

80

90

COMPETENCY/MASTERY LEVELSTUDENT 1STUDENT 2STUDENT 3

ASSESSMENT 1

RESEARCH PAPER ON HISTORY OF PARACHUTING

ASSESSMENT 2

READ MANUAL AND ANSWERQUESTIONS

ASSESSMENT 3

WRITTEN EXPLANATION OFSTEPS

ASSESSMENT 4

SEQUENCING QUIZ

ASSESSMENT 5

PARACHUTE VOCABULARY QUIZ

ASSESSMENT 6

SKETCH OF THE PARACHUTE

ASSESSMENT 7

WRITTEN FINAL EXAM

ASSESSMENT 8

DEMONSTRATION

ASSESSMENT 9

FINAL PACKING DEMONSTRATION

Reflections

1) What was the learning objective?

2) Which assessments match the learning objective?

3) Which student will you choose to pack your parachute? Why?

4) If these scores were used to assign a report card grade, could you determine which student(s) had mastered the objective?

5) How many of the assessments were at the knowledge level?

#1-Research paper #2-Read and answer

questions #3-Written

explanation #4-Sequence Steps

quiz #5-Vocabulary quiz #6-Label parts of a

parachute drawing #7-Written final

exam #8-Packing demo #9-Final packing

demo

Standard/Objective:

Packing a ParachuteType: Knowledge Reasoning Performance Skill Product

Learning TargetsWhat are the knowledge, reasoning, performance or product targets underpinning the standard/objective?

Knowledge Targets Reasoning Targets Performance Skill Targets

Product Targets

None

Since the ultimate type of target is a performance skill, there are no embedded product targets

Summative

Assessm

ent

Formative/Classro

om

Assessm

ent for

Learning

Page 4

Who Packed Your Parachute?