Assessment for Learning

October 22, 2013

Basia KiehlerSandy Riley

2

Assessment Literacy Plan and Expectations (LT 1)

1. Long Term Plan

2. Assessment Research Group’s Data

3. Research to Support Your Learning

4. Expectations

2013-2014

• 75 teachers trained (Cohort 1)

• Sustained support for teachers throughout the year

2014-2015

• 500 more teachers trained (Cohort 2)

• Teachers from Cohort 1 become facilitators for Cohort 2 within their buildings

2015-2016

• 1500 more teachers trained (Cohort 3)

• Cohort 1 teachers are the trainers for these teachers

2016-2017

• 1500 more teachers trained (Cohort 4)

• Cohort 1 teachers are trainers and perhaps any teacher from Cohort 2

2017 and beyond

• 1500 more teachers trained (Cohort 5)

• Cohort 1 teachers and perhaps any teacher from Cohort 2 and 3

Achievement Initiatives 7-10 Year Plan

Instructional Networks: WWC, ECAN, RA, ELN*, NGS*, ALN*Leadership Networks: ALN, HS Principals, EL Principals, MS

Principals, CIT, CAAN

Goal : By 2020, 1 highly skilled teacher leader for every 10 teachers.

This means 500 teacher leaders in both counties

50 100 200 300

Assessment Literacy Training Plan

2012-2013 2013-2014 2014-2015 2015-2016

• Sept. 2012- ATI Training

• Oct. 2012 - SCAL (Steering Committee for Assessment for Learning) CD and WISD

• Jan. 2013 Action Research Group (ARG)

• ARG: 10 teachers from W/L representing EL and Secondary

• Implement 1 week of instruction using CASL practices

• Pre and post assessment Inventory

• Aug. 2013 – Train 56 teachers Cohort 1 (4 per district)

• Ongoing monthly support

• Develop 2 units of instruction using CASL

• Pre-post data including pre and post assessment inventory

• Basia & Sandy support systems for these teachers

• Goal is to have 2 units of instruction created by end of 2014

• Aug. 2014 – Train 112 teachers Cohort 2 (8 per district)

• Cohort 1 sits in on the trainings from a “Trainer” perspective

• Monthly support for Cohort 1

• Cohort 1 become facilitators for their Cohort 2 teams in their buildings

• Pre/post assessment inventory

• Basia & Sandy support systems for Cohort 1

• Goal is for Cohort 1 to have 2 more units of instruction create by end of 2015

• Aug. 2015 – Train 224 teachers Cohort 3 (16 per district)

• Cohort 1 facilitates the training

• Monthly support for Cohort 1

• Cohort 2 & 3 teams in their buildings

• Pre/post assessment inventory

• Basia & Sandy support systems for Cohort 1

• Goal is for Cohort 1 to have 2 more units of instruction create by end of 2016

• Cohort 2: 4 units• Cohort 3: 2 units

5

Data to Support our Vision

Key 1: Clear Purpose Key 2: Clear Targets Key 3: Sound Design Key 4: Effective Communication

Key 5: Student Involvement

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

2.32 2.31

1.76

2.512.65

3.443.63

3.07

3.34 3.39

Assessment Practices Results-AveragesTeacher Survey Results

January & May 2013

PRE-Averages

POST-Averages

Keys to Quality Classroom Assessments

Sca

led

Sco

re (

0-4)

Scale:0 - Not sure what that means1 – Not at all2 - Beginning3 - Partially4 - Completely

6

Answer Choices for Survey Questions

• Answer choices for each question…– Always– Usually– Sometimes– Rarely

• Question 7 (felt) answer choices…– confident.– neutral.– nervous.– anxious.

7

Survey Questions

1. Before my teacher presented the lesson in this class, I knew specifically what I needed to learn.

2. After my teacher presented the lesson in this class, I knew specifically what I needed to learn.

3. If I didn’t learn something the first time my teacher presented in this class, I knew my teacher was going to give me more chances to learn it.

4. Feedback on practice activities/assignments during this lesson in this class helped me understand what I knew and what I still needed to learn or practice.

8

Survey Questions

5. The assessment that I took in this class after the lesson helped me understand what I know and what I still need to learn or practice.

6. I was given the opportunity to practice learning without being graded in this class.

7. Before taking assessments/tests/quizzes in this class I felt…****

8. After taking the assessment/test/quiz in this class, I now have a clear understanding of what I know, the simple mistakes I made, and what I need to continue learning.

9

Always Usually Sometimes Rarely0%

10%

20%

30%

40%

50%

60%

36% 34%

21%

9%

53%

27%

15%

6%

District A: Elementary - Math

PRE

POST

Survey Results from Elementary School

10

Survey Results from Middle School

Always Usually Sometimes Rarely0%

10%

20%

30%

40%

50%

60%

24%

38%

30%

7%

53%

31%

11%

5%

District B: Middle School - SS

PRE

POST

11

Survey Results from High School

Always Usually Sometimes Rarely0%

10%

20%

30%

40%

50%

60%

70%

80%

51%

29%

17%

3%

70%

24%

5%1%

District C: High School - Algebra 1

PRE

POST

12

Individual Classroom Results

Unit 8 Avg Unit 9 Avg0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

68%

83%

Elementary Math Summative Assessment Comparison

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Individual Classroom Results

Prior Test Average Post Test Average0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

69%

84%

Middle School SS Summative Assessment Comparison-Teacher 1

14

Individual Classroom Results

Prior Test Average Post Test Average0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

82%92%

Middle School SS Summative Assessment Comparison-Teacher 2

15

Student Growth

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

-10

0

10

20

30

40

50

Student Growth from Pre and Post4th Graders - Math

Training MethodHow do we achieve it?

Level of Impact Evidence of ImpactWhat does this look like?

Didactic presentation oftheory & concepts

Awareness Participant can articulategeneral concept & identifyproblems.

Modeling/demonstration(i.e. live, video)

ConceptualUnderstanding

Participant can articulateconcepts clearly & describeappropriate actions.

Practice in simulatedsituations with feedback(i.e. role play, written exercises

Skill Acquisition Participant can begin to useskills in structured or simulated situations.

Coaching & supervisionduring application

Application of Skills Participant can use skills flexibly in actual settings.

Training Methods & Levels of Impact - Joyce & Showers (1980)

K N O W I N G

D O I N G

17

2013-2014 Expectations

• Attendance to Meetings• Fidelity of Implementation• Journaling• Pre and Post Surveys• Pre and Post Assessments• Board Presentation