brevard effective strategies for teaching (b.e.s.t.) module iv
TRANSCRIPT
BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.)
Module IV
B.E.S.T.
ReviewReview
• What is B.E.S.T.? Why is it important?
• What are the three goals of B.E.S.T.?
• What are the first three modules of B.E.S.T., and one key concept from each?
LearningSpark
LearningSpark
Learning Cycle
Learning Cycle
LearningEnviron-
ment
LearningEnviron-
ment
LearningMeasure-
ment
LearningMeasure-
ment
LearningStrategiesLearning
Strategies
LearningPlan for
All
Student Engagement
Student Engagement
StudentAchievement
StudentAchievement
ContinuousTeaching
Improvement
ContinuousTeaching
Improvement
Module 1Module 1 Module 2Module 2 ModuleModule 3 Module 4Module 4 ModuleModule 55 Module 6Module 6
Serving every student with excellence as the standard
Serving every student with excellence as the standard
InclusionInclusion
RtIRtI
SSNPSSNP
Differentiated Differentiated Accountability Accountability
ModelModel
Differentiated Differentiated InstructionInstruction
National and National and State State
StandardsStandards
BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.)
Module IV
Reflect and ShareReflect and Share
• Reflect on Once Upon a Time, a Tale of Excellence in Assessment
• With a partner, share how you feel about the story e.g., did you experience a paradigm shift?
Module IVModule IVLEARNING LEARNING
MEASUREMENT:MEASUREMENT:Using Assessment to Using Assessment to
Drive LearningDrive LearningHow will I know if my
students are learning/have learned?
“Effectiveness in teaching
is not defined on the basis
of what they do as teachers,
rather, it is defined by what
their students are able to do.”
--Thomas Guskey
2007
Desired OutcomesDesired Outcomes
By the end of Module IVModule IV, we will have…
• A foundation for using assessment as a critical component of the teaching/ learning experience for us and our students
• Examples of formative assessments
Desired OutcomesDesired Outcomes
• A means for using assessment data to track student progress,differentiate instruction, and celebrate success
• A list of criteria for both traditional and standards-based grading systems
• An awareness of assessment with RtI
Putting the Pieces TogetherPutting the Pieces Together
• A metaphor or simile ( )
• A song or rap ( )
• An acronym (A.S.S.E.S.S.A.S.S.E.S.S.)
• A skit ( )
• A drawing ( )
• A formula ( )
Module IV AgendaModule IV Agenda
AgreementsAgreements• Take responsibility for your
learning• Listen as an ally• Everyone participates; no
one dominates• Honor time limits• Silence cell phones• Have fun!
AssessmentsAssessments
At your table:
• Brainstorm different assessments you use
• Write one per sticky note • Whole table places notes under
pre-assessment, formative, and summative on chart paper
• Three minutes
Why Assess?Why Assess?• Reflect on your current assessment
practices.• Using the ‘speedy round robin’
technique, begin with the person whose birthday is closest to this day and move around the table for each person to share (5 seconds or less) a reason why we assess learning.
• Continue until time is called.
Why Assess?Why Assess?
• To determine student readiness.
• To plan instruction.
• To monitor student progress.
• To modify instruction.
• To determine mastery of content.
Q3Q3Doing Type:Doing Type:•Hands-on•Problem solver•Goal-oriented• Active
Q2Q2Thinking/Analytic Thinking/Analytic Type:Type:•Conceptual•Factual•Analytical•Rational
Q1Q1Feeling Type:Feeling Type:•Empathetic•Reflective•Caring•Sensitive
Q4Q4Performing Performing Type:Type:•Spontaneous•Adventurous•Dramatic•Creative
Your TaskYour Task
• Select a Quadrant 2 learner (thinking/analytic type) to be your representative.
• Draw on your paper a picture of the ideal school culture.
• You have 4 minutes.
• Designate a Quadrant 1 learner (feeling type).
Assessment is NOT…Assessment is NOT…
• Always a grade
• Always pencil and paper
• An ‘end-all’
What is Assessment?What is Assessment?
The word “assess” comes from the Latin verb ‘assidere’ meaning ‘to sit with’.
