16.04.02 (nesa) instructional agility handout · imperialism nationalism militarism alliances...

www.tomschimmer.com [email protected]

Instructional Agility Blurring the Lines between Assessment,

Instruction, and Feedback

Tom Schimmer

www.allthingsassessment.info @TomSchimmer

__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2016) -‐ Instructional Agility @TomSchimmer [email protected]

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Instructional Agility

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• Assessment as NOUN creates an event-‐based mindset where teachers have to “stop teaching” in order to “conduct” their formative assessments.

• Assessment as VERB creates a mindset of infused assessment where assessment is instruction and teachers develop their instructional agility.

INSTRUCTIONAL AGILITY: The ability to make “real-‐time” instructional adjustments

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QUESTION: What makes any activity a formative assessment?

BEFORE:

DURING:

AFTER:

Assessment Levels

Level Priority Frequency

Classroom Assessment,FOR,Learning Daily/Weekly

Grade/School Common,Assessments Monthly/Quarterly

District/State Standardized Yearly


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Formative Assessment

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Reflect on any successful experiences you’ve had/seen using hinge questions? What made them successful?

What further enhancements would maximize their impact?

What subject/level could you see introducing hinge questions? Describe your initial thoughts?

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Exit Slip13+ 37= 3

5- 27=

512+ 1118

=

Exit Slip3"things"I"know"about"life"during"the"late"Middle"Ages...

2"significant"differences"between"living"in"the"early/late"middle"ages...

1"similarity"between"life"in"the"late"middle"ages"and"life"today...

Exit SlipThis week I learned...

I am still not sure about...

I hope we will learn about...

Exit TicketDescribe(the(differences(between(verbal,(situational,(and(dramatic(irony.(Provide(an(example(of(each(to(clarify(your(explanations.

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Describe the most effective ways you and/or a colleague have utilized exit tickets in the past?

What new ideas uses for exit tickets are you now thinking of?

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Which of the following was most responsible for

the tension that led to World War I ?

Imperialism Nationalism

Militarism Alliances

Imperialism was most responsible for the

tension that led to World War I.

Strongly Agree

Agree

Disagree Strongly Disagree

Checklists v RubricsCHECKLISTS)focus&on&verifying&the&existence&or&follow3through&with&specific&aspects,&attributes,&or&directions.&

CHECKLISTS)are&low3inference&decisions&and&can&include&“non3learning”&attributes.&(i.e.&title&page).&

RUBRICS)are&anchored&on&the&intended&learning&or&standard&and&distinguish&between&levels&of&quality.&


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MEASUREMENT UNIT TEST REVIEW

What are my Strengths? What are my areas in need of Improvement?

Name: Assignment: Date: (1) Please look at your corrected test and mark whether each problem is right or wrong. (2) Then look at the problems you got wrong and decide if you made a simple mistake. If you did, mark the “simple mistake” column. (3) For all remaining problems you got wrong, mark the “more study” column. Problem Learning Target Right? Wrong? Simple

Mistake? More Study?

1 Definition: Pythagoras

2 Definition: Polygon

3 Definition: Square Root

4 Definition: Right Triangle

5 Definition: Circumference

6 Definition: Area

7 Definition: Parallelogram

8 Definition: Quadrilateral

9 Definition: Perimeter

10 Definition: Hypotenuse

11 Formulas: Area of a Circle

12 Formulas: Area of a Triangle

13 Formulas: Circumference of a Circle

14 Formulas: Area of a Parallelogram

15 Formulas: Area of a Rectangle

16 Formulas: Pythagorean Theorem

17 Imperfect Squares: Estimating the answer to an imperfect square.

18 Imperfect Squares: Estimating the answer to an imperfect square.


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MEASUREMENT UNIT LEARNING PLAN

Learning Targets I am GOOD at… Learning Targets I got right:

Learning Targets I need to REVIEW…

Learning Targets I got wrong because of simple mistake: What I can do to keep this from happening again:

Learning Targets I need to KEEP LEARNING… Learning Targets I got wrong and I’m not sure what to do to correct them: What I can do to get better at them:


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Effective Feedback

What metacognitive feedback (cues, questions, prompts) routines have been successful for you or a colleague in the past?

