assessment for learning introduction. introductions omsp facilitators school districts
TRANSCRIPT
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Assessment for Learning Introduction
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IntroductionsOMSP Facilitators
School Districts
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Our Role in Supporting You!
Bremerton Quillayute Valley Chimacum SequimNorth MasonPort Townsend
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Our Role in Supporting You!•Content focused•Active learning•Coherence •Duration/ frequency•Collaborative
•NO LIMIT! (2001)•NCOSP (2003)•PRISSM (2004)
•Standards•Assessment •Evidence-based•Lesson Planning•Reflective•Collaborative
•TMP (2006)•OMSP (2007)
•Clear connection to PTLC model of PD
•Focus for OMSP (2009-2012)•Sound research base•Logical next step
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Assessment of Learning vs. Assessment for Learning
Think and write down the key differences between Assessment of Learning and Assessment for Learning (using the provided handout).
Pair with a partner at your table
Share your thinking
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Rick Stiggins Assessment Training Institute- Portland, Oregon
Watch the video and consider the following:
Which of the key differences between Assessment for Learning and Assessment of Learning resonates most with you?
Which of the key differences between Assessment for Learning and Assessment of Learning extends your previous thinking?
Table Talk- Share thinking
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Classroom Assessment for Learning
• What is Assessment for Learning?
• What is the research behind Assessment for Learning?
• How does Assessment for Learning align with the Three Key Findings of How People Learn?
Rick Stiggins, Dylan Wiliam, Robert Marzano, James Popham
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Two Purposes for Assessment Rick Stiggins
SUMMATIVEAssessments OF Learning
How much have students learned as of a particular point in time?
FORMATIVEAssessments FOR Learning
How can we use assessment information to help students learn more?
Source: Adapted with permission from R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well (Portland, OR: ETS Assessment Training Institute, 2004), p. 13.
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Assessment for Learning
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Types of Formative AssessmentDylan WiliamLong-cycle
Span: across units, terms Length: four weeks to one year Impact: Student monitoring; curriculum alignment
Medium-cycle Span: within and between teaching units Length: one to four weeks Impact: Improved, student-involved, assessment; teacher
cognition about learningShort-cycle
Span: within and between lessons Length:
day-by-day: 24 to 48 hours minute-by-minute: 5 seconds to 2 hours
Impact: classroom practice; student engagement
Dylan WiliamWashington Educational Research Association workshop June 2009
Assessment for Learning
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Revised definition . . Practice in a classroom is formative 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 taken in the absence of the evidence that was elicited.
~Black and Wiliam (2009)
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Assessment for Learning: drilling down to deeper understanding
Collecting information about student thinking / understanding in relation to specific learning goals
Interpreting information that helps to hone in on essential learning needs to address
Acting with purpose based on what was learned from the information collected and actively involving students in the process.
Magi, Vokos, Li, Minstrell, AndersonNSTA 2009 Workshop: Promoting Understanding & Skills in Assessment & Instruction for Learning
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• Reflect & Write: What are the critical features of Assessment for Learning?
• Share & Refine: • Share your ideas with your table mates• Combine ideas to refine your shared
definition of Assessment for Learning• Declare: Display a red, yellow or green
cup on your table to indicate your group’s confidence in your shared understanding of AfL
What is Assessment for Learning?
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20 years of research has found that when classrooms regularly engaged in effective formative assessment...
Students make significant learning gains – especially lower achieving students
Teachers tend to be more reflective about their practice and more in touch with their students’ learning
The process can improve student achievement more than other learning interventions including one-on-one tutoring, reduced class size or cooperative learning
Black and Wiliam (1998) and others (e.g., Shepard et al., 2005)
Benefits of Assessment for Learning
Magi, Vokos, Li, Minstrell, AndersonNSTA 2009 Workshop: Promoting Understanding & Skills in Assessment & Instruction for Learning
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Research on Effects of Formative Assessment: .4 to .7 Gain ..75 Standard Deviation Score Gain =
25 Percentile Points on ITBS (middle of score range)
70 SAT Score Points 4 ACT Score Points
Largest Gain for Low Achievers
Black & Wiliam
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The general finding of 15 substantial reviews of research synthesizing several thousand research studies . . .
“… is that across a range of different school subjects, in different countries, and for learners of different ages, the use of formative assessment appears to be associated with considerable improvements in the rate of learning.”
“… it seems reasonable to conclude that use of formative assessment can increase the rate of student learning by somewhere between 50 and 100 percent.”
“This suggests that formative assessment is likely to be one of the most effective ways—and perhaps the most effective way—of increasing student achievement (Wiliam & Thomson, 2007, for example estimate that it would be 20 times more cost-effective than typical class-size reduction programs).
