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Classroom Assessment Literacy

Classroom Assessment Literacy

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Classroom Assessment Literacy

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  1. FY11 Pre-School Training Day for Teachers Classroom Assessment Literacy

  2. FY11 Pre-School Training Day for Teachers Bill ThompsonNancy Brito,Department of Assessment

  3. Prelude: Power point is posted on Dept. of Assessment webpageGoal is for you to think about thinking about the role of classroom level assessmentNo procedural mandates are intended Assessment--px47548

  4. Why are we here?

  5. Why are we here? we here to Increase student performance?

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

  7. Talk Amongst Yourselves: What does this shift mean to educators?

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

  9. Potential Impact of an America educator

  10. Talk Amongst Yourselves: How do we ensure that no child is left behind?

  11. 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

  12. Types Of Assessment

  13. Practices of High Performing Palm Beach County Schools

  14. Levels of 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

  15. Classroom Assessment Literacy classroom assessment for student learningDoing it right, doing it well, Richard J. Stiggins, 2004.

  16. Types Of Assessment OF …teachers use evidence of student learning to make judgments on student achievement against goals and standards …teachers use inferences about student progress to inform their teaching. … students reflect on and monitor their progress to inform their future learning goals. AS FOR

  17. What Is the Proper Balance?

  18. 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

  19. Research Findings Effect Size 0.450th to 65th percentileTwo letter grade improvement2.0 Math PYG2.5 Reading PYG -

  20. Research Findings Effect Size 0.7US from middle to top 5 in World3.0 Math PYG3.5 Reading PYGEffects similar to one-on-one tutoring -

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

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

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

  24. The Target Standards Benchmarks Big Ideas Objectives Lessons NGSSS

  25. Targets From Benchmarks Benchmarks Contain Multiple Facets

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

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

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

  29. 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

  30. 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

  31. 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

  32. Target and Assessments – Alignment NGSSS ASSESSMENT CURRICULUM INSTRUCTION

  33. 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. -

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

  35. How can we increase Student motivation?

  36. How Can We Increase Student Motivation? we increase Students’ involvement in their own learning.

  37. Student Involvement - Motivation Intrinsic Feeling of accomplishment Extrinsic external reward or punishment avoidance MOTIVATION Long-Term Success Short-Term Success Which is practiced more often?

  38. Student Involvement - Motivation Satisfaction of basic needs: • Competence • Belonging • Usefulness • Potency • Optimism Sagor, 2003

  39. Student Involvement - Motivation Competence Credible Success • Find authentic ways to increase opportunities for students to feel competent • Increase success

  40. Student Involvement - Motivation Belonging • use classroom governance to promote affiliation • make classroom friendly to diverse learning styles • help students appreciate and make productive use of cultural differences Comfort and acceptance

  41. Student Involvement - Motivation Usefulness • use cooperative learning • organize instruction to include problem-based learning and service help learning The knowledge that others need us and want our help

  42. Student Involvement - Motivation Potency • Students have power or influence over their ultimate success. • Students are engaged in outcomes that are related to their own actions, effort and hard work, not outside forces. The need for power

  43. Student Involvement - Motivation Optimism Believe in success! Vision over the future Ensuring the students have feelings of competence, belonging, usefulness, and potency leads to optimism

  44. Basic Needs Working Together = Motivation Competence Optimism Potency Belonging Usefulness

  45. How Can We Increase Student Motivation? we can use classroom assessments to increase Student s’ involvement in their own learning.

  46. Basic Needs and Assessments

  47. Target Purpose Format Uses Importance Interpreting results Setting learning goals Monitoring progress Acting on feedback Reporting on their learning Using Assessments To Satisfy Basic Needs = Motivation Pair/Share

  48. How Else Can We Increase Student Motivation? We can give students information that they need to improve

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

  50. Understanding Learning Targets Feedback/feed-forward