In assessment one is supposed to sit with the learner. This implies it is something we do ‘with’ and ‘for’ students and not ‘to’ students.
--Green 1999
“Assessment is today’s means of understanding how to
modify tomorrow’s instruction.”
“Assessment has more to do with helping students grow than with cataloging their
mistakes.”--Carol Tomlinson
“Nature is like a radio band with infinite stations;
the reality you are now experiencing
is only one station on the band, completely convincing
as long as you stay tuned to it, but masking the other choices
that lie on either side.”
--Deepak Chopra
23
A Shift in the Use of AssessmentsA Shift in the Use of Assessments
FROM TOInfrequent summative assessments…
Frequent common formative assessments
Assessments to determine which students failed to learn by the deadline…
Assessments to identify students who need additional time and support
Assessments used to reward and punish students…
Assessments used to inform and motivate students
Focusing on average scores… Monitoring each student’s proficiency in every essential skill
24
A Shift in the Use of AssessmentsA Shift in the Use of AssessmentsFROM TO
Individual teacher assessments…
Assessments developed jointly by collaboration
Each teacher determining the criteria to be used in assessing student work…
Collaborative teams clarifying the criteria and ensuring consistency among team members when assessing student work
An over-reliance on one kind of assessment…
Balanced assessments
Assessing many things infrequently…
Assessing a few things frequently
Three General Types Three General Types of Assessmentof Assessment
• Assessment beFORe learning = Pre-assessment
• Assessment FOR learning= Formative or Ongoing
Assessment
• Assessment OF learning = Summative evaluation
Form
ativ
e
Sources of Assessment InformationSources of Assessment InformationWhat should I use to assess my students?
ProductsJournals (blogs/Vlogs), worksheets,
quizzes, tests, projects, self-assessments, reports (multi-media), stories (digital)
ObservationsCooperative learning teams, working with
manipulatives, role-plays,
demonstrations, performances,experiments
ConversationsStudent-teacher
conferences, oral presentations, peer conferences,
group work
FDLRS/FIN training manual on Differentiated Instruction, Assessment
When assessment and When assessment and
instruction are instruction are
interwoven, both the interwoven, both the
students and the teacher students and the teacher
benefitbenefit.
On-going Assessment:On-going Assessment:A Diagnostic ContinuumA Diagnostic Continuum
Screening Checking for Unit test or Diagnostic understanding semester exam Pre-test Guided practice data FCAT Survey Progress monitoring Final grade
Pre-assessment Formative Summative (Finding out) (Keeping track (Making a
& checking up) judgment)
Any method, strategy or
process used to determine a
student’s current level of
readiness, prior knowledge, or
interest in order to plan for
appropriate instruction
PRE-ASSESSMENTPRE-ASSESSMENT
Assessment BeAssessment BeFORFORe Instructione Instruction
•Allows teachers to understand each student’s starting point
•Guides initial planning
•Drives differentiated
instruction
PRE-ASSESSMENTPRE-ASSESSMENT
Pre-AssessmentPre-AssessmentPURPOSE To determine what students
already know, understand, and can do.
WHEN Before instruction and during initial planning.
HOW TEACHERS USE RESULTS
To guide initial instruction, to make grouping decisions, and to differentiate learning experiences.
HOW STUDENTS USE RESULTS
As a preview of what they need to know, understand, and be able to do.
WHAT Products, conversations, observations to assess readiness, prior knowledge or mastery.
Pre-Assessment ExamplesPre-Assessment Examples
Pre-assessmentWhat Do You
Know?
Formative What Are You
Learning?
SummativeWhat Have
You Learned ?
ScreeningPre-test
DiagnosticKWL
InventoriesObservation
Anticipation GuideConcept MapQuestioning
Other
“The single most important thing
to change in teachers’ practice
is the minute to-minute and
day-by-day use of assessment
to adjust instruction.”--Wiliam 2007
Formative AssessmentFormative Assessment
A process used by teachers and
students during instruction that
provides feedback to adjust
ongoing teaching and learning
to improve students’ achievement
of intended instructional outcomes.
