Assessing Academic Rigor to Ensure Grade-Level Proficiency September 29, 2009 Moderator: Diana...
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Transcript of Assessing Academic Rigor to Ensure Grade-Level Proficiency September 29, 2009 Moderator: Diana...
Assessing Academic Rigor to Ensure Grade-Level Proficiency
September 29, 2009
Moderator: Diana Rogers, Regional Coordinator
Presenter: Cindy Wheeler, HSTW/MMGW Coach
School Improvement Webinar Series www.acteonline.org/multimedia.aspx
Your moderator and presenter
Cindy Wheeler 5 years HSTW/MMGW Coach 30 years educator/administrator State Praxis III Evaluator
Diana Rogers 9 years HSTW/MMGW
Regional Coordinator/Coach 30 years educational
consultant
Questions? To ask about the content,
type a question in the Q&A panel and send to All Panelists. Questions will be addressed
at the end of the presentation For technical problems or
any other questions, type in the Chat panel and send to the Host.
Webinar Outcomes
Describe what is meant by academic rigor
Understand the gaps in state standards and students meeting proficiency on high stake tests.
Demonstrate how to use the Revised Bloom’s Taxonomy (RBT)
Describe a few collaborative processes for analyzing student assignments, assessments and student work
Explain classroom and school-wide practices that increase academic rigor
Poll: What is academic rigor?
a) Additional homework assignments b) Increasing honors, gifted and AP courses c) Difficult content d) Grading policies that narrow the range for an A from
90-100 to 93-100 e) All of the above f) None of the above
Academic rigor is…
…the expectation that students will be able to perform at levels of cognitive complexity necessary for proficiency at each grade level, and readiness for college and the workplace.
Why do we need to improve rigor? Grade inflation in classrooms
Widening gaps between assignments, assessments and standards in schools
Proficiency gaps between states on high stake tests
How do states assess academic rigor? Results of high-stakes tests provide little help
in understanding current levels of rigor experienced by students.
What are the gaps in state standards?
Most state standards fall below the “proficient” standard, and many are below the “basic” standard as measured by NAEP.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, June 2007.
NAEP score equivalents of states’ proficiency standards for reading, grade 8:
Source: National Center for Education Statistics (2007, June).
NAEP score equivalents of states’ proficiency standards for mathematics, grade 8:
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, June 2007.
What are states doing?
School leaders are correct in looking to rigor to improve learning and performance on state tests.
How do we begin to look at increasing academic rigor?
Increasing the complexity of thinking. Move students beyond simple recall to think
using more challenging cognitive processes.
Applying
Analyzing
Evaluating
Creating
Revised Blooms Taxonomy (RBT) Cognitive Process Dimension
Basic Proficient Advanced
Knowledge Dimension
1. Remember
2.
Understand
3.
Apply
4.
Analyze
5. Evaluate
6. Create
A. Factual A1 A2 A3 A4 A5 A6
B. Conceptual B1 B2 B3 B4 B5 B6
C. Procedural C1 C2 C3 C4 C5 C6
D. Metacognitive D1 D2 D3 D4 D5 D6
Here’s a Geometry Standard
Analyze the characteristics and properties of two- and three-dimensional geometric shapes.
Source: National Council of Teachers of Mathematics
Standard: Where does it go on the RBT?
GEOMETRY Analyze characteristics and properties of two- and three-dimensional geometric shapes (B4).
Cognitive Process Dimension
Basic Proficient Advanced
Knowledge Dimension
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
A. Factual A1 A2 A3 A4 A5 A6
B. Conceptual B1 B2 B3 B5 B6
C. Procedural C1 C2 C3 C4 C5 C6
D. Metacognitive D1 D2 D3 D4 D5 D6
B4
Here’s one student Assignment for
the Geometry Standard
Students will identify three-dimensional shapes.
Assignment: Where does it go on the RBT?
GEOMETRY Students will identify three-dimensional shapes (B2).
Cognitive Process Dimension
Basic Proficient Advanced
Knowledge Dimension
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
A. Factual A1 A2 A3 A4 A5 A6
B. Conceptual B1 B2 B3 B4 B5 B6
C. Procedural C1 C2 C3 C4 C5 C6
D. Metacognitive D1 D2 D3 D4 D5 D6
B2
Here’s a summative student Assessment
for the Geometry Standard
Calculate the area of the given two- dimensional geometric shapes.
Assessment: Where does it go on the RBT?
GEOMETRY Calculate the area of the given two- dimensional geometric shapes (C3) .
Cognitive Process Dimension
Basic Proficient Advanced
Knowledge Dimension
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
A. Factual A1 A2 A3 A4 A5 A6
B. Conceptual B1 B2 B3 B4 B5 B6
C. Procedural C1 C2 C4 C5 C6
D. Metacognitive D1 D2 D3 D4 D5 D6
C3
Lack of AlignmentCognitive Process Dimension
Basic Proficient Advanced
Knowledge Dimension
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
A. Factual
B. Conceptual
C. Procedural
C3
D. Metacognitive
Assessment
C3
Standard
B4
Assignment
B2
Poll:
Have you used any of these collaborative processes
for examining student assignments, assessments and
student work using the RBT?
a) Critical Friends Groups (CFG) b) Professional Learning Communities (PLC) c) Work Faculty Study Groups (WFSG) d) Not at this time
What collaborative processes do high performing sites use with the RBT?
Critical Friends Groups (CFG) Professional Learning Communities (PLC) Work Faculty Study Groups (WFSG)
How would a school begin… First, provide teachers with training and practice in
using the RBT.
Second, monitor the use of the RBT to align the curriculum to the standards at each grade level.
Third, adopt school-wide practices to increase academic rigor and monitor the implementation K-12.
School-wide practices to increase academic rigor:
1. Assessment in the Classroom
2. Collaboration
3. Coursetaking Patterns
4. Curriculum Coherence
5. Expectations for Student Work
6. Grading Practices
7. Instructional Strategies
8. Student Support
Resources available
Book:
A Taxonomy for Learning, Teaching, and Assessing, (2001) Anderson & Krathwohl
Websites:
National School Reform Faculty (Critical Friends) www.nsrfharmony.org
Southern Regional Education Board www.sreb.org
Questions?
To ask about the content, type a question in the Q&A panel and send to All Panelists.
Questions will be addressed at this time
Or an email response will be sent to you after the webinar.
Question
How can I find out about professional development opportunities on Critical Friends or other protocols for examining student assignments, assessments and student work?
Question
Are there any rubrics or tools for assessing the school-wide practice mentioned during the webinar?
Contact Us
If you have questions or would like to learn more
about assessing academic rigor, please contact us:
Diana Rogers, Moderator [email protected]
Cindy Wheeler, Presenter [email protected]
Next webinar in the series
Developing Effective Leadership Teams
Don Washburn, HSTW/MMGW Coach
October 20, 2009 from 11:30 – 12:30 ET