Assessment LiteracyKentucky’s Common Core Standards

Characteristics of Highly Effective Teaching and Learning

Leadership

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Knowledge —  Know and explain:  KCAS, learning targets, formative assessment, summative assessment

Reasoning: —  I can interpret the learning intent of standards and classify the standard to begin the deconstruction process. My interpretation of the meaning and classification of the standard is consistent with others.

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Performance Skill: —  I can deconstruct standards into learning

targets that students understand.  This means I can I can write them in language that is consistent with their developmental level and that they can use to self-assess their competency.

Product: —  I can choose from aligned formative

assessments and summative assessment options and match them to learning targets taught. This means I can support others as they create, select, and implement congruent items and experiences.

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Return on time for each segment and rejoin the whole group when signaled.

Everyone is engaged in the cadre session. Side conversations are limited. Stay for the

entire cadre session. Participation by all attendees is expected. Present in the work as an equal partner. Cell phone and computer use limited to

lunch and breaks. Two feet rule applies.

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Members will participate in a quick review of KLA content to-date in order to clarify key concepts and to take content to a deeper level of understanding.

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Please share your reflection regarding your use of any of the following:

VignettesMindset articlesColor deconstruction flowchartCHETL tools3.2.1 processing toolFormative handoutsStandards terminology/Defining our Terms handout

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Please share your reflection regarding your use of any of the following:

Competency Practice from your ABQ bookDVD: Emily’s storyKrissy’s storyCD resources from either CASL or ABQ booksActions 1,2,3 self-reflectionsMaterial from either of the Stiggins’ booksConcepts from Motion LeadershipSeven Strategies bookLexiles/Quantiles information

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Please review the progression timeline individually.

Discuss with others from your school or district next steps based on the timeline.

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A learning target is simply a clear description of what is to be learned. It should provide a clear vision of the ‘destination’ for student learning.

It should focus on describing what is to be LEARNED vs what is to be ‘DONE’.

A learning target can take from “five seconds to five weeks” depending on the complexity of the knowledge/reasoning/skill/product called for and its overall importance in the curriculum – as well as the age/abilities (prior experience and cognitive development) of your students.

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Learning Targets◦ We learned to classify standards and took those

standards from math and ELA into their supporting targets (knowledge, reasoning, performance skill, and/or product).

◦ We determined whether the targets match the learning intent of the standards and would provide the scaffolding needed for a student to master it.

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KCAS 2 – Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? (pg. 12, grade 2 math)◦ What knowledge will students need to

demonstrate the intended learning?◦ What patterns of reasoning will they need?◦ What skills are required, if any?◦ What product development capabilities must

they acquire, if any?

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STANDARD

STANDARD

LEARNING TARGETSLEARNING TARGETS

FOR TEACHERSFOR TEACHERS

ASSESSMENTSPLAN INSTRUCTION

ASSESSMENTSPLAN INSTRUCTION

STUDENT FRIENDLY TARGETSSTUDENT FRIENDLY TARGETS

FOR STUDENTS

FOR STUDENTS

I CAN …I AM LEARNING TO...

I CAN …I AM LEARNING TO...

SUCCESS CRITERIASUCCESS CRITERIA

SELF-ASSESSSELF-

ASSESS

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Geometry- Graph points on the coordinate plane to solve real-world and mathematical problems.5.G .1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

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Number and Operations Fractions-Develop understanding of fractions as numbers.

3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

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MATH

Decimals

Page 152 in the book

Going on a decimal hunt

Read decimals and put them in order

I can read decimals and put them in order. This means I can use the correct place value names and show the order of decimals based on their value.

Subject Topic

Assignment Activit

y

Learning

Target

Learning

Target

Learning TargetWith success

criteria 16

Word to be defined: SUMMARIZE◦ to give a brief statement of the main points,

main events, or important ideas

Student-friendly language:◦ I can summarize text.◦ This means I can make a short statement of the

main points or the big ideas of what I read.

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Word to be defined: PREDICTION◦ A statement saying something will happen in

the future

Student-friendly language:◦ I can make predictions.◦ This means I can use information from what I

read to guess at what will happen next.

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Criteria Weak Strong

Language is intended for the teacher audience.    

Language is unclear and it doesn’t match the intended learning. 

Language is written to make sure the intended learning is clear.  Targets can easily be converted to student and parent friendly language if necessary.

Learning targets are focused directly on the standard at hand  

Learning targets include all knowledge/skills needed – even ones that fit previous grades or other standards. 

Learning targets stay within the scope of the standard (not previous skills needed).

Targets focus on what should be learned versus what is to be done. 

Targets include activities that will help students reach the learning target. 

Targets focus on what should be learned versus what is to be done. 

Vision of each learning target is clear. 

Exact goal of targets is unclear. 

Learning target goals are clearly stated so that the learning is defined. 

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Congruent◦An exact match

Correlated◦Has some relationship

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I can observe changes to earth’s surface over time and use evidence/data to infer the cause of the change.

I can classify changes to earth’s surface as ‘slow’ or ‘fast’.

I can describe how the earth’s surface might be slowly (or quickly) changed.

