Fall Visit: Year 2

Please sit by Grade Levels within Team/Departments

Culture of Continuous ImprovementSTEP #1

Assess Student Performance

Analyzing Achievement

for Struggling, Average, and Succeeding

Students

STEP #2

Assess the Assessment

STEP #3

Assess the Lesson Plans

Identifying Strengths and Concerns in Planning and Instructional Practices

Assessing Student Performance: Using Statistical Analysis

Analyzing Unit Effectiveness:Gr. 5 American Revolution unit

Using Statistical Analysis

Traditional Test

Using Statistical Analysis

Remember: Numbers are only numbers. Context matters!

Analyzing test scores raises a variety of questions: Are the assessments valid? Did LP instruction move students toward self-reliance? Was formative assessment frequent and effective? Did A&I LPs flow logically and without distraction? Did E&R LPs challenge succeeding students?

Assessing the Assessment: Traditional Test

Using Statistical Analysis –

Traditional Test

Analyzing Questions Related to Knowledge Types Identify test questions that assessed procedural knowledge versus those that assessed declarative knowledge. (Some questions may assess both.)

On which questions did students have more trouble – procedural or declarative?

Analyzing Unit Effectiveness:Gr. 5 American Revolution unit

Knowledge Types: A Review

Construct meaning

Organize the knowledge

Store the knowledge

Learn the model

Shape the model

Internalize the model

Declarative Knowledge

Procedural Knowledge

Analyzing Unit Effectiveness:Gr. 5 American Revolution unit

Sample Test Questions

Questions that address Declarative Knowledge

Which group would most likely agree with the ideas presented in Common Sense?

A.Patriots

B.Loyalists

C.Dutch sailors

D.Spanish soldiers

Analyzing Unit Effectiveness:Gr. 5 American Revolution unit

Sample Test Questions

Questions that address Procedural Knowledge

Cause and EffectUsing the graphic organizer, list reasons for and consequences of the Boston Tea Party.

Analyzing Unit Effectiveness:Gr. 5 American Revolution unit

Boston Tea Party

Using Statistical Analysis –

Traditional Test

Analyzing Questions that assessed the Unit GoalIdentify the questions that assessed the Unit Goal at an unsophisticated level.

Identify the questions that assessed the Unit Goal at a more challenging and sophisticated level.

Did each of these questions assess the Unit Goal at the same Bloom thinking level as the Unit Goal ?

Analyzing Unit Effectiveness:Gr. 5 American Revolution unit

Sample Test Questions

Unsophisticated Questions that address the Unit Goal

Multiple Choice:Due to the Revolutionary War, the United States no longer traded with ________________.

A. France B. Great Britain C. Spain D. All of the above

Fill in the Blank:

The _______________ led colonists to claim “no taxation without representation.”

Analyzing Unit Effectiveness:Gr. 5 American Revolution unit

Sample Test Questions

Sophisticated Questions that address the Unit Goal

Short Answer:

Imagine you are a Journalist living during the Revolutionary War. In three complete sentences, explain how the Sugar Act and Boston Massacre impacted your life.________________________________________________________________________________________________________________________________________________________________________________________________________________

Analyzing Unit Effectiveness:Gr. 5 American Revolution unit

Using Statistical Analysis –

Create an Improvement Plan

Traditional Test Effective Make Changes

Does the TT Challenge all student groups appropriately?

Affirm planning and instructional practice for both types of knowledge?

Ensure that Goal achievement is the basis for TT Grades?

Analyzing Unit Effectiveness:Gr. 5 American Revolution unit

Assessing the Assessment: Performance Assessment

Using Statistical Analysis –

Create an Improvement Plan

Performance Assessment Effective Make Changes

Did the Performance Assessment assess the Unit Goal at the critical thinking level of the Unit Goal?

Does the Performance Assessment allow for multiple levels of achievement using tiering within the prompt or a tiered rubric?

Analyzing Unit Effectiveness:Gr. 5 American Revolution unit

Using Statistical Analysis –

An Improvement Plan

The teacher found that her Performance Assessment did not match the Unit Goal and therefore needed to be rewritten to assess student mastery of the Unit Goal.

Unit Concept: American RevolutionUnit Goal: SWBAT explain events in American life that led to the Revolutionary War and the consequences for life in America.

Assessing the Lesson Plans

Using Statistical Analysis –

Create an Improvement Plan

A&I Lesson Plans Effective Make Changes

Did LPs

Activate prior knowledge and introduce new ideas and concepts?

Engage multiple learning styles on core concepts?

Enable students to achieve an unsophisticated version of the Unit Goal prior to the Traditional Test?

Analyzing Unit Effectiveness:Gr. 5 American Revolution unit

Using Statistical Analysis –

Create an Improvement Plan

A&I Lesson Plans

Student Self-reliance Effective Make Changes

Did LPs move students from reliance on the teacher to self-reliance?

Did LPs engage students with the Unit Goal in groups? In pairs? Individually?

Analyzing Unit Effectiveness:Gr. 5 American Revolution unit

Using Statistical Analysis –

Create and Improvement Plan

A&I Instructional Practice

Declarative Knowledge Effective Make Changes

Procedural Knowledge Effective Make Changes

Analyzing Unit Effectiveness:Gr. 5 American Revolution unit

Using Statistical Analysis –

Create an Improvement Plan

A&I LPs

Formative Assessments Effective Make Changes

How many formal formative assessments occurred during the unit?

How often did LPs note informal formative assessment?

Did formal formative assessments assess Objectives at the same critical thinking level as the Unit Goal?

Analyzing Unit Effectiveness:Gr. 5 American Revolution unit

Using Statistical Analysis –

An Improvement Plan Reflect on the Assessments, Instruction, and Unit Cover

Page using the Unit Improvement Plan.

Unit Concept: American RevolutionUnit Goal: SWBAT explain events in American life that led to the Revolutionary War and the consequences for life in America.

Using Statistical Analysis –

An Improvement Plan The Statistics generated by the student data provide a starting point for reflection of potential changes. This teacher ultimately found that her Traditional Test was effective in showing student challenges – her

Acquiring & Integrating Lesson Plans needed to focus more deliberately on Declarative Knowledge.

Unit Concept: American RevolutionUnit Goal: SWBAT explain events in American life that led to the Revolutionary War and the consequences for life in America.

Using Statistical Analysis –

Create an Improvement Plan

E&R Lesson Plans Effective Make Changes

Are the LPs student-centered?

Did the LPs challenge succeeding students to engage with sophisticated instances of the Unit Goal and Concept?

Did the LPs allow failing students to revisit and meet the Unit Goal?

Analyzing Unit Effectiveness:Gr. 5 American Revolution unit

Preparing the Unit Improvement Plan

Using the Unit Improvement Plan as a guide, review your statistics and your unit.

Assessing Course Outcomes

Questions to consider:

What sort of evidence should be compiled showing student achievement of the Course Outcomes?

When should this evidence be gathered? Would this process begin in the 3rd quarter? 4th quarter? Earlier?

Should questions be created to provide evidence? If so, how would these questions be created? Collaboratively online using a Google Doc?

Assessing Team/Department Outcomes

Questions to consider:

What sort of evidence should be compiled showing student achievement of Team/Department Outcomes?

Would the process of evidence gathering begin in the final year of the team? Throughout the three years?

Should questions be created to provide evidence? If so, how would these questions be created? Collaboratively online using a Google Doc?