Rick StigginsRick Stigginswww.allthingsASSESSMENT.info

It’s Time to It’s Time to DemandDemand Productive Assessment for Productive Assessment for

Our StudentsOur Students

CommonalitiesCommonalities

Quality instructionQuality instruction Formative assessments often that Formative assessments often that

are aligned with the standardsare aligned with the standards Timely feedback to students and Timely feedback to students and

staffstaff Use of data for allUse of data for all

Assessment DilemmaAssessment Dilemma

Beliefs and assumptions about sound Beliefs and assumptions about sound practice have been flawed.practice have been flawed.

Our vision of excellence has done as Our vision of excellence has done as much harm to learning as good.much harm to learning as good.

It is a travesty to bring new It is a travesty to bring new teachers/administrators into our teachers/administrators into our profession without the literacy profession without the literacy needed to succeed.needed to succeed.

Assessment FOR LearningAssessment FOR Learning

Your experiencesYour experiences

What impact did the experience have on What impact did the experience have on you?you?

What did the assessor do to make it What did the assessor do to make it counterproductive?counterproductive?

Think about a poor assessment experience.Think about a poor assessment experience.

Think about a positive Think about a positive experience with assessment.experience with assessment.

Specifically, what did the Specifically, what did the assessor do to make it positive?assessor do to make it positive?

What impact did this have on What impact did this have on you?you?

The student’s emotional reaction The student’s emotional reaction will determine what that student will determine what that student

does in response.does in response.

“I understand, I’m OK, and I choose to keep trying.”

“I see, I can’t do this and I will give up.”

The target needs to be in reach…

Creating hope: Creating hope: Assessment Assessment FOR Learning FOR Learning (Stiggins 2005)(Stiggins 2005)

Expected BenefitsExpected Benefits

• PROFOUND ACHIEVEMENT GAINS FOR ALL

• LARGEST GAINS FOR LOW ACHIEVERS

• SOLID FOUNDATION FOR LIFE-LONG LEARNING

• EQUAL OPPORTUNITY TO SUCCEED

Big IdeasBig Ideas Balanced Assessment: How do we build How do we build

an assessment system that meet the needs of an assessment system that meet the needs of all assessment users?all assessment users?

Quality Assessment is Essential: Assessment is about gathering information to Assessment is about gathering information to inform instructional decisions. Are we getting inform instructional decisions. Are we getting accurate information?accurate information?

Productive Assessment:Productive Assessment: Dynamics from Dynamics from the students point of view. the students point of view.

Leadership is essential:Leadership is essential: What kind of What kind of leadership is needed to build a productive leadership is needed to build a productive vision of assessment?vision of assessment?

We assess to…We assess to…

Inform instructional decisions

To encourage students to try to learn

Classroom User Needs:Classroom User Needs:

Decision? The driving question is what comes next in the learning? To answer that we need to know where they are at currently with their learning.

Who? Student, teacher and parents Helpful info? Continuous info on

EACH student’s progress on their journey to meeting a particular standard.

Question?Question?Turn and TalkTurn and Talk

Might it be a good idea to engage our students in partners with us so they understand what targets we are going to hit?

Might it be a good idea to engage our students in the creation of common assessments?

Might it be a good idea for students to understand the implications of the results in the common assessments for their learning?

Key to SuccessKey to Success

All assessments arise from high All assessments arise from high quality standardsquality standards

All assessments produce All assessments produce accurate evidenceaccurate evidence

All users use assessment to All users use assessment to benefit student learning benefit student learning

A Revolution in Assessment A Revolution in Assessment DynamicsDynamics

If assessment isn’t working effectively If assessment isn’t working effectively day to day in the classroom,… If poor day to day in the classroom,… If poor decisions arise from unsound decisions arise from unsound assessments during the learning—the assessments during the learning—the other assessment levels are wasted, other assessment levels are wasted, they become irrelevant. Bad decisions they become irrelevant. Bad decisions day to day stops the learning. You don’t day to day stops the learning. You don’t fix that every couple weeks….teachers fix that every couple weeks….teachers it is it is you you that needs to make these that needs to make these decisions.decisions.

In order to create a quality assessment you need four specific design features: (If

not somebody is going to get hurt) Select a proper methodSelect a proper method (short essay, multiple (short essay, multiple

choice, personal communication, performance choice, personal communication, performance assessment, observation) These methods are not assessment, observation) These methods are not interchangeable. You cannot use your favorite. Don’t interchangeable. You cannot use your favorite. Don’t begin to think that you can get an accurate picture begin to think that you can get an accurate picture relying on multiple choice problems. This is relying on multiple choice problems. This is assessment literacy that makes assessment sound.assessment literacy that makes assessment sound.

Built of quality ingredientsBuilt of quality ingredients: High quality rubrics, : High quality rubrics, not POOR ones. They didn’t teach us that at teacher’s not POOR ones. They didn’t teach us that at teacher’s schools. schools.

