Coastal Plains RESA

Coastal Plains RESA

Assessment Literacy: Formative Instructional Practices

March 27, April 23, April 30, May 7Session One: Modules 1 & 2

Session Two: Module 3Session Three: Module 4Session Four: Module 5

Norms

Coastal Plains RESA 2013-142

Be on time.Place cell phones on silent.Actively listen and participate.Limit sidebar conversations (take notes to discuss later).Assume good will and positive intent.Observe the work time limit.Use electronic devices for group work only.End on time.Clean your work area.Laugh often. Celebrate success!

Collecting and Documenting EvidenceAgenda


Establish NormsSet Learning TargetsPre-AssessDeconstruct Standards & Set Learning

TargetsCreate Steps for Collecting Evidence (1, 2,

3)Identify Design Elements (Steps 4, 5, 6, 7)Complete a Test Specification Chart (Test

Blueprint)Document EvidenceReflect

Leading Formative Instructional Practices Learning Targets


Know how to ensure learning targets are clear to the teacher.

Know how to ensure learning targets are clear to students.

Know how to collect accurate formative evidence of learning.

Know how to document formative evidence of student learning.Review each target. Underline, circle, and/or make

notes to set your personal learning targets.

How do Formative Instructional Practices connect to Leader

Keys, Teacher Keys, CCRPI, …?


Teacher Keys Effectiveness System

Leader Keys Effectiveness System


Performance Standard 5: Assessment Strategies

The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.


Performance Standard 6: Assessment Uses

The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents.


Performance Standard 4: Differentiated Instruction

The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.

M3: Collecting and Documenting Evidence of Student Learning


What Leaders, Teachers, and Coaches Might Say, Activity 1, p. 3. Work with a partner, decide if you agree or disagree, and record your reasons.

Create the Steps for Collecting Accurate Formative Evidence of Learning on chart paper and in individual notebooks.


Accurate Assessment

Effectively Used

Why Assess?What’s the purpose?

Who will use the results?

Assess What?What are the learning targets?

Are they clear?Are they good?

Assess How?What method?Written well?

Sampled how?Avoid bias how?

Communicate How?How manage information?

How report?

Students are users, too.

Be sure students

understand targets, too.

Students track progress and communicate, too.

Students can participate in the process, too.

Learning Targets and Assessment Methods


Deconstruct the standard.Learning Target TypesDeconstructing a Standard TemplateChecklist for Creating Student-Friendly Learning Targets

(M2, HO p. 9)Write student-friendly learning targets.Determine learning target types.Organize learning targets into a logical progression

for learning.Share.

Whole group (S3L1 a, b, d and then with a partner ELACC3RI1).

Know how to ensure learning targets are clear to the teacher.Know how to ensure learning targets are clear to students.Know how to collect accurate formative evidence of learning..

Steps for Collecting Accurate Formative Evidence of Learning


1.?2.?3.?

What are steps 1, 2, and 3?

M3: Collecting Accurate Evidence of Student Learning


Design Elements and Assessment Types, M3 p. 9.What are the assessment design elements?

What are the assessment methods?Sample size? Audit an Assessment for Clear

Learning Targets, 3 & 4 (Download C)Control for bias?Tips for writing assessment items.

1. Multiple Choice2. True False3. Matching4. Essay

Review key terms p. 1 of Module 3 Overview and other assessment terminology (ivory handout).


Tips Task: Number off, 1 to 4. Individually read and record 3 important points with no more than 7 words in each point. Collaborate with others and come to consensus on 3 points to post and share. Goldenrod handout.



Section 1 Activity 2: Test Blueprint Exercise (HO p.5-7)M3, p24 blueprint example.Work with partner to complete target type

and assessment method.Read Audit an Assessment for Clear Learning

Targets (Download C). Do you have a similar process in your school/system?


Steps for Collecting Accurate Formative Evidence of Learning


Add Steps 4, 5, 6, and 7.

