Making Standards-based Assessment Impact Learning; Leading Assessment
Change in the Classroom
Karen Rohrs and Susie Heinrich-Jabal
MS Principals’ Conference 2009
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Questions to guide our session:What does standards-based assessment mean at HKIS
MS?
What assessment behaviors in the classroom impact student learning most? Implementation of Levels of Performance Rubric focused on
knowledge/skills, application and transferUse of summative and formative assessmentOpportunities to demonstrate further learning (retesting/redoing)
How do we as instructional leaders lead these changes?
Process
• With the person(s) beside you:– Review the standards-based assessment
principles on the next 3 slides– Discuss similarities/differences between your
school and HKIS
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What does SBA mean AT HKIS MS?
Grading procedures (including grade books) are directly connected to standards and benchmarks.
Criterion-referenced performance standards are used as reference points to determine grades (as opposed to norm-referencing)
Clear expectations (ie rubrics) are given to students at the beginning of each assessment activity.
Note: well on our way still work to be done
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What does SBA mean at HKIS MS?
Grades are based on individual achievement. Other variables, such as effort and improvement, are not part of the grade but are reported on in other ways.
Students’ final level of performance is mostly based on summative assessments; formative assessments are not included in the final grade.
Late work is handled as a behavioral/effort issue, not by giving zeros.
Note: well on our way still work to be done
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What does SBA mean at HKIS MS?
Students cannot fail. Students who do not turn in work , even after interventions, receive an ‘Incomplete’ as there is insufficient evidence to assess learning.
Students who are below expectations are allowed/expected to resubmit work to show a higher level of achievement.
Final grades are not dependent on a number system (ie averaging on Integrade Pro). Numbers are crunched carefully. When possible, the median is used.
Note: well on our way still work to be done
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How is student learning shared with parents?
Formal reporting is completed twice a year, at the end of each semester. Summative assessments with feedback are sent home. Some teachers ask for parent signatures. Student/teacher/parent conferences twice a year.
Note: well on our way still work to be done
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What makes up our report cards?
Our Report Cards have 3 main parts:
1. Work Habits Rubric (effort)
2. Standards/benchmarks (achievement)
3. Overall grade based on standards only (for grades 7 and 8)
Optional Teacher Comments
The Iceberg Concept
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Top of the iceberg- The report card- Separating effort and achievement
Underlying beliefsChanging assessment behaviors and practices in the classroom to impact learning
Assessment BehaviorsImplementation of Levels of Performance Rubric
focused on knowledge/skills, application and transfer
Use of summative and formative assessment
Opportunities to demonstrate further learning (retesting/redoing)
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Behavior #1Levels of Proficiency Rubric
Clear expectations (ie rubrics) are given to students at the beginning of each assessment activity.
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What criteria do we use to define good?
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Pre-2008 Performance LevelsLevel of Performance Descriptors
Level ofPerformance Description
Excelling
“Excelling” - assignment meets the highest level of stated expectations; meets and extends learninggoals; demonstrates in-depth understanding of concepts/skill; demonstrates a thoughtful application ofadaptation of knowledge and skills in new situations; has self assessed and reflected on feedback toimprove work.
Proficient
“Proficient” - assignment meets the stated expectations at the competent level; meets learning goals;demonstrates solid understanding of concepts/skills; student has applied and adapted knowledge andskills in new situations; has accepted suggestions and improved work.
Developing
“Developing” - assignment meets the stated expectations at the ‘developing’ level; meets some of thelearning goals; demonstrates partial understanding of concepts/skills; with support, student has appliedand adapted knowledge and skills in new situations; suggestions, followed with support, have led toimprovement.
Beginning
“Beginning” - assignment meets the stated expectations at the lowest level; meets a few of the learninggoals; demonstrates limited knowledge of concepts/skills; only with continuous support has studentbeen able to apply or adapt knowledge and skills in new situations; suggestions have not led toimprovement.
