overview and purpose of assessment

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e


Overview and Purpose of

Assessment

Common Formative Assessment


Welcome and Introductions

Please take a moment to introduce (or reintroduce) yourself to the group, by telling your name, district, and position.

Our trainers for the day are….


KEY:

Core Training Modules

Follow-up Training Modules

Precursors to Training

Once teams determine an EP to focus on, they can choose one or multiples of these focused modules. Each of the EP modules in this section will include: implementation guidance with tools and troubleshooting, and using data to determine effectiveness.

The contentsof this presentation weredeveloped under a grant fromthe USDepartment of Education to theMissouri Department of Elementaryand Secondary Education(#H323A120018). However, thesecontents do not necessarily representthe policy of the US Department ofEducation, and youshould not assumeendorsement by the FederalGovernment.

Collaborative Data Teams (CDT)

Foundational Processes

AgendasCommunicationNormsRoles

Overview and Purpose

Collaborative Teams

Activity: Wrap Up/Overview of

Next Steps

Follow-Up Based on Data: Coaching and Revisiting PD

School-Based Implementation Coaching

Overview and Purpose of

Coaching for supporting

school-wide implementation

Critical skills of coaching

Coaching in Practice


Next Steps

Follow-Up Based on Data: Coaching and Revisiting PD

Collaborative Work Training

Follow-up to Training

Getting Started

Wrap Up Activity

Focus AreasIntroduction to Missouri Collaborative Work

Use Getting Started Guide to determine starting point and scope of learning

Data-Based Decision Making (DBDM)

Overview and Purpose of DBDM

Data Team Process Steps Sequence and Examples

1. Collect and Chart Data2. Analyze and Prioritize3. SMART Goal4. Instructional Decision Making5. Determine Results Indicators6. Ongoing Monitoring

Developing Meaningful

Learning Targets

Quality Assessment

Design

Performance Events

Constructed Response

Items

Selected Response

Items

Common Formative Assessment (CFA)

Overview and Purpose of CFA

AdvancedProcesses

Consensus Collaborative SkillsProtocols

Overview and Purpose of EP

Effective Teaching/ Learning Practices (EP)

Spaced versus

Massed

Feedback

Assessment Capable Learners

Reciprocal Teaching

Spaced versus

Massed

Assessment Capable Learners

September 2013


Next Steps


Next Steps


Next Steps


Overview and Purpose of Assessment

Developing Meaningful Learning

Targets

Quality Assessment Design

Performance Events

Constructed Response

Items

Selected Response

Items

Common Formative Assessment (CFA)

Overview and Purpose of CFA


Learner Objectives of the Formative Assessment Series

Understand the clear purposes of assessment by clarifying Why they are assessing Who will use the results of assessment data What they will do with the assessment data

Develop clear and meaningful learning targets to guide instruction and student learning

Construct quality assessment instruments which are of sound design and measure the learning targets

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eModule #1: Formative Assessment Overview

and Understanding the Clear Purposes of Assessment

Essential Questions:What is the difference between

assessment OF learning and assessment FOR learning?

What assessments are we currently doing?

Who are the users of assessment results?

For assessment instruments to have their greatest leverage, what function should they have?


Missouri Teacher Standards

Common formative assessments address the following Missouri Teacher Standards:Standard #7: Student Assessment and

Data AnalysisStandard #2: Student Learning, Growth

and DevelopmentStandard #4: Critical ThinkingStandard #9: Professional Collaboration


Norms

Start and end on timeBe an engaged participantBe an active listener – open to

new ideasUse notes for side bar

conversationsUse electronics respectfully


SWAP MEET!

On an index card write the following:

Your name & area (grade, content, etc.)

Percentage of your professional time you spend assessing students

A belief you have about the role of assessment

• Chris• I spend about…

• I believe that…


SWAP MEET!

Inquire about the author’s belief – if needed, record why it’s important

After sharing, find another person and represent the first person with whom you spoke

Return to your groups & explore any themes

• Chris• I spend about…

• I believe that…Stand and swap cards with

someone at a different table


Large group processing

What similarities and themes emerged at your table groups?