Formative AssessmentFormative Assessment Assessment Assessment FORFOR learning learning
• Uses data to inform and alter instruction along the way towards student mastery
• Serves to promote student success
• Helps students advance their learning with enthusiasm (in control)
Formative AssessmentFormative Assessment• An ongoing An ongoing processprocess with with bothboth students and students and
teachers where they:teachers where they:– Focus on learning goals– Take stock of current student work in
relation to the learning goals using formal or informal assessment processes
– Take action to move closer to the learning goals (i.e teachers may adjust teaching methods; students may adjust learning methods.)
Effective Formative Effective Formative Assessment Must…Assessment Must…
• Be used by both teacher and students• Be aligned with instruction• Measure what is important and not
just what can be easily assessed• Be practiced frequently to provide
direction for instruction• Reveal the students’ knowledge and
cognitive strategies for solving problems
Formative AssessmentFormative Assessment
“…the frequency of (formative)
assessments is related
to student
academic achievement.”
--Bangert-Downs and Kulik 1991
# of Formative Assessments
Percentile Gain
1 13.55 20.0
10 22.515 24.520 26.025 28.5
“Providing two (formative) assessments per week
resulted in a percentile gain of 30 points.”
--Fuchs and Fuchs
The Teacher’s ParadigmThe Teacher’s Paradigm
1.Clearly communicate learning expectations with students
2.Help students make connections between the learning expectations and the work they do
3.Get information from students about where they are and how they learn
The Teacher’s ParadigmThe Teacher’s Paradigm4. Give feedback to students or
suggestions about how they might move closer to learning expectations
5. Facilitate students’ self-assessment and goal-setting
6. Use assessment information to fine-tune lessons in progress and plan further lessons
Benefits to StudentsBenefits to Students
• Understanding and articulation of their individual learning targets
• Monitoring and reflection on learning
• Using feedback to make adjustments for understanding
Benefits to StudentsBenefits to Students
• Increased achievement• Increased understanding of how
they learn
• Increased control over their own learning
• Increased engagement and empowerment
“There is a diagnostic aspect to all formative
assessment, and diagnostic information can
inform both students’ studying and teachers’
teaching...
The key is having a concept of the goal or learning target,
which originally is the teacher’s, but which ideally the student will internalize, eventually setting his or her own goals and monitoring progress toward them.”
--Sadler 1989; Gipp 1994
“Students who could
identify their learning
scored 27 percentile
points higher than those
who could not.” --Marzano 2005
Three Essential QuestionsThree Essential Questions
Where are you now?
How can we get there?
1 23
Where do you need
to go?
The Seven Strategies The Seven Strategies of Assessment of Assessment for for LearningLearningWhere am I going? (what
standard?)
1. Provide a clear statement of the learning goal, expectation
2. Use examples and models
Where is the student now?3. Offer regular descriptive
feedback4. Teach students to self-assess
and set goals
The Seven Strategies The Seven Strategies of Assessment of Assessment for for LearningLearning
How can I close the gap?
5. Design targeted lessons6. Teach students focused
revision7. Engage students in self-
reflection; let them keep track of and share their learning
1. Assessment2. Pre-Assessment
3. On-going (Formative) Assessment
Identify Desired Results
(KUD)Determine Acceptable Evidence
1
2
Plan Learning
Experiences
3
Planning for Meaningful Differentiation:Planning for Meaningful Differentiation:Examining the Assessment SequenceExamining the Assessment Sequence
FDLRS/FIN training manual on Differentiated Instruction, Assessment
“The effect of assessment for learning on student achievement is some
four to five times greater than
the effect of reduced class size.”
--Stiggins 2006
“Improved formative
assessment helps low
achievers more than other
students and so reduces the
range of achievement while
raising achievement overall.”
--Black and Wiliam
1998
Formative AssessmentsFormative AssessmentsPURPOSE To guide and adjust instruction and
provide student feedback.To provide evidence of progress and learning over time.
WHEN Regularly and frequently during lessons and units.
HOW TEACHERS USE RESULTS
To adjust and differentiate instruction.
HOW STUDENTS USE RESULTS
To self-monitor understanding and progress.
WHAT Rubrics, exit slips, self-assessment checklists, conferences/anecdotal records, questions, conversations, observations, feedback from guided practice
Formative Assessment ExamplesFormative Assessment Examples
Pre-assessmentWhat Do You
Know?
