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Common Assessments: The Key to Uncommon Results

for Student and Teacher Learning

Maria Nielsen

Common Assessments The Key to Uncommon Results for Student and Teacher Learning

“With so many unsuccessful reform efforts coming and going in our schools, many principals and teachers have become disillusioned. It can be painful to consider making yet another change. Despite all the programs and innovations designed to fix our schools and improve student achievement, there is one basic question that has often gone unasked: Are students actually being taught those things we expect them to learn?”

—Lisa Carter

“With further reflection, most [teachers] recognize that effectiveness in teaching is not defined on the basis of what they do as teachers. Rather, it is defined by what their students are able to do.”

—Thomas Guskey

“When teachers emphasize learning and performance, rather than competition and grades, students are more likely to be intrinsically motivated and encouraged to take risks that challenge and expand their learning.”

—Anne Davies

“The true value of an assessment is its ability to help educators make accurate and timely inferences about student progress so that they can modify instruction accordingly.”

—Rick Stiggins

“What is essential to learning is that students are provided with regular and specific feedback on what they have learned well, and what problems or difficulties they are experiencing.”

—Ken O’Connor

“Collaborative practices and public display of data are closely correlated with student achievement.”

—Stephen White

“Teachers become confident that their students will succeed on the common summative assessments because they wisely used the results of their common formative assessments to make needed “mid‐course” corrections ahead of time.”

—Larry Ainsworth

Maria Nielsen [email protected]

© Nielsen 2015. solution-tree.comDo not duplicate. 1

Your name: _______________________________________________

Lemon, Lime, Twist Partners

Find someone to be your lemon partner. Sign each other’s paper. Find someone to be your lime partner. Sign each other’s paper. Find someone to be your twist partner. Sign each other’s paper.

Lemon partner: _____________________________ Lime partner: ______________________________ Twist partner: ______________________________

© Nielsen 2015. solution-tree.comDo not duplicate.2

Four Critical Questions

1. What do we want students to know and be able to do?

What should each student know and be able to do as a result of each unit, grade level, or department course?

Essential standards and targets are identified. The curriculum is unpacked into learning targets. Targets are written in kid-friendly terms or “I can” statements.

2. How will we know if they have learned it? Common formative assessments aligned with the essential standards and targets are

created or agreed upon. Data is analyzed to inform student and adult learning. Students track their own progress.

3. How will we provide intervention when students have not reached mastery on the standard or target? Time is scheduled during the school day to provide skill-specific intervention. Students are given multiple opportunities for success. During this time no new instruction takes places in the classroom.

4. How will we extend the curriculum when students have mastered the standard or target? Opportunities are scheduled each day for extending the curriculum during Tier 2 or

flex time. No new instruction takes place.

(Source: DuFour, DuFour, Eaker, & Many, 2010)

Learning Collaboration Results


Common Assessments What the Experts Say:

The focus is on student learning.

Assessments are created and agreed upon by teams.

Results are collaboratively analyzed and acted upon.

Students and teachers receive immediate feedback.

Students have multiple opportunities for success.

(Source: DuFour, DuFour, Eaker, & Many, 2010)


Scenarios

Read each scenario with your partner. Circle key words to decide if it is a common assessment or not. Write yes or no next to each scenario.

1. Geometry teachers at Sky Line High School meet to plan their measurement unit.

They decide on skills their students need to demonstrate mastery. They then create common assessments. Throughout the unit of study, students receive common assessments to check for understanding. Teachers meet frequently to look at student data and provide opportunities for students to extend their learning or receive additional help to achieve specific skills.

2. The end-of-chapter reading test is given to all students in the third grade. The tests

are scored and entered into the computer. Mr. Thomas, the lead teacher, looks over all scores, divides the students into ability groups, and distributes the lists to all third-grade teachers. Intervention or extension activities begin the next day during Tier 2.

3. In tenth-grade basic math class, each student is invited to the board to work

problems. Each student has the same number of problems to do on the board. As students work problems, they receive immediate feedback and support from the teacher. Their grades for the day are based on their willingness to try, good behavior, and the number of problems they got correct on the board.

4. Mrs. Smith uses a team-developed rubric to score her students’ opinion papers. A

sampling of student papers is taken to the seventh-grade team meeting the next day. The papers are mixed up and distributed to all teachers. Teachers agree on what a student’s work looks like—whether it is a one, two, three, or four. All papers are scored accordingly, feedback is given, and the writing process continues.