We need to sample student achievement We need to sample student achievement appropriatelyappropriately. .

We need to prevent bias.We need to prevent bias. Things can go wrong in Things can go wrong in the scoring process, students have bad days, etc…the scoring process, students have bad days, etc…

A bad common assessment is A bad common assessment is worse that not having one at worse that not having one at all. We need the assessment all. We need the assessment

literacy to do it well.literacy to do it well.

Actions/DemandsActions/Demands

STOP assessing and treating assessment like it’s the adults are in charge of the learning. Stop excluding studentsSTART: Understanding that students are data-based decision makers too. They need to be set up to make productive decisions. We need to open up our PLC’s and have students make decisions about this!

STOP: Believing that state STOP: Believing that state standards by themselves are standards by themselves are sufficient. Are they precise? This sufficient. Are they precise? This is important for certain is important for certain purposes. purposes. START: Scaffolding your START: Scaffolding your instruction instruction

STOP: Believing that assessment STOP: Believing that assessment quality doesn’t matter. If we have quality doesn’t matter. If we have cared about this we would have made cared about this we would have made sure that every teacher and principal sure that every teacher and principal were assessment experts.were assessment experts.START: Promoting accuracy and START: Promoting accuracy and assessment literacy. They must assessment literacy. They must permeate the system. We must do it permeate the system. We must do it WELL at all levels.WELL at all levels.

STOP: Abandon report card STOP: Abandon report card grades a communication about grades a communication about achievement. They don’t achievement. They don’t motivate. We know better how to motivate. We know better how to communicate about student communicate about student learning. We know better than 50 learning. We know better than 50 years ago.years ago.START: Communicate about START: Communicate about learner’s place on the scaffolding learner’s place on the scaffolding at any point and time. The time at any point and time. The time has come to communicate has come to communicate effectively that promotes the effectively that promotes the learning. Let the argument learning. Let the argument begin. Let’s role out the criteria begin. Let’s role out the criteria for effective communication.for effective communication.

STOP: Relying on the intimidation of accountability to drive desire to succeed. True hopelessness always trumps intimidation. START: Assessing to build success and confidence as the primary motivator. This is the future of assessment. It is ahead of the curve.

It is time for It is time for usus to… to…

BuildBuild assessment assessment partnerships.partnerships.

DefineDefine academic success in academic success in clear and complete termsclear and complete terms

DemandDemand accurate assessment accurate assessment DemandDemand effective effective

communicationcommunication

Turn and TalkTurn and Talk

What are some ways you can begin What are some ways you can begin this journey to this journey to improve improve assessment practicesassessment practices in your in your current district?current district?

As a school leader or teacher, how As a school leader or teacher, how do you handle do you handle resisters of change?resisters of change?

The power of Assessment To The power of Assessment To Transform Teaching & LearningTransform Teaching & Learning

Dr. Larry Ainsworth

Learning ObjectivesLearning Objectives

Consider the “big picture”- looking Consider the “big picture”- looking at common formative assessments as at common formative assessments as the the centerpiece centerpiece of an integrated of an integrated standards and assessment system.standards and assessment system.

Add to our “assessment literacy.”Add to our “assessment literacy.”

Common findings in Common findings in successful schoolssuccessful schools

Formed a Professional Learning Formed a Professional Learning CommunityCommunity

Focused on student work (through Focused on student work (through assessment)assessment)

Changed their Changed their instructional instructional practicepractice accordingly to get better accordingly to get better resultsresults

Did all this on a continuing basisDid all this on a continuing basis

Putting the Pieces of the Putting the Pieces of the puzzle togetherpuzzle together

Standards & AssessmentStandards & Assessment Effective teaching strategiesEffective teaching strategies Data-Driven Decision MakingData-Driven Decision Making Accountability for learningAccountability for learning

Power Standards = “Priority Power Standards = “Priority Standards”Standards”

Course specific learning outcomesCourse specific learning outcomes

How powerful practices work How powerful practices work togethertogether

Power Standards

Unwrap Standards, Big Ideas, Essential

Questions

Performance Standards

Rubrics

Common Formative

Assessments

Data-Driven Decision Making

““We are over testing, but under We are over testing, but under assessing.”assessing.”

““Data Rich Information Poor” DRIPData Rich Information Poor” DRIP

Turn and Talk

How Powerful Practices How Powerful Practices Work Together!Work Together!

11.Identify essential standards. .Identify essential standards. These These become to become to Power or PriorityPower or Priority Standards.Standards.

2. 2. Analyze state test data;Analyze state test data; revise revise selections as needed.selections as needed.

3. “3. “Unwrap”Unwrap” those standards to those standards to identify concepts and skills students identify concepts and skills students need to know and be able to do; need to know and be able to do; Big Big Ideas & Essential QuestionsIdeas & Essential Questions..

How Powerful Practices How Powerful Practices Work Together!Work Together!

4. Select 4. Select effective teaching strategieseffective teaching strategies to to meet diverse student learning needs.meet diverse student learning needs.