Formative What Are You
Learning?
SummativeWhat Have
You Learned ?
ScreeningPre-test
DiagnosticKWL
InventoriesObservation
Anticipation GuideConcept MapQuestioning
Other
Checking for Understanding
PortfolioJournal*Quiz
ObservationAnecdotal Notes
Exit SlipsData from
Guided Practice
Formative AssessmentFormative Assessment• Exit Slip• Teacher Checklist• Student Self-Assessment Checklist• Question and Answer during Lesson• Thumbs up/Thumbs down• Classroom Performance System
(CPS)-clickers• Heart Rate Monitors in P.E.
Formative Assessment and 21Formative Assessment and 21stst Century SkillsCentury Skills
• Reflect (student) regarding content mastery
• Release responsibility for learning to learner (heutagogy)
• Build capacity of teacher and learner to compete in a 21st century global
society
Authentic Assessment (AA)Authentic Assessment (AA)
A form of assessment in which students are asked to perform
real-world tasks that demonstrate meaningful application of essential knowledge and skills
--Jon Mueller
Traditional Assessment (TA)Traditional Assessment (TA)
1. A school's mission is to develop productive citizens.
2. To be a productive citizen an individual must possess a
certain body of knowledge and skills.
Traditional Assessment (TA)Traditional Assessment (TA)
3. Therefore, schools must teach this body of knowledge and skills.
4. To determine if it is successful, the school must then test students to
see if they acquired the
knowledge and skills.
Authentic Assessment (AA)Authentic Assessment (AA)1. A school's mission is to develop productive citizens.
2. To be a productive citizen an individual must be capable of performing meaningful tasks in the real world.
4. To determine if it is successful, the school must then test students to see if they acquired the knowledge and skills.
Authentic AssessmentAuthentic Assessment3. Therefore, schools must help
students become proficient at performing the tasks they will encounter when they graduate.
4. To determine if it is successful, the school must then ask students to
perform meaningful tasks that replicate real world challenges to
see if students are capable of doing so.
Formative Assessment: GroupingFormative Assessment: GroupingIndividual Response
(Think)
Partner Processing
(Pair)
Learning Group
Processing(Share)
(Final Word)(Chalk Talk)
Learning Group to Learning
Group Processing(Share)
(Chalk Talk)(Critical Friends)
Whole Group Sharing(Share)
(Carousel)
Summative AssessmentSummative AssessmentAssessment Assessment OFOF LearningLearning
is a means to determine a
student’s mastery of
information, knowledge, skills,
concepts, etc. after the unit or
learning activity has been
completed.
Summative AssessmentSummative AssessmentAssessment Assessment OFOF LearningLearning
• Should parallel the formative assessments that were used during the learning process
• May determine an exit grade or score
• Is tied to a conclusion about a student’s mastery of a standard
Summative AssessmentSummative AssessmentAssessment Assessment OFOF LearningLearning
• Serves accountability purposes
• Evaluates the overall success of student achievement, teacher instruction and instructional programs on a long-term basis
Summative AssessmentSummative AssessmentPURPOSE To determine if students have mastered
what they should know, understand and be able to do.
WHEN End of lesson, unit, course, year
HOW TEACHERS USE RESULTS
To determine a grade that represents what the student knows, understands, & is able to do. To evaluate a year’s work and serve as a needs assessment for the next year
HOW STUDENTS USE RESULTS
To gauge their progress towards course or grade-level expectations
WHAT Projects, portfolios, paper/pencil tests, FCAT, semester/end of course exams, district assessments, final performances
Summative Assessment ExamplesSummative Assessment Examples
Pre-assessmentWhat Do You
Know?
Formative What Are You
Learning?
SummativeWhat Have
You Learned?
