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Assessment for Learning

This workshop provides teachers with a clear understanding of assessment literacy, CASL process, and building relationships for support. It focuses on deconstructing content standards and creating student-friendly language.

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Assessment for Learning

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Presentation Transcript

  1. Assessment for Learning October 14, 2014 Heather Rottermond Sandy Riley

  2. Today’s Agenda

  3. Today’s Learning Targets • I have a clear understanding of the long-term plan and expectations for this group. This means I understand and support our group norms and I understand my level of responsibility (journal entries, pre/post surveys, pre/post assessments, board presentation, etc.) • I have a clear understanding of the CASL process that I will take and apply to two units of study throughout the year. This means I know what unit I will be working with and how all the pieces of CASL fit into that unit. • I can deconstruct my content standards into student-friendly language. • I understand that part of this process is building relationships within and across districts for the purpose of deepening my knowledge of assessment literacy and building my own support network.

  4. Introduction and Welcome • Housekeeping Items • Scech’s • Bathrooms • Coffee, Tea • Breaks • Lunch

  5. Review • Find Someone Who… Move around the room and find a different person that can answer each of the five key questions. Be sure that it is someone you do not know

  6. Video Observation • https://www.youtube.com/watch?v=0fn_vAhu_Lw • What keys did this video violate? How? • Work in triads (find two people that you do not know) • Introduce yourselves – 5 minutes • Discussion: What keys did this video violate?

  7. Assessment Literacy Plan and Expectations • Long Term Plan • Assessment Research Group’s Data • Research to Support Your Learning • Expectations

  8. Achievement Initiatives 7-10 Year Plan Goal : By 2020, 1 highly skilled teacher leader for every 10 teachers. This means 500 teacher leaders in both counties 50 100 200 300 Instructional Networks: WWC, ECAN, RA, ELN*, NGS*, ALN* Leadership Networks: ALN, HS Principals, EL Principals, MS Principals, CIT, CAAN

  9. Assessment Literacy Training Plan 2012-2013 2013-2014 2014-2015 2015-2016 • Aug. 2014 – Train 112 teachers Cohort 2 (8 per district) • Cohort 1 sits in on the trainings from a “Trainer” perspective • Monthly support for Cohort 1 • Cohort 1 become facilitators for their Cohort 2 teams in their buildings • Pre/post assessment inventory • Heather & Sandy support systems for Cohort 1 • Goal is for Cohort 1 to have 2 more units of instruction create by end of 2015 • Sept. 2012- ATI Training • Oct. 2012 - SCAL (Steering Committee for Assessment for Learning) CD and WISD • Jan. 2013 Action Research Group (ARG) • ARG: 10 teachers from W/L representing EL and Secondary • Implement 1 week of instruction using CASL practices • Pre and post assessment Inventory • Aug. 2013 – Train 56 teachers Cohort 1 (4 per district) • Ongoing monthly support • Develop 2 units of instruction using CASL • Pre-post data including pre and post assessment inventory • Basia & Sandy support systems for these teachers • Goal is to have 2 units of instruction created by end of 2014 • Aug. 2015 – Train 224 teachers Cohort 3 (16 per district) • Cohort 1 facilitates the training • Monthly support for Cohort 1 • Cohort 2 & 3 teams in their buildings • Pre/post assessment inventory • Heather & Sandy support systems for Cohort 1 • Goal is for Cohort 1 to have 2 more units of instruction create by end of 2016 • Cohort 2: 4 units • Cohort 3: 2 units

  10. Data to Support our Vision

  11. Answer Choices for Survey Questions • Answer choices for each question… • Always • Usually • Sometimes • Rarely • Question 7 (felt) answer choices… • confident. • neutral. • nervous. • anxious.

  12. Survey Questions • Before my teacher presented the lesson in this class, I knew specifically what I needed to learn. • After my teacher presented the lesson in this class, I knew specifically what I needed to learn. • If I didn’t learn something the first time my teacher presented in this class, I knew my teacher was going to give me more chances to learn it. • Feedback on practice activities/assignments during this lesson in this class helped me understand what I knew and what I still needed to learn or practice.

  13. Survey Questions • The assessment that I took in this class after the lesson helped me understand what I know and what I still need to learn or practice. • I was given the opportunity to practice learning without being graded in this class. • Before taking assessments/tests/quizzes in this class I felt…**** • After taking the assessment/test/quiz in this class, I now have a clear understanding of what I know, the simple mistakes I made, and what I need to continue learning.

  14. Survey Results from Elementary School

  15. Survey Results from Middle School

  16. Survey Results from High School

  17. Individual Classroom Results

  18. Individual Classroom Results

  19. Individual Classroom Results

  20. Student Growth

  21. Training Methods & Levels of Impact - Joyce & Showers (1980) KNOWING DOING

  22. 2014-2015 Expectations • Attendance to Meetings • Fidelity of Implementation • Journaling • Pre and Post Surveys • Pre and Post Assessments • Board Presentation • Meet with your principal once per month

  23. POTTY BREAK – 15 minutes

  24. Group Agreements

  25. Golden Lines • 15 mins. Reread Chapter 1 of the CASL book keeping in mind the following questions: • A phrase or line that summarizes the reading • A phrase or line that you feel a personal connection to • A phrase or line that stirs an emotion

  26. Golden Lines • 10 mins. – Share the phrase or line that summarizes the text. • 10 mins. – Share the phrase or line that you feel a personal connection to. • 10 mins. – Share the phrase or line that stirs and emotion.

  27. LUNCH

  28. Align, Assess, Achieve Video • As you are watching the video, please use the graphic organizer to gather your thoughts

  29. Blue Print for Our Work • Identify standard(s) to deconstruct • Deconstruct standard into learning targets (I can statements) • Create summative assessment that matches each learning target/I can statements • For each I can statement, create lessons/activities/assignments

  30. 3 2 4 1

  31. Example of Blue Print 1 • 1 Standard • 3 “I Can Statements” • 3 lessons/activities/FA assignments linked with EACH “I Can Statement” • So a total of 9 • 1 Summative Assessment • 9 questions (if SR) • 3 questions for each “I Can Statement” 2 4 3

  32. POTTY BREAK – 15 minutes

  33. Deconstructing Standards • Model deconstructing a standard • Practice deconstructing your own standard • Find another person that teaches a different grade level and subject and share your “I can” statements

  34. Go to www.miteacher.org and find the tab Network-> Assessment Literacy Resources -> (Password: wisd) Cohort II -> October Reflection Journal Wrap Up – Journal Entry

  35. Homework: Read Chapter 3 of CASL Book (pgs. 42-86) Bring all of your unit materials Including assessments, worksheets, standards, etc. Wrap Up - Homework

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