5. During eighth-grade Orchestra II class, all of Mrs. Larsen’s students play a simple

scale together on their instruments. Next, they demonstrate their skills individually. Each student receives immediate feedback. In the next week’s class, they once again play the scale. They receive a grade based on accuracy in playing the scale.


Formative Versus Summative

Formative (Doctor Visit) Summative (Autopsy) Assessment for student learning Often nongraded Moving picture of their learning A process during learning

It asks: how can we guide learning?

Assessment of learning Typically graded Snapshot of their learning An event after learning

It asks: what have students learned?

What is balanced assessment?

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________


Common Assessment Implementation

Rate where you are as a team 1 = lowest level of proficiency 4 = highest level of proficiency

The focus of the assessment is on students learning essential knowledge. 1 2 3 4

The assessment is collaboratively created or agreed upon. 1 2 3 4

The team delivers the common assessment in the same time frame. 1 2 3 4

Results are collaboratively analyzed, and action is taken. 1 2 3 4

There is immediate feedback for students and teachers. 1 2 3 4

The assessment is formative and guides student and adult learning. 1 2 3 4

Students receive multiple opportunities for success. 1 2 3 4

Students who are not proficient are provided with skill-specific interventions. 1 2 3 4

Students who have mastered the targets receive rigorous extensions of the targets. 1 2 3 4

Students are involved in monitoring their progress. 1 2 3 4

Student progress is acknowledged and celebrated. 1 2 3 4

Next steps for our team:


Name: ____________________________________________________________

I Can Statements Teach This to Others

Do This by Myself

Do This With Help

Cannot Do

This

Strong mathematicians can determine a fraction by finding a part of a whole. (5.1)

Strong mathematicians can write mixed numbers and improper fractions by understanding the whole or one. (5.2)

Strong mathematicians can compare fractions by: Thinking which is closest to 0, ½, or 1. Finding common denominators. Noticing all the numerators are all the same.

(5.3)

Strong mathematicians can write equivalent fractions by multiplying or dividing the numerator and the denominator. (5.4)

Strong mathematicians can rename fractions as decimals by: Finding equivalent fractions with 10 or 100 as

the denominator. Dividing the fraction. (5.5 and 5.6)

Strong mathematicians can find decimal equivalents by using a calculator. (5.7)

Strong mathematicians can convert fractions to percentages by changing the fractions to a decimal then to a percent. (5.8)

Strong mathematicians can identify different graphs by knowing the properties of each. (5.9)

Strong mathematicians can find the percent of the area on a circle graph by using a percent circle. (5.10)


Student Teacher: Standards: Score %

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Total # Missed

Target



Geometry Unit 1, Common Assessment 1

Teacher #

Stud

ents

W

ho T

ook

Ass

essm

ent

Ove

rall

Ave

rage

Sco

re

# St

uden

ts

Prof

icie

nt

(19/

23)

# St

uden

ts

Not

Pro

ficie

nt

(18/

23 a

nd

Bel

ow)

Names of Students Needing Additional Intervention

Clark 20 20.5

(89%) 15 5

Chase—passed; Wyatt, Daxton, Chelsey, Tyler—Tier 2

intervention

Wall 18 21

(91%) 15 3

Kaden—retaught/retested—passed; Emma—Tier 2; Audrey—resource push in

model

Jones 22 20.5

(89%) 18 4

Samantha—sick three days; Tayla, Griffin, Danee—Tier 2 intervention

Total 60 20.6

(90%) 48 12

Teacher

# St

uden

ts

Who

Too

k A

sses

smen

t

Ove

rall

Ave

rage

Sco

re

# St

uden

ts

Prof

icie

nt

( /

)

# St

uden

ts

Not

Pro

ficie

nt

( /

) Names of Students Needing Additional Intervention

Total


Data Analysis

Questions Responses

What worked well?

Where do our students struggle the most?

Item analysis: Which problems are most frequently missed? Why?

How can we improve the assessment?

What teaching strategies can we share?

What resources are available for intervention and extension?

Names of students needing intervention:

12© Nielsen 2015. solution-tree.com

Reproducible.

REPRODUCIBLE

Uni

t Ass

essm

ent M

ap

Tim

e: (M

onth

or d

ays)

U

nit:

Sum

mat

ive

Ass

essm

ent:

Stan

dard

s:

Skill

s:

Stud

ent L

earn

ing

Targ

ets:

I c

an …

Com

mon

For

mat

ive

Ass

essm

ents

D

ate

Targ

ets

Tea

chin

g Id

eas

and

Res

ourc

es

Inte

rven

tion

and

Ext

ensio

n Id

eas

Pret

est:

Form

ativ

e:

Form

ativ

e:

Sum

mat

ive:

13© Nielsen 2015. solution-tree.com

Reproducible.