5. Teach those “unwrapped” concepts 5. Teach those “unwrapped” concepts and skills through and skills through performance performance assessmentsassessments guided by guided by Essential Essential QuestionsQuestions..

6. Evaluate student work with 6. Evaluate student work with rubricsrubrics or or scoring guides to assess proficiency.scoring guides to assess proficiency.

How Powerful Practices How Powerful Practices Work Together!Work Together!

7. Give 7. Give common assessmentscommon assessments to see to see improvements improvements withinwithin grade, grade, department, school and district.department, school and district.

8. 8. Analyze dataAnalyze data and and repeat repeat instructional cycle.instructional cycle.

What What AreAre Common Assessments? Common Assessments?

““Not standardized tests, but rather Not standardized tests, but rather teacher-created, teacher-owned teacher-created, teacher-owned

assessments that are collaboratively assessments that are collaboratively scored and that provide immediate scored and that provide immediate feedback to students and teachers.”feedback to students and teachers.”

Doug ReevesDoug Reeves

If you can’t use data If you can’t use data tomorrow from your tomorrow from your

assessment today, then it is assessment today, then it is not formative. We need to not formative. We need to

give feedback immediately. give feedback immediately. Otherwise it is NOT Otherwise it is NOT

formative assessment.formative assessment.

Data TeamsData Teams: The mechanism : The mechanism for measuring progressfor measuring progress

1.1. Collect and chart data and results.Collect and chart data and results.

2.2. Analyze strengths and obstacles.Analyze strengths and obstacles.

3.3. Set goal for student improvement.Set goal for student improvement.

4.4. Select effective teaching strategies. Select effective teaching strategies. (Marzano’s new book)(Marzano’s new book)

5.5. Determine results indicators.Determine results indicators.

Turn and TalkTurn and Talk

After reviewing the research that After reviewing the research that supports data teams, what are we supports data teams, what are we currently doing to implement this currently doing to implement this practice?practice?

What additional support is needed to What additional support is needed to ensure that this happens? ensure that this happens?

The Two Tools of The Two Tools of AssessmentAssessment

““No single assessment can meet No single assessment can meet everyone’s information needs… To everyone’s information needs… To maximize student success, assessment maximize student success, assessment must be seen as in must be seen as in instructionalinstructional tool tool for use while learning is occurring, for use while learning is occurring, and as an and as an accountabilityaccountability tool to tool to determine if learning has occurred. determine if learning has occurred. Because both purposes are important, Because both purposes are important, they must be in balance.”they must be in balance.” NEA Balanced NEA Balanced

Assessment: 2003Assessment: 2003

Assess More OftenAssess More Often

A number of A number of short assessments short assessments given over timegiven over time will provide a will provide a better indication of a student’s better indication of a student’s learning than one or two large learning than one or two large assessments given in the middle and assessments given in the middle and at the end of the grading period.at the end of the grading period.

Marzano, Stiggins, Black, Wiliam, Popham, ReevesMarzano, Stiggins, Black, Wiliam, Popham, Reeves

Research SupportResearch Support

““Research suggests that, if done well, Research suggests that, if done well, genuine ‘assessments genuine ‘assessments for for learning’ learning’ can produce among the largest can produce among the largest achievement gains ever reported for achievement gains ever reported for educational interventions.”educational interventions.”

Lynn Olson, “’Just-in-Time’ Tests Change What Classrooms Do Next,”Lynn Olson, “’Just-in-Time’ Tests Change What Classrooms Do Next,”

Education WeekEducation Week, may 2, 2007, p. 22, may 2, 2007, p. 22

Research SupportResearch Support

““In reviewing 250 studies from In reviewing 250 studies from around the world, published between around the world, published between 1987 and 1998, we found that a 1987 and 1998, we found that a focus by teachers on assessment focus by teachers on assessment forfor learning, as opposed to assessment learning, as opposed to assessment ofof learning, produced a substantial learning, produced a substantial increase in students’ achievement.”increase in students’ achievement.”

Paul Black & Dylan Wiliam, (1998)Paul Black & Dylan Wiliam, (1998)

Assessment and Classroom Learning,Assessment and Classroom Learning,

Assessment in Education:Assessment in Education:

Principle, Policy, and Practice, 5 (1),pp. 7-73.Principle, Policy, and Practice, 5 (1),pp. 7-73.

