DHS English Department Professional Development

Sept 208:00-11:00What are we measuring?How do we measure?DHS English DepartmentProfessional DevelopmentNormsAs a department we will:Promote the exchange multiple perspectives and ideasWork with an eye towards implementation/productBe present and engaged (cell phones, computers, etc. only as necessary)Show respect for others through our actions and words

Learning TargetsBy the end of the meeting:I will be able to :Communicate what elements compose an effective assessmentGenerate criteria of effective assessmentEvaluate my own assessmentsSet a plan for reviewing my own assessments

What we generated in Aug.

Where are we? And are we going the right way?

Lets see where we are: Assess how?I can translate my learning targets for students and purposes for assessment into dependable assessments that yield accurate results. I am confident of the following:I can identify key standards of assessment quality in common sense understandable termsI can develop high-quality selected response/short answer assessments (multiple choice, t/f, matching)I can develop high quality extended written response assessmentsI can develop high quality performance assessmentsI can develop high quality personal communication based assessmentsAssess how? Continued:I can select among assessment types based on target type and purposeI can sample and appropriately avoid sources of bias and distortionAssess what? I can clearly describe the learning targets I want my students to hit. I have done the following:Outlined in writing the subject matter content knowledge my students are to masterDifferentiated content students are to learn outright from content that are to learn to retrieve later through the use of referencesDefined in writing the specific patterns of reasoning students are to masterArticulated in writing the performance skills I expect students to learn to demonstrate (where it is the actual learning that counts)Assess what? ContinuedDefined key attributes of products I expect students to createThought through and defined academic dispositions (school-related attitudes) I hope my students developMet with other teachers across grade levels to merge my expectations into a vertically, horizontally and diagonally articulated curriculumMap for the year

We are here

Research to support: MarzanoMarzano (2003), in his review of research of effective practices in schools, notes the inextricable connection between standards and assessment. He reports that repeated studies reveal the positive impact that formative assessment has on student achievement.Schmoker and Marzano (1999) report that achievement tests scores have increased when schools have linked standards to carefully designed assessments.Research: BloomBloom (1984) notes that careful assessments are essential to tracking student progress and to making adjustments in the delivery of instruction.Research: Popham and Wiggins and McTighePopham (2001, 2003) Wiggins (1990, 1993), and Wiggins and McTighe (1998, 1999) report evidence that student achievement is not only measured by carefully designed assessment tools but affected by the assessments that guide teachers and set the learning agenda for students.Why do we need to do this?

Looking at assessment purposeRead the scenarios with small groupIdentify what the assessments purpose is.List various purposes

What are the criteria for effective assessment?With small group, generate a list of criteria for what defines an effective assessment. Use classifications from scenarios.

Align criteria to Stiggins 5 keys of quality assessment

Practice with evaluationRead the scenarios with small groupApply criteria: What are the two assessments measuring?

What are the strengths of the assessment?What are the weaknesses?

Where do I fall on the continuum?Using our criteria and Stiggins rubric, evaluate one of your assessments.You will sit at a table with colleagues who are focusing on the same skill: reading, writing, speaking and listening.You will evaluate your own assessment using the Stiggins rubric

Inventory of assessmentTargets:Red: not taught, not assessedYellow: explicitly taught not explicitly assessedGreen: explicitly taught and explicitly assessed

Where do you line up?What is next?In terms of skills, what are we consistently and commonly assessing?How should every ______________ be measured or assessed?How can we provide consistent assessment for a student during her four years at DHS?HousekeepingAttendanceICWERCS sharing sheetPhase theory workshop feedbackConference reflectionBrandonBefore you goComplete white paper and give to Beth