Accountability in Developing Student Learning
-
Upload
carlo-magno -
Category
Education
-
view
18 -
download
1
Transcript of Accountability in Developing Student Learning
Accountability in Developing Student Learning
Dr. Carlo MagnoCenter for Learning and Assessment Development - [email protected]
Leadership and Learning
Quality of instructional leadership facilitates quality instruction in schools.
Quality instruction contributes to student learning
Student Achievement in the Philippines Trends in International Mathematics
and Science Survey (TIMSS) National Achievement Test Dropout rates in public schools
Roles of the Instructional leader Prioritizing
Decades of research confirm that those principals who place academics as a priority experience increased student achievement (Bartell, 1990; Cotton, 2000; Johnson & Asera, 1999; Short & Spencer, 1990).
With instructional improvement at the top of that prioritized list, principals have the power to organize so that those main concerns (i. e., improved primary grade reading instruction, are addressed).
Principals can arrange instructional schedules Set aside time for grade-level teams to meet Provide released time for teachers to attend professional
development Monitor progress and implementation to ensure that
scientifically based instruction implemented schoolwide.
Roles of the Instructional leader Aligning
Principals must impart upon teachers the importance of aligning curriculum, instruction, and assessment to the standards.
The principal must also guide teachers in effective alignment practices.
Study groups or departmental meetings can be established with the expectation that teachers will work together: ▪ to interpret the standards, ▪ study the scope and sequence of the curriculum, ▪ share effective instructional strategies, ▪ examine released assessment items, ▪ analyze student work to determine instructional effectiveness.
Standards-Based
Align the kind of items you write based on given standards.
Example 1: Constructive alignment Classify materials based on its ability to
absorb water, float, sink, undergo decay Item: Which of the following materials will
float in water? A. Styrofoam B. foam C. metal D. glass
Example 2: Constructive Alignment Demonstrate proper disposal of waste
according to the properties of its materials Performance task Final Output: A slide show with illustrations
showing proper disposal of materials. Task: Take a photo on how to properly
dispose the following materials: plastic bottles, food scrap, papers. Present the picture in class and explain the procedure.
Criteria: Accuracy of disposal procedure, ability to explain, clarity of illustrations
Matching Items with Criterion Item Instruction: Indicate whether the matching of the
objective and item is suitable. 1. Objective: Given a performance of an instrumental or
vocal melody containing a melodic or rhythmic error, and given the score for the melody, be able to point out the error.
Criterion item: The instructor will play the melody of the attached musical score on the piano and will make an error either in rhythm or melody. Raise your hand when the error occurs.
Is the item Suitable? ___ Yes
____ No ____Can’t tell
Matching Items with Criterion Item 2. Objective: Given mathematical equations
containing one unknown, be able to solve for the unknown.
Criterion Item: Sam weighs 97 kilos. He weighs 3.5 kilos more than Barrey. How much does Barry weigh?
Is the item Suitable? ___ Yes
____ No ____Can’t tell
Matching Items with Criterion Item 3. Objective: Be able to demonstrate
familiarity with sexual anatomy and physiology
Criterion Item: Draw and label a sketch of the male and female reproductive systems.
Is the item Suitable? ___ Yes
____ No ____Can’t tell
Matching Items with Criterion Item 4. Objective: Given any one of the computers in our
product line, in its original carton, be able to install and adjust the machine, preparing it for use. Criteria: The machine shows normal indication, and the area is free of debris and cartons
Criterion item: Select one of the cartons containing one of our model XX computers, and install it for the secretary in Room 45. Make sure it is ready for use and the area is left clean.
Is the item Suitable? ___ Yes____ No ____Can’t tell
Matching Items with Criterion Item 5. Objective: When given a set of paragraphs
(that use words within your vocabulary), some of which are missing topic sentences, be able to identify the paragraph without topic sentences.
Criterion Item: Turn to page 29 in your copy of Silas Marner. Underline the topic sentence of each paragraph on that page.
Is the item Suitable? ___ Yes
____ No ____Can’t tell
Roles of the Instructional leader Assessing The principal plays a key role in selection of schoolwide
assessment instruments. The administration, scoring, reporting, and appropriate use
of assessment data should be stressed by the school leader as a critical element of increased student achievement.
Principals should regularly analyze student achievement data to inform decisions regarding policy, programs, and professional development.
Teachers may need guidance to effectively administer, score, interpret, and analyze the data and also to utilize the data in making instructional changes.
The principal is responsible for ensuring that the teachers receive the guidance they require.
What should assessment be like? Assessment needs to be based on
specific competencies in order to help teachers and students work on the skill What skill is the student weak at? What skills can be done? What will be the implication of weak and
poor skills on teachers planning
Assessment ResultsLearning Competencies of Grade 3 in English Score Percent
correct for the level
1. Note details regarding character, setting and plot 1 70.972. Note details regarding character, setting and plot 0 22.583. Sequence 3 events 0 6.454. Distinguish fact from opinion 0 16.139. Identify cause and effect 0 25.8110. Distinguish sentences from non-sentences 0 35.4811. Distinguish declarative from an interrogative sentence 0 32.2613. Use proper punctuation for declarative and interrogative sentences 1
29.0314. Use proper punctuation for declarative and interrogative sentences 1
41.9415. Identify an exclamatory sentence 0 25.8116. Identify an imperative sentence 0 22.5817. Use nouns (e.g. people, animals, places,, things events) in simple sentences
045.16
18. Use common and proper nouns 1 58.06
Assessment for learning
How do we use assessment results to help students learn better?
