Standards-based Assessment

ED.810.629/Supporting English Language Learners in

Literacy and Content Knowledge Development (SELL)

Fall 2010

Outcomes:By the end of the lesson, we will

have:Gained an understanding of the

rationale for standards-based curriculum design,

Considered best practices for standards-based assessments,

Made connections between SBD and ESOL instruction

1. Skim through the article Backward Design for Forward Action

2. Paraphrase the main idea of the article in les than 3 sentences on a piece of paper.

…a "form of curriculum planning that begins with a decision about what students need to learn as the end result. Then the teacher engages in backward design, choosing activities that will bring students to the preselected goal. Although the belief that classroom activities should be based on a set curriculum or on set learning goals is not new, this widely used program is attributed to Grant Wiggins and Jay McTighe" (p. 223).

Standards-based Curriculum is…

Backward design begins with the end in mind: What enduring understandings do I want my students to develop? How will my students demonstrate their understanding when the unit is completed? How will I ensure that students have the skills and understand the concepts required on the summative assessment?

Standards-based Curriculum is…

What do I want my students to know and be able to?

How will I know if they know it?What will I do if they do?

What will I do if they can’t?

Four Key Questions of SBI and Backwards Design:

What is standards-based curriculum development?

Traditional vs. Standards-based

Try this with a friend!

No Child Left Behind Set academic standards High expectations Measure Student Progress

Test Students Tests aligned to the State Standards Gather test data Measure adequate yearly progress

Instruction based on gathered data Report Student progress to

Parents/Guardian

MSDE Curriculum StandardsMSDE Standardshttp://mdk12.org/

instruction/curriculum/index.html

Starting with the end in mind: Standards-based Assessment

Traditional Assessment Assumptions

Usually based on one evaluation of product by teacher

Bell Curve Some portion of children will fail Competitive Comparative

Traditional Assessment Assumptions

Paper and pencil End of lesson Answers are right or wrong

Problems Teachers consider many factors other

than academic achievement when assigning grades

Teachers weight assessments differently Teachers misinterpret single scores on

classroom assessments Teachers determine assignments and

tests and number of each

Standards-based Assessment

Finding Clear and Visible Targets

Standards-Based Evaluation Clear and specific observable

outcomes – connected to the CORE curriculum

Ungraded practice Criteria for evaluation present

prior to assignment Criteria explained in a rubric—a

scoring guide Student completes assignment

Standards-based Evaluation

Student work compared to criteria on rubric and score is given

Reteaching/Extensions Continue working

toward 4 Reevaluation Trends used to

determine successful completion of standard and final progress report grade

Thinking about Standards-based Assessment

Evaluation methods should enable students, parents, and teachers to plan for improved outcomes on the next attempt

Students should be expected to continue working on a task until high-quality work is achieved

Curriculum Alignment Identify the learning

objective Essential knowledge and

understanding Based on district/state

standards/competencies Design lesson around

objectives Select a performance

task that accurately measures performance in relation to objectives

Grading Performance

Grading Performance Tasks

Rubrics Brief outlines that

describe the content and quality needed to achieve a specific grade

Helps the grader determine the evidence of students’ understanding

Standards-based Assessment Methods Rubrics

Progresses from minimal through superior performance

Based on standards at PO level Created and presented before work

begins by teacher or students

Standards-based Assessment Methods Rubrics

Student-created rubrics are very effective

Self-assessment and peer-assessment can supplement teacher-assessment

Used to guide learning and promote improvement

Rubrics 4, 3, 2, 1 or other

system General vs. Task-

Specific Student work

compared to criteria on rubric and score is given

Student works to correct mistakes

Clapping Contest You are seated in the fan section at the

your favorite football teams home game. Your team is behind 11 to 6. It is the closing minutes of the 4th quarter and your team has the ball on their 25

yard line. Create a good clapping sound that will

motivate the other fans and your team. The best clapping sound gets a free seasons pass.

How will we determine who wins?

Clapping Institute

Volume

Appropriateness

Creativity

Clapping RubricsVolume 5 – Clapper

carefully controls the volume of his/her clapping, taking all or many relevant factors into consideration

4 – Clapper does a good job of controlling his/her clapping volume, taking a few relevant factors into consideration

3 – Clapper does an average job of controlling his/her volume, taking at least o ne relevant factor into consideration

2 – Clapper appears to minimally control his/her volume, taking no relevant factors into consideration

1 - Clapper appears to be completely oblivious to the importance of his/her volume

Clapping RubricsAppropriateness

5 – Clapper’s style is excellent and completely appropriate, based on the described setting.

4 – Clapper’s style is mostly appropriate, based on the described setting.

3 – Clapper’s style is moderately appropriate, based on the described setting.

2 – Clapper’s style is inappropriate for the described setting.