Rubric Revisions Attempt #1Adjustment: Revision to
definition of Proficiency Now includes 4
components:Knowledge and skills
(basic and complex)ApplicationTransfer Independently
Impact on learning: More intentionally
teach application and transfer
Deepens level of understanding
Aligned with 21st century learning
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Rubric Revisions Attempt #1
Adjustment: Revision of our Levels of Proficiency
Now includes 4 main levels:BeginningDevelopingProgressingProficientOptional: Star
Impact on learning: Decreases the large
gap between Developing and Proficient on individual assignments
Clarifies criteria for each level
HKIS Middle School General Session February 7th, 2006 15
Levels of Proficiency Rubric
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Strengths/Issues
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Strengths- Increase in rigor- Force clarity of knowledge and skills (basic & complex)- Encourage deeper understanding through application and transfer
Issues- Need a level that showed learning above and beyond -Transfer is not attainable for all at all times - Too detailed to transfer to all subjects- Clarity of “independently” and “with help”
Revised Rubric for Semester 2
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Getting Started on the Standard
Approaching Standard
Meeting Standard Exceeding Standard
Limited mastery of essential knowledge and skills
Limited success in tasks using this knowledge or skill
Partial mastery of essential knowledge and skills
Partial success in tasks using this the knowledge or skill
Demonstrates competency of subject matter knowledge
Applies knowledge and skills, using complex thinking, to related situations
Demonstrates in-depth understanding of subject matter
Transfers knowledge and skills in ways that go beyond grade level expectations
Language Arts Sample
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Getting Started on the Standard
Approaching Standard
Meeting Standard
Exceeding Standard
Organization is limited or lacking.No real introductionNo real conclusionConnections between ideas are confusingSequence is confusingLittle or no evidence of paragraphing
Organization is inconsistent and can be confusing.Introduction is presentConclusion is presentTransitions are attemptedParagraphing is partially correct
Organization is strong enough to move reader through text without confusion.Effective introduction and conclusionTransitions use effectivelySequence is logicalParagraphing is correct
Organization of the paper goes beyond grade level expectationsEnhances the central themeInviting introduction and satisfying conclusionThoughtful transitions connect ideasStructure is specific to audience and purpose
PE Example
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Getting Started on the Standard
Approaching Standard
Meeting Standard
Exceeding Standard
Seldom:in ‘ready positiontracks object & moves into position if necessaryabsorbs force of objectapplies appropriate forceapplies appropriate direction
Sometimes:in ‘ready positiontracks object & moves into position if necessaryabsorbs force of objectapplies appropriate forceapplies appropriate direction
Usually:in ‘ready positiontracks object & moves into position if necessaryabsorbs force of objectapplies appropriate forceapplies appropriate direction
Consistently and independently:in ‘ready positiontracks object & moves into position if necessaryabsorbs force of objectapplies appropriate forceapplies appropriate direction
Music Example
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Getting Started on the Standard
Approaching Standard
Meeting Standard
Exceeding Standard
Seldom demonstrates the following:Tone characteristic in all registersPlying with good breath supportPlaying with good intonationAn understanding of the intonation discrepancies characteristic to the instrumentUse of the correct embouchurePlaying with full breaths from the diaphragm
Partially demonstrates the following:Tone characteristic in all registersPlying with good breath supportPlaying with good intonationAn understanding of the intonation discrepancies characteristic to the instrumentUse of the correct embouchurePlaying with full breaths from the diaphragm
Demonstrates competency in each of the following:Tone characteristic in all registersPlying with good breath supportPlaying with good intonationAn understanding of the intonation discrepancies characteristic to the instrumentUse of the correct embouchurePlaying with full breaths from the diaphragm
Demonstrates abilities that go beyond grade level expectations.
Demonstrates ability to be a critical listener of self and self-correct
Science Example
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Getting Started on the Standard
Approaching Standard
Meeting Standard
Exceeding Standard
Demonstrates limited understanding of the forces involved
Demonstrates understanding of most of forces involved (all but one)
Clearly identifies all of the forces in terms of agent, receiver, direction, kind of force and contact versus non-contact force.Applies the knowledge to describe precisely the forces active in an everyday situation.
Applies the knowledge to demonstrate an understanding of forces present in an unusual situation such as the launching and orbit of a satellite, space station, scuba diving, a whale diving deep in the ocean.
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Knowledge & Skills Application Transfer Taxonomy terms for Learning, Assessing & Teaching
Remember Understand Apply Analyze Evaluate Create/Design
Definition Memories are not retrieved like a file from an archive. It is the retrieval of information that has been reconstructed by the learner.
Understanding is when the students know what is being communicated and can make use of the materials or the idea being communicated without necessarily relating to other material or seeing its full implications
Applying involves using information in new or related situations
Analyzing is when students break down the material and detect the relationships of the parts and the way they are organized.
Evaluating is when the students make judgments about the value of ideas, works, solutions, policies, methods and materials. It involves the use of criteria and standards for appraising the item.
Creating/Designing is the putting together of ideas, elements and parts to form a new theory, matter or creation. This is the most challenging of all the levels as it requires students to create their own new and original ideas and thoughts.
