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Assessment for Learning. October 22, 2013 Basia Kiehler Sandy Riley. Assessment Literacy Plan and Expectations (LT 1). Long Term Plan Assessment Research Group’s Data Research to Support Your Learning Expectations. Achievement Initiatives 7-10 Year Plan. - PowerPoint PPT Presentation
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Assessment for Learning
October 22, 2013
Basia KiehlerSandy Riley
2
Assessment Literacy Plan and Expectations (LT 1)
1. Long Term Plan
2. Assessment Research Group’s Data
3. Research to Support Your Learning
4. Expectations
2013-2014
• 75 teachers trained (Cohort 1)
• Sustained support for teachers throughout the year
2014-2015
• 500 more teachers trained (Cohort 2)
• Teachers from Cohort 1 become facilitators for Cohort 2 within their buildings
2015-2016
• 1500 more teachers trained (Cohort 3)
• Cohort 1 teachers are the trainers for these teachers
2016-2017
• 1500 more teachers trained (Cohort 4)
• Cohort 1 teachers are trainers and perhaps any teacher from Cohort 2
2017 and beyond
• 1500 more teachers trained (Cohort 5)
• Cohort 1 teachers and perhaps any teacher from Cohort 2 and 3
Achievement Initiatives 7-10 Year Plan
Instructional Networks: WWC, ECAN, RA, ELN*, NGS*, ALN*Leadership Networks: ALN, HS Principals, EL Principals, MS
Principals, CIT, CAAN
Goal : By 2020, 1 highly skilled teacher leader for every 10 teachers.
This means 500 teacher leaders in both counties
50 100 200 300
Assessment Literacy Training Plan
2012-2013 2013-2014 2014-2015 2015-2016
• Sept. 2012- ATI Training
• Oct. 2012 - SCAL (Steering Committee for Assessment for Learning) CD and WISD
• Jan. 2013 Action Research Group (ARG)
• ARG: 10 teachers from W/L representing EL and Secondary
• Implement 1 week of instruction using CASL practices
• Pre and post assessment Inventory
• Aug. 2013 – Train 56 teachers Cohort 1 (4 per district)
• Ongoing monthly support
• Develop 2 units of instruction using CASL
• Pre-post data including pre and post assessment inventory
• Basia & Sandy support systems for these teachers
• Goal is to have 2 units of instruction created by end of 2014
• Aug. 2014 – Train 112 teachers Cohort 2 (8 per district)
• Cohort 1 sits in on the trainings from a “Trainer” perspective
• Monthly support for Cohort 1
• Cohort 1 become facilitators for their Cohort 2 teams in their buildings
• Pre/post assessment inventory
• Basia & Sandy support systems for Cohort 1
• Goal is for Cohort 1 to have 2 more units of instruction create by end of 2015
• Aug. 2015 – Train 224 teachers Cohort 3 (16 per district)
• Cohort 1 facilitates the training
• Monthly support for Cohort 1
• Cohort 2 & 3 teams in their buildings
• Pre/post assessment inventory
• Basia & Sandy support systems for Cohort 1
• Goal is for Cohort 1 to have 2 more units of instruction create by end of 2016
• Cohort 2: 4 units• Cohort 3: 2 units
5
Data to Support our Vision
Key 1: Clear Purpose Key 2: Clear Targets Key 3: Sound Design Key 4: Effective Communication
Key 5: Student Involvement
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
2.32 2.31
1.76
2.512.65
3.443.63
3.07
3.34 3.39
Assessment Practices Results-AveragesTeacher Survey Results
January & May 2013
PRE-Averages
POST-Averages
Keys to Quality Classroom Assessments
Sca
led
Sco
re (
0-4)
Scale:0 - Not sure what that means1 – Not at all2 - Beginning3 - Partially4 - Completely
6
Answer Choices for Survey Questions
• Answer choices for each question…– Always– Usually– Sometimes– Rarely
• Question 7 (felt) answer choices…– confident.– neutral.– nervous.– anxious.
7
Survey Questions
1. Before my teacher presented the lesson in this class, I knew specifically what I needed to learn.
2. After my teacher presented the lesson in this class, I knew specifically what I needed to learn.
3. If I didn’t learn something the first time my teacher presented in this class, I knew my teacher was going to give me more chances to learn it.
4. Feedback on practice activities/assignments during this lesson in this class helped me understand what I knew and what I still needed to learn or practice.
8
Survey Questions
5. The assessment that I took in this class after the lesson helped me understand what I know and what I still need to learn or practice.
6. I was given the opportunity to practice learning without being graded in this class.
7. Before taking assessments/tests/quizzes in this class I felt…****
8. After taking the assessment/test/quiz in this class, I now have a clear understanding of what I know, the simple mistakes I made, and what I need to continue learning.
9
Always Usually Sometimes Rarely0%
10%
20%
30%
40%
50%
60%
36% 34%
21%
9%
53%
27%
15%
6%
District A: Elementary - Math
PRE
POST
Survey Results from Elementary School
10
Survey Results from Middle School
Always Usually Sometimes Rarely0%
10%
20%
30%
40%
50%
60%
24%
38%
30%
7%
53%
31%
11%
5%
District B: Middle School - SS
PRE
POST
11
Survey Results from High School
Always Usually Sometimes Rarely0%
10%
20%
30%
40%
50%
60%
70%
80%
51%
29%
17%
3%
70%
24%
5%1%
District C: High School - Algebra 1
PRE
POST
12
Individual Classroom Results
Unit 8 Avg Unit 9 Avg0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
68%
83%
Elementary Math Summative Assessment Comparison
13
Individual Classroom Results
Prior Test Average Post Test Average0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
69%
84%
Middle School SS Summative Assessment Comparison-Teacher 1
14
Individual Classroom Results
Prior Test Average Post Test Average0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
82%92%
Middle School SS Summative Assessment Comparison-Teacher 2
15
Student Growth
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
-10
0
10
20
30
40
50
Student Growth from Pre and Post4th Graders - Math
Training MethodHow do we achieve it?
Level of Impact Evidence of ImpactWhat does this look like?
Didactic presentation oftheory & concepts
Awareness Participant can articulategeneral concept & identifyproblems.
Modeling/demonstration(i.e. live, video)
ConceptualUnderstanding
Participant can articulateconcepts clearly & describeappropriate actions.
Practice in simulatedsituations with feedback(i.e. role play, written exercises
Skill Acquisition Participant can begin to useskills in structured or simulated situations.
Coaching & supervisionduring application
Application of Skills Participant can use skills flexibly in actual settings.
Training Methods & Levels of Impact - Joyce & Showers (1980)
K N O W I N G
D O I N G
17
2013-2014 Expectations
• Attendance to Meetings• Fidelity of Implementation• Journaling• Pre and Post Surveys• Pre and Post Assessments• Board Presentation