5 Key Benefit of5 Key Benefit of FormativeFormative Assessments Assessments

1.1. Clarifying and Clarifying and sharing learning intentions sharing learning intentions and criteriaand criteria for success (rubrics & for success (rubrics & exemplars)exemplars)

2.2. Engineering effective classroom discussions, Engineering effective classroom discussions, questions, learning tasks that questions, learning tasks that elicit evidence elicit evidence of learningof learning

3.3. Providing feedbackProviding feedback that moves learners that moves learners forwardforward

4.4. Activating students as Activating students as instructional instructional resources for one anotherresources for one another

5.5. Activating students as the Activating students as the owners of their owners of their own learningown learning

The Standards-Assessment Alignment DiagramThe Standards-Assessment Alignment DiagramAnnual State Assessments

District Benchmark Formative or Summative

Assessments

School-Based Common Formative (Post) Assessments

End or course Summative Assessment

Data Teams & Effective Teaching Strategies

Data Teams & Effective Teaching

Strategies

Conceptual Units of Instruction with

Classroom Performance

Assessment Tasks and Scoring GuidesSchool Based Common Formative (Pre)

Assessments

Unwrapping Standards, Big Ideas, Essential Questions

Power Standards

State Standards

Laying The Foundation:Laying The Foundation:Steps 1-6Steps 1-6

Step 1: Select Important TopicStep 1: Select Important Topic Step 2: Identify Matching Power Step 2: Identify Matching Power

StandardsStandards Step 3: “Unwrap” Selected Power Step 3: “Unwrap” Selected Power

StandardsStandards Step 4: Create Graphic OrganizerStep 4: Create Graphic Organizer Step 5: Determine the Big IdeasStep 5: Determine the Big Ideas Step 6: Write the Essential QuestionsStep 6: Write the Essential Questions

Writing First-DraftWriting First-DraftAssessment ItemsAssessment Items

Step 7: Step 7: Select Assessment TypesSelect Assessment Types

Step 8: Step 8: Write First-Draft Assessment Write First-Draft Assessment ItemsItems

Step 9: Step 9: Create Answer Keys and Create Answer Keys and Scoring GuidesScoring Guides

Step 10: Review and Revise Step 10: Review and Revise Common Assessment itemsCommon Assessment items

Grading: Grading: The New FrontierThe New Frontier

Ken O’ConnerKen O’Conner

Why Standards-Based Why Standards-Based Grading and Reporting?Grading and Reporting?

MandateMandate Supports learningSupports learning Improves communicationImproves communication Consistency/fairnessConsistency/fairness

Share Grading ScaleShare Grading Scale

• Adding a single grade detracts from the communication to parents and students.

• One symbol cannot do justice to the different degrees of learning a student acquires across all learning outcomes.

Dealing with Late WorkDealing with Late Work

Penalties don’t change the behavior. A better approach would be to provide support. It is a behavioral issue. It should not be included in the “grade” but should be reported out on.

Behavior Rubric

Homework Homework

This is a formative assessment. It is practice and should not be part of grades. Some students do not need to do the homework. Some students cannot do that homework. Lastly, some students can do it and it will help them. We should not say, “You need to do this because it is part of your grade.”

Bonus points on tests or dressing up for a presentation both have no place in grades.

“Group grades are so blatantly unfair that alone they should never be used.” (Kagan, 2004) This may also be challenged in court.

“No student’s grade should depend on the achievement (or behavior) of other students.”

Formative AssessmentsFormative Assessments This is used to improve learning and

instruction. It should not be used for assigning grades. When formative assessment is done well, students achieve at high levels. Feedback needs to be timely, descriptive and low stakes.

Turn and Talk:Turn and Talk: How does your How does your school/district use formative school/district use formative assessments to support student assessments to support student learning?learning?

GradesGrades

Final grades should never be determined by simply averaging the grades from several grading periods. The most accurate information is the most current information.

Second Chance: Students need to demonstrate their understanding so you can provide them a second chance.

An example of a standards based report card

GradesGrades Should come from….

A body of evidence + performance standards+ guidelines

Guidelines for GradingGuidelines for Grading1.1. Base grades on, and provide grades for the Base grades on, and provide grades for the

intended learning goals.intended learning goals.2.2. Use criterion-referenced standards performance Use criterion-referenced standards performance

standards as reference points to determine grades.standards as reference points to determine grades.3.3. Limit the student attributes included in grades to Limit the student attributes included in grades to

individual achievement.individual achievement.4.4. Sample student performance—do not include all Sample student performance—do not include all

scores in gradesscores in grades5.5. Keep records that can be updated easily—”Grade in Keep records that can be updated easily—”Grade in

pencil”pencil”6.6. ““Crunch” numbers carefully, if at all.Crunch” numbers carefully, if at all.7.7. Use quality assessment and properly record Use quality assessment and properly record

evidence of achievement.evidence of achievement.8.8. Discuss and involve students in assessment Discuss and involve students in assessment

throughout the teaching/learning process.throughout the teaching/learning process.

Growth and progress are reporting Growth and progress are reporting variables not grading variables.variables not grading variables.

Students achievement would be Students achievement would be their grades. If you have a grade on their grades. If you have a grade on a report card it is an achievement a report card it is an achievement report, not a progress report. report, not a progress report.

Traditional Grading Traditional Grading ScalesScales

What do you think would happen What do you think would happen if you did an outstanding job, all if you did an outstanding job, all the students in your class did an the students in your class did an outstanding job, and all the outstanding job, and all the students received a grade of A students received a grade of A (90% or higher)?(90% or higher)?

