level of expertise...1 cutting-edge research concrete strategies sustainable success formative...

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cutting-edge research concrete strategies sustainable success

Formative Assessment in The Art and Science of Teaching

Presented by Marzano Research Laboratory for

Hawker Brownlow Professional Learning Solu=ons

Jan K. Hoegh, Associate Vice President March 21-‐22, 2013


LEVEL OF EXPERTISE A scale for consideration . . .

n Beginner n Appren*ce n Prac**oner n Expert

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Please complete the following statement: These two days will be successful IF . . .

3


Getting'Started'!

Our'Purpose'Participants*will:*

• Discover*the*research*regarding*feedback,*assessment*and*grading.*

• Learn*how*to*review*and*revise*existing*assessments*for*quality.*

• Discuss*how*to*better*collaborate*to*continuously*improve*assessments*and*instruction.*

• Explore*variations*among*obtrusive,*unobtrusive*and*studentAgenerated*assessments.*

• Identify*varied*uses*of*assessment*information*to*gain*formative,*summative*or*instructional*feedback.*

• Learn*to*track*student*progress*for*a*better*overall*picture*of*performance.*• Align*grading*and*reporting*practices*to*formative*assessment*strategies*on*small*

and*large*scales.*!

'Attention'and'Refocus'Signal'When*I*give*the*attention*and*refocus*signal,*I*will:**

• Move*to*the*front*and*center*of*the*room.**• Announce*time*remaining*in*the*activity.*• Count*down*the*last*three*seconds*out*loud.*At*zero,*we*are*

ready*to*go.*• Wait,'as'needed'.'.'.'!

'A'Few'Logistics'for'Working'Together!We*ask*that*participants:'*

• Please*engage*in*respectful*operating*procedures*(keep*cell*phones*in*manner*mode,*hold*minimal*sidebar*conversations,*be*back*from*breaks*on*time).*

• Please*respond*promptly*to*the*refocus*signal.*• Be*present*and*engaged!*• Please*push*yourself*to*be*a*learner.*This*is*your*valuable*time.**

Let’s*have*some*fun!! !'

'


Our norms for working together . . .

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Getting'Started'!

Our'Purpose'Participants*will:*

• Discover*the*research*regarding*feedback,*assessment*and*grading.*

• Learn*how*to*review*and*revise*existing*assessments*for*quality.*

• Discuss*how*to*better*collaborate*to*continuously*improve*assessments*and*instruction.*

• Explore*variations*among*obtrusive,*unobtrusive*and*studentAgenerated*assessments.*

• Identify*varied*uses*of*assessment*information*to*gain*formative,*summative*or*instructional*feedback.*

• Learn*to*track*student*progress*for*a*better*overall*picture*of*performance.*• Align*grading*and*reporting*practices*to*formative*assessment*strategies*on*small*

and*large*scales.*!

'Attention'and'Refocus'Signal'When*I*give*the*attention*and*refocus*signal,*I*will:**

• Move*to*the*front*and*center*of*the*room.**• Announce*time*remaining*in*the*activity.*• Count*down*the*last*three*seconds*out*loud.*At*zero,*we*are*

ready*to*go.*• Wait,'as'needed'.'.'.'!

'A'Few'Logistics'for'Working'Together!We*ask*that*participants:'*

• Please*engage*in*respectful*operating*procedures*(keep*cell*phones*in*manner*mode,*hold*minimal*sidebar*conversations,*be*back*from*breaks*on*time).*

• Please*respond*promptly*to*the*refocus*signal.*• Be*present*and*engaged!*• Please*push*yourself*to*be*a*learner.*This*is*your*valuable*time.**

Let’s*have*some*fun!! !'

'


Grouping and Regrouping Strategies

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On Your Own . . .

n  You, yourself, and YOU!


Elbow Partners

n  People within elbow reach—groups of 2-‐3

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Table Family

n  Your tablemates . . .


Across the Room Partners

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Attention and Refocus Signal

n Move to the front and center of the room.

n Announce *me remaining in ac*vity. n Count down last 3 seconds out loud. n At “Zero” we are ready to go. n  I’ll just wait, as needed . . .


Let’s talk about your resources . . . §  If you like structure=handout §  If you are more random=the handout doesn’t provide all of the slides! J

§  Make it belong to YOU!

Put your personal stamp on everything you do. In every worthwhile thing you do, give

your very best!

Mike Krzyzewski

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26#Marzano#Research#Laboratory#2012#!#marzanoresearch.com#

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Take-Aways: Assessment Ideas:


All the while . . .

n  Content (to add to your knowledge-‐base)

n  Process (to ensure the content stays with you)

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“The illiterate of the 21st century will not be those who cannot read and write, but

those who cannot learn, unlearn, and relearn.”

