Classroom Assessment for Student Learning-Day 1

1. Classroom Assessment for Student Learning-Day 1 June 22, 2015 Heather Rottermond Sandy Riley

2. Housekeeping Items SCECHs Sign-In New Schools/Existing Schools

3. To introduce the two big ideas of classroom assessment quality To prepare you to engage in the ongoing study to become assessment literate Session Goals

4. Learning Targets • I can determine the purpose of assessments • I can establish clear learning targets • I have an understanding of how to deconstruct complex content standards into classroom level learning targets • I can select assessment methods to match learning targets • I have an awareness of how to help students track their learning • I have an awareness of how to involve students in the assessment process

5. Norms • Silence cell phones • Step out to take care of your needs • Limit side bars • Be mindful of time

6. Welcome Activity Parallel Partners Page 42

7. Assessment Practices Inventory

8. Assessment Practices Inventory • Self-analysis of current knowledge and practice of the components of each key to quality • Organized to be completed three times • Now • Partway through study and practice • At the conclusion of study and practice

9. Activity: Assessment Practices Inventory • Date the “Rating 1” column with today’s date. • Rate your current status for each statement for each of the five keys using the 0–4 scale at the top of the page (also shown on the next slide).

10. 0 = I’m uncertain about what this means. 1 = Not at all: I don’t or can’t do this, or this doesn’t happen in my classroom. 2 = Beginning: I do this infrequently, or this happens infrequently in my classroom. 3 = Partially: I do this sometimes, or this happens sometimes in my classroom. 4 = Completely: I do this regularly, or this happens on an ongoing/as needed basis in my classroom.

11. I have the most knowledge and skill in these areas: I want to work on these areas: Overall Reflection on First Rating

12. Partner Discussion Discuss with a partner your overall reflection on your first rating. What are your current strengths? What would you like to continue learning?

13. “Used with skill, assessment can motivate the reluctant, revive the discouraged, and thereby increase, not simply measure, achievement.” (Chappuis, Stiggins, Chappuis, and Arter, 2012, p. 1) “Do It Right—Use It Well”

14. Classroom Assessment Guiding Principles Gather ACCURATE INFORMATION about student achievement Use assessment processes and results to PROMOTEmaximum student LEARNING

15. Deepening Assessment Expertise • Is not hard work, but not done overnight • Is not an initiative, but on-going multi-year work • Is the work of a professional career- Good assessment IS good teaching

16. 5 Keys to Quality Assessments ACCURACY EFFECTIVE USE PURPOSE EFFECTIVE COMMUNICATION DESIGN STUDENT INVOLVEMENT TARGET

17. Five Keys to Classroom Assessment Quality

18. Partner Discussion Think of a time you were assessed and it was a negative experience. • What made it negative? • Write your answers in the booklet on page 2 – 3 minutes • Silent Personal Reflection • Share out with your shoe partner

19. Think of a time you were assessed and it was a positive experience. What made it positive? Write your answers in the booklet on page 2 – 3 minutes Silent Personal Reflection Share out with your shoe partner Partner Discussion

20. As you listen to Rick Stiggins explain each of the five keys to assessment quality, think about your negative and positive experiences. Which were violated in your negative experience? Which played an important role in your positive experience? Note your decisions on page 4-5 in booklet Activity Directions

21. Overview of Five Keys to Assessment Quality Overview of Keys to Quality Rick Stiggins

22. Which key did your negative experience violate? What was the impact on your learning? How many keys needed to be violated for it to be a negative experience? OR Which key did your positive experience validate? What was the impact on your learning? How many keys were validated for it to be a positive experience? Whole Group Discussion

23. ACCURACY EFFECTIVE USE PURPOSE EFFECTIVE COMMUNICATION DESIGN STUDENT INVOLVEMENT TARGET

24. COFEE BREAK – 15 minutes

25. Formative Assessment Research

26. ACCURACY EFFECTIVE USE PURPOSE EFFECTIVE COMMUNICATION DESIGN STUDENT INVOLVEMENT TARGET

27. ACCURACY EFFECTIVE USE PURPOSE PURPOSE EFFECTIVE COMMUNICATION DESIGN STUDENT INVOLVEMENT STUDENT INVOLVEMENT TARGET

28. Key 1: Clear Purpose Big Ideas Different users have different information needs. Some need formative information and some need summative information. Students are crucial decision makers whose formative information needs must be met during the learning.