Turn and TalkTurn and Talk

Dealing with Late WorkDealing with Late Work

Penalties don’t change the behavior. Penalties don’t change the behavior. A better approach would be to A better approach would be to provide support. It is a behavioral provide support. It is a behavioral issue. It should not be included in issue. It should not be included in the “grade” but should be reported the “grade” but should be reported out on.out on.

Median: Most frequent Median: Most frequent gradegrade

““Grading by the median provides Grading by the median provides more opportunities for success by more opportunities for success by diminishing the impact of a few diminishing the impact of a few stumbles and by rewarding hard stumbles and by rewarding hard work.” work.” (Wright, R.)(Wright, R.)

0’s0’s

Traditionally, 10 points for an A, B, Traditionally, 10 points for an A, B, C, and D, and 60 points for an F. You C, and D, and 60 points for an F. You need to make it a consistent 10 point need to make it a consistent 10 point scale. Use 50 in lieu of a 0. This is scale. Use 50 in lieu of a 0. This is just making the math make sense. just making the math make sense.

““Use I or “incomplete” as an Use I or “incomplete” as an alternative to assigning zeros that is alternative to assigning zeros that is both educationally sound and both educationally sound and potentially quite effective.” potentially quite effective.” (Guskey, T.)(Guskey, T.)

Is time a condition of quality on Is time a condition of quality on assessments? Then all students assessments? Then all students should have sufficient time. should have sufficient time. (O’Connor)(O’Connor)

Ahead of the Curve:Ahead of the Curve:Transforming Transforming

Research into Action Research into Action for Assessment for Assessment

ExcellenceExcellence

Dr. Doug ReevesDr. Doug Reeves

Common themes of Common themes of Assessment ExcellenceAssessment Excellence

The bell Curve has no place in classroom The bell Curve has no place in classroom assessmentassessment

Professional Learning Communities are Professional Learning Communities are necessary but not sufficient for improved necessary but not sufficient for improved assessment practiceassessment practice

Eloquence without practical application is Eloquence without practical application is a waste of time and energya waste of time and energy

Assessment is a leadership issueAssessment is a leadership issue Assessment is inherently a collaborative Assessment is inherently a collaborative

activityactivity

Lessons fromLessons from

Indianapolis (Magna Award, 2005)Indianapolis (Magna Award, 2005) Norfolk (Broad Award, 2005)Norfolk (Broad Award, 2005) Jenks (Baldridge Award, 2006)Jenks (Baldridge Award, 2006)

Demographics remain the sameDemographics remain the same Challenges remain the sameChallenges remain the same Budgets/contracts the sameBudgets/contracts the same STRATEGIES continue to changeSTRATEGIES continue to change

Leadership Leverage—Key Leadership Leverage—Key Leverage points of LeadersLeverage points of Leaders

TIME-your calendar tells the world what you TIME-your calendar tells the world what you really value; the same is true of time in really value; the same is true of time in classrooms, professional development, and classrooms, professional development, and meetingsmeetings

TEACHER AND LEADERSHIP ASSIGNMENTS—TEACHER AND LEADERSHIP ASSIGNMENTS—your allocation of people resources directly your allocation of people resources directly influences student achievementinfluences student achievement

FEEDBACK AND RECOGNTION—you need short FEEDBACK AND RECOGNTION—you need short term wins for students and adults to reinforce term wins for students and adults to reinforce and sustain changeand sustain change

INFORMATION– leaders must “tell the story” INFORMATION– leaders must “tell the story” every day to every available audienceevery day to every available audience

Think for a Think for a moment…moment…

Where do you see yourself or your Where do you see yourself or your building in terms of key leverage building in terms of key leverage

points of leaders?points of leaders?Share with those around youShare with those around you

Is it Working?Is it Working?

One district’s storyOne district’s story 80% FR80% FR 68% minority student enrollment68% minority student enrollment 40+ Languages40+ Languages

ElementaryElementary

19981998 Schools with more Schools with more

than 50% than 50% proficient in Grade proficient in Grade 3 English3 English

In 1998 11%In 1998 11%

20052005 Schools with more Schools with more

than 50% than 50% proficient in Grade proficient in Grade 3 English in3 English in

2004: 100%2004: 100%

Middle SchoolsMiddle SchoolsThen…and NowThen…and Now

1997-19981997-1998 More than 50%More than 50%

passing English: passing English:

0%0%

2003-20052003-2005 More than 50%More than 50%

passing English:passing English:

100%100%

High SchoolsHigh Schools

19981998 Schools with more Schools with more

than 80% of than 80% of students passing students passing EnglishEnglish

Language ArtsLanguage Arts

17%17%

20052005 Schools with more Schools with more

than 80% of than 80% of students passing students passing EnglishEnglish

Language Arts:Language Arts:

100%100%

What are the Trends in What are the Trends in Schools with Greatest Schools with Greatest

