ATP Summer Workshop

1. ATP Summer Workshop July 19-20, 2010 Ramada Inn Lexington, KY Welcome! Please enjoy some refreshments.

2. Group Norms Place cell phones on silent or vibrate Come prepared for each meeting Complete assignments between meetings Listen actively as others are speaking Avoid sidebar conversations Respect and solicit opinions Rule of 2 feet Return from breaks on time

3. Road Map TI-Nspire Assessment &Student Motivation Test Blueprint Effective Teaching & Learning Target Method Match Summing it Up!

4. TI-Nspire

5. T-Chart Time

6. Global Achievement Gap A New Dialogue for Our Children’s Future

7. “I thought I knew what students needed to learn and what a good school looks like—because I was a student once and I went to school, and it worked for me. But times have changed. And maybe students today do need something different.I WONDER WHAT IT IS?” Tony Wagner, The Global Achievement Gap, pg. 269

8. 3 Significant Changes All students need new skills to thrive in a global knowledge economy. In the age of the Internet, using new information to solve new problems matters more than recalling old information. Today’s youth are differently motivated when we compare them to previous generations. GAG, pg. 256-57

9. What can YOU do? Re-read pages 269-270. Based on the experiences you have had in ATP and the reading from GAG, how has your vision of education changed? In other words, what needs to happen in classrooms, schools, and districts and how has ATP helped you to start on this road? Brainstorm together at your table & be prepared to share.

10. Why use Assessment For Learning? Student Motivation

11. CLASSROOM ASSESSMENTGUIDING PRINCIPLES: Gather accurate information about student achievement Use assessment process and results to promote maximum student learning

13. EFFECTIVE COMMUNICATION DESIGN ACCURACY EFFECTIVE USE PURPOSE STUDENT INVOLVEMENT TARGET Keys to Quality Assessment

14. Assessment for Student Motivation • Mistaken Belief #1: High-stakes standardized tests are good for all students because they motivate them to learn. • Mistaken Belief #2: It is the instructional decisions of adults that contribute the most to student learning and school effectiveness. • Mistaken Belief #3: The instructional decisions that have the greatest impact on student learning are those made once a year. • Mistaken Belief #4: Teachers and administrators don’t need to know about and understand the principles of sound assessment practice—the professional testing people will take care of that for us. • From “New Assessment Beliefs for a New School Mission” Phi Delta Kappan, 2004

15. Assessment for Student Motivation • What effects do assessments have on student motivation? • Can assessments be both productive and counterproductive on student motivation? Video: Assessment for Student Motivation

16. Video Segment #1: Our Legacy As you watch video segment #1, complete the first blank column on Table 1.

17. Work Segment #1 • Analyze this legacy by completing the Work Segment #1on page 2 in your handouts. • At your table, discuss the answers posed in Part 1, 2 and 3.

18. Video Segment #2: A New Mission • As you watch this video segment complete Table 2 on page 3 and Table 1…. • Compare Winners and Losers • Complete the Possible Future column on Table 1

19. Work Segment #2 • Think of an assessment environment in your own experience that had the effect of increasing your confidence, motivation, and therefore learning. This need not be an assessment that took place in a school setting. It might have involved a professional growth experience or have been associated with a hobby or other personal interest outside of school.

20. Video Segment #3: A New Vision • Complete Table 3 as you view this part of the presentation.

21. Work Segment #3 • Discuss the conditions that must be satisfied in a learning environment for success to appear to be, and actually to be, within reach for every student. • What are the keys for making that possible?

22. Self-Checklist: Assessment FOR Learning • I understand the relationship between assessment and student motivation and use assessment to build student confidence. • I understand and can articulate in advance of teaching the achievement targets my students are to hit. • I inform my students regularly about those targets in terms they can understand. • My students can describe what targets they are to hit and what comes next in their learning. • I can transform these targets into dependable assessments that yield accurate information. • I consistently use classroom assessment information to revise instruction. • Feedback to students is frequent and descriptive. • My students are actively involved in their own assessment. • My students actively communicate with others about their achievement status and improvement.

23. “Anybody who accepts mediocrity—in school, on the job, in life—is a person who compromises, and when the leader compromises, the whole organization compromises.”-Charles Knight

24. T-Chart Time

25. Deconstruction of Standards

26. Target-Method Match What’s the best way to assess the learning targets?

29. Target-Method Match You need to assess student achievement on each of the following learning targets. Which assessment method would you choose? Ability to write clearly and coherently. Group discussion proficiency. Reading comprehension. Proficiency using specified mathematical procedures. Proficiency conducting investigations in science.

31. BEST MATCH = ACCURATE + EFFICIENT

34. Why Accuracy Is Important Assessment information can be inaccurate in one of two ways: 1. We think students have mastered material when they actually have not. 2. We think students haven’t mastered material when they actually have. What problems for teachers and students would arise from each of these situations?

35. T-chart Time

36. Assessment Plan • Learning Targets: • I can develop a test plan based on learning targets. • I can choose/design assessment items to match learning targets.

37. Assessment Plan • An ASSESSMENT PLAN should start with the desired results (learning goals, standards) then the • Summative assessments that are going to be used to determine whether the students ‘knows and can do’, next should be the… • Diagnostic assessment(s) that are going to help to determine the what and the how for teaching and learning, then should come the… • Formative assessments that are going to help students achieve the learning goals and that are going to cause the teacher to adjust teaching and learning activities. • Homework, quizzes ----------- tests • Practices ------------------------ performances • First draft, second draft ------ product(s)

38. Steps in the Assessment Process • What are your targets? • Deconstruct state standards into K, R, S, P • Make sure they are student friendly • Design the summative assessment. • Items should match back to learning targets • Develop a test plan • Create a diagnostic or pre-test. • Build in known student misconceptions • Give 2-3 days prior to starting unit • Build in checks along the way • Examine learning plan and insert appropriate learning checks so that you will know that students will be successful on the summative assessment.

39. Working on your Unit Test • Develop a test plan for your summative exam. • Using your learning targets from the deconstruction, select, modify or design items to use. • Assemble these into an assessment. • Do you have adequate sampling? • Are the items congruent or correlated?

40. An Assessment Plan • Organize the learning targets into a test plan & identify the point values. • Select and analyze your test, item by item. • Identify and write down what learning each item assesses. • Question your test plan. Is this a representative sample of what you taught and what you expected students to learn? How does it relate to your standards? • Does the number of points for each learning target represent its relative importance? Do they represent the amount of time spent instructionally? • Adjust your test plan • Draw conclusions about your assessment

41. Steps in the Assessment Process • What are your targets? • Deconstruct state standards into K, R, S, P • Make sure they are student friendly • Design the summative assessment. • Items should match back to learning targets • Develop a test plan • Create a diagnostic or pre-test. • Build in known student misconceptions • Give 2-3 days prior to starting unit • Build in checks along the way • Examine learning plan and insert appropriate learning checks so that you will know that students will be successful on the summative assessment.

42. T-chart Time

43. Unit Work Time Items to be developed and uploaded: • CTS • Unit Blueprint (p16) OVER VIEW OF UNIT • Learning Window (p33) PHASE I • Essential Questions PHASE II • Task Rotation Depends on task • Model of Assessment Design (p68-69) PHASE III • Final Task (culminating event, summative exam, etc) • Learning Activities Foyer Blueprint (p88) PHASE IV