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Using Assessment and Curriculum Data:
A Deepening of Practice
2nd Annual User’s ConferenceMarch 18, 2009
Using Assessment Data AS Instruction
Dr. Bena Kallick & Karen BaileyMarch 18, 2009
Together we will explore:
1.What are some key sources of data that effect student performance?
2.How do educators meet and make thoughtful decisions using data?
3.How do educators use assessment data formatively AS instruction?
Who’s in the room? Stand/wave if you…
serve as an elementary teacher. serve as a middle school teacher. serve as a high school teacher. serve as a specialist/coach. serve as a building or central office
administrator. serve in a capacity not listed above.
Who’s in the room? Stand/wave if you…
have worked in a purposeful professional learning community.
have used Performance Tracker, Assessment Builder or TechPaths software to record and share data.
have begun creating and evaluating curriculum and assessment data.
What are some key sources of data that effect student
performance?
The future is not a result of choices among alternative paths offered by the present,
but a place that is created - created first in
mind and will, created next in activity. The paths are not to be found, but made, and the activity of making them changes both the maker and the destination.
John Schar
Improving Student Achievement
Data Analysis Technologies
Assessment
Standards-Based Alignment
Making Data-Informed Decisions
Curriculum
Assessment• State, National, International• Benchmark • Common Assessments• Classroom-based• Student Self-Assessment
Drawing on Past Knowledge mpeg.mpeg
The Power of The Power of Longitudinal DataLongitudinal Data
Curriculum• Curriculum Maps• Electronic Units and Lessons• Analytic Reports
Perception• How do the students perceive their
experience in school?• How do the parents perceive their
students’ experience in school?• How do teachers perceive their role and
support in the school?
Using Data To Improve Learning in High Schools, Victoria Berhardt, Eye on Education 2005
Demographics•Who are the students?•What do we know about each specific
group of students?•What do we need to know to understand
our students?
Data (Gathering )• Assessment• Curriculum• Instructional Practices
Shared Information (Analyzing)• Use of reports
Construction of Meaning Teacher Dialogue
How do educators meet and make thoughtful decisions
using data?
You cannot have measurable goals without review and analysis of data. Data gives us a sense of where we are relative to where we need to be and directs us to do better in those areas of weakness.
Mike Schmoker
Schedule for regular collaborative work. Establish group norms. Use protocols to facilitate dialogue. Provide easy to access graphic
representations of data. Follow an action plan for improvement. Keep the focus on student learning.
What is it we expect students to learn?
How will we know when they have learned it?
How will we respond when they don’t?
How will we respond when they do?
DuFour,DuFour,Eaker
Link teaching and learning.
Be specific and fine-grained.
Make certain that the problem is within the school’s control.
Make certain that the problem serves as leverage to a larger problem or goal.
Why do you suppose that students are struggling with this issue?
What steps can be taken and whose assistance is needed?
How do students stay involved in the learning, assessing, learning process?
What have we discovered about
the issue?
What questions do we have now?
What further data might we need to
address this issue?
What needs to be done?
Who will do it?
When will it take place?
How will you know that students are improving achievement?
Build a timeline for what you are targeting to happen.
Organizational Structure:
How are we organized for improvement?
Do we have structures and protocols that support teacher and student learning?
What road blocks can we anticipate and overcome?
How do educators use assessment data formatively
AS instruction?
“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment
than with any other tools you have at your disposal.”
Dr. Rick Stiggins
When students are involved in the assessment process they are required to think about their own learning, articulate what they understand and what they still need to learn — and achievement improves.
(Black and Wiliam, 1998; Sternberg, 1996; Young, 2000)
Summative Assessment (of Learning):How much have students learned as of a particular point in time?
Formative Assessment (for Learning):How can we use assessments to help students learn more?
*Rivals one-to-one tutorial instruction**Largest gains for low achievers
35 Percentile Points 2-4 Grade Equivalents 100 SAT Score Points 5 ACT Composite Score Points US TIMSS from middle to top 5
System Components include:• a variety of assessments of and for learning.• timely and understandable data and feedback.• staff development through the use of purposeful
professional learning communities.
System Outcomes include:• helping individuals make informed instructional
decisions. • maximizing student success.
Educators and students must be able to
answer:
Where am I going?Where am I now?How can I close the gap?
Adapted from Royce Sadler, Questions for Student Engagement
Provide a clear and understandable vision of the learning target.
•Share the learning target(s) in advance of the lesson.
•Use student-friendly language.•Check for understanding.
©2004, ATI www.assessmentinst.com
Grade 2: Number Operations Unit Name: _____________________
Learning Outcomes Evidence Date
I can use manipulatives, to show and describe addition to 100 without regrouping.
Use manipulatives to show:
33 +25 Create another problem of your own to demonstrate your understanding.
I can use manipulatives, show and describe subtraction to 100 without regrouping.
