Chapter 8 Collaborative Teacher

8/9/2019 Chapter 8 Collaborative Teacher

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Chapter 8Chapter 8

Common Assessments:Common Assessments:

Bridging the Gap Between TeachingBridging the Gap Between Teachingand Learningand Learning


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Back to the Magic 4Back to the Magic 4

QuestionsQuestions What do we want students to learn?What do we want students to learn?

How will we know when they haveHow will we know when they have

learned?learned?

How will we respond when they dontHow will we respond when they dont

learn?learn?

How will we respond if they have alreadyHow will we respond if they have already

learned it?learned it?


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Common FormativeCommon Formative

AssessmentsAssessments Eliminates the teacher lotteryEliminates the teacher lottery

Creates a standard base of knowledgeCreates a standard base of knowledge

for students going forward.for students going forward. Provides data that drives debate andProvides data that drives debate and

improvement in instructional activities.improvement in instructional activities.

Teaching can be different, but CommonTeaching can be different, but CommonAssessments show consistency ofAssessments show consistency ofstudent learning.student learning.


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Common Questions aboutCommon Questions about

Common AssessmentsCommon Assessments Question 1: What do we mean byQuestion 1: What do we mean by

common?common?

Periodic or interim assessmentsPeriodic or interim assessmentscollaboratively designed and administered tocollaboratively designed and administered toall students in a grade level or courseall students in a grade level or courseseveral times within the quarter, semester,several times within the quarter, semester,

trimester, or entire school year.trimester, or entire school year. Provide immediate feedbackProvide immediate feedback WHILEWHILE

LEARNING IS STILL TAKING PLACELEARNING IS STILL TAKING PLACE


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Common Assessments are not the onlyCommon Assessments are not the only

assessments used, but they must be usedassessments used, but they must be used

and results should be discussed after eachand results should be discussed after eachcommon assessmentcommon assessment

Along with Common Assessments, eachAlong with Common Assessments, each

teacher is responsible for day to day andteacher is responsible for day to day and

minute by minute classroom feedback forminute by minute classroom feedback foreach student as welleach student as well


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Questions Cont.Questions Cont.

What Data Should We Collect?What Data Should We Collect?

We assess for two reasons:We assess for two reasons:

To gather evidence of student achievement toTo gather evidence of student achievement to

inform instructional decisions.inform instructional decisions.

To motivate learning. Virtually all schoolTo motivate learning. Virtually all school

improvement models contend that schools willimprovement models contend that schools will

become more effective if the right people havebecome more effective if the right people haveaccess to the right evidence analyzed in the rightaccess to the right evidence analyzed in the right

way and used to inform the right decisionsway and used to inform the right decisions

Rick StigginsRick Stiggins


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6Questions about Common Assessments to determine6Questions about Common Assessments to determinetheir value and effect on student learning:their value and effect on student learning: Do they help our team to identify students who are experiencingDo they help our team to identify students who are experiencing

difficulty in their learning?difficulty in their learning?

Do we have a plan in place to provide those students withDo we have a plan in place to provide those students withadditional time and support for learning?additional time and support for learning?

Do we provide students with another opportunity to demonstrateDo we provide students with another opportunity to demonstrate

their learning once they have been required to devote additionaltheir learning once they have been required to devote additionaltime to learning the skill or concept?time to learning the skill or concept?

Do the results provide me with useful information as a teacher,Do the results provide me with useful information as a teacher,helping me to identify areas where my students are not doinghelping me to identify areas where my students are not doingwell compared with similar students pursuing the samewell compared with similar students pursuing the samecurriculum?curriculum?

Does student success on our common assessments translateDoes student success on our common assessments translateinto success on other high stakes assessments such as stateinto success on other high stakes assessments such as stateand national exams/and national exams/


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More Questions aboutMore Questions about

Common AssessmentsCommon Assessments What decisions are being made based onWhat decisions are being made based on

assessment data?assessment data?

Critical instructional decisions based on data:Critical instructional decisions based on data: Whether a learning target or outcome has been achievedWhether a learning target or outcome has been achieved

Which students require additional time and supportWhich students require additional time and support

Which areas require additional teachingWhich areas require additional teaching

Whether students will be ready for the summativeWhether students will be ready for the summativeassessment of learning at the end of the unit or courseassessment of learning at the end of the unit or course

Whether curriculum is aligned across the grade or subjectWhether curriculum is aligned across the grade or subject

Whether teachers can employ effective strategies in theirWhether teachers can employ effective strategies in theirinstruction in the event that one or more teachers are notinstruction in the event that one or more teachers are notobtaining satisfactory resultsobtaining satisfactory results


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Still More QuestionsStill More Questions

WhoWill Make the Critical Decisions AboutWhoWill Make the Critical Decisions About

Student Learning?Student Learning?

