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Social Studies Coalition of Delaware
Lead Teacher Training
Don’t Stress…
It’s Time to Assess!
Sherry Kijowski
Theresa Bennett
February, 2007
Logic Map:
Lead Teacher Project
(Re)Orientation:
SSCD Lead Teacher Project
Trainer of Trainers Model
of Professional
Development
• SSCD Trains leads
• Leads return to districts &
trains teachers
(Re)Orientation:SSCD Lead Teacher Project
Goals
The training provided to Lead Teachers will enable school districts:
• To achieve alignment of standards, curriculum, instruction andassessment
• To teach and model “best practices” using research-basedinstructional strategies
• To increase the social studies content knowledge of all teachers ingrades K-12
• To increase teachers’ ability to assess for understanding inclassrooms thereby strengthening the use of formative assessmentsin the context of lesson-planning and instruction
• To strengthen the practice of “teaching for transfer”
• To link with the SSCD Assessment Project
(Re)Orientation:SSCD Lead Teacher Project
Year 1, Phase I Training Sessions
• August 9, 2006 Orientation/Economics
• August 10, 2006 Orientation/Geography
• October 13, 2006 History
• December 14, 2006 Civics
• February 28, 2007 Formative Assessment
• April 30, 2007 Summative Assessment
• June 11 & 12, 2007 Working With Adult Learners
(Re)Orientation:
SSCD Lead Teacher Project
Funding
SSCD pays costs and
reimburses districts
for substitutes
(districts front
substitute costs).Don’t expect this.
Lead Teacher Orientation:Communication Responsibilities
SSCD
• e-mails to leads & district
representatives.
• schedules and publicizes
events at monthly
meetings.
Districts
• follows-up SSCD
communications to leads.
• provides SSCD with lead
names & e-mails.
• determines &
communicates leads’
responsibilities within
their districts.
NO CHILD LEFT BEHIND ACT OF 2001
PART A, SECTION 111, 3, C, xii
“Such tests shall produce student
interpretive and diagnostic
reports…that allow parents, teachers,
and principals to understand and
address the specific academic needs of
students…”
Good teachers already know so much about
their students that they could fill out the state
test booklet for them.
“I’m sure Maria can
do problems 1, 3,
and 4. But she will
struggle with 2 and
5 because she
hasn’t yet mastered
those skills yet.”
(Shepard, 2003)
1. Annual accountability
testing
2. Interim, short cycle or
benchmark testing
3. Ongoing, accurate
classroom assessments
that show “for learning”
Assessment “of Learning” vs. Assessment “for Learning”
Assessment “Of Learning”:
How much have the students
learned at this particular point in
time?
(Used to Verify Learning)
Assessment “For Learning”:
How can we use assessments
to help students learn more?
(Used to Support Learning)
1. What’s the purpose of
the assessment?
2. Who will use the
results of the
assessment?
3. How will they use the
assessment results?
Approaching
the Targets
Standards or
GLE’s
The Focus of the
Assessment…
Students
about
themselves
Others about
students
The
Assessment
Informs…
Improve
Learning
Check the
status
Reason for the
assessment…
Assessment
“For Learning”
Assessment
“Of Learning”
Expectation of
Success Breeds
Optimism
• Promise of Reward
• Fear of PunishmentPrimary
Motivator
• Strive to Understand
the Learning Target
• Use Results to Learn
to do Better Next Time
• Study to Meet
Standards
• Strive for the Highest
Score
•Avoid Failure
Student’s Role
• Change Standards
into Learning Targets
• Inform & Involve
Students
• Administer Test
• Interpret Results
• “Move On” or Reteach
• Assign Grades
Teacher’s Role
Assessment
“For Learning”
Assessment
“Of Learning”
Formative and
Descriptive
Summative and
Broad
Generalizations
Feedback…
During the
Learning
After the
Learning has
Occurred
Place in
Time…
Diagnostic
Assessments that Help
Students See Their
Growth
Standardized and
Teacher-Made
Accountability Tests
Examples…
Assessment
“For Learning”
Assessment
“Of Learning”
How will they use
the assessment
results?
Who will use the
results of the
assessment?
What’s the
purpose of the
Assessment?
Student Teaching
Narratives for
Teaching Competency
Assessment “For Learning”
PRAXIS Tests for
Teaching
Competency Assessment “Of Learning”
Formative and
Descriptive Feedback
for Continuous
Improvement
Summative and Broad
Generalizations about
Abilities
How will they use
the assessment
results?
Student Teachers will
Reflect about
Themselves for
Growth Towards
Proficiency
DOE: The Promise of
a Job (Reward) or the
Fear of
Unemployment
(Punishment)
Who will use the
results of the
assessment?
Continuous
Improvement of
Teaching Practices
Check Status of
Teaching Pedagogy
and Content
Knowledge
What’s the
purpose of the
Assessment?
Student Teaching
Narratives for
Teaching Competency
PRAXIS Tests for
Teaching
Competency
Classroom Assessments that have
a Clear Purpose will…
1. show students where
they are going.
2. show students where
they are now.
