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Preconference Session Assessment Literacy STANDARDS PowerPoint Presentation
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Preconference Session Assessment Literacy STANDARDS

Preconference Session Assessment Literacy STANDARDS

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Preconference Session Assessment Literacy STANDARDS

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  1. Preconference Session Assessment LiteracySTANDARDS February 18, 2014 MSTC Pre-conference Session

  2. Session Purpose & Outcomes • Build the case Assessment Literacy is needed and lacking in our field • Familiarize with NEW MI Assessment Literacy Standards • Explore implications of assessment literacy for variety of stakeholder groups • Highlight existing resources/tools • Gather your feedback regarding desired/necessary future PD, resources, tools.

  3. Session Overview • Set the Stage: Our context • Introduce Assessment Literacy Standards • Quick Primer: Quality Classroom Assessments • Explore Standards and Implications for Stakeholder Groups • Current Resources and Future Possibilities

  4. Setting the Stage… OUR CONTEXT

  5. Remember society’s demands of its school: • ALL students lifelong learners • Narrow achievement gap among students • Universal graduation for students • All students ready for colleges or workplace training • Raise achievement levels students excerpted Rick Stiggins MDE- DAS 2013 Fall Conference presentation

  6. So, how are we doing so far? • NAEP scores have flat-lined for decades • Drop out rates remain stable and high; some are astronomical • USA’s place in international rankings stable • Excellent teachers and new teachers are leaving the profession in unprecedented numbers excerpted Rick Stiggins MDE- DAS 2013 Fall Conference presentation

  7. Our Context: assessment in all of this… • Public accountability for test scores supposed to improve schools (local, state, national, international) • Linking federal funding to test scores supposed to improve schools • Writing tougher standards & tests—raising the bar supposed to improve schools • Competing for federal $ -- RtT, NCLB, -- supposed to improve schools… • Evaluating teachers based on annual test scores is supposed to improve schools Adapted from Rick StigginsMDE- DAS 2013 Fall Conference presentation

  8. How is this possible? • No assessment training for teachers or admins • Lack of assessment literacy among policy makers at local, state, and federal levels • Little awareness throughout of how to link assessment to teaching and learning • No norm for quality assessment in higher ed. • Aggressive selling of test services to unqualified users • Standards of quality ignore 99% of assessments • Technical apps exacerbate quality problems excerpted Rick Stiggins MDE- DAS 2013 Fall Conference presentation

  9. What is “Assessment Literacy”? When thinking about a person being assessment literate, what might he/she believe, know, and be able to do?

  10. Pause and Self-Assess


  12. ALS Development • The MAC has developed assessment literacy standards • These standards will describe the dispositions, knowledge and skills needed by all parties regarding student assessment • The goal is to provide a common basis for work to help all become more assessment literate

  13. ALS Development • After internal review and revision, several external reviewers were asked to comment on the standards. These included: • Susan Brookhart • Carol Commodore • Margaret Heritage • Ken O’Connor • Jim Popham • Rick Stiggins • MASSP, MEMSPA and MASCD

  14. Assessment Literacy Standards Local and State Policymakers District Administrators Building Administrators Teachers Pre-service teachers Administrator Certification Students and Parents

  15. Assessment Literacy Standards • Dispositions • Knowledge • Performance

  16. Standards are lettered and numbered for easy reference.

  17. Assessment Literacy… Quick Primer Quality Classroom Assessments

  18. Think…Pair…Share… What elements are necessary to ensure quality classroom assessments? • List these qualities • Discuss why these are important

  19. Thoughts From an Expert

  20. What does assessment involve? • Making expectations explicit and public • Setting appropriate criteria and high expectations for learning quality • Systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards….and

  21. What does assessment involve? • Using the resulting information to document, explain, modify, and improve performance.

  22. Essential Questions to Dialogue Around… • As you develop quality assessments, keep the following questions in mind… • What is the purpose of the assessment? • Who will use the information? • How will it be used? • Is the use formative or summative?

  23. A Formative View • As you develop quality assessments, keep the following questions in mind… • What is the purpose of the assessment? • To provide teachers immediate information on student learning • Who will use the information? • Teachers and students in the classroom • How will it be used? • To inform next steps in the learning process • Is the use formative or summative? • Formative

  24. A Summative View • As you develop quality assessments, keep the following questions in mind… • What is the purpose of the assessment? • Educator Evaluation / Accountability • Who will use the information? • Teachers and Administrators • How will it be used? • To certify the learning process • Is the use formative or summative? • Summative

  25. Quality Assessments… • are Reliable and yield Valid data. • In order for these two requirements to be met assessment developers must pay special attention to the following: • Standard/Item Alignment • Balance of Representation • Target-Method Match • Quality Items • The best way to ensure your assessment is reliable and valid is to create a test blueprint and follow the blueprint while developing the assessment.

