Assessment Literacy & Student Growth

within the Teacher Professional Growth and Effectiveness System (TPGES)

1

Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional Responsibilities

2

Common language for teacher effectiveness

Professional Practice in the TPGES

Student Growth in the TPGES

Targets

I can explain the role of assessment in teaching and learning.

I can explain how these assessment practices are embedded in the goal setting for student growth process.

5

What is Assessment Literacy?

Classroom assessment literacy is the knowledge and skills needed to do two things: (1) gather accurate information

about student achievement, and

(2) use the assessment process and its results effectively to improve achievement.

Chappuis, Stiggins, Chappuis, & Arter, 2011

Which Assessment

to UseInterpret

Data Next Steps to Improve Learning

Assessment Literacy

From Classroom Assessment for Student Learning: Doing it Right, Doing it Well

-Stiggins, Arter, Chappuis, & Chappuis (2004)

Domain 1:Planning and Preparation

Domain 2:Classroom Environment

Domain 3:Instruction

Domain 4:Professional Responsibilities

A. Demonstrating Knowledge of Content and Pedagogy

B. Demonstrating Knowledge of Students

C. Setting Instructional Outcomes

D. Demonstrating Knowledge of Resources

E. Designing Coherent Instruction

F. Designing Student Assessments

A. Creating an Environment of Respect and Rapport

B. Establishing a Culture for Learning

C. Managing Classroom Procedures

D. Managing Student Behavior

E. Organizing Physical Space

A. Communicating with Students

B. Using Questioning and Discussion Techniques

C. Engaging Students in Learning

D. Using Assessment in Instruction

E. Demonstrating Flexibility and Responsiveness

A. Reflecting on Teaching

B. Maintaining Accurate Records

C. Communicating with Families

D. Participating in a Professional Community

E. Growing and Developing Professionally

F. Showing Professionalism

Assessment Literacy & the TPGES

Traits of teachers who positively impact student learning:

• Are adept at using and creating a variety of assessments to monitor student learning

• Assess frequently• Understand how to interpret and use

assessment data• Use assessment data to adjust

instructionStronge & Grant (2009)

Goal setting for student growth –

Setting a goal based on current student need followed by an on-going process of

reflection and analysis to support students in

attaining that goal.

High-Level Assessment Practices and Goal Setting for Student Growth

Step 1:Determine

needs

Step 2:Create specific learning goals based on pre-assessment

Step 3:Create and implement

teaching and learning

strategies

Step 4:Monitor student progress through ongoing

formative assessment

Step 5:Determine whether students

achieved the goals

12

Step 1:Determine

needs

Step 2:Create specific learning goals based on pre-assessment

Step 3:Create and implement

teaching and learning

strategies

Step 4:Monitor student progress through ongoing

formative assessment

Step 5:Determine whether students

achieved the goals

13

1: Clear purpose

Sources of Evidence: Variety

Interim Assessments

LDC/MDC Classroom Evidence

Projects

Products

Student Portfolios

Student Performances

Common Assessments

DistrictLearning Checks

Gathering Baseline data

15

2: Clear targets

Once you know your studentsDecide upon sources of evidence that can provide pre- and post-data on student progress toward the identified skills & concepts for your content area.

3: Sound design

Sources of Evidence: Variety

Interim Assessments

LDC/MDC Classroom Evidence

Projects

Products

Student Portfolios

Student Performances

Common Assessments

DistrictAssessments

Aligned to

Standards

Comparable across

Classrooms

Enduring

Skills,

Concepts &

Processes

Provide pre- and post-data

Comparable across classrooms: Teacher Reflection

Do the measures used to show student growth expect students to demonstrate mastery of the standards at the intended level of rigor?

Do my selected measures reach the level of rigor expected across the district?

Rigor

Congruency to standardsDo the measures ask students to

demonstrate mastery of the identified skills, concepts or processes at the level of rigor

intended in the standard?

It is the congruency to standards that make our measures both rigorous and comparable.

Making the Right Choices

3: Sound design

High-Level Assessment Practices and Goal Setting for Student Growth

Step 1:Determine

needs

Step 2:

Create

specific

learning

goals based

on pre-

assessment

Step 3:

Create and implement teach

ing and

learning

strategies

Step 4:Monit

or studen

t progre

ss throug

h ongoin

g format

ive assessment

Step 5:

Determine whether

students

achieved the

goals

22

A Science Goal

This school year, all of my 6th grade science students will demonstrate measurable growth in their ability to plan and carrying out scientific investigations. Each student will improve by two or more levels on the district science rubric, Designing and Implementing Scientific Investigations. Furthermore, 80% of students will perform at level 3 (Proficient) on the rubric.

Step 1:Determine

needs

Step 2:

Create

specific

learning

goals based

on pre-

assessment

Step 3:

Create and implement teach

ing and

learning

strategies

Step 4:Monit

or studen

t progre

ss throug

h ongoin

g format

ive assessment

Step 5:

Determine whether

students

achieved the

goals

24

4: Effective Communication

5: Student Engagement

Seven Strategies of Assessment FOR Learning

Where am I going?1- Provide students clear learning targets.2-Use models of strong and weak work.Where am I now?3-Offer regular descriptive feedback.4-Teach students to self-assess and set goals.How do I close the gap?5-Focus on one learning target at a time.6-Teach students focused revision.7-Engage students in self-reflection/assessment.

Step 1:Determine

needs

Step 2:

Create

specific

learning

goals based

on pre-

assessment

Step 3:

Create and implement teach

ing and

learning

strategies

Step 4:Monit

or studen

t progre

ss throug

h ongoin

g format

ive assessment

Step 5:

Determine whether

students

achieved the

goals

26

1: Clear purpose

A Science Goal

This school year, all of my 6th grade science students will demonstrate measurable growth in their ability to plan and carrying out scientific investigations. Each student will improve by two or more levels on the district science rubric, Designing and Implementing Scientific Investigations. Furthermore, 80% of students will perform at level 3 (Proficient) on the rubric.

What is Assessment Literacy?

Classroom assessment literacy is the knowledge and skills needed to do two things: (1) gather accurate information

about student achievement, and

(2) use the assessment process and its results effectively to improve achievement.

Chappuis, Stiggins, Chappuis, & Arter, 2011

Sample Connections

to the Framework5 Keys Framework for Teaching

1: Clear purpose 3d using assessment in instruction

2: Clear targets 1c clear instructional outcomes3a communicating with students

3: Sound design 1e designing coherent instruction1f designing student assessments3b quality of questions

4: Effective communication 3a communicating with students2b establishing a culture for learning

5: Student engagement 3c engaging students in learning3b engages students in questioning/discussion

Targets

I can explain the role of assessment in teaching and learning.

I can explain how these assessment practices are embedded in the goal setting for student growth process.

30

Resources• Classroom Assessment for Student Learning:

Doing it Right –Using it Well by Stiggins, Arter, Chappuis & Chappuis

• Seven Strategies of Assessment for Learning by Chappuis

• Student Achievement Goal Setting: Using Data to Improve Teaching and Learning by Stronge & Grant

• PD 360 resources on Assessment Literacy

QUESTIONS

32

Next steps . . .

1. Review the resources provided and those attached. Possibly a book study is a next step for you.

2. Pull on the expertise of teachers who have studied assessment literacy in the Ky Content Leadership Networks.

3. Use the Target-Method Match on slide 16 to inventory the kinds of assessments you use or that are available to you.

33

Next steps . . .

4. As a district, think about how you can provide guidance to schools on sources of evidence that meet rigor and comparability.

34