Gains?Gains? Comprehensive holistic accountabilityComprehensive holistic accountability Consistent in-school writing Consistent in-school writing

assessment in every subjectassessment in every subject Frequent common assessments- short, Frequent common assessments- short,

immediate feedback, collaboratively immediate feedback, collaboratively scoredscored

Intervention – immediate and decisiveIntervention – immediate and decisive Constructive use of data-students, Constructive use of data-students,

classes, schoolsclasses, schools

In the real world In the real world of the classroom, of the classroom,

it’s CRITICAL it’s CRITICAL MASS that MASS that

matters. The matters. The central message central message

today;today;DEEP implementation of a DEEP implementation of a

FEW things beats superficial FEW things beats superficial implementation of many implementation of many

thingsthings

Most Effective StrategiesMost Effective Strategies

WRITING and note takingWRITING and note taking RECOGNITION of achievementRECOGNITION of achievement ALIGNMENT of Standards, ALIGNMENT of Standards,

Curriculum, Instruction, and Curriculum, Instruction, and AssessmentAssessment

ASSIGNMENT of Teachers Based on ASSIGNMENT of Teachers Based on NeedNeed

Most Effective StrategiesMost Effective Strategies

DEEP CONTENT ANALYSIS, DEEP CONTENT ANALYSIS, including big ideas and essential including big ideas and essential questionsquestions

MONITORING that is frequent and MONITORING that is frequent and visiblevisible

INTERDISCIPLINARY assessmentINTERDISCIPLINARY assessment TEACHING STRATEGIES including TEACHING STRATEGIES including

comparisons and questionscomparisons and questions STUDENT ENGAGEMENTSTUDENT ENGAGEMENT

Strategy Data Strategy Data

Turn and talk Turn and talk about strategies about strategies you already have you already have

in placein placeAndAnd

What would it take to What would it take to incorporate others…incorporate others…

NeedNeed

Confidential, constructive, and Confidential, constructive, and meaningful assessmentmeaningful assessment

Focus on execution vision and Focus on execution vision and leadership essentialsleadership essentials

Strong research baseStrong research base Leadership mapsLeadership maps Leadership assessmentLeadership assessment

Tools for Effective Tools for Effective ChangeChange

1.1. Planning implementation Planning implementation monitoring (PIM)monitoring (PIM)

MonitoringMonitoring adults as carefully as adults as carefully as we monitor studentswe monitor students

InquiryInquiry- causes of student - causes of student achievementachievement

Evaluation-Evaluation- is it working? is it working?

Tools for Effective Tools for Effective ChangeChange

2. Leadership Maps2. Leadership Maps Focus on degree of implementationFocus on degree of implementation Map every school Map every school Track progress during yearTrack progress during year Horizontal precedes verticalHorizontal precedes vertical

Tools for Effective Tools for Effective ChangeChange

3.3. Differentiated professional Differentiated professional developmentdevelopment

Conduct analysisConduct analysis How much time do you spend How much time do you spend

nurturing and appreciating your nurturing and appreciating your teachersteachers

Lets encourageLets encourage

Tools for Effective Tools for Effective ChangeChange

4.4. Holistic accountabilityHolistic accountability Direct observation of other teachersDirect observation of other teachers What did students do, what scores What did students do, what scores

did they get, what will we do did they get, what will we do differentlydifferently

Remove the excusesRemove the excuses Local evidence trumps outside Local evidence trumps outside

expertsexperts

If you believe that you are impotent If you believe that you are impotent then you are, if you believe you can then you are, if you believe you can influence student achievement you influence student achievement you are rightare right

There is a direct link between There is a direct link between Professional efficacy and student Professional efficacy and student GAINS GAINS

Thomas R. Guskey Using Standards &

Assessments to Improve Student

LearningGuskey@uky.edu

Which best captures your Which best captures your disposition today….disposition today….

I feel much better now that I’ve I feel much better now that I’ve given up hope.given up hope.

I’ve given up my search for truth, I’ve given up my search for truth, and now I am looking for a good and now I am looking for a good fantasy.fantasy.

I’m not perfect, but parts of me are I’m not perfect, but parts of me are excellent.excellent.

Systemic ChangeSystemic Change

Change is a highly complex processChange is a highly complex process Professional development is Professional development is

essentialessential Education is complex; change is a Education is complex; change is a

prerequisite for improvementprerequisite for improvement Students are changing, so teaching Students are changing, so teaching

needs to changeneeds to change

Four Crucial Four Crucial UnderstandingsUnderstandings

1.1. The ideas are not new-The ideas are not new- Two fundamental decisions:Two fundamental decisions:

What do I want students to learn?What do I want students to learn? What evidence would I accept to verify their learning?What evidence would I accept to verify their learning?

