learning and leading with assessment data bena kallick richmond, va october 28,2010 1

Learning and Learning and Leading With Leading With Assessment Assessment

DataDataBena Kallick

Richmond, VAOctober 28,2010

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Every team must compose a paragraph (5 or more sentences) in which Every team must compose a paragraph (5 or more sentences) in which

you explain the meaning and implications of this video as it relates to you explain the meaning and implications of this video as it relates to

student achievement and success. Focus on the attitude, beliefs, and student achievement and success. Focus on the attitude, beliefs, and

thought processes of the characters and how these influence and thought processes of the characters and how these influence and

control their behavior. Be sure to include at least three of the social control their behavior. Be sure to include at least three of the social

studies concept words (change, choice, power ...) in your response.studies concept words (change, choice, power ...) in your response.

Click on your team's link below to open a new page and work on your Click on your team's link below to open a new page and work on your

response...response...

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They have the power to walk up the escalator but do not choose to walk up it because they are lazy and don't think about the situation that they are in. The characters think that they don't have the power to go up the staircases, it's as if they are on an elevator where there isn't much to do but wait.

The characters could change their situation by simply walking up the stairs, instead of making it a more difficult situation. If students don't do anything to help themselves, when supposedly "stuck", there won't be any progress to help them to get "unstuck". The characters are stuck, they need someone there to push them through their lives, they need the will power to achieve their own personal goals in life. But that person can only meet you half way, you have to finish the problem on your own. Otherwise you might not learn anything from your mistakes that got you stuck, then this will happen all over again.

Do something for yourself and help yourself out. People should feel empathetic towards others that are stuck, but you should not take their hand and help them through the whole thing. Meet them half way so they can learn to help themselves.

Communities for Learning and Institute for Habits of MindCommunities for Learning

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Technology today is causing people to become lazy. The two people stuck on the escalator seem to rely on others to help them out of situations when they are "stuck". You can't just sit around and wait for someone to do things for you. If you want to get things done, you have to do it yourself. Those in the commercial chose to let others solve their problems for them. They have the power to walk up the stairs but they are blind to the obvious. They would rather sit back and let someone else handle the dirty work instead of finding the solution to the problem. Today, students are relying too heavily on others to get by in school. We should all be doing our part so that we can learn from our decisions.

The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but rather a lack in will.

~Vince Lombardi

Seven Skills That Students

Desperately Need

• Problem Solving and Critical Thinking

• Collaboration across networks and leading by influence

• Agility and adaptability

• Initiative and entrepreneurship

• Effective written and oral communication

• Accessing and analyzing information

• Curiosity and imagination.

04/18/23

Wagner, Tony, The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need--And What We Can do About It 5

16 Habits of Mind

PersistingManaging ImpulsivityListening with

understanding & empathy

Thinking flexiblyThinking about

thinkingStriving for accuracyQuestioning & posing

problems Applying past

knowledge to new situations

Thinking & communicating with clarity and precision

Gathering data through all sensesCreating, imagining,

innovating Responding with

wonderment and aweTaking responsible risks Finding humor Thinking

interdependentlyRemaining open to

continuous learning

TONY WAGNER’S* SEVEN SKILLS THAT STUDENTS DESPERATELY NEED

16 HABITS OF MIND

1. Problem-solving and critical thinking;

Persisting ; Gathering data through allSenses; questioning and problem posing

2. Collaboration across networks and leading by influence

Thinking interdependently; managing impulsivity; finding humor

3. Agility and adaptability;

Thinking flexibly; remaining open to continuous learning

4. Initiative and entrepreneurship;

Taking responsible risks; thinking about thinking (metacognition)

5. Effective written and oral communication;

Communicating with clarity and precision; listening with understanding and empathy

6. Accessing and analyzing information;

Applying past knowledge to new situations; striving for accuracy

7. Curiosity and imagination.

Creating, imagining, innovating; responding with wonderment and awe

*Wagner, Tony, The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need--And What We Can do About It

ESSENTIAL ESSENTIAL QUESTIONQUESTION

How do we measure whether students are getting any better at becoming ready for the challenges presented to us in the 21st century?