Ways We Already Assess


At Your Table:Label a piece of chart

paper, “Ways we assess now”

List all of the ways the you assess currently. Be specific.

Ways we assess now


At your table:Code (highlight or underline) to

indicate how labor intensive each is for teachers…Red for highBlue for mediumGreen for low

Ways we assess now


Who are the primary user(s) of the information from each assessment?

Now code with the following: A=Administration / T=Teacher

S=Student / P=Parent

Consider: How do they use the information?

What does the assessment tell that user?


Here’s What, So What, Now What

Using the three-column work sheet

Here’s What: Record specific data generated

So What: Draw conclusions from the data

Now What: List some implications this has for teachers and students


Let’s Share!


BREAK TIME!

Please post your “Ways we Assess

Now” chart &

take a Break


BREAK

TIME!

Welcome back from Break!


External Assessment

Ranks & Sorts

State/Federal Accountability

Forms of Assessment


District-Level Assessment

External Assessment

Benchmark(s) of Proficiency and

Mastery

Ranks & Sorts


Forms of Assessment



External Assessment


Mastery

Ranks & Sorts


AFTER THE LEARNING

Forms of Assessment


Common Assessments formative |

summative


External Assessment

Collaboratively Developed; Collectively Scored and Analyzed


Mastery

Ranks & Sorts


AFTER THE LEARNING

Forms of Assessment


Classroom Assessmen

t


summative


External Assessment

High-quality instruction

Ongoing Student/ Teacher

interaction



Mastery

Ranks & Sorts


AFTER THE LEARNING

Forms of Assessment


Classroom Assessmen

t


summative


External Assessment



interaction



Mastery

Ranks & Sorts


DURING THE LEARNING AFTER THE LEARNING

Forms of Assessment


Classroom Assessmen

t


summative


External Assessment



interaction



Mastery

Ranks & Sorts



Forms of Assessment

Pyramid Response to Interventions


Classroom Assessmen

t


summative


External Assessment



interaction



Mastery

Ranks & Sorts


DURING THE LEARNING AFTER THE LEARNINGDaily Weekly Biweekly Monthly Quarterly Semester Annually

Most Formative More Formative More Summative Most Summative

HIGHEST LEVERAGE PRACTICES ……………………………………………………… LOWEST LEVERAGE PRACTICES

Forms of Assessment



Inside the Black Box:Raising Standards Through Classroom

Assessmentby Paul Black and Dylan Wiliam“All those activities

undertaken by teachers that provide

information to be used as feedback

– and by their students in assessing themselves –

to modify teaching and learning activities.”

Available http://www.kappanmagazine.org/content/92/1/81.abstract

http://www.kappanmagazine.org/content/92/1/81.abstract

http://www.kappanmagazine.org/content/92/1/81.abstract


Common Formative Assessment Defined…

Common formative assessment at the classroom level is a systematic and cyclical process designed to provide timely teacher/student feedback on curricula and student learning to improve both instructional practices and academic achievement.


MetaphorWith a partner, complete the

following prompt,

Effective assessment is like a(n) _______________ because

_________________.


The contents of this presentation were developed under a grant from the US Department of Education, #H323A120018. However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

KEYS TO QUALITY ASSESSMENT

Accurate Assessment

WHY ASSESS?What’s the purpose?

Who will use the results?

Accurate Assessment


ASSESS WHAT?What are the learning

targets?Are they clear?Are they good?


Accurate Assessment





ASSESS HOW?What method?Written well?

Sampled how?Avoid bias how?

Effectively Used

COMMUNICATE HOW?

How is informationmanaged?reported?

Accurate Assessment

Effectively Used







COMMUNICATE HOW?


Accurate Assessment

Effectively Used







COMMUNICATE HOW?


Students are users too!

Students track progress and communication, too!

Be sure students understand targets too!

Students can participatein the process too!

Accurate Assessment



Students are users too!

This is what is charted in “Ways We

Assess Now”




Comparing Assessment of learning

andAssessment for Learning

OF FOR


“Because the same assessment can be used both formatively and summatively, terms formative and summative make much more sense as descriptions of the function that assessment data serve, rather than of the assessment instruments themselves.”

