Formative Assessment: Making Learning Visible

What Works Best? Academic Coaches MeetingMILWAUKEE PUBLIC SCHOOLS

Lee Ann Pruske Mary Mooney December 9, 2012

Milwaukee Public SchoolsTITLE OF PRESENTATION

MPS Board of School Directors

Dr. Michael Bonds, PresidentLarry Miller, Vice PresidentMark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Dr. Peter Blewett, District 6David Voeltner, District 7Meagan Holman, District 8Terrence Falk, At-Large

Senior Team

Dr. Gregory Thornton, Superintendent

Naomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Executive Director, Curriculum and InstructionDr. Karen Jackson, Chief Human Resources OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerAnita Pietrykowski, Director, School AdministrationDenise Callaway, Communications & PartnershipsPatricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent

WORDS, WORDS, WORDS, On the posters at each table, List all of the “things” that are done at

schools to improve teaching and learning

FORMATIVE ASSESSMENT DEFINITION

An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in the absence of that evidence.

Dylan Wiliam, 2011

WORDS, WORDS, WORDS, On the posters at each table, List all of the “things” you do at your

schools to improve teaching and learning

Circle the things that align to our Formative Assessment definition

Where do we get the biggest effect for our teaching efforts? How do we know?

WE ARE LEARNING TO… Deepen our understanding of

influences and contributing factors on the formative assessment processes

We will know we are successful when we can examine a contributing influence in light of its effect on student achievement and the math goals of your school

META-ANALYSES A method designed to increase the

reliability of research by combining and analyzing the results of all known trials of the same product or experiments on the same subject.

A quantitative statistical analysis of several separate but similar experiments or studies in order to test the pooled data for statistical significance

Hattie, J. (2009) Visible Learning A Synthesis of Over 800 Meta-Analyses Relating to Achievement

EFFECT SIZE “The effect size of 0.40 sets a level

where the effects of innovation enhance achievement in such a way that we notice real-world differences, and this should be a benchmark of such real-world change… It is not a magic number, but a guideline to begin discussions about what we can aim for if we want to see students change.”

John Hattie, Visible Learning

META-ANALYSES STUDIES Zone of desired effects (0.40 or greater)

are the influences that have the greatest impact on student achievement outcomes.

Examine the handout What can we control? What can we as coaches support? What matches your poster? Where should we put our efforts?

READING - SIX CONTRIBUTING FACTORS Read your assigned section

1. Child2. School and Home 3. Teacher4. Curriculum and Teaching Approaches

Record your thinking on graphic organizer

Share with table group Everyone read Concluding Comments

section

TEACHERS NEED…

STUDENTS NEED…

ACMs NEED…

WHERE NEXT?

What do you see in your buildings? What data supports the work? Where should you put your work and

effort? What is in the SIP/SIG?

PROFESSIONAL PRACTICE Examine your school’s SIP/SIG

What is the math needs assessment of the school? What is the Theory of Action for math?

Make connections between the SIP/SIG and the Visible Learning influences List ideas where your work could be focused to

support the SIG/SIP and formative assessment processes.

Bring your ideas list and a print out of the math section of the SIP/SIG to the Jan 11, 2013 ACM meeting. You will need to copy and paste sections into a Word document as you cannot see all of the cells in the SIP.

WE ARE LEARNING TO… Deepen our understanding of

influences and contributing factors on the formative assessment processes

We will know we are successful when we can examine a contributing influence in light of its effect on student achievement and the math goals of your school

FEEDBACK QUESTION From today’s session on student

achievement influences, what was new learning, and what was confirmed for you?

BREAK!