Making Standards-based Assessment Impact Learning; Leading Assessment

Change in the Classroom

Karen Rohrs and Susie Heinrich-Jabal

MS Principals’ Conference 2009

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Questions to guide our session:What does standards-based assessment mean at HKIS

MS?

What assessment behaviors in the classroom impact student learning most? Implementation of Levels of Performance Rubric focused on

knowledge/skills, application and transferUse of summative and formative assessmentOpportunities to demonstrate further learning (retesting/redoing)

How do we as instructional leaders lead these changes?

Process

• With the person(s) beside you:– Review the standards-based assessment

principles on the next 3 slides– Discuss similarities/differences between your

school and HKIS

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What does SBA mean AT HKIS MS?

Grading procedures (including grade books) are directly connected to standards and benchmarks.

Criterion-referenced performance standards are used as reference points to determine grades (as opposed to norm-referencing)

Clear expectations (ie rubrics) are given to students at the beginning of each assessment activity.

Note: well on our way still work to be done

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What does SBA mean at HKIS MS?

Grades are based on individual achievement. Other variables, such as effort and improvement, are not part of the grade but are reported on in other ways.

Students’ final level of performance is mostly based on summative assessments; formative assessments are not included in the final grade.

Late work is handled as a behavioral/effort issue, not by giving zeros.

Note: well on our way still work to be done

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What does SBA mean at HKIS MS?

Students cannot fail. Students who do not turn in work , even after interventions, receive an ‘Incomplete’ as there is insufficient evidence to assess learning.

Students who are below expectations are allowed/expected to resubmit work to show a higher level of achievement.

Final grades are not dependent on a number system (ie averaging on Integrade Pro). Numbers are crunched carefully. When possible, the median is used.

Note: well on our way still work to be done

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How is student learning shared with parents?

Formal reporting is completed twice a year, at the end of each semester. Summative assessments with feedback are sent home. Some teachers ask for parent signatures. Student/teacher/parent conferences twice a year.

Note: well on our way still work to be done

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What makes up our report cards?

Our Report Cards have 3 main parts:

1. Work Habits Rubric (effort)

2. Standards/benchmarks (achievement)

3. Overall grade based on standards only (for grades 7 and 8)

Optional Teacher Comments

The Iceberg Concept

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Top of the iceberg- The report card- Separating effort and achievement

Underlying beliefsChanging assessment behaviors and practices in the classroom to impact learning

Assessment BehaviorsImplementation of Levels of Performance Rubric

focused on knowledge/skills, application and transfer

Use of summative and formative assessment

Opportunities to demonstrate further learning (retesting/redoing)

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Behavior #1Levels of Proficiency Rubric

Clear expectations (ie rubrics) are given to students at the beginning of each assessment activity.

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What criteria do we use to define good?

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Pre-2008 Performance LevelsLevel of Performance Descriptors

Level ofPerformance Description

Excelling

“Excelling” - assignment meets the highest level of stated expectations; meets and extends learninggoals; demonstrates in-depth understanding of concepts/skill; demonstrates a thoughtful application ofadaptation of knowledge and skills in new situations; has self assessed and reflected on feedback toimprove work.

Proficient

“Proficient” - assignment meets the stated expectations at the competent level; meets learning goals;demonstrates solid understanding of concepts/skills; student has applied and adapted knowledge andskills in new situations; has accepted suggestions and improved work.

Developing

“Developing” - assignment meets the stated expectations at the ‘developing’ level; meets some of thelearning goals; demonstrates partial understanding of concepts/skills; with support, student has appliedand adapted knowledge and skills in new situations; suggestions, followed with support, have led toimprovement.

Beginning

“Beginning” - assignment meets the stated expectations at the lowest level; meets a few of the learninggoals; demonstrates limited knowledge of concepts/skills; only with continuous support has studentbeen able to apply or adapt knowledge and skills in new situations; suggestions have not led toimprovement.

Rubric Revisions Attempt #1Adjustment: Revision to

definition of Proficiency Now includes 4

components:Knowledge and skills

(basic and complex)ApplicationTransfer Independently

Impact on learning: More intentionally

teach application and transfer

Deepens level of understanding

Aligned with 21st century learning

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Rubric Revisions Attempt #1

Adjustment: Revision of our Levels of Proficiency

Now includes 4 main levels:BeginningDevelopingProgressingProficientOptional: Star

Impact on learning: Decreases the large

gap between Developing and Proficient on individual assignments

Clarifies criteria for each level

HKIS Middle School General Session February 7th, 2006 15

Levels of Proficiency Rubric

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Strengths/Issues

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Strengths- Increase in rigor- Force clarity of knowledge and skills (basic & complex)- Encourage deeper understanding through application and transfer

