assessing academic rigor to ensure grade-level proficiency september 29, 2009 moderator: diana...

Assessing Academic Rigor to Ensure Grade-Level Proficiency

September 29, 2009

Moderator: Diana Rogers, Regional Coordinator

Presenter: Cindy Wheeler, HSTW/MMGW Coach

School Improvement Webinar Series www.acteonline.org/multimedia.aspx

Your moderator and presenter

Cindy Wheeler 5 years HSTW/MMGW Coach 30 years educator/administrator State Praxis III Evaluator

Diana Rogers 9 years HSTW/MMGW

Regional Coordinator/Coach 30 years educational

consultant

Questions? To ask about the content,

type a question in the Q&A panel and send to All Panelists. Questions will be addressed

at the end of the presentation For technical problems or

any other questions, type in the Chat panel and send to the Host.

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Webinar Outcomes

Describe what is meant by academic rigor

Understand the gaps in state standards and students meeting proficiency on high stake tests.

Demonstrate how to use the Revised Bloom’s Taxonomy (RBT)

Describe a few collaborative processes for analyzing student assignments, assessments and student work

Explain classroom and school-wide practices that increase academic rigor

Poll: What is academic rigor?

a) Additional homework assignments b) Increasing honors, gifted and AP courses c) Difficult content d) Grading policies that narrow the range for an A from

90-100 to 93-100 e) All of the above f) None of the above

Academic rigor is…

…the expectation that students will be able to perform at levels of cognitive complexity necessary for proficiency at each grade level, and readiness for college and the workplace.

Why do we need to improve rigor? Grade inflation in classrooms

Widening gaps between assignments, assessments and standards in schools

Proficiency gaps between states on high stake tests

How do states assess academic rigor? Results of high-stakes tests provide little help

in understanding current levels of rigor experienced by students.

What are the gaps in state standards?

Most state standards fall below the “proficient” standard, and many are below the “basic” standard as measured by NAEP.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, June 2007.

NAEP score equivalents of states’ proficiency standards for reading, grade 8:

Source: National Center for Education Statistics (2007, June).

NAEP score equivalents of states’ proficiency standards for mathematics, grade 8:

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, June 2007.

What are states doing?

School leaders are correct in looking to rigor to improve learning and performance on state tests.

How do we begin to look at increasing academic rigor?

Increasing the complexity of thinking. Move students beyond simple recall to think

using more challenging cognitive processes.

Applying

Analyzing

Evaluating

Creating

Revised Blooms Taxonomy (RBT) Cognitive Process Dimension

Basic Proficient Advanced

Knowledge Dimension

1. Remember

2.

Understand

3.

Apply

4.

Analyze

5. Evaluate

6. Create

A. Factual A1 A2 A3 A4 A5 A6

B. Conceptual B1 B2 B3 B4 B5 B6

C. Procedural C1 C2 C3 C4 C5 C6

D. Metacognitive D1 D2 D3 D4 D5 D6

Here’s a Geometry Standard

Analyze the characteristics and properties of two- and three-dimensional geometric shapes.

Source: National Council of Teachers of Mathematics

Standard: Where does it go on the RBT?

GEOMETRY Analyze characteristics and properties of two- and three-dimensional geometric shapes (B4).

Cognitive Process Dimension


Knowledge Dimension

1. Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create


B. Conceptual B1 B2 B3 B5 B6



B4

Here’s one student Assignment for

the Geometry Standard

Students will identify three-dimensional shapes.

Assignment: Where does it go on the RBT?

GEOMETRY Students will identify three-dimensional shapes (B2).



Knowledge Dimension

1. Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create





B2

Here’s a summative student Assessment

for the Geometry Standard

Calculate the area of the given two- dimensional geometric shapes.

Assessment: Where does it go on the RBT?

GEOMETRY Calculate the area of the given two- dimensional geometric shapes (C3) .



Knowledge Dimension

1. Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create



C. Procedural C1 C2 C4 C5 C6


C3

Lack of AlignmentCognitive Process Dimension


Knowledge Dimension

1. Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create

A. Factual

B. Conceptual

C. Procedural

C3

D. Metacognitive

Assessment

C3

Standard

B4

Assignment

B2

Poll:

Have you used any of these collaborative processes

for examining student assignments, assessments and

student work using the RBT?

a) Critical Friends Groups (CFG) b) Professional Learning Communities (PLC) c) Work Faculty Study Groups (WFSG) d) Not at this time

What collaborative processes do high performing sites use with the RBT?

Critical Friends Groups (CFG) Professional Learning Communities (PLC) Work Faculty Study Groups (WFSG)

How would a school begin… First, provide teachers with training and practice in

using the RBT.

Second, monitor the use of the RBT to align the curriculum to the standards at each grade level.

Third, adopt school-wide practices to increase academic rigor and monitor the implementation K-12.

School-wide practices to increase academic rigor:

1. Assessment in the Classroom

2. Collaboration

3. Coursetaking Patterns

4. Curriculum Coherence

5. Expectations for Student Work

6. Grading Practices

7. Instructional Strategies

8. Student Support

Resources available

Book:

A Taxonomy for Learning, Teaching, and Assessing, (2001) Anderson & Krathwohl

Websites:

National School Reform Faculty (Critical Friends) www.nsrfharmony.org

Southern Regional Education Board www.sreb.org

Questions?

To ask about the content, type a question in the Q&A panel and send to All Panelists.

Questions will be addressed at this time

Or an email response will be sent to you after the webinar.

Question

How can I find out about professional development opportunities on Critical Friends or other protocols for examining student assignments, assessments and student work?

Question

Are there any rubrics or tools for assessing the school-wide practice mentioned during the webinar?

More Q & A

Questions and responses

Contact Us

If you have questions or would like to learn more

about assessing academic rigor, please contact us:

Diana Rogers, Moderator [email protected]

Cindy Wheeler, Presenter [email protected]

Next webinar in the series

Developing Effective Leadership Teams

Don Washburn, HSTW/MMGW Coach

October 20, 2009 from 11:30 – 12:30 ET

Thank you for participating!

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assessing academic rigor to ensure grade-level proficiency september 29, 2009 moderator: diana...

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