Assessment Literacy: Assessment Literacy: From Theory to PracticeFrom Theory to Practice

Webinar SeriesWebinar SeriesFebruary-April 2009February-April 2009

Facilitated by Deb FarringtonFacilitated by Deb Farrington

4 Part Webinar Series4 Part Webinar Series

1.1. Developing a Standards-Based Developing a Standards-Based Assessment SystemAssessment System

2.2. Using Standards and Learning Targets to Using Standards and Learning Targets to Assess Student UnderstandingAssess Student Understanding

3.3. Analyzing Effective Assessment Analyzing Effective Assessment PracticesPractices

4.4. Implementing Classroom Formative Implementing Classroom Formative Assessment StrategiesAssessment Strategies

Reflection Question Reflection Question

How has the How has the information from the information from the

first webinar first webinar impacted your impacted your

thinking and/or use thinking and/or use of data and of data and

assessment?assessment?

Article ReviewArticle Review

Answering the Questions that Count.

“Examining student data through the lens of pressing questions can

mobilize staff, promote data literacy, and help raise student

achievement.”

~ David Ronka, Mary Ann Lachat, Rachel Slaughter and Julie Meltzer

January 2009

Ed.Leadership

A Standards-Based ModelA Standards-Based Model

DATA

DATADATA

If Curriculum is defined as…If Curriculum is defined as…

……desired desired “performances of understanding.”“performances of understanding.”Then the next step is to…Then the next step is to…

Unpack the Standards Unpack the Standards

Identify the underlying concepts and skillsneeded for students to demonstrate proficiency

at each grade level.

The Dichotomy of an Unpacked StandardThe Dichotomy of an Unpacked Standard

GLE

Standard

Skill Concept SkillConcept

Learning TargetsI Can… Statements

Why Unpack the Standards?Why Unpack the Standards?

Fosters a process for collegial dialogueFosters a process for collegial dialogueEliminates redundancy and focuses instructionEliminates redundancy and focuses instructionPromotes consistency Promotes consistency Provides equityProvides equityPromotes continuity between grade levels and Promotes continuity between grade levels and

between schoolsbetween schoolsIncreases student learning for ALLIncreases student learning for ALL

What are Learning Targets?What are Learning Targets?

A A Learning Target Learning Target is any achievement is any achievement expectation we have for students expectation we have for students on the pathon the path toward meeting a standard.toward meeting a standard.

It specifically states what we want the It specifically states what we want the students to learn and be able to do.students to learn and be able to do.

Learning TargetsLearning Targets should be formatively should be formatively assessed to monitor progress toward meeting assessed to monitor progress toward meeting a standard.a standard.

Standards and TargetsStandards and Targets

To fully utilize the Standards and Grade Level To fully utilize the Standards and Grade Level Expectations, educators must be able to answer the Expectations, educators must be able to answer the following questions:following questions:

What specific content and skills are embedded What specific content and skills are embedded within the standards and GLE’s?within the standards and GLE’s?

How are learning targets used by teachers and How are learning targets used by teachers and shared students?shared students?

A Process for A Process for Unpacking Standards and Unpacking Standards and

GLE’sGLE’s

See HandoutSee Handout““Using GLE’s to Create Using GLE’s to Create

Learning Targets Template”Learning Targets Template”

Grade Level Expectation:The student communicates his or her mathematical thinking by [4] PS-3 representing problems using mathematical language including concrete, pictorial, and/or symbolic representation; or by organizing and communicating mathematical problem-solving strategies and solutions to problems (M8.2.1, M8.2.2, & M8.2.3

The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating or drawing or justifying conclusions by [4] S&P-2 using information from a variety of displays (tables, bar graphs, or Venn diagrams)

Nouns/ Concepts:

Verbs/Skills:

Nouns/ Concepts:

Verbs/Skills:

DataInformationDisplays of Data: Tables, Bar Graphs, Venn Diagrams Conclusions

DemonstratesAnalyze: compare, explain, interpret, evaluate, draw conclusions, justify

What specifically do you want students know and be able to do to meet this learning expectation?