ScreeningPre-test
DiagnosticKWL
InventoriesObservation
Anticipation GuideConcept MapQuestioning
Other
Checking for Understanding
PortfolioJournal*Quiz
ObservationAnecdotal Notes
Exit SlipsData from
Guided Practice
EvaluationProject
Tests/ExamsDemonstration
Portfolio ReviewFinal Performance
CompositionOther
Geography Unit Assessment PlanGeography Unit Assessment PlanPurpose Assessment Task Assessor
Formative
Summative
First draft of mapRevised draft of mapSupported opinion draft essayQuiz(zes)
MapSupported opinion short essayTest
StudentPeer
Peer/Student
Teacher/Student
TeacherTeacher
Teacher
I’ve Assessed: NOW WHAT??I’ve Assessed: NOW WHAT??Assessment results guide
decisions to differentiate and to adjust– Content– Process– Product– Learning Environment
To support students in their– Readiness – Interest– Learning Preferences
To encourage maximum growth and individual student success.
Readiness Interests Learning profiles
Differentiation of InstructionDifferentiation of Instruction
based on students’
Teachers can differentiate
Tomlinson, The Common Sense of Differentiation, ASCD, 2005 OPTIONS, FDLRS Action Resource Center
Differentiated Instruction isa teacher’s response to a learner’s needs
clearlearning goals
respectful tasks
flexible groupingpositive
lrng. environment
Content Process Product
guided by general principles of differentiation, such as
ongoing assessment &
adjustment
Differentiated Assessment
Angie Nellis
Atlantis Elementary
“The idea that a single teacher,
working alone, can know and
do everything to meet the
diverse learning needs of [all]
students every day throughout
the school year has rarely
worked…
and it certainly won’t meet the
needs of learners in years to
come.”
--Carroll 2009
“In learning teams, teachers work
collectively to develop a
guaranteed and viable curriculum
to ensure that students have
access to the same essential
knowledge and skills, regardless of
the teacher to whom they are
assigned.
The team gathers ongoing
information regarding the
learning of their students through
a comprehensive, balanced
assessment process that includes
common assessments developed
by the team.
The team then jointly analyzes the
evidence of student learning from
the assessments and uses the
information to improve the
professional practice of individual
members and collective
effectiveness of the team.”
--Rick Dufour 2011
Common Common FormativeFormative AssessmentAssessment
• Typically created collaboratively by a team of teachers responsible for the same grade level or course
• Created before teaching the course
• Used frequently throughout the year to…
Common Formative Common Formative AssessmentAssessment
• Identify individual students who need additional time and support
•Utilize teaching strategies most effective in helping students acquire the intended knowledge and skills
• Address any program concerns
•Set improvement goals for individual teachers and the team
Common Assessment
Student A vs. Student BStudent A vs. Student BStudent A:• Quizzes (maximum 100) – 75, 65, 85,
80, 65, 70• Tests (maximum 100) – 85, 65• Homework (maximum 20) – 5, 10, 10,
10, 10, 10, 5, 10• Extra Credit (maximum 20) - 15, 20Using your individual grading policy in
your classroom, determine a final GRADE.
Student A vs. Student BStudent A vs. Student BStudent B:• Quizzes (maximum 100) – 95, 90, 95,
100• Tests (maximum 100) – 90, 95, 100• Homework (maximum 20) – 20, 20, 20,
20, 20, 0, 0, 0• Extra Credit: 0Using your individual grading policy in
your classroom, determine a final GRADE.
1 = A 1 = A 2 = B 3 = C 3 = C
4 = D 5 = F5 = F
Grade for Student A Grade for Student A
1 = A 1 = A 2 = B 3 = C 3 = C
4 = D 5 = F5 = F
Grade for Student B Grade for Student B
Grading SystemsGrading SystemsTraditional Standards-Based
Based on assessment methods (hmwk., quizzes, tests, etc.). One grade for each subject.
Based on learning goals and performance standards. One grade is given per learning goal.
Score everything – regardless of purpose.
Use only summative assessments for grading purposes.
Assessments are based on percent correct. Criteria are often unclear.
Standards are criterion-referenced and proficiency-based. Criteria are known to all.
Key ConceptsKey Concepts
• Norm –referenced tests determine a student’s placement on a normal distribution curve. Students compete against each other and are ranked on this type of assessment.
• The Stanford 10, GRE, and SAT are examples of norm-referenced tests.
Key ConceptsKey Concepts
• Criterion-referenced tests assess concepts and skills students have learned from a segment of instruction
• Measure how well a student performs against an objective or criterion rather than another student
• Examples: classroom quizzes and exams based on standards/course objectives, FCAT
Grading SystemsGrading Systems
Traditional Standards-BasedInclude every score. Assessments record the average.