Use manipulatives to show:
45 - 21 Create another problem of your own to demonstrate your understanding.
I can use manipulatives, to show and describe addition to 100 with regrouping.
Use manipulatives to show:
53 +28 Create another problem of your own to demonstrate your understanding.
Grade 3: Patterns and Relations Name: __________________________
Learning Outcomes Evidence Date
I can extend or find a missing element in a pattern.
Create a pattern with buttons. Partner with another student and give them the challenge to extend your pattern. ---------------------------------------------------------------------------------------
Leave one element of your pattern out and challenge your partner to fill in the missing element.---------------------------------------------------------------------------------------
Now reverse and have your partner challenge you.---------------------------------------------------------------------------------------
Each of you should write your reasoning to show how you solved the problems presented. What was the rule for the pattern?
_______
_______
_______
_______
Use and post student examples/models of strong and weak work (keep anonymous).
•Share models of student work.•Allow students to score samples.•Demonstrate the process of creating a
performance, project, etc.
©2004, ATI www.assessmentinst.com
Offer students frequent, descriptive feedback.
• Descriptive feedback directly reflects the learning target(s).
• Addresses the targets they are doing well and their next steps toward achieving their learning goal.
• Forms the basis for differentiated instructional groups
©2004, ATI www.assessmentinst.com
Student
Who is the primary audience for this assessment?
What data does this assessment give him?
What does it give his parents? Other teachers?
Would he
be able to
fix it?
With this data, can he identify his strengths in Math?
With this data, can he isolate his weaknesses?
Does the feedback tell him how to improve his work?
With this information, can he successfully and independently set mathematical goals to address his learning gap?
Teach students to self-assess and set goals.
• Self-assessment is a necessary part of the learning process.
• Students can identify their strengths and the areas in which they need to improve based upon examples/models of proficient work.
©2004, ATI www.assessmentinst.com
Design lessons that focus on one learning target at a time.
• Differentiate student instruction.• Develop confidence before moving on.• Be careful not to reach beyond the next
sequential learning target.
©2004, ATI www.assessmentinst.com
Item Analysis from Common Assessment
Teach students focused self-revision.
• Teachers should model revision practice using strategies and examples.
• Students should qualify their responses in order to isolate learning targets.
Sigin -- received her peer-edited paper with class assigned codes.
1. Capital letter 2. Describing word 3. What/who?
4. Did what? 5. Where? 6. When?
7. Why? 8. Punctuation
Engage students in self-reflection and setting goals.
• Students need to share their progress with all assessment users.
• The teaching, learning, assessment cycle becomes a partnership.
©2004, ATI www.assessmentinst.com
Problem#
Learning Target Right?
Wrong?
Simple mistake
?
More study?
1 Place Value: I can write numerals in expanded form to 10 thousands place.
x
2 Place Value: I can write numerals in expanded form to 10 thousands place.
x
3 Place Value: I can write numerals in expanded form to 10 thousands place.
x
4 Place Value: I can identify place value to the thousands place.
x
5 Place Value: I can put numbers in order through the thousands.
x
6 Place Value: I can put numbers in order through the thousands.
x
7 Place Value: I can put numbers in order through the thousands.
x x
Problem#
Learning Target Right? Wrong?
Simple mistake
?
More study
?
8 I can write fractions to match models.
x
9 I can write fractions to match models.
x x
10 I can write fractions to match models.
x
11 I can write fractions to match models.
x x
12 I can subtract 3-digit numbers with borrowing.
x
13 I can subtract 3-digit numbers with borrowing.
x x
14 I can subtract 3-digit numbers with borrowing.
x
15 I can subtract 3-digit numbers with borrowing.
x x
Problem#
Learning Target Right? Wrong?
Simple mistake
?
More study?
16 Measurement: I can read time to the nearest minute.
x x
17 Measurement: I can read a thermometer.
x
18 Measurement: I know how much a liter is.
x x
19 Measurement: I know how long a centimeter is.
x
20 Measurement: I can choose the right tool to measure length, weight, liquid, and distance.
x
I am good at these!
I am pretty good at these, but need to do a little review.
I need to keep learning these.
©2004 ETS/ ATI
I am good at these!
1, 2, 3, 4, 5, 6, 8, 10, 12, 14, 17, 19, 20
I am pretty good at these, but need to do a little review.
7, 13, 15, 16
I need to keep learning these.
9, 11, 18
©2004 ETS/ ATI
Time to Reflect
What effects might utilizing these strategies have on both students and teachers?
How might utilizing these strategies assist as we build a data-informed culture?
Together we will explore:
1.What are some key sources of data that effect student performance?
2.How do educators meet and make thoughtful decisions using data?
3.How do educators use assessment data formatively AS instruction?
Using Assessment Data AS Instruction
Dr. Bena Kallick & Karen BaileyMarch 18, 2009
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