Sound Assessment Design1. Determine the assessment method

that is the best match for the learning.

2. Determine an appropriate sample size.

3. Write or collect items, tasks, and scoring rubrics.

4. Control for bias.M3, p. 8-9

Assessment Methods Selected Response

Multiple Choice True/False Matching Fill In

Extended Written Response

Performance Assessment

Personal Communication Questions Conferences Interviews

M3, p. 29.

Blueprint Example, M3, p. 24


Assessment bias is present whenever one or more items on a test offend or unfairly penalize students because ofthose students’ personal characteristics such as race, gender, socioeconomic status, or religion.


Learning Targets and Assessment Methods


Review the assessment items (from OAS). Create a test specification chart (blueprint).

Is the sampling size appropriate?Do the items meet the expected rigor of the standard?

Are items well-written and of high quality?Do assessment methods match LT type?With which step(s) does the Audit an Assessment for Clear Learning Targets help?

Whole group and then with a partner.

Know how to ensure learning targets are clear to the teacher.Know how to ensure learning targets are clear to students.Know how to collect accurate formative evidence of learning..

Coastal Plains RESA 2013-1422 http://ctl.byu.edu/collections/aligning-instruction-assessments

http://ctl.byu.edu/collections/aligning-instruction-assessments



Implementing Formative Instructional Practices Learning Targets


Reflect and record evidence of your progress toward the learning targets you set for this session.

What changes would you like to see• in teacher

actions?• in student

actions?

M3: Documenting Evidence of Student Learning


Review Formative and Summative Data Recorded Together (Download D). How do you document student evidence?

Do you follow any of the suggested record-keeping guidelines?

Know how to document formative evidence of student learning.

Coastal Plains RESA 2013-1425M3, p. 43.

M3, p. 43.

M3 Documenting Evidence

Coastal Plains RESA 2013-1429 M3, p. 41.



Review Formative and Summative Data Recorded Together (Download D). How do you document student evidence? Do you follow any of the suggested record-keeping guidelines?

With a partner, complete Activity 3, p. 8-9.

Know how to document formative evidence of student learning.

Implementing Formative Instructional Practices Learning Targets


Reflect and record evidence of your progress toward the learning targets you set for this session.

What changes would you like to see• in teacher

actions?• in student

actions?



What Leaders, Teachers, and Coaches Might Say, Activity 1, p. 18. Review your answers. Do you still agree or disagree? Add new information as needed to your reasons.

Review the Steps for Collecting Accurate Formative Evidence of Learning.


Accurate Assessment

Effectively Used

Why Assess?What’s the purpose?

Who will use the results?

Assess What?What are the learning targets?

Are they clear?Are they good?

Assess How?What method?Written well?

Sampled how?Avoid bias how?

Communicate How?How manage information?

How report?

Students are users, too.

Be sure students

understand targets, too.

Students track progress and communicate, too.

Students can participate in the process, too.

Resources at GaDOE


http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GeorgiaFIP.aspx

User’s Guide

How to Access






Resources at FIP Portal

Resources


Chappuis, Jan. Seven Strategies for Assessment for Learning.Stiggins, Rick. Classroom Assessment for Student Learning.

AssignmentPlease bring on to the next session.


Formative assessment with the standards and learning targets to which it is aligned.

Information on how evidence is documented.

Student work from the assessment.

Now that you have learned about the Assessment Development Cycle, reflect on your next steps.

What are three steps you can take to better plan, develop, and use quality assessments for formative use?

What support/information do you need to use formative assessment more effectively?

Research Base


Chappuis, Jan. Seven Strategies for Assessment for Learning.

DuFour, Richard. Leaders of Learning.Marzano, Robert. School Leadership That

Works.Moss, Connie M. Knowing Your Learning

Target.Schmoker, Mike. Results Now.Stiggins, Rick. Classroom Assessment for

Student Learning.

Coastal Plains RESA

Coastal Plains RESA

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Transcript of Coastal Plains RESA