Assessment Driven InstructionMaryrita Ducote and Emily Mull

St. Tammany Parish Public School SystemLiteracy Institute

June 5, 2013

Turn phones off or set on vibrate.

Be respectful of those talking or presenting (No sidebars)

Participate fully – Take risks – Be open to new ideas

Be Additive, Not Repetitive

Ground Rules

By the end of this session, participants will be able to create a plan for differentiated instruction that meets the needs of their students by analyzing assessments and by unpacking CCSS.

Goal

Discuss types of assessments and their purposes

Unpack standards in order to guide instruction

Plan for assessment driven instruction

Agenda

http://www.hulu.com/watch/292079

SNL History Lesson

With your group, take 5 minutes to write types of assessments you know on post-it notes. Place them on circle map.

Why Do You Assess?

“Assessment is today’s means of understanding how to modify tomorrow’s instruction.”

Carol Tomlinson

Two Views of AssessmentAssessment is for: Assessment is for:

Gatekeeping

Judging

Right Answers

Control

Comparison to others

Use with a single activity

Nurturing

Guiding

Self-Reflection

Information

Comparison to task

Use over multiple activities

3 Types of Effective Assessments

Diagnostic

Formative Formativ

e Summative

Purpose: Provides teacher with a more precise understanding of individual students’ strengths and weaknesses

Discern students’ prior knowledge and skill level Used for instructional practices Identify learners’ interests Reveal learning preferences

Diagnostic Assessment*

*These assessment scores do not count toward grades.

Use before teaching Use short, non-graded instruments Find out what students know, what they don’t

know Learn about student misconceptions Learn about student interests and learning

styles Inform students of learning goals, performance

assessment criteria

Diagnostic Assessment

Previous State Assessment Scores

Portfolio Content Write From the

Beginning Pre-Tests

DIBELS data CBAs Interest Surveys Learning Style

Digging Deeper with what we have.

How can you use

these to identify

strengths and

weakness in specific

skill sets?

Concept maps/circle maps/Thinking Maps K-W-L charts Drawings Surveys Squaring Off Yes/No Cards

Pre-assessment strategies

•Provides data to determine options for students•Helps determine differences •Helps teacher design activities that are respectful,

purposeful, and challenging•Identifies starting point for instruction•Identifies learning gaps•Makes efficient use of instructional time

Diagnostic Assessment…

1. What do I know about my students now?

2. What is the nature and content of the final assessment for this unit or period of time?

3. What don’t I know about the content knowledge, the critical thinking, and the process or skill demonstration of my students?

Gregory, G.H. and Kuzmich , L. (2004). Data driven differentiation in the standards-based classroom . Thousand Oaks, CA: Corwin Press.

Three Questions that Help…..

Purpose: To monitor and guide a process while it is still in progress

On-going and continuous Provides teachers with information about

students’ learning progress Guides teachers in providing extra help or

modifying extra help or modifying lesson plans Helps a teacher know if students have learned

what he/she has taught FEEDBACK

Formative Assessment

Quizzes Skills checklist Individual whiteboards Personal communication/conference Oral questioning Observation/Anecdotal Records Hand signals (Fist of Five) Exit tickets / Cards Graphic organizers Use of rubrics Stoplight And many more…

Formative Assessment Techniques

1. Read the Formative Assessment Strategies handout.

2. Highlight important details for each strategy.

3. Next to each strategy, rate your understanding.

Independent Activity

+ I know it

- I don’t know it/ never used it

* I’d like to know more about

Purpose: To judge the success of a process at its completion

Aligned with learning goals and revised yearly. Authentic-knowledge and skills can be transferred Offers options to students to display learning -

choice Evaluated against criteria

Summative Assessment

1. Create a Tree Map for the 3 Types of Assessments.

2. As a group, discuss and categorize the assessments on your circle map and move them to the tree map under the appropriate category.

3. Add any additional types to your tree map.

Group Activity

Unpack the ELA CCSSHow does this apply to your

curriculum?

Reading( Literature, Informational

Text, Foundational Skills)

Writing

Language

Speaking and Listening

Standard Verbs

What does the child need to be able to do?