- Wiliam & Black, 1996


Focused ReadIndividually read, “What is

Formative Assessment?”Code with:

Affirms prior knowledge

Surprised you

You wish to know more about this

In groups of 3 or 4, share a or a


QUIZ TIME! (a formative assessment)

Complete the last column, p. 47

Is the use formative or summative?


Classroom Assessment

Common Assessments formative | summative


External Assessment



interaction

Collaboratively Developed;

Collectively Scored and Analyzed


Mastery

Ranks & Sorts



AssessmentFOR …………………. OF

Learning

Forms of Assessment



“Assessment is not something that is done to students separate and apart from instruction; assessment must be – must be seen to be – something that is done with students as an integral part of the learning process.”

Ken O’Conner, 2002




CLOSING & Follow-up

Common Formative Assessment Overview


As we conclude…Essential Questions:What is the difference between

assessment OF learning and assessment FOR learning?

What assessments are we currently doing?

Who are the users of assessment results?

For assessment instruments to have their greatest leverage, what function should they have?


Practice ProfileMissouri Collaborative Work Practice Profile

Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the quality of instruction. Common Formati ve Assessment

Essential Functions Exemplary Proficiency Ideal Implementation

Proficient

Close to Proficient

(Skill is emerging, but not yet to ideal

proficiency. Coaching is

recommended.)

Far from Proficient (Follow-up

professional development and coaching

is critical.)

Evidence

1

Educators develop clear and meaningful learning goals to guide instruction and student learning.

All of the following criteria are met. Learning goal is clearly connected to a big idea/essential

learning in the domain Learning goal develops deep understanding of

underlying concepts and/or acquisition of skills Learning goal clearly engages higher order thinking

processes Learning goal is clearly manageable and can be

accomplished in the course of a lesson or unit (may be several periods)

Learning target is clearly explained to students Connections between current learning goal and prior

learning are clearly made

At least 6 of the criteria are met.


Less than 4 of the criteria are met.

Common Formative Assessment Development & Implementation Template.

2

Educators establish clear and measureable student success criteria in a rubric, scoring guide, or checklist.

All of the following criteria are met. Success criteria are clearly and effectively aligned to

learning goals Success criteria clearly and effectively relate to what

students will say, do, make or write to show evidence of learning

Success criteria clearly and effectively reflect ways for students to indicate their current status relative to the learning goals

Success criteria are communicated in language student can fully understand

Success criteria are frequently referred to during the learning process.



Less than 2 of the criteria are met.

Common Formative Assessment Development & Implementation Template.


Implementation Fidelity

Yes Partially No If partially or no, please

explain. 1. Common formative assessment is linked to selected

learning standards.

2. Learning goal engages higher order thinking processes.

3. Learning goal can be accomplished in the course of a unit.

4. Learning target is written in language that students can clearly understand.

5. Learning target is clearly explained to students. 6. Success criteria are written in language that

students can clearly understand in a rubric or checklist.

7. Students receive feedback based on learning goal and their assessment results.

8. The quality of assessment items for measuring mastery is reviewed and items revised as needed.

Total


Next Steps: Action=ResultsNext Steps: Actions = Results

Content Focus

Collaborative Data Teams Effective Teaching/Learning Practices Common Formative Assessment Data-based Decision-making School: _________________________ Date Next Steps Form Written:_______________________________ Teams (e.g. grade level or content): _________________________________________________________________________________

Action Planned

What? Responsible

Person(s) Who?

Timeline When?

Resources/Support Needed Results So What?

What steps will you take to start implementing?


M.I.P.

What is your “Most Important Point” (M.I.P.)

from the morning?


M.I.P.

What is your “Most Important Point” (M.I.P.) from the

morning?

Locate your “Swap Meet” partner & have a standing conversation!

• Chris• I spend about…• I believe that…

overview and purpose of assessment

Documents

assessment of learning

student assessment

formative assessment

thatprofessional development

role of assessment chrisi

results of assessment

users of assessment

professional time