Student involved Classroom Assessment

1. SDPBC Assistant Principals November 10, 2010 Student involved Classroom Assessment

2. SDPBC Assistant Principals November 10, 2010 Bill Thompson Department of Assessment PX 48664

3. Prelude: Power point is posted on Dept. of Assessment webpage--think GreenGoal is for you to think about thinking about the role of classroom level assessment in your SchoolNo procedural mandates are intended

4. Rick Stiggins, 2005: “The teaching profession is a calling, a calling with potential to do enormous good for students. Although we haven’t traditionally seen it is this light, assessment plays an indispensable role in fulfilling our calling. Used with skill, assessment can motivate the unmotivated, restore the desire to learn, and encourage students to keep learning, and it can actually create—not simply measure—increased achievement.”

5. Classroom Assessment Literacy classroom assessment for student learningDoing it right, using it well:Richard J. Stiggins, Assessment training institute, 2004.

6. Rick Stiggins, 2005: “The teaching profession is a calling, a calling with potential to do enormous good for students.”

7. Sort and Select Vs. No Child Left Behind (Adequate Yearly Progress Toward Proficiency) A Shift in the Purpose of Education

8. Potential Impact of an American Education

9. No Child Left Behind (Adequate Yearly Progress Toward Proficiency) What Must We Do To Succeed? A Shift in the Purpose of Education

10. How Can We “Do Enormous Good For Students”? We must Increase student performance.

11. How Do Increase Student Performance? Rigor, Relevance, and Relationship Of these, Relationship may well be the most important. It’s really all about the nature of our relationship with students. -

12. How Do Increase Student Performance? Rigor, Relevance, and Relationship It’s really all about the nature of our relationship with students. Career Academies K-2 Literacy Initiative -

13. Increase Student Performance Rigor, Relevance, and Relationship What is the basis for a productive classroom relationship with students? -

14. Talk Amongst Yourselves: What are some key ingredients to a successful relationship with students?

15. Meeting Human Emotional Needs Motivating Students and teachers in an Era of Standards: Richard Sagor, ASCD 2003. What is the basis for a productive classroom relationship with students? -

16. Meeting Human Emotional Needs Competence What is the basis for a productive classroom relationship with students? -

17. Meeting Human Emotional Needs Belonging What is the basis for a productive classroom relationship with students? -

18. Meeting Human Emotional Needs Usefulness What is the basis for a productive classroom relationship with students? -

19. Meeting Human Emotional Needs Potency What is the basis for a productive classroom relationship with students? -

20. Meeting Human Emotional Needs Optimism What is the basis for a productive classroom relationship with students? -

21. Meeting Human Emotional Needs What is the basis for a productive classroom relationship with students? We Must Meet Their Basic Human Needs. -

22. Rick Stiggins, 2005: “Although we haven’t traditionally seen it is this light, assessment plays an indispensable role in fulfilling our calling.”

23. Practices of High Performing Schools-Comprehensive and Balanced Assessment System State: Assessment State: Assessment District: Benchmark Assessments School:Unit Tests Teacher:Daily Monitoring Teacher:Daily Monitoring

24. A Systemof Progress Monitoring Level 3 - Policy Level User: Superintendents, Policy Makers (School Board, Dept. of Ed., Business & Community Leaders) Level 2 - Support User: Principal, Curriculum Leaders, Teacher Teams Level 1 – Classroom User Student, Teacher, Parent

25. Practices of High Performing Palm Beach County Schools

26. Types Of Assessment

27. What Is the Proper Balance?

28. What Is the TypicalBalance?

29. Rick Stiggins, 2005: “The teaching profession is a calling, a calling with potential to do enormous good for students.” How much good can we do?

30. Research Findings Inside the Black Box, Raising Standards Through Classroom Assessment:Black and Wiliam, Phi Delta Kappan, Last Modified in January, 2008Effect size 0.4—0.7Greatest gains are by low performing students

31. Research Findings • Effect Size 0.4 • 50th to 65th percentile • Two letter grade improvement • 2.0 Math PYG • 2.5 Reading PYG -

32. Research Findings • Effect Size 0.7 • US from middle to top 5 in World • 3.0 Math PYG • 3.5 Reading PYG • Effects similar to one-on-one tutoring -

33. Marzano, R., 2000; Borman, G.D.; Hewes, G.M. et al., 2000 Opportunity to Learn affects student achievement more than double any other school factors. Percentile Gain* * The average gain in percentile points of the average student in the experimental group compared to the average student in the control group.

34. Opportunity to Learn District articulates a rigorous curriculum (clear targets) Monitors extent teachers cover the curriculum Has assessments based on the curriculum In short, teachers teach students what students need to learn.

35. Research Findings Instructional TargetsIt’s all about providing students with the opportunity to learn by setting and hitting the instructional targets -

36. Understanding Learning Targets “Students can hit any target that they can see and holds still for them.”--rick Stiggins.

37. Talk Amongst Yourselves: From where do we get the targets?

38. Instructional Targets What are the targets?Where do we find the targets? -

39. The Target Standards Benchmarks Big Ideas Objectives Lessons NGSSS

40. Targets From Benchmarks Benchmarks Contain Multiple Facets

41. Targets From Benchmarks SC.3.P.8.1Measure and compare the temperatures of various samples of solids and liquids -

42. Targets From Benchmarks SC.3.P.8.1Measure and compare the temperatures of various samples of solids and liquids -

43. Types of Targets, Stiggins, 2004 Knowledge/ Understanding Reasoning Skills Products

44. Instructional Targets Knowledge/ Understanding • Explain measurement concepts • Identify solids and liquids. • Solve problems. • Compare concepts and constructs Reasoning • Use measurement tools. • Conduct investigations. Skills • Create a chart. • Construct research reports. Products

45. Student “I Can” Targets Knowledge/ Understanding • I can explain measurement concepts • I can identify solids and liquids. • I can solve problems. • I can compare concepts and constructs. Reasoning • I can use measurement tools. • I can conduct investigations. Skills • I can make a chart. • I can do research reports. Products

46. Target and Assessment Types – What’s the match? Knowledge/ Understanding • Selected Response (Matching, MC, T/F, - Paper/Pencil) • Extended Written/Oral Responses Reasoning • Extended Written/Oral Responses • Performance Assessment Skills • Actual Student Work Products

47. Target and Assessments – Alignment NGSSS ASSESSMENT CURRICULUM INSTRUCTION

48. Every Day, Every Lesson • Has specific targets. • Specifies for teachers and students what the targets are. • Measures the students’ acquisition of the targets. • Is followed by re-teaching of targets missed. • Re-assesses the re-taught targets. -

49. Talk Amongst Yourselves: Why do some students fail?

50. How can we increase Student motivation?