Alvin Toffler 2001 An American writer and futurist


Higher Levels of Effectiveness regarding Pedagogy

Curriculum Design

Management Techniques

Instructional Methodology

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This isn’t a new thing…


Important Research

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Normal Distribu*on of Popula*on


Teacher School District Student

P50 P50 P50 P50

Findings: Reading

P= Percentile

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P50 P50 P50 P50

P84 P50 P50 P60

Findings: Reading

P= Percentile

13





P50 P50 P50 P50

P84 P50 P50 P60

P98 P50 P50 P70

Findings: Reading

P= Percentile

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Unfortunately, the converse can be devasta*ng.


“What Matters is Which Classroom?”

“If a student is in one of the most effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years.” �

�Deborah Loewenberg Ball, Dean of Education"University of Michigan

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Important take-away #1---

Teachers maNer

immensely!


The single most influential component of an effective school is the individual teachers within the school.

~Robert Marzano~

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So…teachers are really important!

What about leaders?



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P50 P50 P50 P50

P84 P50 P50 P60

P98 P50 P50 P70

P50 P84 P84 P57

Findings: Reading

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P50 P50 P50 P50

P84 P50 P50 P60

P98 P50 P50 P70

P50 P84 P84 P57

P50 P98 P98 P63

Findings: Reading

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Important Take-Away #2---

School and District Leadership not only maNers, but also has a

direct correla*on and measureable effect on student

achievement!

cutting-edge research concrete strategies sustainable success cutting-edge research concrete strategies sustainable success

n Babe Ruth

“The way a team plays as a whole determines its success. You may

have the greatest bunch of individual

stars in the world, but if they don’t play together, the club won’t be worth a

dime.”! Babe Ruth

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Dr. Robert Marzano’s posi*on is quite simple: Schools can have a tremendous impact on student achievement if they follow direc*on provided by the research.


So what is it that BOTH teachers and leaders should focus on?

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Three Cri=cal Interven=ons (Commitments)

n  A system of clear learning goals connected to student feedback and evaluation at the classroom, school, and district levels

n  Ensuring effec*ve teaching in every classroom

n  Building background knowledge for all students



n  A system of clear learning goals connected to

student feedback and evaluation at the classroom, school, and district levels

n  Ensuring effec=ve teaching in every classroom


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Learning Goals and Feedback Rules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expecta*ons

Teacher/Stude

nt Rela*

onships Adherence to Rules and Procedures

Genera*ng/ Tes*ng

Hypotheses

Prac*cing and

Deepening

Interac*ng With New Knowledge

The Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS

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Lesson Segments

Involving Routine Events

Design Question 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?• Providing Clear Learning Goals and Scales to

Measure those Goals• Tracking Student Progress• Celebrating Student Success

Design Question 6: What will I do to establish or maintain classroom rules and procedures?• Establishing Classroom Routines• Organizing Physical Layout of the Classroom for

Learning

Lesson Segments

Addressing Content

Design Question 2: What will I do to help students effectively interact with the new knowledge?• Identifying Critical Information• Organizing Students to Interact with New

Knowledge• Previewing New Content• Chunking Content into "Digestible Bites"• Processing of New Information• Elaborating on New Information• Recording and Representing Knowledge• Reflecting on Learning

Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?• Reviewing Content• Organizing Students to Practice and Deepen

Knowledge• Using Homework• Examining Similarities and Differences• Examining Errors in Reasoning• Practicing Skills, Strategies, and Processes• Revising Knowledge

Design Question 4: What will I do to help students generate and test hypotheses about new knowledge?• Organizing Students for Cognitively Complex

Tasks• Engaging Students in Cognitively Complex

Tasks Involving Hypothesis Generating and Testing

• Providing Resources and Guidance

Lesson Segments

Enacted on the Spot

Design Question 5: What will I do to engage students?• Noticing and Reacting when Students are Not

Engaged• Using Academic Games• Managing Response Rates• Using Physical Movement• Maintaining a Lively Pace• Demonstrating Intensity and Enthusiasm• Using Friendly Controversy• Providing Opportunities for Students to Talk

about Themselves• Presenting Unusual or Intriguing Information

Design Question 7: What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?• Demonstrating "Withitness"• Applying Consequences• Acknowledging Adherence to Rules and

Procedures

Design Question 8: What will I do to establish and maintain effective relationships with students?• Understanding Students' Interests and

Backgrounds• Using Behaviors that Indicate Affection for

Students• Displaying Objectivity and Control

Design Question 9: What will I do to communicate high expectations for all students?• Demonstrating Value and Respect for Low

Expectancy Students• Asking Questions of Low Expectancy Students• Probing Incorrect Answers with Low Expectancy

Students

The Marzano Observation and Feedback Protocol identifies the 41 key strategies revealed by research for effective teaching presented in a robust, easy-to-understand model

of instruction based on the Art and Science of Teaching. All 41 Key Strategies are organized into 9 Design Questions, which are further organized into 3 Lesson Segments.