  26. Implications for the Classroom • Assessments will evolve to be more rigorous and real world relevant, must match our teaching to this same standard • Assessment data must be used in the moment to inform “next steps” in the learning process • Schools must have a balanced assessment system in place within their classrooms

  27. Implications for the Classroom • All stakeholders must be assessment literate • Students (Parents and Public) • Teachers • Administrators • Policymakers

  28. Assessment Literacy for… STUDENTS

  29. Student Assessment Literacy The documentation of student learning and progress now plays a primary role in how our schools and educational programs are evaluated. Assessment in all its forms (e.g., formative, summative, self-assessment) has become one of the biggest discussion points in education today. Educational accountability, must now be demonstrated in the classroom through the documented collection of student learning evidence. -- Dr. Raymond Witte

  30. Student Assessment Literacy • Review the Standards • Reflection Activity • See Handout

  31. In the words of Popham… “…assessment illiteracy is professional suicide…” • James Popham

  32. Consider this… • Research suggests that teachers spend from one-quarter to one-third of their professional time on assessment related activities. • Almost all do so without the benefit of having learned the principles of sound assessment. • Rick Stiggins, 2007

  33. Assessment Literacy for… TEACHERS

  34. Teacher Assessment Literacy • Educator Evaluation • Danielson Observation Tools

  35. Teacher Assessment Literacy • Review the Standards • Reflection Activity • See Handout

  36. Article Read • Read the short article by James Popham √ = Makes sense; affirms my thinking ! = “aha”; new insight. ? = Raises a question, challenges my thinking.

  37. Final Reflection • “A solid understanding of assessment issues should be part of every teachers’ knowledge base, and teachers should be encouraged to equip themselves with this knowledge as part of their ongoing professional development.” • Dr. Sara Cushing Weigle, Georgia State University

  38. Final Reflections • “We owe it to ourselves and our students to devote at least as much energy to ensuring that our assessment practices are worthwhile as we do to ensuring that we teach well” • Dr. David Boud, University of Technology, Sydney

  39. Questions

  40. Assessment Literacy for… PRE-SERVICE TEACHERS

  41. Pre-service Training & Accreditation of Programs NCATE and TEAC consolidated on July 1, 2013 Council for Accreditation of Educator Preparation (CAEP) advances excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning. CAEP’s vision is to create a model unified accreditation system and elevate teacher education preparation to the level of excellence that the public & policymakers have come to expect. In 2013, the CAEP Commission on Standards & Performance Reporting has been charged to transform the preparation of teachers by creating a rigorous system of accreditation that demands excellence and produces teachers who raise student achievement. 

  42. CAEP Accreditation Standards for Teacher Prep Programs Standard 1: Content and Pedagogical Knowledge Postsecondary institutions ensure that graduates use research and evidence to develop an understanding of the teaching profession and use both to measure their P-12 students’ progress and their own professional practice. 1.3 Graduates apply content and pedagogical knowledge as reflected in outcome assessments in response to standards of Specialized Professional Associations (SPA), the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting bodies(e.g., National Association of Schools of Music – NASM). 1.4 Graduates demonstrate skills and commitment that afford all P-12 students access to rigorous college- and career-ready standards (e.g., Next Generation Science Standards, National Career Readiness Certificate, Common Core State Standards).

  43. CAEP Accreditation Standards for Teacher Prep Programs Standard 4 of 5: Program Impact Postsecondary institutions demonstrate the impact of its graduates on P-12 student learning and development, classroom instruction, and schools, and the satisfaction of its graduates with the relevance and effectiveness of their preparation. Impact on P-12 Student Learning and Development 4.1 Postsecondary institution providers, using multiple measures, that graduates can contribute to an expected level of student-learning growth. Multiple measures shall include all available growth measures (including value-added measures, student-growth percentiles, and student learning and development objectives) required by the state for its teachers and available to educator preparation providers, other state-supported P-12 impact measures, and any other measures employed by the provider.

  44. Assessment Literacy for… BUILDING and DISTRICT ADMINISTRATORS

  45. Assessment Literacy Standards for Building-Level Administrators • There are different purposes for student assessment. • The definitions of and uses for different types of assessment • The differences between the types of assessment tools. • Promoting assessment literacy for self and staff

  46. Assessment Literacy Standards for Building-Level Administrators • Providing time and support for staff to implement a balanced assessment system by providing opportunities to develop skills in: Scoring/Analyzing results • Leading dialogues with staff in interpreting results • Clearly explaining how to analyze and use assessment results • Clearly communicating results to various constituents