Source: Siobhan Leahy & Dylan Wiliam (2009). From teachers to schools: scaling up professional development for formative assessment
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Cost/effect comparisonsIntervention Extra months of
learning per yearCost/class-room/
yr
Class-size reduction (by 30%) 4 $30k
Increase teacher content knowledge from weak to strong
2 ?
Formative assessment/Assessment for learning
8 $3k
Dylan WiliamWashington Educational Research Association workshop June 2009
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Teacher quality matters…
Dylan WiliamWashington Educational Research Association workshop June 2009
0th percentile
50th percentile
100th percentile
Exhibit 5: The Effect of Teacher Quality
Age 8 Age 11
90th percentile
37th percentile
53 percentile points
Students with a “high performing” teacher
Students with a “low performing” teacher
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…it’s teachers that make the difference
To see how big the difference is, take a group of 50 students• Students taught by the best teacher learn twice
as fast as average• Students taught by the worst teacher learn half
as fast average
And in the classrooms of the best teachers• Students with behavioral difficulties learn as
much as those without• Students from disadvantaged backgrounds do
as well as those from advantaged backgrounds
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20-25%Total “explained” difference
<5%Further professional qualifications (NBPTS)
10-15% Pedagogical content knowledge
<5%Advanced content matter knowledge
Dylan WiliamWashington Educational Research Association workshop June 2009
Teachers make a differenceBut what makes the difference in teachers?
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Recommended Practices• Increased descriptive feedback,
reduced evaluative feedback
• Increased student self-assessment
• Increased opportunities for students to communicate their evolving learning during the teaching
Source: Adapted with permission from R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well (Portland, OR: ETS Assessment Training Institute, 2004), p. 13.
(Black & Wiliam, 1998)
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How does Assessment for Learning align with the Three Key Findings of How People Learn?
• Review: • Your table’s list of the key features of
Assessment for Learning • The handout of the Three Key Findings of How
People Learn.
• Write: What connections do you see?
• Commit & Toss
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Assessment for LearningFive Key Strategies
Assessment for LearningFive Key Strategies
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•What are the 5 key research-based strategies for implementing AfL in the classroom?
•What are some Formative Assessment Classroom Techniques (FACTS) support the 5 key strategies?
•How do I learn more about FACTS?
•What strategies and techniques am I already using?
•What strategies and techniques do I want to incorporate in my classroom next year?
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A Comprehensive Framework for Formative AssessmentThree central processes:1.Establishing where learners are in their
learning2.Establishing where they are going3.Establishing how to get there
~Wiliam and Thompson (2007)
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…and one big idea
Use evidence about learning to adapt teaching and learning to meet student needs
http://www.learner.org/resources/series93.html?pop=yes&pid=1035#
Dylan WiliamWashington Educational Research Association workshop June 2009
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Sharing Learning Expectations
Clarifying and sharing learning intentions and criteria for success
Eliciting Evidence Engineering effective classroom discussions, questions and learning tasks that elicit evidence of learning.
Feedback Providing feedback that moves learners forward
Self Assessment Activating students as the owners of their own learning
Peer Assessment Activating students as instructional resources for one another
(Wiliam & Thompson, 2007)
Dylan WiliamWashington Educational Research Association workshop June 2009
Five “key strategies”…
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Clarifying and sharing learning intentions and criteria for success
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Clear Learning TargetsRick Stiggins
Know what kinds of targets are represented in curriculumKnowledgeReasoningPerformance skillProducts
Master the targets ourselvesKnow which targets each assessment
measuresMake learning targets clear to students,
too.Source: Adapted with permission from R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well (Portland, OR: ETS Assessment Training Institute, 2004), p. 13.
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Clarifying Learning TargetsRick Stiggins
Begin with state standardsOrder in learning progressions,
if neededDeconstruct into clear learning
targets leading to each standardCommunicate the learning
targets in advance in language students can understand
Source: Adapted with permission from R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well (Portland, OR: ETS Assessment Training Institute, 2004), p. 13.
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TechniquesFor Sharing Learning Expectations
Explaining learning intentions at start of lesson/unit Learning intentions Success criteria
Intentions/criteria in students’ language
Posters of key words to talk about learning e.g. describe, explain, evaluate
Annotated examples of student work to ‘flesh out’ assessment rubrics (e.g. lab reports)
Opportunities for students to design their own tests & rubrics
Dylan WiliamWashington Educational Research Association workshop June 2009
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Engineering effective classroom discussions, questions, and
learning tasks that elicit evidence of learning
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TechniquesFor Eliciting Evidence
Key idea: questioning should cause thinking provide data that informs teaching
Improving teacher questioning generating questions with colleagues closed v open low-order v high-order appropriate wait-time basketball rather than serial table-tennis ‘No hands up’ (except to ask a question) class polls to review current attitudes towards an issue ‘Hot Seat’ questioning
All-student response systems ABCD cards, Mini white-boards, Exit passes
Dylan WiliamWashington Educational Research Association workshop June 2009
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Choosing a Technique:Collecting with intention
FACET et al
What are the relevant learning goals? What specific knowledge am I targeting?What tool or technique will get at that kind
of knowledge?What student responses do I anticipate?