Patent Pending. iObservation is a registered trademark of Learning Sciences International. © 2007-2010


26#Marzano#Research#Laboratory#2012#!#marzanoresearch.com#

##################################################

Take-away #1

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n  A system of clear learning goals connected to student feedback and evaluation at the classroom, school, and district levels

n  Ensuring effec*ve teaching in every classroom



Some Assessment Considerations

Forms of Assessment versus

Uses of Assessment

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Large Scale (Assessment of) •  Summative

•  Norm referenced OR criterion referenced

•  Aptitude

•  Achievement

Mid-Scale (Assessment for)

•  Formative

•  Criterion referenced

•  Often teacher made or district made

•  Achievement

A Balanced Assessment System Small-Scale

(Assessment for) •  Questioning

• Day by day, minute by minute (Wiliam)

•  Achievement

Essential Question:

What have students already learned?

Essential Question:

How can we help students learn more?

Essential Question:



Large Scale (Assessment of)


A Balanced Assessment System Fill in the types of assessments you use.

Small-Scale (Assessment for)

Essential Question:


Essential Question:


Essential Question:


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Large Scale (Assessment of) •  Summative

•  Norm referenced OR criterion referenced

•  Aptitude

•  Achievement


•  Formative

•  Criterion referenced

•  Often teacher made or district made

•  Achievement

A Balanced Assessment System Small-Scale

(Assessment for) •  Questioning

• Day by day, minute by minute (Wiliam)

•  Achievement

Essential Question:


Essential Question:


Essential Question:



Teaching is occurring . . . we must know if learning is

occurring.

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Classroom Assessment

Anything a teacher does to gather informa*on about a student’s knowledge

or skill regarding a specific topic.

Marzano, R. (2010) Forma&ve Assessment and Standards-‐Based Grading,

Bloomington, IN, Marzano Research Laboratory


In a research review based on 250 empirical studies of classroom assessment that had been drawn from more than 800 published inves*ga*ons, Paul Black and Dylan William concluded:

“The research reported here shows conclusively that forma=ve assessment does improve learning.”

Why should we do it?

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Three Types of Assessment

o  Obtrusive §  Formalized, interrupt the normal flow of ac*vity in the classroom

-‐pencil/paper tests, projects, quiz

o  Unobtrusive §  Informal, do not interrupt the normal flow

-‐observa*ons, Listening for key ideas, watching for key ac*ons or processes

o  Student Generated §  Students generate their own ideas to show their current level of knowledge or

skill.

Handout page 3

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Uses of Assessment

Forma*ve Scores

Summa*ve Scores (Grades)

Instruc*onal Feedback

Handout page 3


Formative Scores

n  Can be derived from obtrusive, unobtrusive, and student-‐generated assessments

n  Are scored and recorded in some fashion n  Can and should be used to track student progress over *me

Do your students track their progress?

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Having Students Chart Progress on Learning Goals

n  14 experimental–control studies conducted at

Marzano Research Laboratory n  This prac*ce is associated with a 32-‐percen*le point gain in student achievement.


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cutting-edge research concrete strategies sustainable success 31"Marzano"Research"Laboratory"2013"!"marzanoresearch.com"

December'2009/January'2010'|'Volume'67'|'Number'4''Health*and*Learning'Pages'86<87'

*When*Students*Track*Their*Progress*Robert'J.'Marzano''The'strategy'of'tracking'student'progress'on'specific'learning'goals'is'well'supported.'For'example,'Fuchs'and'Fuchs1''found'that'providing'teachers'with'graphic'displays'of'students''scores'on'formative'assessments'was'associated'with'a'26'percentile'point'gain'in'achievement.'Unfortunately,'this'strategy'has'not'received'the'attention'it'deserves.''When'students'track'their'own'progress'on'assessments'using'graphic'displays,'the'gains'are'even'higher.'Over'my'many'years'of'working'with'teachers,'I'have'had'the'opportunity'to'examine'the'effects'of'such'an'approach.'In'14'different'studies,'teachers'had'students'in'one'class'track'their'progress'on'assessments;'in'a'second'class,'these'teachers'taught'the'same'content'for'the'same'length'of'time'without'having'students'track'their'progress'(see'www.marzanoresearch.com/research/strategy20_trackingprogress.aspx).'On'average,'the'practice'of'having'students'track'their'own'progress'was'associated'with'a'32'percentile'point'gain'in'their'achievement.''In'the'studies,'students'recorded'their'scores'on'a'chart'after'taking'each'assessment.'Figure'1'shows'how'a'student'tracked'her'progress'on'the'topic'of'habitats'using'her'scores'on'four'different'assessments.'Using'a'rubric'with'a'rating'scale'of'0'to'4'to'score'the'assessments,'this'student'began'with'a'score'of'1.5'on'the'first'assessment'and'ended'with'a'score'of'3.5'on'the'fourth'assessment.''Figure*1.*Student*Progress*Chart********'''''''


Lesson Segments

Involving Routine Events

Design Question 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?• Providing Clear Learning Goals and Scales to

Measure those Goals• Tracking Student Progress• Celebrating Student Success

Design Question 6: What will I do to establish or maintain classroom rules and procedures?• Establishing Classroom Routines• Organizing Physical Layout of the Classroom for

Learning

Lesson Segments

Addressing Content

Design Question 2: What will I do to help students effectively interact with the new knowledge?• Identifying Critical Information• Organizing Students to Interact with New

