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Transcript of Data and Learning Quality Classroom Ground Rules Mission Statement SMART Goals Data Center Data...
Data and Learning
Quality Classroom
Ground Rules MissionStatement
SMARTGoals
DataCenter
DataFolder
Student-LedConferences
ClassMeetings
Quality Tools & PDSA
Quality Classroom
Deciding to enter into a quality Deciding to enter into a quality process in education is not because process in education is not because good things are not happening but good things are not happening but because of a desire to have good because of a desire to have good
things happen regularly, consistently, things happen regularly, consistently, and predictable at every level of the and predictable at every level of the
school system. Random acts of school system. Random acts of excellence have little effect on the excellence have little effect on the
desired strategic results.desired strategic results.
~Margaret Byrnes~Margaret Byrnes
Essential QuestionsEssential Questions
What do we want students to know or be able to do?
How do we know? What evidence do we have of the learning?
How do we respond if they struggle or don’t learn?
How do we respond if they already know it?
Student QuestionsStudent QuestionsWhat do I need to know?Where am I now?How do I get there?What happens if I struggle or
fail?
Assessment – What is it?Assessment – What is it?
Can you define it?Force Field Analysis
Drivers & Preventors
With your group.
Types of AssessmentTypes of AssessmentFormativeIn-ProcessSummativeHigh Stakes Testing
What do these terms mean?Discuss with your group.
Purpose:Purpose:Assess to meet Assess to meet whosewhose needs? needs?
CCllaassssrroooomm IInnssttrruuccttiioonnaall
SSuuppppoorrtt PPoolliiccyy SSttuuddeennttss TTeeaacchheerrss PPaarreennttss
CCuurrrriiccuulluumm
SSppeecciiaalliissttss PPrriinncciippaallss CCoouunnsseelloorrss
SSuuppeerriinntteennddeenntt SScchhooooll BBooaarrdd TTaaxx PPaayyeerrss LLeeggiissllaattoorrss
PURPOSEPURPOSETwo Uses of AssessmentTwo Uses of Assessment
SUMMATIVESUMMATIVE Assessments Assessments OFOF LearningLearning
How much have students learned as of a particular point in time?
FORMATIVEFORMATIVE Assessments Assessments FORFOR LearningLearning
How can we use assessment information to help students learn more?
Assessment for LearningRick Stiggins
Balanced Assessment: Balanced Assessment: Meeting the Needs of All Meeting the Needs of All StakeholdersStakeholders
Annual accountability testingInterim, short-cycle or benchmarkOngoing, accurate classroom
assessment for learning
Overview
Summative Formative
Reason
To Inform
Focus
Assessment Assessment OFOF Learning Learning
Assessment Assessment FORFOR Learning Learning
Check StatusCheck StatusImprove Improve LearningLearning
Others about Others about studentsstudents
Students about Students about themselvesthemselves
StandardsStandards Enabling Enabling TargetsTargets
Key IDEA:
Formative assessment can and should be done
BY STUDENTS,
as well as by teachers. The key to improvement is how students and
teachers use assessment information.
Assessment and Student LearningAssessment and Student Learning
Robert J Marzanohttp://www.marzanoandassociates.com/ Mid-Continent Research for Education and Learning
http://www.mcrel.org/
Rick StigginsAssessment Training Institutehttp://www.assessmentinst.com/
Factors Influencing Achievement1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
4. Safe and Orderly Environment
5. Collegiality and Professionalism
6. Instructional Strategies
7. Classroom Management
8. Classroom Curriculum Design
School
Teacher
Student
9. Home Environment
10. Learning Intelligence/ Background Knowledge
11. MotivationMarzano
%ile
impr
ovem
ent
incr
ease
0
20
80
100
40
60
Starting percentile50th
Starting percentile50th
Teacher assessment effectiveness
StudentAchievement
Increase of 34%ileto 84%ile
13%ile increaseto 63%ile
%ile
impr
ovem
ent
incr
ease
0
20
80
100
40
60
Starting percentile50th
Starting percentile50th
Teacher assessment effectiveness
StudentAchievement
Increase of 49%ileto 99%ile
28%ile increaseto 78%ile
John Hattie—reviewed 7,827 studies on learning and instruction.
Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”
Like most things in education, classroom assessment enhances student achievement under certain conditions only.
• Feedback from classroom assessments should provide students with a clear picture of
their progress on learning goals and
how they might improve
• Feedback from classroom assessment should encourage students to improve.
• Classroom assessment should be formative in nature.
• Formative classroom assessments should be quite frequent.
• Feedback from classroom assessments should provide students with a clear picture of
their progress on learning goals and
how they might improve
# of studies Characteristic of Feedback from Classroom Assessment
Percentile Gain/Loss
Bangert-Drowns, Kulik, Kulik, & Morgan, 1991
6 Right/wrong -3
39 Provide correct answers 8.5
30 Criteria understood by student vs. not understood
16
9 Explain 20
4 Student reassessed until correct
20
• Feedback from classroom assessments should provide students with a clear picture of
their progress on learning goals and
how they might improve
# of studies Characteristic of Feedback from Classroom Assessment
Percentile Gain/Loss
Fuchs & Fuchs 1988
89 Displaying results graphically
26
49 Evaluation by rule
[uniform way of interpreting results of
classroom assessments using a tight logic)
32
49 Evaluation by rule
[uniform way of interpreting results
of classroom assessments using
a tight logic)
32
Identify one grade level (or course) learning goal per quarter or per semester for each of the following subject areas: mathematic, reading, writing, science, and social studies.
Construct a rubric, or other type of common scale, for each learning goal.
Have teachers formally and informally assess each learning goal at least once every two weeks keeping track of each student’s score on each learning goal. (Use of appropriate computer software is highly recommended)
Have students keep track of their progress on each goal and use the data as the basis for teacher/student interactions about student progress.
Periodically (at least, once per quarter) aggregate the data by grade level. Have teachers meet to discuss student progress and how it might be improved
could describe what they are learning, not just describe what they are doing
focus more on learning goals than on completing assignments
personalize the learning goals
Not at all To a great extent
1 2 3 4
How effective am I when I set objectives?
When I set objectives, to what extent do I believe that my students
Setting Objectives and Providing Feedback
1. Feedback should be “corrective” in nature.
2. Feedback should be timely.
3. Feedback should be specific to a criterion.
4. Students can effectively provide their own feedback.
Generalizations from research on
Providing Feedback
How do you provide feedback in a way that students
• Know what they are learning and how well the are progressing
• Can explain what they need to do to get better.
Clean refrigerator
4 Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories
3 Refrigerator is generally wiped clean. All items are relatively fresh, in some type of container (some Tupperware lids are missing or don’t fit) and are sitting upright
2 Some of the shelves are wiped clean, although there are some crusty
spots. There are some suspicious smells. Items are in containers, but there seems to be some green stuff growing in some of the Tupperware
1 Items stick to the shelves when they are picked up. The smells linger long after the refrigerator door is closed. Several items need to be thrown out—Tupperware and all
A generic template forrubric design
4
3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes (THAT WERE EXPLICITLY TAUGHT)
2
1
0
4
3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes
2 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes
1
0
4
3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes
2 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes
1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.
0
4
3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes
2 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes
1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.
0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.
4 In addition to exhibiting level 3 performance, the student’s responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes
2 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes
1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.
0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.
4 In addition to exhibiting level 3 performance, the student’s responses demonstrate in-depth inferences and applications that go beyond what was taught in class.
3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes
2 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes
1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.
0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.
On this writing task, I will be working on, and would like to receive feedback on, _______________________________.
In my next writing assignment, I need to work on_____________________.
Dat
e__9
/17_
Dat
e_9/
24_
Dat
e_10
/1_
Dat
e_10
/20_
Dat
e_10
/31_
Dat
e_11
/15_
Dat
e___
____
Dat
e___
___
4
3
2
1
My Progress in Writing Process—Content and Organization
Goal
Achievement
Effort