3. show students how to
close the gap.
Which Assessment does this: The PRAXIS Exams or the Student Teaching
Narratives?
Key #1 – Clear Purpose
Activity
• Independently complete the chart “WhatDoes Assessment FOR Learning LookLike?”
• Independently read the “Seven Strategiesof Assessment FOR Learning”
• Complete the chart “How Do You AssessFOR Learning?” with a partner
• Debrief w/ table
• Debrief whole group
1. What are the learning
targets?
2. Are they clear?
3. Are they good?
WHAT’S THE TARGET
Is this a Target?
• Senior Project
• Bird Feeder
• Use a band saw safely
• State Report
• Diorama
A Mathematics Example
• Math
• Decimals
• Pages 152 in the
book
• Going on a “decimal
hunt”
• Read decimals and
put them in order
KINDS OF ACHIEVEMENT
TARGETS
• Master Factual and Procedural
Knowledge
• Use Knowledge to Reason
• Demonstrate Mastery of
Performance/Skills
• Create Products
• Acquire Dispositions
KNOWLEDGE TARGET
• Understands long-term physiological
benefits of regular participation in physical
activity
• Explains the important characteristics of
U.S. citizenship
• Knows that energy can be transformed
between various forms
More examples: CASL p. 63
REASONING TARGETS
• Uses statistical methods to describe,
analyze, evaluate, and make decisions
• Analyzes fitness assessments to set
personal fitness goals, strategies ways to
reach goals, evaluates activities
• Examines data/results and proposes
meaningful interpretation
More examples: CASL, p. 63
DEMONSTRATE MASTERY OF SPECIFIC
PERFORMANCE/SKILLS
• Measures length in metric and US units
• Reads aloud with fluency and expression
• Dribbles to keep the ball away from anopponent
• Participates in civic discussion with the aim ofsolving current problems
• Uses simple equipment and tools to gather data
More examples: CASL, p. 63
PRODUCT TARGETS
• Constructs bar graphs
• Develops a personal health-related fitnessplan
• Builds physical models of familiar objects
• Creates a scripted scene based onimprovised work
More examples: CASL, p. 63
DISPOSITION TARGETS
• Sees self as capable of doingmathematics
• Chooses to read for enjoyment
• Intends to vote in every election
• Looks forward to science class
• Wants to participate in community theater
• Enjoys opportunities to converse inSpanish More examples: CASL, p. 63
Key #2: Clear Targets Activity
• Participants are in grade level clusters (K-
3, 4-5, 6-8, 9-12).
• Sort GLEs according to learning targets.
• Debrief by table.
• Debrief whole group.
1. What method?
2. Quality questions?
3. Sampled how?
4. Avoid bias how?
5. Communicate how?
Assessment Methods (1)
• 1. Selected response and short answer
– Students select correct or best response fromlist provided
• Multiple choice
• True/False
• Matching
• Short Answer
• Fill-in
Assessment Methods (2)
• 2. Extended Written Response• Requires students to construct a written answer in response
to a question (no list provided)
– Compare
» Compare pieces of literature
– Analyze
» Analyze artwork
– Interpret
» Interpret scientific information
– Solve
» Solve and explain a mathematics problem
– Describe
» Describe a process in detail
Assessment Methods (3)
• Performance Assessment• Assessment bases on observation and judgment
– Examples:
» Writing Pieces (using rubrics to score)
» Safely operating a saw (checklist and rubrics to
score)
» Correctly doing long division
Assessment Methods (4)
• Personal Communication• Find out what students have learned through
interacting with them
– Checking journals and logs
– Asking ?s
– Interviewing students in conferences
– Listening to group discussions
– Oral exams
Key #3: Assessment
Target-Method Match Activity
• Grade level clusters.
• Use contents of the envelope to determine
the best assessment method for each
learning target.
• Follow the directions on the envelope.
• Table debrief.
• Whole Group debrief.
Linking Target to Method (CASL pg 100)
Ability to
Create
Products
Skills
Reasoning
Proficiency
Knowledge/
Mastery
Personal
CommunicationPerformance
AssessmentExtended
Written
Response
Selected
ResponseTarget to
be
assessed
Assessment Method
Assessment Development Cycle
• Stages in Assessment Planning
– 1. Plan: What,why and how will we assess?
– 2. Develop: Determine test items and scoring
mechanisms. *** Watch out for BIAS ***
– 3. Critique: Evaluate for quality
– 4. Administer: Give the assessment.
– 5. Revise: Use results to revise as needed.
1. How to manage
information?
2. How to report?
3. Report to whom?
CONDITIONS FOR EFFECTIVE
COMMUNICATION
• Targets are Clear
• Information is Accurate
• Symbols are Clear
• Communication is Tailored
Targets are Clear
Everyone understands the
learning targets in
question.
! Parents
! Students
! Share work samples
! Use definitions
! Share rubrics
! Parent/student friendly
curriculum guides
Information is Accurate
Our communication is only as good as the
assessments on which it is based.
