DDMs -From Conception to Impact Rating

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Easthampton High School – Team Leader Meeting

March 17, 2014Facilitated by Shirley Gilfether

Performance vs. Growth

Most current assessments are measures of performance and not growth

Growth takes into account the different levels of student achievement

Measures of growth should provide all students an equal opportunity to demonstrate growth

What is Growth? Growth is about improvement and learning.

Does change represent growth?

Are the assessments similar enough to support meaningful inferences about student growth during the year? Do early assessments provide meaningful

information about what students do not understand? baseline data

Do future assessments provide meaningful information about what students have learned?

Do students have the opportunity to demonstrate different levels of growth?

DDMs in a Backwards Design Model* DDMs require us to define clearly what we want

students to be able to do following instruction. After we have clearly defined what we want students to

be able to do, then we plan curriculum and lessons to get us to that goal

Integration Mass Frameworks: What should students learn? DDMs: How do students demonstrate that learning? Curriculum Mapping: How do we get there?

* Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe 

Steps in the Process1. Develop your DDM based on core learning objectives

for your course (backward planning)

2. Develop a method for collecting baseline data on the same set of objectives (this might be a pre-assessment)

3. Develop assessment procedures (when will assessments be given, what are the common directions that will be given to students (consistency), define any tools that can be used, e.g. calculators

Scoring Guides are Important

4. Develop clear directions for scoring individual student work (scoring guide)

1. explicitly state the aspects of student work that are essential

2. Define the scoring tool (answer sheet; rubric (holistic, analytic, growth); checklist;

3. describe who will score and how validity will be insured (double blind, teacher exchange, spot check, or objective assessment…)

Scoring Guides Must be ClearScoring Guide Example: 2 points for a correct answer with student work

shown correctly 1 point for an incorrect answer with student work

shown correctly

Issue: Not clear around how to score a student with

a correct answer with no student work shown or with student work shown incorrectly.

Not clear what “shown correctly” means.

Scoring Guide Example - Improved

2 points for a correct answer with either a chart or table showing how the student set up the problem.

1 point for an incorrect answer, but the work demonstrates setting up the problem with a table or picture. Supporting work may include incorrect numbers or other mistakes.

1 point for a correct answer and there is no supporting work or if student work is not organized in a table or chart.

0 point for no correct answer, and work is not organized in a table or chart.

The scoring guide could be further improved by incorporating anchor examples.

:

Using RubricsRubric Style

Analytic Holistic

Student work is assessed by clearly defined criteria along multiple dimensions (i.e., each rows of the rubric assesses a different criterion).

Student work is assessed as a whole product based on an overall impression.

Growth RubricsAnalytic Holistic

Low Growth

Moderate Growth

High Growth

Low Growth

Moderate Growth

High Growth

0 or 3 4-7 8 or more

Little to no improvement

in following writing

conventions

Average improvement

in following writing

conventions

High improvement

in following writing

conventions

Number of writing mechanics, such as punctuation, capitalization, misspelled

word, where student has corrected the mistake in future writing

0 1 2 or more

Number of examples of improvement of language usage and sentence

formation, such as word order, subject-verb agreement, or run-on sentences student has corrected the mistake in

future writing.

Step 5 - Clear directions for determining a student’s growthClear directions for determining a student’s growth Pre-Test/Post Test Repeated Measures Holistic Evaluation Post-Test Only

Learn more Webinar 5 http://www.doe.mass.edu/edeval/ddm/webinar.html Technical Guide B http://www.doe.mass.edu/edeval/ddm/TechnicalGuide-AppxB.pdf

Step 6 – Setting Parameters for high, moderate, and low student growth

First decide what comparison data makes growth difference in raw score difference in % score percent of increase in score other

Then build your moderate range what constitutes normal growth? (in some cases a year’s

worth of growth) this should be the largest range

Finishing the Range

After the moderate range has been determined build the low and high ranges of growth the low range represents less than expected growth the high range represents significantly higher than

expected growth It is clearly understood that there may need to be an

adjustment to the ranges after you get data next year. There will be an opportunity for that

Final Step: Establishing Teacher’s Impact Rating

Using the class roster, teachers will identify each student’s growth as High, Moderate or Low

Then the teacher is to find the MEDIAN (middle) growth for that class (not average)

If there are multiple classes, the Median would be found for all students’ growth data

Questions and Answers

Reminder: The second DDM Drop-In session will be held on Thursday, March 20th from 2 – 5 pm