Teaching: Module 3 PPT

Report
Coastal Plains RESA
Assessment Literacy: Formative Instructional
Practices
March 27, April 23, April 30, May 7
Session One: Modules 1 & 2
Session Two: Module 3
Session Three: Module 4
Session Four: Module 5
Norms
 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!
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Collecting and Documenting Evidence
Agenda
 Establish Norms
 Set Learning Targets
 Pre-Assess
 Deconstruct Standards & Set Learning Targets
 Create Steps for Collecting Evidence (1, 2, 3)
 Identify Design Elements (Steps 4, 5, 6, 7)
 Complete a Test Specification Chart (Test Blueprint)
 Document Evidence
 Reflect
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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.
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How do Formative Instructional
Practices connect to Leader Keys,
Teacher Keys, CCRPI, …?
Teacher Keys
Effectiveness System
Leader Keys
Effectiveness System
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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.
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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.
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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.
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M3: Collecting and Documenting
Evidence of Student Learning
Know how to collect accurate formative evidence of
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.
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Accurate Assessment
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?
Students are
users, too.
Communicate How?
How manage information?
Students track
How report?
progress and
communicate, too.
Be sure students
understand
targets, too.
Students can
participate in
the process, too.
Effectively Used
Learning Targets and Assessment Methods
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..
Whole group (S3L1 a, b, d and then with a partner ELACC3RI1).
 Deconstruct the standard.
 Learning Target Types
 Deconstructing a Standard Template
 Checklist 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.
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Steps for Collecting Accurate Formative
Evidence of Learning
1. ?
2. ?
3. ?
What are steps 1, 2, and 3?
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M3: Collecting Accurate Evidence of Student Learning
Know how to collect accurate formative evidence of 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.
2.
3.
4.
Multiple Choice
True False
Matching
Essay
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.
 Review key terms p. 1 of Module 3 Overview and other assessment
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terminology (ivory handout).
Coastal Plains RESA 2013-14
M3: Collecting and Documenting Evidence of Student Learning
Know how to collect accurate formative evidence of
learning.
 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?
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Steps for Collecting Accurate Formative
Evidence of Learning
Add Steps 4, 5, 6, and 7.
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Sound Assessment Design
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.
M3, p. 8-9
4. Control for bias.
1.
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
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Assessment bias is
present whenever one
or more items on a test
offend or unfairly
penalize students
because of
those students’
personal characteristics
such as race, gender,
socioeconomic status,
or religion.
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Learning Targets and Assessment Methods
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..
Whole group and then with a partner.
 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?
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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?
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M3: Documenting Evidence of Student
Learning
Know how to document formative 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?
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M3, p. 43.
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M3, p. 43.
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M3 Documenting Evidence
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M3, p. 41.
M3: Collecting and Documenting Evidence
of Student Learning
Know how to document formative 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?
 With a partner, complete Activity 3, p. 8-9.
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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?
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M3: Collecting and Documenting
Evidence of Student Learning
Know how to collect accurate formative evidence of learning.
 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.
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Accurate Assessment
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?
Students are
users, too.
Communicate How?
How manage information?
Students track
How report?
progress and
communicate, too.
Be sure students
understand
targets, too.
Students can
participate in
the process, too.
Effectively Used
Resources at
http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/GeorgiaFIP.aspx
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Resources at FIP Portal
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Resources
Chappuis, Jan. Seven Strategies for Assessment for Learning.
Stiggins, Rick. Classroom Assessment for Student Learning.
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Assignment
Please 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.
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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. KnowingYour Learning Target.
 Schmoker, Mike. Results Now.
 Stiggins, Rick. Classroom Assessment for Student Learning.
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Coastal Plains RESA

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