I can name a process that changes the earth’s surface slowly (or quickly) and compare how it affects different places on earth. 

I can classify changes by how often they occur and whether they are predictable.

I can create a model of a volcano to show a fast change to earth’s surface.

I can name 3 places on earth where a fast change has occurred.

I can name 3 places on earth where slow changes have occurred.

I can identify different landforms.

I can locate landforms on a topographic map.

Students will describe and compare the processes, factors involved and consequences of slow changes (e.g., erosion and weathering) and fast changes (e.g., landslides, earthquakes, floods) to earth’s surface (Science 4th grade)

 

Students will describe and compare the processes, factors involved and consequences of slow changes (e.g., erosion and weathering) and fast changes (e.g., landslides, earthquakes, floods) to earth’s surface (Science 4th grade)

 

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Session 1 – overview/ why networks?, overview of KCAS, overview of CHETL, leadership activities

Session 2 – Action 1 and Action 2 (44-49,55-58); Competencies 1 and 2 in Action Guide for School Leaders ( Turn to page 100-101,106-119)◦ Balance Assessment System◦ Achievement Standards/learning targets

Session 3- Assessment Literacy – Action 3 and Competency 3 (124-126); CHETL, Standards deconstruction update◦ Ensure Assessment Quality

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Session 4- Assessment Literacy – Action 4 (66-73) and Competency 4(133-140); CHETL: Learning Climate and Student Engagement, Standards deconstruction review

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Making targets clear to students at the outset of learning is the fundamental underpinning to any assessment for learning practices we will implement.

“I can” statements are the statements of the intended learning.

Success criteria describe how students will know if they have learned or achieved the target.

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Vision of Assessment

Literacy

Action 4 and Competency 4Balance Your

Assessment System

SampleDeconstructions:

Content Specialists

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Every school district in the commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day.

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Ensure that every participant has a clear understanding of how to:

translate Kentucky’s Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and

plan/select rigorous and congruent learning experiences.

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To be ‘assessment literate’ means to be skilled both in gathering accurate information about students’ learning and in using it effectively to promote further learning.◦ Classroom Assessment for Student Learning, p. 21

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As leaders, we must make clear the expectations that we have for teachers concerning assessment literacy.

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Attendees will be able to apply the work of Ron Ritchart, Doug Reeves and Jay McTighe to ensure a culture of work vs. an orientation to learning using connections to CHETL.

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What do our students carry with them out of our classrooms three to five years down the road?

What dispositions do you want your students to develop that would be markers of a quality education?

Everyone write down one marker. Pass your paper to the right. Read what has been written and add one. Continue the process.

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Ron Ritchart, Harvard University, has investigated Intellectual Character.  His work has identified specific dispositions that constitute Intellectual Character. Individuals who are open-minded, curious, strategic, skeptical, seek truth and understanding and think before acting have the qualities associated with Intellectual Character

Students grow into the intellectual life around them.

There is a process of gradually internalizing messages and values that we repeatedly experience through our interactions with the educational environment.

Make connections to our work with mindset from last meeting.

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Lone innovations will not produce the results we seek. ( a few teachers providing descriptive feedback on formative assessments)

Contagious positivity and consistency make a difference.

Energy comes from doing. (We sometimes must act our way into a new way of thinking.)

Reeves’ Culture of Learning: Precision/clarity High-yield big pay-off action components Non-negotiables/relentless consistency Innovation

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Students view class work as work done for someone else. The larger purpose isn’t clear.

He says a large part of this comes from the language that is prevalent in our schools.

It is the “language of work”.

Give examples the word ‘work’ used on a daily basis in our classrooms.

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Teachers who hold expectations around the ‘work’ rather than the learning hear the following comments and questions.

How long does this have to be? Is this going to be on the test? When is this due? How many points will this count?

We get work avoidance. We have to intentionally develop a learning climate orientation.

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When our classrooms are focused on work rather than learning:

Students don’t see the point and try to get ‘it’ done with minimal effort.

Students view our classrooms as work oriented rather than learning focused.

How does this relate to the information from the articles (Dweck and Clark) we read on KLA Day 3?

School people must be aware of the use of pronouns: I want you to do…

to we are going to be learning in our class… to tell me if this only feels like work

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Listen for dialog that connects and extends learning. “What still puzzles you?” “ I was wondering…” “ I never realized…” “I never thought about that.” “ Do you have other ideas?” “At first I thought, now…” “I can explain why I thought…” “Why do you think so? Why would that be true? Tell

me more about it…Expand on that answer.” Small group, whole group discussions( Reeves says

we learn best laterally. We should draw on the wisdom of the crowd.

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Language is important as are our grading policies and practices.

Even if a student gets an A on the test, the grade is determined by “turning in work”.

This reflects a focus on the work rather than on the learning.

What are students learning about the learning from our grading practices?

38

Read CHETL component Section 1, Learning Climate teacher and student indicators.

At your table discuss your professional role in actual observation of this component in the classroom. (i.e., daily learning walks, district learning walks, drop-in classroom visits)

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What are we asking students to think about? We should observe as many collective

endeavors as individual. Learning should involve uncovering

complexity and delving deeply. Teachers should make complex things

accessible. Richness draws us in. Learning should be dynamic. Which math practices are embedded here?