Knowledge• Previewing New Content• Chunking Content into "Digestible Bites"• Processing of New Information• Elaborating on New Information• Recording and Representing Knowledge• Reflecting on Learning

Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?• Reviewing Content• Organizing Students to Practice and Deepen

Knowledge• Using Homework• Examining Similarities and Differences• Examining Errors in Reasoning• Practicing Skills, Strategies, and Processes• Revising Knowledge

Design Question 4: What will I do to help students generate and test hypotheses about new knowledge?• Organizing Students for Cognitively Complex

Tasks• Engaging Students in Cognitively Complex

Tasks Involving Hypothesis Generating and Testing

• Providing Resources and Guidance

Lesson Segments

Enacted on the Spot

Design Question 5: What will I do to engage students?• Noticing and Reacting when Students are Not

Engaged• Using Academic Games• Managing Response Rates• Using Physical Movement• Maintaining a Lively Pace• Demonstrating Intensity and Enthusiasm• Using Friendly Controversy• Providing Opportunities for Students to Talk

about Themselves• Presenting Unusual or Intriguing Information

Design Question 7: What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?• Demonstrating "Withitness"• Applying Consequences• Acknowledging Adherence to Rules and

Procedures

Design Question 8: What will I do to establish and maintain effective relationships with students?• Understanding Students' Interests and

Backgrounds• Using Behaviors that Indicate Affection for

Students• Displaying Objectivity and Control

Design Question 9: What will I do to communicate high expectations for all students?• Demonstrating Value and Respect for Low

Expectancy Students• Asking Questions of Low Expectancy Students• Probing Incorrect Answers with Low Expectancy

Students

The Marzano Observation and Feedback Protocol identifies the 41 key strategies revealed by research for effective teaching presented in a robust, easy-to-understand model

of instruction based on the Art and Science of Teaching. All 41 Key Strategies are organized into 9 Design Questions, which are further organized into 3 Lesson Segments.

Patent Pending. iObservation is a registered trademark of Learning Sciences International. © 2007-2010

32


Summative Scores

n  Can be derived from obtrusive, unobtrusive, and student-‐generated assessments

n  Represent a student’s final status amer some interval of *me—a “grade”

n  Can be derived from or informed by a series of forma*ve scores

n  Are scored and recorded


x

S

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Instructional Feedback

n  Can be derived from obtrusive or unobtrusive (but typically not student-‐generated) assessments

n  Can be scored (but typically are not) n  Are not recorded n  Are used to provide students and teachers with informa*on that should change their behavior


How do you currently use forma*ve and

summa*ve scores, as well as instruc*onal

feedback?

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How do you know if a student has mastered important content?


A system of clear learning goals connected to student feedback and

evalua=on at the classroom, school, and district levels

35


The first step to quality classroom assessment (teacher) . . .

Get clear about what ALL learners should know and be able to do.


The first step to quality classroom assessment (student) . . .

Communicate to me what I need to know and be able

to do.

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Everything starts with curriculum . . .

Guaranteed and Viable


Three Types of Curricula

²  The Intended Curriculum Content specified by the state, district or school

²  The Implemented Curriculum Content actually delivered by the teacher

²  The ABained Curriculum Content actually learned by the students

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What’s a guaranteed and viable curriculum?

o  A "viable" curriculum is a well-‐ar*culated (K-‐12) set of knowledge and skills every child should learn.

o  Viable also means we are able to teach this for understanding in the *me available.

o  A “guaranteed” curriculum means that we ensure it is taught in every classroom at every school.


“Nice to Know”

“Important to Know and Do”

A Guaranteed and Viable Curriculum is comprised of . . .

“NEED to KNOW”

Adapted from McTighe & Wiggins

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OPPORTUNITY)TO)LEARN:)!Daunted!by!the!length!of!most!textbooks!and!knowing!that!the!children’s!future!teachers!will!be!likely!to!return!to!the!material,!American!teachers!often!omit!some!topics.!Different!topics!are!omitted!by!different!teachers!thereby!making!it!impossible!for!the!children’s!later!teachers!to!know!what!has!been!covered!at!earlier!grades>>>they!cannot!be!sure!what!their!students!know!and!do!not!know.!

The$Learning$Gap$Stevenson!and!Stigler!

!The!concept!of!opportunity!to!learn,!then,!is!a!simple!but!powerful!one>>>if!students!do!not!have!the!opportunity!to!learn!the!content!expected!of!them,!there!is!little!chance!that!they!will.!OTL!addresses!the!extent!to!which!the!curriculum!in!a!school!is!“guaranteed.”!This!means!that!states!and!districts!give!clear!guidance!to!teachers!regarding!the!content!to!be!addressed!in!specific!courses!and!at!specific!grade!levels.!It!also!means!that!individual!teachers!do!not!have!the!option!to!disregard!or!replace!assigned!content.!