Teaching is not the kind of thing you do out alone, so Teaching is not the kind of thing you do out alone, so teaching and learning need to connectteaching and learning need to connect

2. The ideas are more important than the vocabulary we 2. The ideas are more important than the vocabulary we use.use.

The words changeThe words change3. Good ideas can be implemented poorly!3. Good ideas can be implemented poorly! How do the ideas translate into practice?How do the ideas translate into practice? How will we know if they work?How will we know if they work?4. Success in education hinges on what happens at the 4. Success in education hinges on what happens at the

classroom level.classroom level.

Guidelines For SuccessGuidelines For Success1.1. Think big, but start smallThink big, but start small Don’t require to much too soon from teachers and administratorsDon’t require to much too soon from teachers and administrators2. Ensure that assessments become integral part of the 2. Ensure that assessments become integral part of the

instructional process.instructional process. Quizzes and tests should be learning toolsQuizzes and tests should be learning tools Not simply evaluation devices that mark the end of learningNot simply evaluation devices that mark the end of learning3.3. Link new assessments with existing classroom assessment Link new assessments with existing classroom assessment

practicespractices4.4. Blend traditional approaches with alternative Link new Blend traditional approaches with alternative Link new

assessments with existing classroom assessment practicesassessments with existing classroom assessment practices5. Integrate all programs and innovations5. Integrate all programs and innovations6. Begin with clearly defined achievement targets6. Begin with clearly defined achievement targets7. Provide opportunities for teachers to communicate within and 7. Provide opportunities for teachers to communicate within and

across grades.across grades.8. Build a school climate that supports experimentation.8. Build a school climate that supports experimentation.9. There must be commitment and unity from all levels to quality 9. There must be commitment and unity from all levels to quality

classroom assessment.classroom assessment.

ELL LearnersELL LearnersEffective AssessmentsEffective Assessments

Lisa AlmeidaLisa Almeida

The RealityThe Reality

One in six students is an ELLOne in six students is an ELL A majority of growth-primary and A majority of growth-primary and

intermediate gradesintermediate grades In 2005-06 Hispanics accounted for In 2005-06 Hispanics accounted for

19.8% of all public school students, 19.8% of all public school students, in 1993-94 it was 12.7%in 1993-94 it was 12.7%

Hispanics make up nearly 79% of all Hispanics make up nearly 79% of all ELLELL

The RealityThe Reality

Many teachers and leaders Many teachers and leaders do not have training on do not have training on how to instruct English how to instruct English

Language Learners.Language Learners.

Current Assessment Current Assessment SystemSystem

List all of the important assessments you List all of the important assessments you administer to ELL students during the yearadminister to ELL students during the year

Rank each assessment as a 1-2-3 in terms of Rank each assessment as a 1-2-3 in terms of having a real impact on instruction and having a real impact on instruction and student learning, with a 1 having the greatest student learning, with a 1 having the greatest impact and 3 having the least impactimpact and 3 having the least impact

Star the assessments that are completely in Star the assessments that are completely in your control.your control.

Circle the ones you believe are effective Circle the ones you believe are effective measures of ELL’s learningmeasures of ELL’s learning

Discuss your findings with your neighborDiscuss your findings with your neighbor

Preproduction-Beginning Preproduction-Beginning StageStage

( Silent Period)( Silent Period)Students should be Students should be

able to do: able to do: Label drawingsLabel drawings Sing and drawSing and draw Respond physicallyRespond physically Repeat and reciteRepeat and recite Learn “Big ideas”Learn “Big ideas” Write simple Write simple

sentencessentences

What we should be What we should be doing:doing:

Use art and musicUse art and music Have students label, Have students label,

manipulate, evaluate manipulate, evaluate pictures and objectspictures and objects

Encourage active Encourage active participationparticipation

Ask yes/no, who, what, Ask yes/no, who, what, where questionswhere questions

Supply word bankSupply word bank

Their knowledge is increasing slowly. Their knowledge is increasing slowly. Time is a critical component for our Time is a critical component for our ELL learners.ELL learners.

““We throw these kids on the We throw these kids on the expressway, they need to absorb the expressway, they need to absorb the culture and language. This is culture and language. This is difficult for teachers, but critical.”difficult for teachers, but critical.”

Early Intermediate StageEarly Intermediate Stage( 6 months to 1 year)( 6 months to 1 year)

Students should be Students should be able to:able to:

Speak in simple Speak in simple phrasesphrases

Describe simple Describe simple conceptsconcepts

Recognize and read Recognize and read basic vocabularybasic vocabulary

Learn “Big Ideas” Learn “Big Ideas” and detailsand details

We should be able to:We should be able to: Use art, music and Use art, music and

propsprops Encourage expanded Encourage expanded

responsesresponses Ask questions Ask questions

requiring simple requiring simple comparisons, comparisons, descriptions, and descriptions, and sequencing of eventssequencing of events

Ask open ended Ask open ended questionsquestions

Here is where we Here is where we move into more move into more

rigorous rigorous instruction. Here is instruction. Here is

where the where the instruction should instruction should

match the match the academic academic standardsstandards

Intermediate StageIntermediate Stage( 1 to 3 years)( 1 to 3 years)