Nouns

What do students need to know?

Skills Necessary

What are the prerequisites/ skills needed to do the task?

Step 1: Choose a Standard

Step 2: Identify the Verbs

CIRCLE THE VERBS

Step 3: Identify the Nouns

UNDERLINE THE NOUNS

Step 4: Identify the skills needed

LIST VOCABULARY, SKILLS, ETC... NEEDED (May look at standard in grade before)

Unwrapping the Concepts & Skills in a Standard

1. Stand Up, Hand Up, Pair Up: Find someone that teaches the same grade level.

2. Choose 3 ELA Standards to “Unpack” using the handout provided.

Partner Activity

http://www.smekenseducation.com/access-k-12-scaffold-of-the-common-core-state-standards.html

But what if the student doesn’t have the skills necessary?

A look at Bloom’s Taxonomy

1. With your shoulder partner, look at the Reading Standards for Literature or the Reading Standards for Informational Text at grades 4 & 5 in your booklet.

2. Circle/ Highlight the verbs and underline the nouns. Next to the standard, put what level in Bloom’s Taxonomy.

REMEMBER (1)

CREATE(6)REATE (6)

Partner Activity

Assessing the Student’s Depth of Knowledge (DOK)

on the Standards

Depth of Knowledge (DOK)

No Child Left Behind (NCLB) requires assessments to “measure the depth and breadth of the state academic content standards for a given grade level”. (U.S. Department of Education, 2003, p. 12)

Norman Webb

Focuses on complexity of content standards in order to successfully complete an assessment or task. The outcome (product) is the focus of the depth of understanding.

DOK is NOT...•a taxonomy/ hierarchy (Bloom’s)

•the same as difficulty

It’s NOT about the verb...

The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy), but by the context in which the verb is used and the depth of thinking required.

Verbs are not always used appropriately...

Words like explain or analyze have to be considered in context.

•“Explain to me where you live” does not raise the DOK of a simple rote response.

• Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting.

DOK is about what follows the verb...

What comes after the verb is more important than the verb itself.

“Analyze this sentence to decide if the commas have been used correctly” does not meet the criteria for high cognitive processing.”

The student who has been taught the rule for using commas is merely using the rule.

Level 1: Recall Recall of a fact, information, or a procedure

Level 2: Skill/ Concept Use information or conceptual knowledge

Level 3: Strategic Thinking Reasoning, Developing a Plan

Level 4: Extended Thinking Requires an investigation, collection of data, and analysis of results

Levels of DOK

1. Break into groups of 4. 2. On your chart paper, choose 1 standard and write

the reference number in the middle. Then, draw and label 4 boxes.

3. Using your Blooms/ DOK matrix, identify the Bloom’s level of the standard.

4. Discuss in your group the DOK levels of that standard and how it relates to classroom instruction.

5. In each box, write an activity and an assessment you could use to measure the depth of knowledge of that standard. Use your DOK guide to help.

Group Activity

Changing how instruction and practice occurs to enhance instructional effectiveness and increase student achievement.

Teachers can differentiate:◦ 1. content◦ 2. process◦ 3.product

◦ 4. leaning environments

According to students’readiness, interests, learning profiles

How do teachers do this?

Differentiated Instruction

Cubing Tiered centers Interest centers Varied journal prompts/math problems Tiered lessons Small-Group Instruction Learning Contracts, Tic-Tac-Toe Menu Literature Circles Cooperative Learning Groups

Range of Instructional Strategies

Individual learning plans for each student More problems, questions, or assignments Get it on your own Recreational reading Independent reading without curriculum connections Free time to draw or practice your talent Cooperative learning groups where the gifted kid gets to be the

leader Activities that all students will be able to do Interest centers, unless linked to core content and at a complex level

(Tomlinson, 2009)

Non-examples of DI

Purposeful practice ideas What is everyone else doing?

Classroom expectations Assessment and differentiated instruction

Differentiating in 4th and 5th grade

Student Success!

It is your job, as teacher, to make explicit That which you thought was implicit.

-C.Tomlinson