What$Works$in$Schools$Marzano,!2003!

$$

)))))))))))

Handout page 5


TIME)AND)VIABILITY:)

)In!general,!K>12!schools!employ!a!180>day!school!year.!However,!some!noteworthy!variations!exist.!The!length!of!the!school!day!is!far!less!standard.!Reuter!(1963)!found!that!length!varied!from!four!to!six!hours.!In!the!late!1970s!a!large>scale!study!known!as!the!Beginning!Teachers!Evaluation!Study!(BTES)!found!that!2nd!graders!were!in!school!5.5!hours,!whereas!5th!graders!were!in!school!for!6.0!hours.!One!study!even!found!that!the!length!of!the!school!day!within!the!same!district!could!vary!as!much!as!45!minutes!(Harnischfeger!&!Wiley!1978).!A!1994!study!reported!that,!on!average,!schools!offer!a!six>period!day!with!about!5.6!hours!of!class!time!per!day.!!!If!we!assume!that!5.6!hours!each!day!are!devoted!to!classroom!time!and!180!days!are!spent!in!school!per!year,!then!K>12!students!spend!about!13,104!total!hours!in!class!(13!years!of!instruction!x!1,008!hours!per!year).!Thus,!teachers!have!a!maximum!of!13,104!hours!to!address!the!200!standards!and!3,093!benchmarks!identified!by!the!McREL!researchers.!!And!not!all!of!the!available!classroom!time!is!actually!used!for!instruction.!Classroom!disruptions,!socializing,!informal!breaks,!and!other!non>instructional!activities!use!up!some!of!the!classroom!time.!Estimates!of!how!much!class!time!is!actually!devoted!to!instruction!vary!widely!from!a!low!of!21!percent!to!a!high!of!69!percent.!If!we!take!the!highest!estimate!of!69!percent!as!the!upper!boundary,!we!can!conclude!that!of!the!13,104!classroom!hours!theoretically!available,!only!9,042!hours!are!actually!used!for!instruction.!This!comes!to!about!695.5!hours!per!year!(9,042!hours!divided!by!13!years!of!instruction)!or!about!3.9!hours!per!day!(695.5!hours!divided!by!180!days).!!We!now!have!a!quantitative!basis!with!which!to!answer!the!question:!!Can$the$200$standards$and$3,093$benchmarks$be$taught$in$the$actual$time$available$for$instruction?!The!answer!is!a!resounding!no!!Quite!obviously,!15,465!hours!of!standards!do!not!fit!into!9,042!hours!of!instructional!time.!

*Researchers)at)McREL)identified)some)200)standards)and)3,093)benchmarks)in)nationalH)and)stateHlevel)documents)for)different)subject)areas)(Kendall)&)Marzano,)2000).)Classroom)teachers)then)estimated)that)the)amount)of)time)it)would)take)to)adequately)address)the)content)articulated)in)these)documents)was)15,465)hours)(Marzano,)Kendall,)&)Gaddy,)1999).!

Handout page 6

39


An Important Action Step . . . Iden*fy priority learning goals within the curriculum.


Research on Learning Goals

40


o  A learning goal is a statement of what students will know or be able to do.

o  Emphasizes the knowledge students would poten*ally gain.

o  A few common learning goal formats:

n  The learner will be able to . . .

n  Students will understand . . .

n  I can . . .

What is a learning goal?


On your own . . .

o  Write one learning goal you already provided instruc*on to OR one that you have yet to teach.

o  Write an ac*vity you use to enable your learners to aqain mastery of the learning goal.

41


Learning Goal

The learner will cite textual evidence to support analysis of what a grade-appropriate text says explicitly, as well as inferences drawn from the text. Activity Ader reading a passage from The Narra+ve of the Life of Frederick Douglass, iden+fy pieces of evidence to support the author’s argument against slavery. Cite specific examples from Douglass’s life to show why he would be against the prac+ce of slavery.


A preview . . .

42



43


WHAT are priority learning goals?


HOW do we define priority learning goals?

44


o  Endurance (Will this provide knowledge and skills that will be of value beyond a single test date?)

o  Leverage (Will this provide knowledge and skills that will be of value in multiple disciplines?)

o  Readiness for next level of learning (Will this provide students with the “tools” they need for success at the next level or grade.)

Reeves, D. Cited in Ainsworth, L. (2003). “Unwrapping” the Standards. Englewood, CO. Advanced Learning Press.

What are the criteria for priority?


What are the criteria for priority?

o  Teacher Judgment (Do you as the content expert believe this skill/knowledge is critical for all students to know or be able to do?)

o  Assessment Connected (Will this skill/knowledge be assessed on an instrument used for instructional decision-making?)

45


!Learning(Goal( Teacher(

Judgment(Endurance( Leverage( Readiness( Assessment(

Connected(

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Identifying(Priority(Learning(Goals(


The student will write opinion pieces on topics or texts,

suppor*ng a point of view with reasons and informa*on.

46


The student will read, write, and compare decimals to the

thousandths.


Let’s move priority learning goals to a very usable format that provides instruc*onal informa*on and serves as a founda*on for assessment development . . .

Proficiency Scales.

47


What cons*tutes a clean refrigerator?