Students need to be able Students need to be able to:to:

Uses context to make Uses context to make more meaning and more meaning and increased connections increased connections to understandingto understanding

Identify and describe Identify and describe main ideas and detailsmain ideas and details

Draw comparisonsDraw comparisons Define new vocabularyDefine new vocabulary Make descriptions with Make descriptions with

increased detailsincreased details

We should be able to:We should be able to: Ask how and why open Ask how and why open

ended and higher level ended and higher level thinking questionsthinking questions

Have students make Have students make predictions and predictions and inferencesinferences

Develop vocabulary Develop vocabulary skills by providing skills by providing comprehensive inputcomprehensive input

Introduce explicit Introduce explicit grammar instructiongrammar instruction

Intermediate Fluency StageIntermediate Fluency Stage(3 to 5 years)(3 to 5 years)

Students should be able Students should be able to”to”

Identify and describe Identify and describe complex main ideas complex main ideas with detailswith details

Summarize Summarize informational textinformational text

Compare and contrastCompare and contrast Justify viewsJustify views Debate with Debate with

preparationpreparation

We should be able to:We should be able to: Provide writing Provide writing

opportunitiesopportunities Publish student writingPublish student writing Focus on academic Focus on academic

language and vocabularylanguage and vocabulary Ask questions to provide Ask questions to provide

students with students with opportunity to opportunity to synthesize, analyze and synthesize, analyze and evaluate in oral and evaluate in oral and written communicationwritten communication

Read variety of genresRead variety of genres

Advanced FluencyAdvanced Fluency(Final Stage 5-7 years)(Final Stage 5-7 years)

Students will be able to:Students will be able to: Use expanded vocabularyUse expanded vocabulary Have developed fluency with Have developed fluency with

a wide range of topics a wide range of topics Prepare and deliver Prepare and deliver

presentations across presentations across content areascontent areas

Use a variety of sourcesUse a variety of sources Include purpose, point of Include purpose, point of

view, transitions and view, transitions and conclusions in workconclusions in work

Organize and generate Organize and generate written compositionswritten compositions

Read from a variety of Read from a variety of genres with little or no genres with little or no scaffoldingscaffolding

We should be able to:We should be able to: Provide opportunities for Provide opportunities for

student generated student generated presentationspresentations

Provide a variety of writing Provide a variety of writing opportunties in a variety of opportunties in a variety of genresgenres

Plan multiple lessons for Plan multiple lessons for students to develop higher students to develop higher order thinking skillsorder thinking skills

Continue to publish student Continue to publish student worksworks

Encourage studrents to lead Encourage studrents to lead group discussions and teachgroup discussions and teach

Ongoing grammar Ongoing grammar instructioninstruction

““If you have assessments for your ELL If you have assessments for your ELL students and they can’t read it, what students and they can’t read it, what is the point? is the point?

If they are at a stage where they need If they are at a stage where they need it, read it to them. This is it, read it to them. This is assessment for student learning.assessment for student learning.

How can we measure learning if a How can we measure learning if a student cannot read the text?”student cannot read the text?”

Performance Performance AssessmentsAssessments

Create an authentic opportunityCreate an authentic opportunity Require complex thinkingRequire complex thinking Incorporate non-fiction writingIncorporate non-fiction writing Appeal to a variety of learning stylesAppeal to a variety of learning styles More partner workMore partner work

Active learning is critical for the ELL Active learning is critical for the ELL students, they cannot be passive students, they cannot be passive learners, no traditional teaching.learners, no traditional teaching.

Effective Assessment Effective Assessment StrategiesStrategies

Provide frequent formative assessmentsProvide frequent formative assessments Create risk free opportunities for Create risk free opportunities for

expressionexpression Involve students in rubric developmentInvolve students in rubric development Explain directions as many times as Explain directions as many times as

necessarynecessary Provide timely and specific feedbackProvide timely and specific feedback Work with students to set SMART goalsWork with students to set SMART goals Meet with colleagues once per month Meet with colleagues once per month

(data teams)(data teams)

It is critical to find the It is critical to find the right toll for the right jobright toll for the right job

What assessment strategies and tools What assessment strategies and tools does your school and/or your district does your school and/or your district

use to effectively measure ELL use to effectively measure ELL students’ learning?students’ learning?

How can the instruction improve?How can the instruction improve?

Turn and TalkTurn and Talk

System for SuccessSystem for Success

Evaluate students’ prior educational Evaluate students’ prior educational experiencesexperiences

Create intervention servicesCreate intervention services Establish an orientation programEstablish an orientation program Provide health screeningsProvide health screenings Offer counseling and/or support Offer counseling and/or support

servicesservices

All students deserve access All students deserve access to academic achievement to academic achievement

ALL means ALLALL means ALL

Questions/Questions/InformationInformation

williamsag@mukilteo.wednet.edu

cooganne@mukilteo.wednet.edu