REPRODUCIBLE

Common Assessment Checklist

1• Clarify essential knowledge and skills.

2• Develop a common pacing guide or unit assessment map.

3• Create common formative assessments.

4• Establish a common standard of proficiency.

5• Use common assessment results to identify students for

intervention and extension.

6• Designate a block of time for intervention and extension

during the school day.


Effective PLC Look-Fors

Clarification: What Is a Professional Learning Community?

Knowledge of the PLC process and its links to research on effective school practices is established with the staff.

Collaborative Culture A collaborative culture is established among grade levels. The school day is structured to provide time for team collaboration. Grade‐levels or department teams meet in a general area for a specified time. The principal meets with collaborative teams during PLC time. Team feedback and log sheets are turned into the principals at the end of each meeting. Team norms are established.

Critical Questions Are Considered by the Team at Every Meeting What should each student know and be able to do as a result of the unit of instruction? How do we know if students have learned the content? How do we monitor student

progress on a timely basis? What do we do if students didn’t learn the content? What processes are in place to

provide additional time and support for these students? How do we enrich the core curriculum for students who know and understand

the content?

Focus on Results Collaborative teams focus on core standards and objectives. Common formative assessments inform student and adult learning. Common pacing is established. Assessment data are analyzed by the collaborative team. Strengths and weaknesses are identified by the team. Instructional strategies are shared by the collaborative team. Assessment data informs teaching practices. Decisions are made regarding the critical questions: who provides intervention,

extension, and remediation?


References and Resources

Book Title or Website Authors Publisher (Copyright)

Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning Douglas B. Reeves, Editor Solution Tree Press (2007)

Balanced Assessment: From Formative to Summative Kay Burke Solution Tree Press (2010)

Common Formative Assessment: A Toolkit for Professional Learning Communities at Work™

Kim Bailey & Chris Jakicic Solution Tree Press (2010)

Common Formative Assessments: How to Connect Standards-Based Instruction and Assessment

Larry B. Ainsworth & Donald J. Viegut

Corwin Press (2006)

Embedded Formative Assessment Dylan Wiliam Solution Tree Press (2011)

Every School, Every Team, Every Classroom: District Leadership for Growing Professional Learning Communities at Work™

Robert Eaker & Janel Keating Solution Tree Press (2011)

Leading by Design: An Action Framework for PLC at Work™ Leaders Cassandra Erkens & Eric Twadell Solution Tree Press (2012)

Learning by Doing: A Handbook for Professional Learning Communities at Work™ (Second Edition)

Richard DuFour, Rebecca DuFour, Robert Eaker, & Thomas W. Many Solution Tree Press (2009)

The PLC at Work™ Cartoon Book Martha F. Campbell Solution Tree Press (2011) The Teacher as Assessment Leader Thomas R. Guskey (Editor) Solution Tree Press (2009) On Common Ground: The Power of Professional Learning Communities

Richard DuFour, Robert Eaker, & Rebecca DuFour (Editors)

Solution Tree Press (2005)

Raising the Bar and Closing the Gap: Whatever It Takes

Richard DuFour, Rebecca DuFour, Robert Eaker, & Gayle Karhanek Solution Tree Press (2009)

Revisiting Professional Communities at Work™: New Insights for Improving Schools

Richard DuFour, Rebecca DuFour, & Robert Eaker Solution Tree Press (2008)

Simplifying Response to Intervention: Four Essential Guiding Principles

Austin G. Buffum, Mike Mattos, & Chris Weber


Using Formative Assessment in the RTI Framework Kay Burke & Eileen Depka Solution Tree Press (2011)

The Collaborative Teacher: Working Together as a Professional Learning Community

Cassandra Erkens, Chris Jakicic, Lillie G. Jessie, et al. [anthology]


Building a Professional Learning Community at Work™: A Guide to the First Year Parry Graham & William M. Ferriter Solution Tree Press (2009)

AllThingsPLC.info [website] —— Solution Tree (solution-tree.com) [website] —— Maria Nielsen [email protected] 800.733.6786, ext. 263

Visit www.solution-tree.com/free-resources for any free resources, including shareable

tools and study guides.


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Common Assessments: The Key to Uncommon Results for ...schd.ws/hosted_files/leadershipacademyelementary2015/3e/HO_Niels… · Common Assessments: The Key to Uncommon Results ... The