Assessment is used to determine: What students can do and cannot do.. What students know and do not know.. Misconceptions of students Confusion
Provide teachers information on what to do next to bring students forward in their learning
Assessment Competencies of teachers
Using assessment results to make decisions about: Individual student Planning for instruction Planning the curriculum School improvement
Using externally produced tests
Results are made public with greater accountability
Performance are based on national and international standards
Ascertain that the assessment task is aligned with the needed standards
Organizing the assessment results
Looking at the school result
Looking at the level result per per subject
Looking at the class result per subject
Looking at individual total scores per subject area
Looking at the competencies of a subject for each class
Looking at the competencies of a subject for each student
We can think of more intervention, the more specific the results are
Roles of the Instructional leader Monitoring Monitoring will ensure that the school’s curriculum is
implemented with fidelity and that any instructional changes actually occur driven by data.
Once data are analyzed and the school staff understands what implications the data have for instruction, instructional decisions are made.
The principal follows up by asking questions, visiting classrooms, and reviewing subsequent data to guarantee instructional changes are occurring and progress is being made.
Principals should follow the advice of the old adage, “Don’t expect what you don’t inspect.”
If instructional changes are not inspected, leaders should not expect improvements.
Monitoring: Organizing assessment results Align the competencies in the test to
the competencies in the syllabus Competencies in the test and not
present in the syllabus needs to be added
Indicate the percent of students with correct answer.
Plan the time for competencies with low percentage
Example of map for English Grade 1
Listening Comprehension Days
Viewing Comprehension
Vocabualry Development
Days
Literature
Writing and Composition Oral Language
Days
note important details pertaining to (66%) 4i X X X
a. character
b. setting
c. events
Use/Respond appropriately to polite expressions 3i
x
Use words that are related to self, family, school, community, and concepts such as the names for colors, shapes, and numbers 4 x x
Listening Comprehension Days
Viewing Comprehension
Vocabualry Development Days Literature
Writing and Composition
Oral Language Days
2. Give the correct sequence of three events 5i X x x 3. Infer the character feelings and traits (80%) 5i x x
Use/Respond appropriately to polite expressions 5i
x x
Talk about oneself and one's family 2i
4. Identify cause and/or effect of events (49%) 7i x x x
Points to reflect on low marks
How do I improve the quality of instruction in my school?
How much time do teachers need for students to attain mastery?
Did my teachers prepare assessment tasks tapping directly the needed competencies?
Did the teachers look at the national curriculum to guide then in formulating the learning plans?
Interventions
Intentional Teaching – teach directly the competencies needed for the future assessment
Assessment for learning – use assessment results to help students
Use formative assessment Feedback Create similar assessment tasks in the
classroom Supervising curriculum and assessment
Intentional teaching
Devote time on essential skills that are indicated in the standards (teaching is aligned with standards)
Established success criteria Use a subject-matter budget to see
how many standards can be mastered within a quarter
Intentional teaching
How assessment for learning help you teach? Start with student friendly targets Models of strong and weak work Continous descriptive feedback Teach self-assessment and goal
setting Teach one facet at a time Teach focused revision Teach self-reflection to track growth
Using Formative AssessmentMake
learners aware of the learning goal
Determine current
status of students
Move students
closer to the goals
How is Assessment FOR Learning done? Understanding and articulating targets in
advance of teaching/learning (formative Assessment)
Informing students about learning goals in terms that students understand, from the very beginning of the teaching and learning process (Formative Assessment)
Becoming assessment literate and able to transform expectations into assessment exercises and scoring procedures that accurately reflect student achievement
How is Assessment FOR Learning done?
Using classroom assessment to build students’ confidence in themselves as learners and help them take responsibility for their own learning
Translating classroom assessment results into frequent descriptive feedback, providing students with specific insights as to how to improve
Continuously adjusting instruction based on the results of classroom assessment
Feedback
Given after students complete a task
• After seat works, exercises, drill, board work, demonstration
Given while students are conducting the task
• While students are writing, reminders, giving cues, rechecking, point out the error, retell the criteria
Characteristics of Effective Feedback
1. Relates Student Performance to learning goals.2. Help students with the strategies needed to meet the learning goals.3. Tells Student Progress (i.e. beginning, developing, advanced) 4. Given Frequently and Immediately5. Is Specific and Descriptive6. Focuses on Key Errors (i.e. what when wrong)7. Acknowledges Student Efforts
Characteristics of Effective Praise
Praise can be helpful to students if it draws attention to student progress and performance in relation to standards.
“Praise + Feedback Formula” Praise is most effective when it is
delivered as a spontaneous but accurate message.
No more biting around the bush, praise them directly!
Creating similar tasks
Prepare assessment tasks in advance Diagnostic Formative Summative
Assessment tasks are directly aligned with the competencies and standards.
Formative and summative assessment needs to be parallel
Supervising Curriculum and Assessment School leaders are accountable on
quality of instruction in the school Ensures that competencies are
delivered and developed Observes and monitors instuction
Roles of the Instructional leader Learning As the school leader works to improve student
achievement, the principal collaborates with teachers on alignment, instruction, and assessment issues;
Offers constructive feedback and support to teachers. Principals have an obligation to be well informed about
the professional development teachers are receiving. Providing teachers time for professional growth and
personally attending those professional development sessions reinforces the principal’s conviction in the positive aspects of a continuous learning environment.
The Professional Learning Community Driving the initiative, followed by
inevitable implementation problems, the conclusion that the reform has failed to bring about the desired results, abandonment of the reform, and the launch of a new search for the next promising initiative.
Big Idea 1: Ensure that students learn Big idea 2: A culture of collaboration Big Idea 3: Focus on Results
Creating my leadership testament What do I need to commit to ensure
student learning in my school?
What should I do to promote better student achievement in my school?