1 - Clapper’s style is completely inappropriate for any setting.

Clapping RubricsCreativity 5 – Clapper

demonstrates a style that, based on the described setting, is so creative it influences or engages other observers in some way.

4 – Clapper demonstrates a style that, based on the described setting, is fairly creative, but make no visible impact on the observers.

3 – Clapper demonstrates some creativity in his/her clapping style, though it is not based on the described setting.

2 – Clapper demonstrates very little creativity in his/her clapping style.

1 - Clapper demonstrates absolutely no creativity in his/her clapping style.

Sample Rubric for GoldilocksHappy Face Three pictures show

what Goldilocks does at the beginning, middle and end of the story.

Pictures are in order There are three

colors.

Straight Face Something is missing. Pictures are out of

order. There are only one or

two colors.

 Figure One

RUBRIC FOR AN INVENTION REPORT

Criteria  Quality

 Purposes

The report explains the key purposes of the invention and points out less obvious ones as well.

The report explains all of the key purposes of the invention.

The report explains some of the purposes of the invention but misses key purposes.

The report does not refer to the purposes of the invention.

 Features

The report details both key and hidden features of the invention and explains how they serve several purposes.

The report details the key features of the invention and explains the purposes they serve.

The report neglects some features of the invention or the purposes they serve.

The report does not detail the features of the invention or the purposes they serve.

 Critique

The report discusses the strengths and weaknesses of the invention, and suggests ways in which it can be improved.

The report discusses the strengths and weaknesses of the invention.

The report discusses either the strengths or weaknesses of the invention but not both.

The report does not mention the strengths or the weaknesses of the invention.

 Connections

The report makes appropriate connections between the purposes and features of the invention and many different kinds of phenomena.

The report makes appropriate connections between the purposes and features of the invention and one or two phenomena.

The report makes unclear or inappropriate connections between the invention and other phenomena.

The report makes no connections between the invention and other things.

http://www.middleweb.com/rubricsHG.html

Rubrics

General rubrics have a place, but are often too ambiguous to be very effective

Rubric Scoring Continue working

toward 4 Level of mastery of

the standard determines final grade

Trends – Marzano’s Power Law of Learning

Rubrics Become Road Maps Students understand the language

and its meaning Students realize the impact that

learning the material will have on the outcome of their performance task

Have a plan of action for performance

What are the Benefits???

Benefits of the Model Clarifying instructional objectives

provides structure for students Focus questions make instructional

choices easier Student discussions and self-

reflections provide the teacher with useful feedback about instruction

Rubrics can Help teachers define excellence

and plan how to help students achieve it.

Communicate to students what constitutes excellence and how to evaluate their own work.

Communicate goals and results to parents and others.

-- Herman, Aschbacher, and Winters (1992)

Rubrics can Help teachers or other raters be

accurate, unbiased and consistent in scoring.

Document the procedures used in making important judgments about students.

-- Herman, Aschbacher, and Winters (1992)

So, What does this have to do with ESOL?

Take a piece of paper and do a 2-minute “Quick Write” of how Standards Based Curriculum, Design, and Assessment applied to the field of teaching ESOL.

AMAO?What is required of the state and local school systems to measure the child’s development and attainment of English proficiency?

Under the federal NCLB regulations for Title III, Language Instruction for Limited English Proficient and Immigrant Students, states must conduct an annual statewide assessment of English Language Learners (ELL) and local school systems are required to meet Annual Measurable Achievement Objectives (AMAO) for ELLs from kindergarten through 12th grade. These AMAOs include:

1. increases in the number or percentage of children making progress in learning English (AMAO I);2. increases in the number or percentage of children attaining English proficiency by the end of each school year (AMAO II); and3. making adequate yearly progress

What does NCLB say about ESOL standards & performance?

English Language Proficiency Assessment and AMAOs

LAS Links has been used annually since school year 2005-2006 to measure Annual Measurable Achievement Objective 1(AMAO) and AMAO 2

Maryland exempts “recently-arrived” English Language Learners (ELL) or Limited English Proficient (LEP) students from one administration of its reading assessment during the first year of enrollment in U.S. schools

Maryland excludes the scores of recently arrived ELL students on state mathematics and reading/language arts assessments from one cycle of adequate yearly progress (AYP) determinations

Maryland includes “former” ELL students within the LEP category when making AYP determinations in reading/language arts and mathematics for up to two years after the students no longer meet the state’s definition for Limited English Proficiency.

Special Cases:

How does this look as a curriculum document?

Higher order thoughts… Review Unit 1 of the MCPS Middle

School ESOL 2 Guide Compare it to the MSDE ESOL

Proficiency State Curriculum Highlight the indicators that are

addressed in the Unit Outline, Page 11.