29. Balanced Assessment Systems Serve Both Key Purposes Formative—Assessment for Learning How can we use the assessment process and results to help students learn more? Summative—Assessment of Learning How much have students learned as of a particular point in time?

30. “Innovations that include strengthening the practice of formative assessment produce significant and often substantial learning gains.” —Black & Wiliam, 1998b, p. 140

31. Activity Directions • Read page 22 in your CASL book titled “Impact of Formative Assessment on Achievement” (1st four paragraphs) • Note the achievement gains attributable to formative assessment practices (typical effect sizes). • Record your thoughts in the box provided in booklet on page 7

32. Black & Wiliam Research on Effects of Formative Assessment: 0.4 to 0.7 Gain 0.7 Standard Deviation Score Gain = 25 percentile points on typical standardized test (middle of score range) 70 SAT score points 4 ACT score points Largest Gain for Low Achievers

33. Activity Directions • Continue reading the section in your CASL book on page 22-23 • Note the practices the researchers identify as yielding the highest gains. • Record your thoughts on page 7 in booklet • Fill in the last box on page 7

34. Highest-Impact Practices • Opportunities for students to communicate their thinking and evolving understanding during instruction • Provision of descriptive feedback, focused on qualities of the work, with guidance on how to improve • Development of student self- and peer-assessment skills

35. Visible Learning High or Low Impact? • John Hattie’s “Visible Learning” • Effect Size 0.4 = 1 year of growth 0.8 = 2 years of growth 1.2 = 3 years of growth Zone of desired effects

36. Visible Learning High or Low Impact?

37. And the order is…

38. Birth Partner Discussion How do these recommended practices compare to how formative assessment is currently implemented in your school?

39. With formative assessment, the ultimate user of the information is the student.

40. Role Play—Users and Uses of Assessment Information

41. ACCURACY EFFECTIVE USE PURPOSE EFFECTIVE COMMUNICATION DESIGN STUDENT INVOLVEMENT TARGET

42. ACCURACY EFFECTIVE USE PURPOSE PURPOSE EFFECTIVE COMMUNICATION DESIGN STUDENT INVOLVEMENT STUDENT INVOLVEMENT TARGET

43. Key 1: Clear Purpose Big Ideas • Different users have different information needs. Some need formative information and some need summative information. • Students are crucial decision makers whose formative information needs must be met during the learning.

44. Who Uses Assessment Information, and How? Beginning with the person whose birthday is closest to today and moving clockwise, assign the following roles: • Student • Parent • Teacher • Principal • Athletic coach • Guidance counselor

45. Write your role in the blank on the handout. (Activity 3: Who Uses Classroom Assessment Information, and How?)Answer #1 individually (3 – 5 minutes), then beginning with the “student,” share your list with others at your table.When all roles have shared, notice what conclusions you are drawing about classroom assessment. Note and discuss your responses to question #2.

46. Some Conclusions • Data must be sound because major decisions that affect students’ well-being are made on its basis. • Assessment data is used for many purposes beyond grading. • Students are crucial decision-makers, whose information needs must be met.

47. Lunch Time – 1 Hour

48. What Assessment for Learning Looks Like in the Classroom

49. ACCURACY EFFECTIVE USE PURPOSE EFFECTIVE COMMUNICATION DESIGN STUDENT INVOLVEMENT TARGET

50. ACCURACY EFFECTIVE USE PURPOSE PURPOSE EFFECTIVE COMMUNICATION DESIGN STUDENT INVOLVEMENT STUDENT INVOLVEMENT TARGET