THINKING SKILLS

HABITS OF MIND

COGNITIVE TASKSTHAT DEMAND

SKILLFUL THINKING

EFFECTIVE THINKING REQUIREMENTS:

CONTENT

THINKING SKILLS

EVIDENCE OF UNDERSTANDINGEVIDENCE OF UNDERSTANDING

CAN STUDENTS:EXPLAIN IT ACCURATELY?GIVE THEIR INTERPRETATION?TAKE ANOTHER’S PERSPECTIVE?EMPATHIZE?ASK FURTHER QUESTIONS?APPLY IT ELSEWHERE?

THINKING SKILLS


The Three Story The Three Story IntellectIntellectThere are one-story intellects, two story intellects, and three-story intellects with skylights. All fact collectors, who have no aim beyond their facts, are one-story men.

Two-story men compare, reason, generalize, using the labors of the fact collectors as well as their own.

Three-story men idealize, imagine, predict--their best illumination comesfrom above, through the skylight.Oliver Wendell Holmes

The Three Story The Three Story IntellectIntellect

Complete Identify Observe

InputCount List Recite

Define Match Select

Describe Name Scan


Compare Distinguish Analyze

ProcessContrast Explain Synthesize

Classify Infer Make analogies

Sort Sequence Reason



Define Match Select

Describe Name Scan


Evaluate Predict Hypothesize

Output

Generate Speculate Forecast

Imagine If/then Idealize

Judge Apply a principle

Compare Distinguish Analyze

ProcessContrast Explain Synthesize

Classify Infer Make analogies

Sort Sequence Reason



Define Match Select

Describe Name Scan

Evidence of ThinkingEvidence of Thinking

Do students know how to perform the thinking skills?

Can students describe the steps in the thinking process?

Can they correctly label the skills when they use them?

Do they apply the skills spontaneously when solving problems?

COGNITIVE TASKSTHAT DEMAND

SKILLFUL THINKING


LEARNING TASKSLEARNING TASKS Engaging skillfully in a variety of authentic, rich activities that require strategic planning, creative approaches and the application of organized, multiple and complex thinking skills.

RICH TASKSRICH TASKS REQUIRING REQUIRING

SKILLFUL THINKINGSKILLFUL THINKING

S O LVI N G A PRO BLEM

M A KI N G A DECI S I O N

CREAT I N G S O MET HI N G N EW

CO N S T RUCT I N G MEAN I N G

"EX ECU T I VE PRO CES S ES "(M ET A CO GN I T I O N )

Reasons for Assessing

FORTo collect data to design next steps in instruction (reteach, move on, etc.) and to provide students specific feedback on their progress

OFTo collect data at a specific point in time for the purpose of reporting to others on the students’ progress including grading

A Balanced Assessment A Balanced Assessment

SystemSystemSummative Assessment (of Learning):How much have students learned as of a particular point in time?

Formative Assessment (for Learning):How can we use assessments to help students learn more?

Systems Thinking: Opportunities to Show What You Know

Systems Thinking: Opportunities to Show What You Know

Mastery UnderstandingMastery Understanding E.g. Standardized Tests,E.g. Standardized Tests,

Criterion Referenced TestsCriterion Referenced Tests

AppliedAppliedUnderstandings:Understandings:E.g. Exhibitions,E.g. Exhibitions,PerformancesPerformances EvaluationEvaluation

Growth Over Growth Over Time:Time: E.g. E.g. Portfolios,Portfolios,JournalsJournals

Increasing Increasing AchievementAchievementWhen students are involved in the

assessment process they are required

to think about their own learning, articulate what they understand

and what they still need to learn — and achievement improves.

(Black and Wiliam, 1998; Sternberg, 1996; Young, 2000)

Research FindingsResearch Findings

*Rivals one-to-one tutorial instruction**Largest gains for low achievers

1.0 Standard Deviation 1.0 Standard Deviation

Equals:Equals:• 35 Percentile Points• 2-4 Grade Equivalents• 100 SAT Score Points• 5 ACT Composite Score Points• US TIMSS from middle to top 5

Common AssessmentsCommon AssessmentsAny assessment given by 2 or more instructors with the intention of collaboratively examining the results for

•shared learning, •instructional planning for individual

students, and/or •curriculum, instruction, and/or

assessment modifications.