Clean Refrigerator Rubric 4 Entire refrigerator is sparkling and smells clean. All items

are fresh, in proper containers (original or Tupperware with lids), and organized into categories.

3 Refrigerator is generally wiped clean. All items are relatively fresh, in some type of container (some Tupperware lids are missing or don’t fit) and are sitting upright.

2 Some of the shelves are wiped clean, although there are some crusty spots. There are some suspicious smells. Items are in containers, but there seems to be some green stuff growing in some of the Tupperware.

1 Items stick to the shelves when they are picked up. The smells linger long after the refrigerator is closed. Several items need to be thrown out – Tupperware and all.

48


Please place the following in order of complexity.


o  Explain the body’s most important dietary needs.

o  Recognize healthy vs. unhealthy foods given a list.

o  Discuss what would happen to the body if one of its needs was not met. (i.e. What would happen if the body received no calcium for an extended period of time?)

The student will:

49


o  Write compound-complex sentences in isolation.

o  Write a simple sentence with a subject and a predicate.

o  Write a variety of complete sentences with fluidity.

The student will:


Priority Standards

Suppor+ng Standards

As I see it ...

50


Let’s look at a few proficiency scales in your handout (p. 11-‐14 ).


With your elbow partner(s) . . .

Cram a few ques*ons you have about proficiency scales.

51


Scales vs. Rubrics

o  Scales are more than rubrics…

o  Have scores corresponding to levels of cogni*on required by the learner.

o  Designed with levels of cogni*on for planning purposes.


!! !! !!! ! Page!24!! ! !

!

!

!!

Reading$Rubric$Standard$of$Performance$

Exceeds$the$Standard$

Achieves$the$Standard$

Nearly$Achieves$the$Standard$

Little$Evidence$or$Below$the$Standard$

$$$

Word$Knowledge$

$

The!student!independently!identifies,!defines,!and!extends!the!meaning!of!unfamiliar!words,!accessing!appropriate!strategies.!!

When!prompted,!the!student!identifies,!defines,!and!extends!the!meaning!of!unfamiliar!words,!accessing!appropriate!strategies.!!

When!prompted,!the!student!needs!guidance!to!identify!and!define!unfamiliar!words,!and!access!appropriate!strategies.!!

Extended!understanding!is!not!demonstrated.!The!student!shows!little!evidence!of!identifying!or!defining!unfamiliar!words,!or!accessing!appropriate!strategies.!

$$$$$$

Basic$Understanding$

of$Text$$

The!student!accurately!identifies,!describes,!and/or!summarizes!the!essential!main!events,!themes,!literary!devices,!character!development!(in!literary!text)!and!the!essential!main!ideas,!key!facts,!and!supportive!details!(in!informational!text),!accessing!appropriate!strategies.!

The!student!accurately!identifies,!describes,!and/or!summarizes!most(main!events,!themes,!literary!devices,!character!development!(in!literary!text)!and!most(main!ideas,!key!facts,!and!supportive!details!(in!informational!text),!accessing!appropriate!strategies.!!

The!student!accurately!identifies,!describes,!and/or!summarizes!some(main!events,!themes,!literary!devices,!character!development!(in!literary!text)!and!some(main!ideas,!key!facts,!and!supportive!details!(in!informational!text),!accessing!some!appropriate!strategies.!

The!student!shows!little!evidence!for!understanding!the!main!events,!themes,!literary!devices,!character!development!(in!literary!text)!and!the!main!ideas,!key!facts,!and!supportive!details!(in!informational!text),!or!accessing!appropriate!strategies.!

$$$$$$Analysis$and$Interpretation$$

The!student!analyzes,!interprets,!and!evaluates!informational!and!literary!texts!with!insight!supported!with!references!from!both!the!text!and!a!variety!of!other!sources!(life!experiences,!other!texts,!other!media,!etc.),!&!accesses!appropriate!strategies.!

The!student!analyzes,!interprets,!and!evaluates!informational!and!literary!texts!by!providing!evidence!to!support!opinions,!theses,!or!conclusions,!&!accesses!appropriate!strategies.!!

The!student!analyzes,!interprets,!and!evaluates!informational!and!literary!texts!with!some!supporting!details!and!textual!references;!however,!evidence!for!opinions,!theses,!or!conclusions!is!weak!or!misaligned.!!Some!strategies!are!accessed.!

The!student!requires!significant!guidance!to!recognize!the!deeper!meaning!of!text!and!provides!little!evidence!to!support!a!reasonable!thesis,!opinion!or!conclusion.!!The!student!relies!on!guidance!to!access!appropriate!strategies.!

52



53


4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class

3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught

2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes

1 With HELP, a partial knowledge of some of the simpler and complex details and processes

0 Even with help, no understanding or skill demonstrated

Proficiency Scale (p. 11)







Proficiency Scale

54







Proficiency Scale

APPLICATION







Proficiency Scale

55







Proficiency Scale







Proficiency Scale

56


Atmospheric Processes and Water Cycle

4 Infer relationships regarding atmospheric processes and the water cycle

3 An explanation of: • How the water cycle processes impact climate changes • The effects of temperature and pressure in different layers of Earth’s atmosphere

2 • Recognize and recall basic terms such as: climatic patterns, atmospheric layers, stratosphere, troposphere. • Recognize or recall isolated details such as:

•  Precipitation is one of the processes of the water cycle. •  The troposphere is one of the lowest portions of the Earth’s atmosphere.