Magi, Vokos, Li, Minstrell, AndersonNSTA 2009 Workshop: Promoting Understanding & Skills in Assessment & Instruction for Learning
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A hinge question is based on the important concept in a lesson that is critical for students to understand before you move on in the lesson.
The question should fall about midway during the lesson.
Every student must respond to the question within two minutes.
You must be able to collect and interpret the responses from all students in 30 seconds
Eliciting evidence technique: Hinge QuestionsDylan Wiliam
Dylan WiliamWashington Educational Research Association workshop June 2009
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Feedback
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[Butler(1988) Br. J. Educ. Psychol., 58 1-14]
Feedback: What works?
What do you think happened for the students given both scores and comments?
A. Achievement: + 30% Attitude: all +ve
B. Achievement : + 30% Attitude: high scorers +ve low scorers –ve
C. Achievement : + 0% Attitude: all +ve
D. Achievement : + 0% Attitude: high scorers +ve low scorers –ve
E. Something else
Feedback Achievement Attitude
Scores no gain High scorers : positive
Low scorers: negative
Comments 30% gain High scorers : positive
Low scorers : positive
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Quality Feedback Dylan Wiliam
Formative assessment should:
Address some measurable attribute; Provide information to the student of where they are
currently and where they want to eventually be. Provide student with guidelines on how to get there.
Feedback is therefore formative only if the information fed back is actually used in closing the gap.
Dylan WiliamWashington Educational Research Association workshop June 2009
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Effective Feedback…Rick Stiggins
• Does not do the thinking for the student
• Limits correctives to the amount of advice the student can act on
Source: Adapted with permission from R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well (Portland, OR: ETS Assessment Training Institute, 2004), p. 13.
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TechniquesFor Feedback
Key idea: feedback should cause thinking provide guidance on how to improve
Comment-only gradingFocused gradingExplicit reference to rubricsSuggestions on how to improve
‘Strategy cards’ ideas for improvement Not giving complete solutions
Re-timing assessment (eg three-fourths-of-the-way-through-a-unit
test)Dylan WiliamWashington Educational Research Association workshop June 2009
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Self-Assessment &
Peer Assessment
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TechniquesFor Self & Peer Assessment
Students assessing their own/peers’ work with rubricswith exemplars“two stars and a wish”
Training students to pose questions/identifying group weaknessesSelf-assessment of understanding
Traffic lightsRed/green discs
End-of-lesson students’ review
Dylan WiliamWashington Educational Research Association workshop June 2009
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What is the difference between a strategy and a technique?
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Strategies and TechniquesDylan Wiliam
Strategies define the territory of formative assessment (no brainers)
Teachers are responsible for choice of techniques Allows for customization/ caters for local context Creates ownership Shares responsibility
Key requirements of techniques embodiment of deep cognitive/affective principles relevance feasibility acceptability
Dylan WiliamWashington Educational Research Association workshop June 2009
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The 5 Key StrategiesResources
NCTM Research Brief (National Council for the Teachers of Mathematics—Dylan Wiliam)
For each strategy:Additional ResearchTechniques in the context of the mathematics
classroom
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The 5 Key StrategiesResources
Science Formative Assessment (Page Keeley)
Formative Assessment Classroom TechniqueS (FACTS)
75 practical strategies (TECHNIQUES) for linking assessment, instruction & learning
Research baseImplementation
Integrating with teaching & learningSelecting FACTS & using data
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Overview of the Process
*Page Keeley & others
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5 “key strategies” jigsaw
Reading and Synthesis:1. Read assigned “key strategy” from Research Brief2. Read pgs. 26 -29 Page Keeley FACTs book3. Consider the following:
a) What are the important elements of your assigned strategy?b) How does this strategy connect to the reading in the Page
Keeley book?c) What classroom techniques do you currently employ that
connect to this key strategy?
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DiscussionEach person share their thoughts for 1-2
minutes; no commentary.Then go around again and each person takes
opportunity to make one commentary.
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Putting into AfL into PracticeThink about Afl techniques you already do.
Think about AfL techniques you would like to implement.