Issues- Need a level that showed learning above and beyond -Transfer is not attainable for all at all times - Too detailed to transfer to all subjects- Clarity of “independently” and “with help”

Revised Rubric for Semester 2

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Getting Started on the Standard

Approaching Standard

Meeting Standard Exceeding Standard

Limited mastery of essential knowledge and skills

Limited success in tasks using this knowledge or skill

Partial mastery of essential knowledge and skills

Partial success in tasks using this the knowledge or skill

Demonstrates competency of subject matter knowledge

Applies knowledge and skills, using complex thinking, to related situations

Demonstrates in-depth understanding of subject matter

Transfers knowledge and skills in ways that go beyond grade level expectations

Language Arts Sample

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Getting Started on the Standard

Approaching Standard

Meeting Standard

Exceeding Standard

Organization is limited or lacking.No real introductionNo real conclusionConnections between ideas are confusingSequence is confusingLittle or no evidence of paragraphing

Organization is inconsistent and can be confusing.Introduction is presentConclusion is presentTransitions are attemptedParagraphing is partially correct

Organization is strong enough to move reader through text without confusion.Effective introduction and conclusionTransitions use effectivelySequence is logicalParagraphing is correct

Organization of the paper goes beyond grade level expectationsEnhances the central themeInviting introduction and satisfying conclusionThoughtful transitions connect ideasStructure is specific to audience and purpose

PE Example

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Getting Started on the Standard

Approaching Standard

Meeting Standard

Exceeding Standard

Seldom:in ‘ready positiontracks object & moves into position if necessaryabsorbs force of objectapplies appropriate forceapplies appropriate direction

Sometimes:in ‘ready positiontracks object & moves into position if necessaryabsorbs force of objectapplies appropriate forceapplies appropriate direction

Usually:in ‘ready positiontracks object & moves into position if necessaryabsorbs force of objectapplies appropriate forceapplies appropriate direction

Consistently and independently:in ‘ready positiontracks object & moves into position if necessaryabsorbs force of objectapplies appropriate forceapplies appropriate direction

Music Example

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Getting Started on the Standard

Approaching Standard

Meeting Standard

Exceeding Standard

Seldom demonstrates the following:Tone characteristic in all registersPlying with good breath supportPlaying with good intonationAn understanding of the intonation discrepancies characteristic to the instrumentUse of the correct embouchurePlaying with full breaths from the diaphragm

Partially demonstrates the following:Tone characteristic in all registersPlying with good breath supportPlaying with good intonationAn understanding of the intonation discrepancies characteristic to the instrumentUse of the correct embouchurePlaying with full breaths from the diaphragm

Demonstrates competency in each of the following:Tone characteristic in all registersPlying with good breath supportPlaying with good intonationAn understanding of the intonation discrepancies characteristic to the instrumentUse of the correct embouchurePlaying with full breaths from the diaphragm

Demonstrates abilities that go beyond grade level expectations.

Demonstrates ability to be a critical listener of self and self-correct

Science Example

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Getting Started on the Standard

Approaching Standard

Meeting Standard

Exceeding Standard

Demonstrates limited understanding of the forces involved

Demonstrates understanding of most of forces involved (all but one)

Clearly identifies all of the forces in terms of agent, receiver, direction, kind of force and contact versus non-contact force.Applies the knowledge to describe precisely the forces active in an everyday situation.

Applies the knowledge to demonstrate an understanding of forces present in an unusual situation such as the launching and orbit of a satellite, space station, scuba diving, a whale diving deep in the ocean.

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Knowledge & Skills Application Transfer Taxonomy terms for Learning, Assessing & Teaching

Remember Understand Apply Analyze Evaluate Create/Design

Definition Memories are not retrieved like a file from an archive. It is the retrieval of information that has been reconstructed by the learner.

Understanding is when the students know what is being communicated and can make use of the materials or the idea being communicated without necessarily relating to other material or seeing its full implications

Applying involves using information in new or related situations

Analyzing is when students break down the material and detect the relationships of the parts and the way they are organized.

Evaluating is when the students make judgments about the value of ideas, works, solutions, policies, methods and materials. It involves the use of criteria and standards for appraising the item.

Creating/Designing is the putting together of ideas, elements and parts to form a new theory, matter or creation. This is the most challenging of all the levels as it requires students to create their own new and original ideas and thoughts.

