Network for New Science/Math Teachers
May 26, 2010Meeting 5
Lexington, KYUniversity of Kentucky
Partnership Institute for Math & Science Education ReformKentucky Department of Education
Welcome!Help yourself to some
refreshments and networking
Group Norms
• Start and end on time• Put cell phones on silent• Be respectful of all
comments• Everyone participates• Exercise the rule of “two
feet”• Come prepared for the
meeting
Review from March
Break Outs
CASL WorkBalanced Assessment
Users and Uses
Formative Assessment:Questioning
Roadmap for Today
Break-Outs
StudentEngagement
Balanced Assessment:Learning Targets
ResearchedBased
Strategies
Classroom Assessment for Student Learning (CASL)
• Learning Goal– To deepen understanding
of Classroom Assessment for Learning.
• Learning Targets– I can identify the 4 types of
learning targets.– I can explain the role
learning targets play in instruction.
Balanced Assessment Goal of SB 1
SummativeSummativeProvides evidence achievement to certify student competence or program effectiveness
Assessment Assessment forfor learning learning
Use assessments to help students assess and adjust their own learning
Formative uses of Formative uses of summative datasummative dataUse of summative evidence to inform what comes next for individuals or groups of students
FormativeFormativeFormal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed
Assessment Assessment forfor learning learning
Use classroom Use classroom assessments to assessments to inform teacher’s inform teacher’s decisionsdecisions
Crucial Distinction
Assessment OF Learning:
How much have students learned as of a particular point in time?
Assessment FOR Learning:
How can we use assessment to help students learn more?
Assessment is REALLY formative when:
• Its purpose is to support—not merely monitor--learning
• It points up the scaffolding
• It provides descriptive feedback
• It builds self-confidence, self-efficacy
• It’s “Assessment FOR Learning”.
PURPOSE
TARGET
ACCURACY EFFECTIVE USE
STUDENTINVOLVEMENT
DESIGN
EFFECTIVE COMMUNICATION
Keys to Quality AssessmentCASL, 2004
Research-based Strategies
5 Research-based strategies that significantly improve student learning:Sharing criteria (clear learning targets
with success criteria)– Questioning– Feedback– Peer assessment– Self-assessment
Black and Wilam, 1998
Students who can identify what they are learning
significantly outscore those who cannot.
Robert J. Marzano
Clear Learning Targets
• Individually, draw the front of a penny.
• Include as many details as you can without looking at one.
• Do not compare with a partner until instructed.
“Teachers who truly understand what they want their students to accomplish will almost surely be more instructionally successful
than teachers whose understanding of hoped-for student
accomplishments are murky.”-W. James Popham
PURPOSE
TARGET
ACCURACY EFFECTIVE USE
STUDENTINVOLVEMENT
DESIGN
EFFECTIVE COMMUNICATION
Siggins et al, Classroom Assessment for Student Learning, Assessment TrainingInstitute, 2004
The Challenge….
How can we use assessments to help the student believe that the target is within reach?
CLEAR TARGETSAssess what?
What are the learning targets?Are they clear?Are they good?
Are the student learning targets stated and easy to find?
Are the student learning targets focused—are there too many?
Are they clear?
Are they appropriate?
Do the stated learning targets reflect a bigger plan to cover all important learning targets over time?
Siggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004
Educators & Students must be able to answer……
• Where am I going?• Where am I now?• How can I close the gap?• How will I know I’m getting
there?• How can I keep it going?Adapted from Stiggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004
Is this a Target?
What do you think?
• Complete a senior project
• Build a bird Feeder
• Use a band saw safely
• Analyze a lab report
• Construct a diorama
Stiggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004
A Math Example• Math• Decimals
• Page 152 in the book• Going on a decimal hunt
• Read decimals and put them in order
Subject
Topic
Assignment
Activity
Learning Target
Stiggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004
The single most common barrier to sound classroom
assessment is the teachers’ lack of vision of appropriate
achievement targets within the subjects they are supposed to
teach.
Rick Stiggins
Learning Targets
• Knowledge
• Reasoning
• Performance/ skills
• Products
Adapted from Stiggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004
Knowledge Targets
Mastery of substantive subject content where mastery includes both
knowing and understanding it.
Adapted from Stiggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004
Knowledge Examples
• Identify metaphors and similes
• Read and write quadratic equations
• Describe the function of a cell membrane
• Know the multiplication tables
• Explain the effects of an acid on a base
Adapted from Stiggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004
Reasoning Targets
The ability to use knowledge and understanding to figure things out and to solve problems.
Stiggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004
Reasoning Examples
• Use statistical methods to describe, analyze, evaluate, and make decisions.
• Make a prediction based on evidence.
• Examine data/results and propose a meaningful interpretation.
• Distinguish between historical fact and opinion.
Adapted from Stiggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004
Performance/Skill Targets
The development of proficiency in doing something where the process is most important.
Stiggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004
Performance/Skill Examples
• Measure mass in metric and SI units
• Use simple equipment and tools to gather data
• Read aloud with fluency and expression
• Participates in civic discussions with the aim of solving current problems
• Dribbles to keep the ball away from an opponent
Adapted from Stiggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004
Product Targets
The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency.
Stiggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004
Product Examples
• Construct a bar graph
• Develop a personal health-related fitness plan
• Construct a physical model of an object
• Write a term paper to support a thesis
Adapted from Stiggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004
Clear Targets
Clear targets help us:• Recognize if the formative assessment
adequately covers and samples what we taught.
• Correctly identify what students know/don’t know, and their level of achievement.
• Plan the next steps in instruction.• Give meaningful descriptive feedback to
students.
Clear Targets (continued)
• Have students self-assess or set goals likely to help them learn more.
• Keep track of student learning target by target or standard by standard.
• Complete a standards-based report card.
Stiggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004
Classifying Learning Targets
• Lay out the four learning target category cards—Knowledge, Reasoning, Performance/Skill, and Product—in a row in that order.
• Sort the learning target example cards according to which kind of learning target it is. Lay these cards in columns under the appropriate category.
• When you have finished, walk around and look at what other groups have done and discuss any differences that you notice.
Classifying Learning Targets
• What were some considerations for how you classified the samples you had?
• Is it always clear how to classify a statement from the standards? Why or why not?
An Example
• STANDARD: An excellent golf swing
• TARGETS:– Proper placement for feet (stance)– Proper grip while maintaining stance– Swing A, B, C (3-parts to swing)
• ACTIVITIES:– Watch videos of great golfers and imitate their
stance
When should these be added and/or developed?
“By setting out clearly in their own minds what they wanted the students to learn, the teachers would be in a position to find out what the ‘gap’ was between the state of students’ current learning and the learning goal and to be able to monitor that ‘gap’ as it closed.”
--Assessment for Learning: Putting it into Practice, 2003
Without Clear Targets We Can’t Do Any of the Following…
• Know if the assessment adequately covers and samples what we taught.
• Correctly identify what students know and don’t know and their level of achievement.
• Plan next steps in instruction.• Give detailed, descriptive feedback to students.• Have students self-assess or set goals likely to help them
learn more.• Keep track of student learning target by target or
standard by standard.• Complete a standards-based report card.
Stiggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004
LEADERSHIP
LEADERSHIPLEADERSHIP
LEADERSHIP
Variables
School
Guaranteed and Viable CurriculumChallenging Goals and Effective FeedbackParent and Community InvolvementSafe and Orderly EnvironmentCollegiality and Professionalism
Teacher Instructional StrategiesClassroom ManagementCurriculum Design
Student Home EnvironmentLearned Intelligence and Background KnowledgeStudent Motivation
What Works in Schools, Robert J. Marzano