Involves Main memory systems: Semantic-storing names, facts & figures Episodic-associated with sights, sounds, smells, taste, touch, emotions Motor Memory- activated by physical activity Reflexive Memory- instant associations
Seeing patterns Organizing parts Recognizing hidden
meaning Identifying
components Understanding
concepts Understanding
reasons for actions or procedures
Using information
Using methods, concepts, theories in new situations
Solving problems using skills or knowledge
Seeing patterns Organizing parts Recognizing
hidden meanings Identifying
components
Comparing and discriminating between ideas
Assessing the value of theories and policies
Making choices based on reasonable argument
Verifying, based on evidence
Recognizing subjectivity
Making Sketches Formulating
Patterns Devising plans Using old ideas to
create new ones Predicting and
drawing conclusions
Terms/Process Recognize
Recall Name Define List Identify
Interpret Exemplify Classify Summarize Infer Compare Explain Describe Translate Paraphrase Regroup Clarify
Execute Implement Demonstrate Calculate Construct Solve Show Illustrate
Differentiate Organize Attribute Contrast & Compare Argue Debate Distinguish Separate Relate Sequence Examine Speculate
Check Critique Judge Decide Choose Assess Recommend Rank Convince Prioritize Justify
Generate Plan Produce Hypothesize Compose Invent Formulate Devise Build Integrate Prepare
Sample Science Test
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Grade 8 Science Standard 1 Test Genetics and Heredity All multiple choice questions throughout the exam are worth 1 mark – circle the letter (a, b, c or d ) of the correct answer. Standard 1: Students understand that reproduction is a characteristic of all living systems Knowledge and SkillQ1. The male part of a flower is called thestylestigmapistilstamen
Q2. Gametes are sex cells. Which one of the following is a male gamete?ovulespolleneggsova
Sample Science Test
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Application Q1. Given your knowledge of living organisms explain whether a COMPUTER is alive or not? Explain at least 2 characteristics of living things.
Q2. You see a plant that you like and want to grow an identical one. What type of plant reproduction would you use? How?
Transfer Q1. Farmer Joe wants to produce a tomato plant that will have greater resistance to frost. What could you suggest? Explain your suggestion.
How did we lead this change?Positive Leadership• Curriculum Leadership
meetings• PCG student activity• Collaborative time with
administrator• PD faculty meetings/PD
days• Parent education• PAG
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Challenges• Implications of the change
were not fully understood• Building capacity• Calibrating work
Impact on Learning Awareness of different levels of learning and skills
required for each Awareness of their strengths and areas for growth Students asking more detailed questions about the
tasks and types of questions Students asking for more practice questions More targeted strategic teaching related to
application More real life connections
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Behavior #2Use of Formative and
Summative Assessment
Students’ final level of performance is mostly based on summative assessments; formative assessments are
not included in the final grade.
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Assessment here is a bit late to impact learning!
Formative and Summative Assessments
Formative• Any assessment that informs
teachers and students about strengths and areas for growth
• May not be assessed with a level of proficiency
• May be used to inform final level of proficiency if the summative result is lower
• Prepares students for summative assessments
Summative• End of unit or end of cluster
learning goals assessments
• Used to make final judgment about student learning
• Is reflected in the final level of performance for a standard
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Tracking Formative/Summative
Grades relate to learning objectives / standards Record book is set-up by learning objectives or
standards Teachers can determine where further instruction
is needed Tasks are identified as formative or summative;
in some cases, formative and summative are recorded differently
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Traditional Gradebook
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Standards-based Grade Book
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How did we lead this change?Positive Leadership• Creating sample record
books• PD faculty meetings/PD days• Parent sessions• Unit review days• Admin support during
collaborative time and assistance with writing assessments
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Challenges• Amount of evidence
needed• More PD on:
o the use and types of formative assessment
o quality summative assessments
o student self-reflection and self-assessment
Impact on Learning Some teachers planning check-ins/formative
assessments and responding with instructional adjustments
Teachers have greater clarity on where students are at in relation to standards
Students receiving more ongoing explicit feedback Students know the difference between formative
and summative
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Behavior #3Retesting/Redoing
Students who are below expectations are allowed/expected to resubmit work to show a higher
level of achievement.
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SBA encourages students to redo and rework until learning and understanding is clear.
Mr. DeVore’s Do-Overby David Puckett
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Retest/Redo Logistics
• Opportunity window – redo can only be done within a certain time frame – within two weeks of the initial due/test date
• Opportunity cost – before a redo or retest is allowed, students must ‘pay’ time/effort to demonstrate work to further learning (time at lunch, after school, extra problems, extra help)
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How did we lead this change?
Positive Leadership• Curriculum Leadership
meetings• Teachers/Teams start when
ready• Team defined parameters –
consistency within team
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Challenges• Communicating the
parameters for retesting and redoing with parents
• Inconsistency between teams
• Identifying the opportunity window and sticking to it
• Challenge of coming up with quality transfer questions
Impact on Learning
Focuses on learning identified knowledge and skills Allows for differentiated speeds of learning Emphasizes everyone learning and growing
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Take-aways as Instructional Leaders
Clarity on negotiable and non-negotiable at each stage of implementation
Sheltering collaborative time Being involved in the process and keeping it
moving forward Know your stuff!
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