SEPT 20 8:00-11:00 WHAT ARE WE MEASURING? HOW DO WE MEASURE?
DHS English Department Professional Development
Slide 2
Norms As a department we will: Promote the exchange multiple
perspectives and ideas Work with an eye towards
implementation/product Be present and engaged (cell phones,
computers, etc. only as necessary) Show respect for others through
our actions and words
Slide 3
Learning Targets By the end of the meeting: I will be able to :
Communicate what elements compose an effective assessment Generate
criteria of effective assessment Evaluate my own assessments Set a
plan for reviewing my own assessments
Slide 4
What we generated in Aug.
Slide 5
Where are we? And are we going the right way?
Slide 6
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 terms I can develop high-quality
selected response/short answer assessments (multiple choice, t/f,
matching) I can develop high quality extended written response
assessments I can develop high quality performance assessments I
can develop high quality personal communication based
assessments
Slide 7
Assess how? Continued: I can select among assessment types
based on target type and purpose I can sample and appropriately
avoid sources of bias and distortion
Slide 8
Assess 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 master
Differentiated content students are to learn outright from content
that are to learn to retrieve later through the use of references
Defined in writing the specific patterns of reasoning students are
to master Articulated in writing the performance skills I expect
students to learn to demonstrate (where it is the actual learning
that counts)
Slide 9
Assess what? Continued Defined key attributes of products I
expect students to create Thought through and defined academic
dispositions (school-related attitudes) I hope my students develop
Met with other teachers across grade levels to merge my
expectations into a vertically, horizontally and diagonally
articulated curriculum
Slide 10
Map for the year We are here
Slide 11
Research to support: Marzano Marzano (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.
Slide 12
Research: Bloom Bloom (1984) notes that careful assessments are
essential to tracking student progress and to making adjustments in
the delivery of instruction.
Slide 13
Research: Popham and Wiggins and McTighe Popham (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.
Slide 14
Why do we need to do this?
Slide 15
Looking at assessment purpose Read the scenarios with small
group Identify what the assessments purpose is. List various
purposes
Slide 16
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
Slide 17
Practice with evaluation Read the scenarios with small group
Apply criteria: What are the two assessments measuring? What are
the strengths of the assessment? What are the weaknesses?
Slide 18
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
Slide 19
Inventory of assessment Targets: Red: not taught, not assessed
Yellow: explicitly taught not explicitly assessed Green: explicitly
taught and explicitly assessed Where do you line up?
Slide 20
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?
Slide 21
Housekeeping Attendance IC WERCS sharing sheet Phase theory
workshop feedback Conference reflection Brandon
Slide 22
Before you go Complete white paper and give to Beth