Emphasize the most recent evidence of learning when grading.
Calculate grades using the mean.
Use median, mode, and professional judgment to determine grades.
Assessments vary in quality. Behavioral evidence is included.
Use only quality assessment and carefully record data.
Grading SystemsGrading SystemsTraditional Standards-Based
The teacher makes decisions about grading and announces those to students.
Discuss all aspects of grading with students and parents.
Use an uncertain mix of assessment of attitude, achievement, effort, and behavior. Use penalties and extra credit. Include group scores.
Measure only achievement. No penalties or bonuses. Individual evidence only.
“What we assessdefines
what we value.”
--Wiggins 1990
“We know thatgrading and reporting are notessential to the instructionalprocess. Teachers teach and
students learn in the absenceof grades. You need to decide
the purpose.” --Guskey, 2010
Grading in a Grading in a Differentiated ClassroomDifferentiated Classroom
• Grades are based on clearly specified learning goals that are communicated to students.
• Measurement is based on the selected objective or standard taught.
• Grades are criterion-referenced rather than norm-based.
• Grades are not ‘curved’.
Grading on a CurveGrading on a Curve• A student might receive an ‘A’ for
being the best performer in a group of low performers = an ‘A’ is the ‘best worst’.
• A student might make a ‘C’ despite quality work because the group is so strong. A ‘C’ = knows the content, but doesn’t look so great compared to others.
Grading in a Grading in a Differentiated ClassroomDifferentiated Classroom
• Avoid averaging zeros into final grades.
ZEROS in the GradebookZEROS in the GradebookStudent scores: 85, 0, 98, 100,
89, 95=78Student scores: 85, 59 (failing),
98, 100, 89, 95 = 88
Which score more accurately reports the student’s mastery?
Alternatives to Giving ZerosAlternatives to Giving Zeros• Change Grading Scales.• Use integers (A=4, B=3, C=2, …) instead of percentages.• Report Behavioral Aspects
Separately.• Separate “Product” (Achievement)
from “Process” and “Progress.”• Assign “I” or “Incomplete” Grades.• Include specific and immediate
consequences.
Good SparkyGood Sparky
Bad SparkyBad Sparky
“Assessments of learning
that contribute to a report
card grade can affect
students’ motivation to
learn.” --Stiggins 2006
“Decisions students make about their
assessment results exert far greater influence on their success as learners
than do the decisions made by the adults.”
--Stiggins 2007
Putting the Pieces TogetherPutting the Pieces Together
• A metaphor or simile ( )
• A song or rap ( )
• An acronym (A.S.S.E.S.S.A.S.S.E.S.S.)
• A skit ( )
• A drawing ( )
• A formula ( )
Follow-Up/ConnectionsFollow-Up/Connections
• Work in learning teams to develop common assessments.
• Implement two new formative assessments in your classroom and share the results in learning teams.
• Work collegially as a department/ faculty to determine a consistent grading policy.
Follow-Up/ConnectionsFollow-Up/Connections
• Determine which of your assessments are authentic or traditional, and why.
• Work in depts. or grade levels to develop differentiated content, process and/or assessments.
What’s NextWhat’s Next
• PDD – February 20, 2012
– Module V: We will discuss and practice various instructional strategies and ways to incorporate them in learning plans.
– Module VI: We will begin with the end in mind and develop learning plans that encompass the instructional model and common language of B.E.S.T.
B.E.S.T.
What Do You Think?What Do You Think?
At your table:
• Using your handout, reflect on each statement
• Mark the ones you would like to address
• Speak whole table - five minutes
“We are convinced that the first attempt
at a common formal assessment by a
collaborative team of teachers who
make a collective effort to gather
evidence of their students’ learning will
be superior to the formal assessments
those same teachers have developed
working in isolation.” --Richard and Rebecca Dufour, Robert Eaker 2008
“Think about the purpose of
grading. Don’t use gradesas weapons. They do notserve that purpose well
andnever will.
“Too often, educational tests,
grades, and report cards are treated by teachers
as autopsies when they should be
viewed as physicals.”
--Reeves 2000