Let’s develop a proficiency scale . . .

Score 4

Score 3

Score 2

57


Scale Development

o Work with your elbow partner(s). o  Tell and write =me from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

o What skills and knowledge must be in place in order to aFain mastery of this priority standard?


!!!Scale!Worksheet!!

Score!4.0!–!more!complex!Demonstrations!of!learning!that!go!above!and!beyond!what!was!explicitly!taught!

!The!student!will:!• !

!Score!3.0!–!the!learning!goal!or!expectation!

!The!student!will:!• !!!!!

Score!2.0!–!the!simpler!stuff!Foundational!knowledge,!simpler!procedures,!isolated!details,!vocabulary!

!

The!student!will:!• Define!analog,!digital,!a.m.,!p.m.!• Identify!the!hands!on!an!analog!clock!• Count!by!5s!to!60!• Tell!time!to!the!hour,!halfJhour,!and!quarterJhour!• Write!time!using!the!correct!format!

!Score!1.0!

With!help,!the!student!can!perform!Score!2.0!and!3.0!expectations!!

Score!0.0!Even!with!help,!the!student!cannot!perform!expectations!

!

!

58


!!!Scale!Worksheet!!

Score!4.0!–!more!complex!Demonstrations!of!learning!that!go!above!and!beyond!what!was!explicitly!taught!

!The!student!will:!• !

!Score!3.0!–!the!learning!goal!or!expectation!

!The!student!will:!• Tell!and!write!time!from!analog!and!digital!clocks!to!the!nearest!five!minutes,!using!a.m.!and!p.m.!!

Score!2.0!–!the!simpler!stuff!Foundational!knowledge,!simpler!procedures,!isolated!details,!vocabulary!

!

The!student!will:!• Define!analog,!digital,!a.m.,!p.m.!• Identify!the!hands!on!an!analog!clock!• Count!by!5s!to!60!• Tell!time!to!the!hour,!halfJhour,!and!quarterJhour!• Write!time!using!the!correct!format!

!Score!1.0!

With!help,!the!student!can!perform!Score!2.0!and!3.0!expectations!!

Score!0.0!Even!with!help,!the!student!cannot!perform!expectations!

!

!


59


Now, apply your knowledge of your learning goal and the process of writing a proficiency scale:

The learner will cite textual evidence to support analysis of what a grade-appropriate text says explicitly, as well as inferences drawn from the text.


Scale&Worksheet&&

Score&4.0&–&more&complex&Demonstrations&of&learning&that&go&above&and&beyond&what&was&explicitly&taught&

&&&&

&&

Score&3.0&–&the&learning&goal&or&expectation&&&&&&&&&

Score&2.0&–&the&simpler&stuff&Foundational&knowledge,&simpler&procedures,&isolated&details,&vocabulary&

&&&&&&&&

Score&1.0&With&help,&the&student&can&perform&Score&2.0&and&3.0&expectations&

&Score&0.0&

Even&with&help,&the&student&cannot&perform&expectations&&

&

Handout

page 16

60


Why are proficiency scales important?


An important idea . . . Proficiency scales provide clear focus for instruc*on to priority learning goals.

61



62



Another important idea . . . Proficiency scales serve as the framework for a high-‐quality classroom assessment.

63


How do the scales connect to corresponding assessments?


Three types of assessment items to measure the knowledge and skills defined . . .

n  Level 2 items: Simpler details and processes that have been explicitly taught

n  Level 3 items: Complex ideas and processes that have been explicitly taught

n  Level 4 items: Inferences and applications that go beyond what was taught

64








Level 3.0 Items Measuring Atmospheric Processes and Water Cycle

n  Explain how evaporation affects the climatic pattern in areas around large bodies of water, such as the shoreline communities of Lake Michigan?

n  A weather balloon travels up into the stratosphere. Explain what would happen to it as it progressed through the various layers of the atmosphere?

65








n  Define the following terms. n  Climatic pattern n  Atmospheric layers n  Stratosphere

n  Identify the true statements with the letter T. ______ The atmosphere is between the troposphere and

the stratosphere. _____ The Earth’s atmosphere helps protect life on

Earth by absorbing ultraviolet radiation. _____ The temperature of the Earth’s atmosphere varies

with altitude.


66








Complete the following analogy.

Condensation is to evaporation as _________ is to _________.

Why is this analogy accurate? ________________________________________________________________________________ ________________________________________


67


Response Patterns and Corresponding Scale Score

u  Student answers L2 items correctly, but not L3 and L4. (2.0)

u  Student answers L2 and L3 items correctly, but not L4. (3.0) u  Student answers all L2 items correctly, and some of the L3

items correctly, but not all. (2.5) u  Student answers some of L2 items correctly, some L3 items

correctly, and all L4 items correctly. (???)