In your own words…In your own words…

What specifically do you want students know and be able to do to meet this learning expectation?

Students can look at a display of data, explain what it means and use the information to solve a math problem.

Write the learning targets in student friendly language as “I Can Statements”

Learning Targets are specific achievement expectations we have for students on the path toward meeting a standard. You may have 1-4 learning targets for some standards, and more for more complex standards/GLE’s.

1.

2.

3.

4.

Write the learning targets in student friendly language as “I Can Statements”

Learning Targets are specific achievement expectations we have for students on the path toward meeting a standard. You may have 1-4 learning targets for some standards, and more for more complex standards/GLE’s.

1.. I can look at a display of data and name what the data is showing.

2. I can use the information on a display of data to solve a math problem.

3. I can fill in missing information on a display of data.

4. I can explain how I solved a math problem in writing.

Next HandoutNext Handout

“ “Using Unpacked Standards Using Unpacked Standards and Learning Targets to Assess and Learning Targets to Assess

Student Understanding”Student Understanding”

Learning Target #1 Learning Target #2 Learning Target #3 Learning Target #4

The underlying skills and concepts necessary for the student to demonstrate an understanding of the standard/ GLE.

I can look at a display of data and name what the data is showing.

I can use the information on

a display of data to solve a Math problem.

I can fill in missing information on a display of data.

I can explain how I solved

the math problem in

writing.

√ Stop Light Check:

√ Green =Evidence

Good to Go!

√ Yellow =Limited Evidence

Proceed with Caution

√ Pink = No Evidence Instructional

NeedStudent Work Evidence? Evidence? Evidence? Evidence?

#1 Billy

#2 Jason

#3 Lisa

#4 Courtney

Next HandoutsNext Handouts

Using Math Learning Targets Using Math Learning Targets and Student Work Samplesand Student Work Samples

1-41-4

SAMPLE ASSESSMENT

Sue is making the bar graph below to show the favorite art supplies of the students in her art class.

There are 25 students in Sue's art class. All of the students chose crayons, paint, clay, or markers as their favorite art supply.Complete the bar graph to show the number of students who chose paint as their favorite art supply. Explain how you got your answer.

How is performance towards How is performance towards standards demonstrated at the standards demonstrated at the

classroom level?classroom level?

Video ClipVideo Clip

Using Aligned Standards and Learning Using Aligned Standards and Learning Targets in the ClassroomTargets in the Classroom

What are the implications for teaching and learning?

Think “Backward”Think “Backward”

““To begin with the end in mind means To begin with the end in mind means to start with a clear understanding of your to start with a clear understanding of your

destination.destination.It means to know where you are going so that you It means to know where you are going so that you better understand where you are now so that the better understand where you are now so that the steps you take are always in the right directionsteps you take are always in the right direction..

Stephen Covey, Stephen Covey, Seven Habits of Highly Effective PeopleSeven Habits of Highly Effective People

3 Stages of Backward Design3 Stages of Backward Design

1. Identify desired results.1. Identify desired results.

2. Determine acceptable evidence.2. Determine acceptable evidence.

3.3. Plan learning experiences & instructionPlan learning experiences & instruction ..

Analyzing your Classroom AssessmentsAnalyzing your Classroom AssessmentsFundamental QuestionsFundamental Questions

What standard(s) are you assessing?What standard(s) are you assessing?

What kind of evidence are you gathering?What kind of evidence are you gathering?

What levels of performance do you expect?What levels of performance do you expect?

How will the assessment be used?How will the assessment be used?

Closing ThoughtClosing Thought

Assessment and evaluation are no Assessment and evaluation are no longer the product of teaching, they longer the product of teaching, they are the tools that learners and are the tools that learners and teachers use to support learningteachers use to support learning..