What new ideas now come to mind? Be specific about grade, level, and/or subject area.

Student Self-Reflection

Student Reflections• Look%Back%

• Look%Ahead%

• Look%In%

• Look%Out

What%unexpected%challenges%did%you%encounter%while%you%were%working%on%this%project?%How%did%you%overcome%them?

What%aspects%of%other%students’%projects%would%you%like%to%incorporate%into%your%next%project?

What%did%you%learn%about%yourself%while%you%were%working%on%this%project?

What%do%you%hope%others%will%notice%about%you%when%they're%looking%at%your%project?

Fist to Five

5!=!“I!feel!like!I!have!it#mastered.”

4!=!“I!feel!confident!that!I!can!do!it#independently.”

3!=!“I!understand!it,!but!could!use!some!extra!help.”

2!=!“I!understand!some!of!it,!but!I!need!to!practice!more.”

1!=!“I!need!a!lot!help.”0!=!“I!am!completely!lost.”

ALONE

PEER

With the teacher


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Homework

Reassessment

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“You’re(already(reassessing!”When the focus is on the event, then we think we have

to create new events.

Assignment Quiz Test Project

ReAssignment ReQuiz ReTest ReProject

…but when the focus is on learning or meeting standards, reassessment is a natural part of a balanced assessment system.

Assignment Quiz Test Project

The same standard(s) represented over and over!

Reassessment the Right Way

Learning matters-Something has to happen in-between each assessment.

Standards matter-New evidence of learning; not always the same event.

Timeliness matters-Soon is better than later; keep the learning fresh

Flexibility matters-Time to readiness may vary given scope and/or students

Accurate Use matters-New trumps old OR contextual reconsideration.

Most Recent Evidence Most Frequent Evidence

(1)$There$are$few$(if$any)$variables$in$how$proficiency$is$demonstrated.$

(2)$Student$growth$toward$proficiency$is$fairly$straightforward.$

(3)$Often$foundational$knowledge$&$fundamental$skills.$

(4)$Building$blocks$for$deeper$learning.$

(5)$New$evidence$renders$old$evidence$as$invalid$&$irrelevant.

(1)$There$are$a$number$of$variables$in$how$proficiency$is$demonstrated.$

(2)$Student$growth$toward$proficiency$is$complex$given$all$of$the$elements$that$contribute$to$the$demonstration$of$learning.$

(3)$Deeper$understandings$of$strategies$&$processes.$

(4)$Application$of$foundational$knowledge$&$skills$$in$a$variety$of$circumstances.$

(5)$New$evidence$leads$to$a$contextual$reconsideration$of$old$evidence.

Alternative Possibilities• Make%it%OPTIONAL%

• DIFFERENTIATE%the%homework%

• Differentiate%the%PATHWAY%

• Differentiate%the%RESPONSE0

• Allow%for%PEER0CORRECTIVES0

• DISTRIBUTE0homework%strategically.


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References Schimmer, T. (2016), Grading from the inside out: Bringing accuracy to student assessment through a standards-based mindset. Bloomington, IN: Solution Tree Press. Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press

Adequate Sampling?

• The number of samples used is not the same as the number of assignments completed.

• The goal is accuracy.

• There are times when the more recent demonstrations are more accurate, but more than one sample is necessary.

• Does the assessment rigor progressively increase or is it the topics/activities that change?

Adequate Sampling?

Sample 1

Sample 2

Sample 3

Sample 4

3 4 3 2 Overall = 3

Adequate Sampling?

Sample 3

Sample 4

Sample5

Sample6

3 2 2 2

Overall = 2

Adequate Sampling? Sample 5

Sample 6

Sample7

Sample8

2 2 3 3

Overall = 3

Adequate Sampling?

Sample 1

Sample 2

Sample 3

2 3 2

Overall = 2

Adequate Sampling?

Sample4

Sample 2

Sample 3

3 3 2

Overall = 3

Adequate Sampling?

Sample4

Sample 2

Sample5

3 3 4

Overall = 3

Adequate Sampling?

Sample4

Sample6

Sample5

3 4 4

Overall = 4

16.04.02 (nesa) instructional agility handout · imperialism nationalism militarism alliances...

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