Assessing the “Big Picture”

! C4U!#1!Homework!

C4U!#2!Quiz!

C4U!#3!Homework!

C4U!#4!Quiz!

C4U!#5!Assessment!

Essential)Learning)#1)“Number(Sense”( 5/8! 8/10! 12/15! 9/10! 16/20!

Essential)Learning)#2)“Measurement”( ! ! ! ! !

Essential)Learning)#3)“Computation”( ! ! ! ! !

Essential)Learning)#4)“Inequalities”( ! ! ! ! !

Essential)Learning)#5)“Use(of(Data”( ! ! ! ! !

!

68


The complete scale allows for half-point scores

(3.5, 2.5, 1.5, .5).


4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go beyond what was taught in class

3.5 In addition to exhibiting level 3 performance, partial success at in-depth inferences and applications that go beyond what was taught in class


2.5 No major errors or omissions regarding any of the simpler information and/or processes and partial knowledge of the more complex information and processes

2 No major errors or omissions regarding the simpler details and processes BUT major errors or omissions regarding the more complex ideas and processes

1.5 Partial knowledge of the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes

1 With help, a partial knowledge of some of the simpler and complex details and processes

.5 With help, a partial knowledge of some of the simpler details and processes but not of the more complex ideas and processes


Proficiency Scale

69


Yet another important idea . . . Proficiency scales ensure alignment of curriculum, instruc*on, and assessment.


70


Assessment Alignment Ac=vity ² Use pages 18-‐22 in your handout. ²  Preview the scales for this assessment. ² Work your way through the items to determine which level on the scale the item aligns to.

² Write the level in the lem margin.

Do the items all have alignment to a scale? Are there adequate items to make a confident inference about student learning?


Crea=ng Quality Obtrusive Assessments

71


You can never rely on a single assessment.


Observed score = true score + error

All assessments have a measurement error.

72


What are some sources of assessment error?


What are some sources of assessment error?

o  Student not feeling well day of assessment. o  Poor test ques*ons o  Visual and verbal distrac*ons

o  Fire drill, bee in the room, window open, SNOW!!!

o  Too many assessments on the same day!! o  Biological accidents o  Biased test ques*ons o  Inadequate opportunity to learn

73


Obtrusive Assessments


Quality Assessment

Valid

Reliable

Fair

74


Defini=on of Validity . . .



75


dependable

believable

plausible

truthful

credible

trustworthy



Truthfulness: Does the test measure what it purports to measure? Let’s look at an example...

76


I want you to: • Understand the components of non-fiction. • Compare and contrast various types of non-fiction.

Nonfiction Reading Expectation


Nonfiction Reading Expectation

In reading this six weeks you have a minimum requirement of reading two nonfiction books. One of the books must be a biography or an autobiography. The second book must be a nonfiction about any subject of interest to you such as tigers, astronomy, World War I, medicine, or computers. After you read these two books, you must select one of them for the class expectation.

77


For the expectation, you must either dress up as the character in your biography/autobiography or as a character presenting information about the subject in your nonfiction. I will schedule presentations the last week of the six weeks. You will need to come prepared on your scheduled day ready for me to video tape you in front of the class as you present. I will be grading you on the following criteria:


(10 pts) 1. Thorough introduction to person or subject and an appropriate conclusion. (10 pts) 2. Costume well thought out and thorough original/creative must include at least one prop (10 pts) 3. 10 important facts or events about the subject or person (10 pts) 4. stage presence (standing tall and holding still, looking at the audience, speaking loudly and clearly, using an interesting voice, having a rehearsed presentation) (10 pts) 5. memorized 2 – 4 minutes presentation Total points = 50 points

78


Consider this assessment…

n What is good about it? n What concerns do you have? n How does this tie to the concept of

validity?


“Building high-‐quality classroom assessment is just common sense.”

79


Stephen Covey says,

“What is common _____is not necessarily common _____.”


Stephen Covey says,

“What is common sense is not necessarily common prac=ce.”

80


Another Example . . .


DNA Molecule Project Scoring Guide 25 points DNA molecule elements present (the model is an

accurate representation) 10 points Accurate and appropriate labeling of DNA parts 40 points Innovation and creativity 75 points TOTAL points possible *10 bonus points = project submitted one week prior to due date ** 5 bonus points = project submitted at least one day prior to due date

81


Team Reflection

SIX WORD SUMMARY


Once asked to write a full story in six words, legend has it that novelist Ernest Hemingway responded: "For Sale: baby shoes, never worn.” In this spirit of simple yet profound brevity, the online magazine Smith asked readers to write the story of their own lives in a single sentence. The result is Not Quite What I Was Planning, a collec*on of six-‐word memoirs by famous and not-‐so-‐famous writers, ar*sts, and musicians. Their stories are some*mes sad, omen funny, and always concise.

level of expertise...1 cutting-edge research concrete strategies sustainable success formative...

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