Formative, Common Assessments provide both theFormative, Common Assessments provide both theteacher and the students with the information theyteacher and the students with the information they

need.need.

Most important decisions are the decisions theMost important decisions are the decisions the

students make for themselves.students make for themselves.

Students must be made aware of learning targets,Students must be made aware of learning targets,

where they currently stand, and where they need towhere they currently stand, and where they need to

go to meet the standardsgo to meet the standards


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Three skills that teachers must encourage inThree skills that teachers must encourage in

students:students:

Self ManagementSelf ManagementHow can students plan and organizeHow can students plan and organize

their own learning? How can they set goals, and name thetheir own learning? How can they set goals, and name the

milestones they expect to reach along the way?milestones they expect to reach along the way?

SelfEvaluationSelfEvaluationHow can students evaluate and critiqueHow can students evaluate and critique

their own work? How can they critique the work of theirtheir own work? How can they critique the work of their

peers and reflect on the differences in perception?peers and reflect on the differences in perception?

Self AdaptationSelf AdaptationHow can students modify their workingHow can students modify their workingmethods, based on the feedback they receive? How canmethods, based on the feedback they receive? How can

they best be prepared to learn?they best be prepared to learn?


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How Do We Involve Students in theHow Do We Involve Students in theAssessment Process?Assessment Process?

Five Steps in which students demonstrateFive Steps in which students demonstrateinvolvement:involvement: Understand learning targetsUnderstand learning targets

Engage in selfEngage in self--assessmentassessment

Watch themselves growWatch themselves grow

Talk about their growthTalk about their growth

Plan next stepsPlan next steps


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Creating CommonCreating Common

AssessmentsAssessments Stage One: Identify Essential LearningStage One: Identify Essential LearningTeamTeam

discusses essential learning to be assessed.discusses essential learning to be assessed.

Stage Two: Assemble and Review Test ItemsStage Two: Assemble and Review Test ItemsTypeType

of assessment (T/F, Mult. Choice, etc.), variety ofof assessment (T/F, Mult. Choice, etc.), variety ofevidence of essential understandingevidence of essential understanding

Stage Three: Design a Scoring ToolStage Three: Design a Scoring Toolcollectivelycollectivelyagree on evaluative criteria, Create a rubricagree on evaluative criteria, Create a rubricnonosubjectivity on evaluating the target.subjectivity on evaluating the target.

Stage Four: Anchor the workStage Four: Anchor the workreconvene thereconvene thecollaborative teams to review the student work andcollaborative teams to review the student work anddescribe itdescribe itsort groups into low, medium, and highsort groups into low, medium, and highquality responsesquality responses


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Using CommonUsing Common

Assessment ResultsAssessment Results Assessment is the process of gathering andAssessment is the process of gathering and

discussing information from multiple anddiscussing information from multiple and

diverse sources in order to develop a deepdiverse sources in order to develop a deepunderstanding of what students know,understanding of what students know,

understand, and can do with their knowledgeunderstand, and can do with their knowledge

as a result of their educational experiences.as a result of their educational experiences.

The process culminates whenThe process culminates whenassessment results are used toassessment results are used to

improve subsequent learningimprove subsequent learning


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Teachers must have knowledge of variousTeachers must have knowledge of variousstrategies, skills and tactics to address specificstrategies, skills and tactics to address specificstudent needsstudent needs

The more deeply teachers understandThe more deeply teachers understandinstructional organizers such as multipleinstructional organizers such as multipleintelligences, learning styles, ethnicity, gender,intelligences, learning styles, ethnicity, gender,children at risk, learning disabilities, criticalchildren at risk, learning disabilities, criticalthinking and brain research, the more preciselythinking and brain research, the more preciselythey will respond to the diverse needs of thethey will respond to the diverse needs of thelearner.learner.


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Ongoing ProfessionalOngoing Professional

InquiryInquiry We must utilize collective inquiry as aWe must utilize collective inquiry as a

powerful way to engage ourselves inpowerful way to engage ourselves in

discovering what each of us can do todiscovering what each of us can do toanswer the four critical questions of aanswer the four critical questions of a

professional learning community.professional learning community.

Chapter 8 Collaborative Teacher

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