Why Common Why Common Assessments?Assessments?

• Assessment Literacy

• Fairness• Effective

Monitoring• Informed

practice

• Efficiency• Raised

Expectations• Team capacity• Collective

Response

Modified from Dr. Rick DuFour’s keynote address at PLC Institutes 2009

Focus on StudentsFocus on Students• Why do I suppose that students are

struggling with this issue? • What steps can I take and whose

assistance is needed? • What additional information regarding

assessment literacy do I need?• How do students stay involved in the

learning, assessing, re-learning process?

Data ConversationsData ConversationsWhat have I / we discovered about

the issue?

What questions do I / we have

now?

What further data might I / we need to address this

issue?

Assessment For Assessment For LearningLearning

• Clearly understand the standard• Deconstruct into enabling achievement targets

Create a student friendly version of targets I can statements

• Create high quality assessments of targets Ongoing benchmarks

• Use assessments in collaboration with students to track improvement Self Assessment

Rick Stiggins— Student- Involved Classroom Assessment

Focus on what the Focus on what the student CAN dostudent CAN do

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Grade 2 Number Operations Unit Name: ________________

Learning Outcomes Evidence Date

1.I can use manipulatives, to show and describe addition to 100 without regrouping.

Use manipulatives to show

33 +25 create another problem of your own to demonstrate your understanding

1.I can use manipulatives, show and describe subtraction to 100 without regrouping.


45 - 21 create another problem of your own to demonstrate your understanding

1.I can use manipulatives, to show and describe addition to 100 with regrouping.


53 +28 create another problem of your own to demonstrate your understanding

Grade 3: Patterns and Relations Name: ________________

Learning Outcomes Evidence Date

1.I can extend or find a missing element in a pattern

Create a pattern with buttons. Partner with another student and give them the challenge to extend your pattern. Leave one element of your pattern out and challenge your partner to fill in the missing element.

Now reverse and have your partner challenge you.

Each of you should write your reasoning to show how you solved the problems presented. What was the rule for the pattern?

Scoring vs. GradingScoring vs. Grading

04/18/23Footer Text 34

‘‘You Be George’ ActivityYou Be George’ Activity

Problem Learning Target Right? Wrong? Simple mistake?

More study?

1 Place Value: Write numerals in expanded form to 10 thousands place.

x


x


x

4 Place Value: Identify place value to the thousands place.

x

5 Place Value: Put numbers in order through the thousands.

x


x


x x

Mathematics Example


More study?

8 Write fractions to match models.

x


x x


x


x x

12 Subtract 3-digit numbers with borrowing.

x


x x


x


x x


More study?

16 Measurement: Read time to the nearest minute.

x x

17 Measurement: Read a thermometer.

x

18 Measurement: Know how much a liter is.

x x

19 Measurement: Know how long a centimeter is.

x

20 Measurement: Choose the right tool to measure length, weight, liquid, and distance.

x

‘‘You Be George’You Be George’

I am good at these!

I am pretty good at these, but need to do a little review.

I need to keep learning these.

©2004 ETS/ ATI

‘‘You Be GeorgeYou Be George’’I am good at these!

1, 2, 3, 4, 5, 6, 8, 10, 12, 14, 17, 19, 20

I am pretty good at these, but need to do a little review.

7, 13, 15, 16

I need to keep learning these.

9, 11, 18

©2004 ETS/ ATI

CHECKLISTSCHECKLISTS

Assessment Methods:

DEFINING OPERATIONALLYDEFINING OPERATIONALLY

Dear God, Please save me from the sin of intellectual arrogance…..Oh, and God, intellectual arrogance is defined as…….

HOW HOW ARE WEARE WE DOING CHECKLIST DOING CHECKLIST

HABIT OF MIND:Listening with Understanding andEmpathy

OFTEN SOME-TIMES

NOTYET

See

HOW HOW AM IAM I DOING CHECKLIST DOING CHECKLIST

HABIT OF MIND:Listening with Understanding andEmpathy

OFTEN SOME-TIMES

NOTYET

HEAR

learning and leading with assessment data bena kallick richmond, va october 28,2010 1

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