Identified Purpose
Match Assessment
To Target
Clear Targets
Symbols are Clear
Message Sender Message Receivers
Everyone understands the meaning of summary
symbols.
Communication is Tailored
Communication is tailored to the audience (parents,
students, or others) – What does the audience
need to know? When do they need to know it?
What Students Need
" An understanding of the purpose of the
assessment – how the results are to be
used.
" Frequent, timely information that promotes
ongoing dialogue to keep them informed of
where they are with respect to intended
learning targets.
" Descriptive rather than evaluative statements
or judgments on practice work.
" Descriptive feedback that delineates what a
child can do; next steps.
What Parents Need
" Detail beyond the grade.
" Evidence of level of
achievement.
" Clarity regarding how
grades are assigned.
" Information about the
context; i.e. how does the
assessment represent
student learning?
" Input: communication
should not be one-way.
GRADING
• Stiggins DVD on Grading
• No break-out group for this key.
1. Students are users,
too.
2. Students can track
progress and
communicate, too.
3. Students need to
understand targets,
too.
4. Students can assess,
too.
Research consistently shows
that regular, high-quality
FORMATIVEFORMATIVE ASSESSMENTASSESSMENT
increases student
achievement.
Black & Wiliam Synthesis ofBlack & Wiliam Synthesis of
Research:Research:
1. Does better FORMATIVE
assessment = higher learning?
2. Does formative assessment
need improving?
3. What improvement is needed?
Research On EffectsResearch On Effects
.5 to 1.0 Standard Deviation Score.5 to 1.0 Standard Deviation Score
GainGain
Largest Gain for Low AchieversLargest Gain for Low Achievers
1.0 STANDARD DEVIATION1.0 STANDARD DEVIATION
EQUALS:EQUALS:
•• 30+ Percentile Points On ITBS30+ Percentile Points On ITBS
(middle of score range)(middle of score range)
•• 4 Grade Equivalents4 Grade Equivalents
•• 100 SAT Score Points100 SAT Score Points
•• 6 ACT Score Points6 ACT Score Points
•• U.S. TIMSS Rank from 23rd to Top 5U.S. TIMSS Rank from 23rd to Top 5
We know of NO OTHER WAYNO OTHER WAY
OF RAISING STANDARDSOF RAISING STANDARDS for
which such a strong case can be
made on the basis of evidence of
such large learning gains.
--Black and William, 1998
NEEDED IMPROVEMENTSNEEDED IMPROVEMENTS
•• Increased Accuracy of FormativeIncreased Accuracy of Formative
AssessmentsAssessments
•• Increased Descriptive FeedbackIncreased Descriptive Feedback
•• Increased Student InvolvementIncreased Student Involvement
NEW IDEA:NEW IDEA:
Formative assessment can and
should be done
BY STUDENTSBY STUDENTS,
as well as by teachers. The key to
improvement is how studentsstudents andand
teachersteachers useuse assessment
information.
A key premise is that for students to be able to improve,they must have the capacity to monitor the quality of theirown work during actual production. This in turn requiresthat students:
• Know what high quality work looks like
• Be able to objectively compare their work to thestandard
•Have a store of tactics to make work better based on their observations
--Royce Sadler, 1989
PURPOSE
TARGET
ACCURACY EFFECTIVE USE
STUDENT
INVOLVEMENT
DESIGN
EFFECTIVE
COMMUNICATION
Self assessment by pupils, farfrom being a luxury, is in fact anessential component offormative assessment.
--Black & Wiliam, 1998Black & Wiliam, 1998
Student SELFSELF-assessment is crucial for feedback
to be used effectively. Students are the ones
who must ultimately take action to bridge the gap
between where they are and where they are
heading.
The transition from feedback to self-monitoring
can occur only when the student comes to know
what constitutes quality.
--Sadler, 1989
The process of engaging in self-
assessment increases students’
COMMITMENT COMMITMENT to achieving
important educational goals.
--Covington, 1992
• Only possible when students
know the goal of the work and
have a vision of quality.
• Helps students make decisions
about what to focus on next.
YOU BE GEORGE
• Page two is a copy of the form George is to use.
• George has already completed the form and hiswork appears on page 3.
• NOW – YOU ARE GEORGE! Independentlyreview the work on page 3; then complete pages4 and 5.
• Follow the same procedure for the SocialStudies assessment – discuss using guidelinesfrom page 4.
• Debrief by table.
• Debrief whole group.
Without clear targets,
(or, if we don’t know what
each item on a test
measures,)
we can’t…
We can’t do any of the
following…
• Know if the assessment adequately
covers and samples what we
taught.
• Correctly identify what students
know and don’t know and their level
of achievement.
• Plan next steps in instruction.
• Give detailed, descriptive feedback to
students.
• Have students self-assess or set
goals likely to help them learn more.
• Keep track of student learning target
by target or standard by standard.
• Complete a standards-based report
card.
PUTTING IT ALL TOGETHER
• Sample middle school
social studies
planning calendar.
• Then and
Now…changes in
middle school social
studies assessment
practices
YOUR TICKET OUT
I want next…I value…
I got…I came
expecting…