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Build positive interactions and relationships (language and grading practices that show respect for student learning)

Model: make the thinking process visible. Teachers as thinkers; do students see us as curious and reflective?

Use time based on what we value; for thinking.

Make learning active rather than passive. Provide teacher training on engaging

instructional strategies

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Let’s look at Jay McTighe's suggested action research projects.

Shadow a student. What data could be uncovered relative to achievement gaps?

Chart questions posed in classes. Questions are the drivers of learning. Do the questions generate questions?

Tie to Senate Bill 1. Are we called on to provide engaging, inquiry based learning?

Which CHETL component is applicable?

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Let’s watch video clips of two Kentucky teachers using inquiry instructional strategies. Attendees assume ‘viewing roles’ to look for and record teacher and student characteristics of the CHETL components: Student Engagement and Learning Climate

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We are now going to view a Kentucky classroom instructional example

Assign Film Viewing Roles to each person at your table:

◦ Areas or agreement with CHETL Learning Climate: Teacher Characteristics

◦ Areas of agreement with CHETL Learning Climate: Student Characteristics

◦ Issues that raise questions

◦ How can this activity be used at your school/district?

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We are now going to view examples of active learning in a Kentucky classroom

Assign Film Viewing Roles to each person at your table:

◦ Areas or agreement with CHETL Engaging Instruction: Teacher Characteristics

◦ Areas of agreement with CHETL Engaging Instruction: Student Characteristics

◦ Issues that raise questions

◦ How can this activity be used at your school/district?

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CHETL components: Student Engagement At your table discuss your professional role

in actual observation of this component in the classroom. (i.e., daily observations, district learning walks)

As a table group, discuss and complete the chart describing what the teacher and student characteristics “look like” in practice.

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Schools should be places where a group’s collective as well as individual thinking is valued, visible, and actively promoted as part of the regular day-to-day experience of all; where learning is actively promoted.

Rather than rewarding quick right answers the thinking is valued.

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Routines and structures (e.g., schedules, grading practices) show respect for learning

Language is recognized for its impact Expectations are built around learning Opportunities are created for thinking/problem

solving Interactions and relationships are positive Physical Environment: evaluate what the walls

tell us Modeling the thinking process/teachers as

learners Time use is based on what we value

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…nothing will be more powerful than our ability to create a learning culture, model the strategies we promote, and support – with monitoring – the work that teachers must do to implement new practices.

Cassandra Erkens, “Paving the Way for an Assessment-Rich Culture,” pg. 11

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Members will use information from Actions 4 & 5, the 7 Strategies as well as Competency 4 & 5 to clarify what student involvement in assessment looks like.

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Help learners become assessors by using assessment for learning strategies in the classroom.

Please read page 66 to Strategy 1 on page 69

Complete the self assessment on page 68.

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Count off from three to seven. Jigsaw the strategies 3 to 7 at your table. Assemble in groups 3 to 7. Prepare a chart of key points to share with

the whole group. Be sure to tell us which of Jan Chappuis’

paraphrased questions your section falls within.

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Convert complex or unfamiliar targets to student-friendly language

Post them Have students keep them Connect learning targets to activities

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Helps students answer the question, “Where am I now?”

Models the self-reflection process Answers for students, “What did I do right”,

“What do I need to work on”, “Where did I go wrong and what can I do about it”

Should identify for students areas of strength and areas for improvement with respect to the specific learning targets.

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To be effective, feedback needs to cause thinking. Grades don't do that. Scores don't do that. And comments like “Good job” don't do that either.

What does cause thinking is a comment that addresses what the student needs to do to improve, linked to specific learning targets, rubrics or success indicators, where appropriate.

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Read page 73 to bottom of page 76 Complete the self-assessment on page 75 Table discussions:

Where is your school/district regarding communication systems that both support and report learning?

What actions are called for to promote more proficient communication systems?

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Read page 133 to the top of page 134.

Complete the practice with Competency 4 with a partner at your table.

Review Activity 14 on pages 138-139 for appropriateness in your school/district.

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The leader knows assessment for learning practices and works with staff to integrate them into classroom instruction.

Read pages 133 to top of 134

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Form groups of 3-4. Be creative. Use the sphere on your table to

represent the connections between Assessment Literacy, KCAS, Leadership and CHETL.

Be ready to share.

59

Members will participate in a quick review of KLA content to-date in order to clarify key concepts and to take content to a deeper level of understanding.

60

Attendees will be able to apply the work of Ron Ritchart, Doug Reeves and Jay McTighe to ensure a culture of work vs. an orientation to learning using connections to CHETL.

61

Members will use information from Actions 4 & 5, the 7 Strategies as well as Competency 4 & 5 to clarify what student involvement in assessment looks like.

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KLA◦ Dec. 2 – Fullan◦ Feb. 28 – Commodore◦ March 29 & 30 - DuFours

Summer Conference, June 20 and 21◦ Heritage Hall in Lexington

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Please turn in your feedback form before leaving and collect your EILA certificate.

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