Involves Main memory systems: Semantic-storing names, facts & figures Episodic-associated with sights, sounds, smells, taste, touch, emotions Motor Memory- activated by physical activity Reflexive Memory- instant associations

Seeing patterns Organizing parts Recognizing hidden

meaning Identifying

components Understanding

concepts Understanding

reasons for actions or procedures

Using information

Using methods, concepts, theories in new situations

Solving problems using skills or knowledge

Seeing patterns Organizing parts Recognizing

hidden meanings Identifying

components

Comparing and discriminating between ideas

Assessing the value of theories and policies

Making choices based on reasonable argument

Verifying, based on evidence

Recognizing subjectivity

Making Sketches Formulating

Patterns Devising plans Using old ideas to

create new ones Predicting and

drawing conclusions

Terms/Process Recognize

Recall Name Define List Identify

Interpret Exemplify Classify Summarize Infer Compare Explain Describe Translate Paraphrase Regroup Clarify

Execute Implement Demonstrate Calculate Construct Solve Show Illustrate

Differentiate Organize Attribute Contrast & Compare Argue Debate Distinguish Separate Relate Sequence Examine Speculate

Check Critique Judge Decide Choose Assess Recommend Rank Convince Prioritize Justify

Generate Plan Produce Hypothesize Compose Invent Formulate Devise Build Integrate Prepare

Sample Science Test

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Grade 8 Science Standard 1 Test Genetics and Heredity All multiple choice questions throughout the exam are worth 1 mark – circle the letter (a, b, c or d ) of the correct answer. Standard 1: Students understand that reproduction is a characteristic of all living systems Knowledge and SkillQ1. The male part of a flower is called thestylestigmapistilstamen

Q2. Gametes are sex cells. Which one of the following is a male gamete?ovulespolleneggsova

 

Sample Science Test

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Application Q1. Given your knowledge of living organisms explain whether a COMPUTER is alive or not? Explain at least 2 characteristics of living things.

Q2. You see a plant that you like and want to grow an identical one. What type of plant reproduction would you use? How?

Transfer Q1. Farmer Joe wants to produce a tomato plant that will have greater resistance to frost. What could you suggest? Explain your suggestion.

How did we lead this change?Positive Leadership• Curriculum Leadership

meetings• PCG student activity• Collaborative time with

administrator• PD faculty meetings/PD

days• Parent education• PAG

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Challenges• Implications of the change

were not fully understood• Building capacity• Calibrating work

Impact on Learning Awareness of different levels of learning and skills

required for each Awareness of their strengths and areas for growth Students asking more detailed questions about the

tasks and types of questions Students asking for more practice questions More targeted strategic teaching related to

application More real life connections

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Behavior #2Use of Formative and

Summative Assessment

Students’ final level of performance is mostly based on summative assessments; formative assessments are

not included in the final grade.

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Assessment here is a bit late to impact learning!

Formative and Summative Assessments

Formative• Any assessment that informs

teachers and students about strengths and areas for growth

• May not be assessed with a level of proficiency

• May be used to inform final level of proficiency if the summative result is lower

• Prepares students for summative assessments

Summative• End of unit or end of cluster

learning goals assessments

• Used to make final judgment about student learning

• Is reflected in the final level of performance for a standard

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Tracking Formative/Summative

Grades relate to learning objectives / standards Record book is set-up by learning objectives or

standards Teachers can determine where further instruction

is needed Tasks are identified as formative or summative;

in some cases, formative and summative are recorded differently

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Traditional Gradebook

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Standards-based Grade Book

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How did we lead this change?Positive Leadership• Creating sample record

books• PD faculty meetings/PD days• Parent sessions• Unit review days• Admin support during

collaborative time and assistance with writing assessments

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Challenges• Amount of evidence

needed• More PD on:

o the use and types of formative assessment

o quality summative assessments

o student self-reflection and self-assessment

Impact on Learning Some teachers planning check-ins/formative

assessments and responding with instructional adjustments

Teachers have greater clarity on where students are at in relation to standards

Students receiving more ongoing explicit feedback Students know the difference between formative

and summative

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Behavior #3Retesting/Redoing

Students who are below expectations are allowed/expected to resubmit work to show a higher

level of achievement.

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SBA encourages students to redo and rework until learning and understanding is clear.

Mr. DeVore’s Do-Overby David Puckett

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Retest/Redo Logistics

• Opportunity window – redo can only be done within a certain time frame – within two weeks of the initial due/test date

• Opportunity cost – before a redo or retest is allowed, students must ‘pay’ time/effort to demonstrate work to further learning (time at lunch, after school, extra problems, extra help)

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How did we lead this change?

Positive Leadership• Curriculum Leadership

meetings• Teachers/Teams start when

ready• Team defined parameters –

consistency within team

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Challenges• Communicating the

parameters for retesting and redoing with parents

• Inconsistency between teams

• Identifying the opportunity window and sticking to it

• Challenge of coming up with quality transfer questions

Impact on Learning

Focuses on learning identified knowledge and skills Allows for differentiated speeds of learning Emphasizes everyone learning and growing

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Take-aways as Instructional Leaders

Clarity on negotiable and non-negotiable at each stage of implementation

Sheltering collaborative time Being involved in the process and keeping it

moving forward Know your stuff!

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