mission skills assessment
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Mission Skills Assessment. Assessing Character Traits in Middle School Students. Independent Schools Data Exchange www.indexgroups.org 617-413-8382. INDEX Mission Skills Assessment. 1. Mission Skills Assessment. A Tool To Alter The Way Schools Think About Education - PowerPoint PPT PresentationTRANSCRIPT
INDEX Mission Skills Assessment
Mission Skills Assessment
Assessing Character Traits in Middle School Students
Independent Schools Data Exchangewww.indexgroups.org617-413-83821
2INDEX Mission Skills Assessment
Mission Skills Assessment
A Tool To Alter The Way Schools Think About Education
MSA measures character strengths that have proven essential for success in school and in life. The assessment gives each school a more scientific way to measure its curriculum’s success at meeting the goals outlined in its mission.
3INDEX Mission Skills Assessment
Who We Are
• INDEX Schools: Three national benchmarking and best practices groups of independent day schools:
• Elementary (400+) – 30 PK/8-9 schools – Initial Research Group
• Mid-Sized (500-1100) – 32 PK/K-12 schools
• Large (750+) – 50 PK/K-12 schools
• Center for Academic and Workforce Readiness and Success, Educational Testing Services (ETS).
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What is the Mission Skills Assessment?
A longitudinal assessment measuring and benchmarking student achievement and improvement in core mission skills. • Teamwork
• Creativity
• Ethics
• Resilience
• Curiosity
• Time Management
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The Assessment
• Web-based - approximately 60 minutes total. • Assess 6th, 7th, and 8th graders once per year.• Three components: student self-assessment,
situational judgment/performance-based questions, teacher-rater assessment
• Correlate with outcome data (test scores, grades, absences, etc.)
• Institutional focus. No tracking of individual performance.
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Noncognitive Skills Research
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What are Noncognitive skills?
• Not traditionally “tested” by standardized assessments
• Not new but newly important; “21st century skills”
• Essential capacities necessary for success in school and in life
• Often taught implicitly, but can be taught explicitly
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Academic Success
Noncognitive skills correlate positively with achievement on NAEP and PISA.
Noncognitive factors predict college grades as strongly as cognitive variables do.
ETS, (2008); Poropat, (2009)
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Life Trajectory
Early childhood interventions do not raise IQ, but improve noncognitive skills which affect education, employment, earnings, and crime.
Heckman et al. (2010)
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Life Satisfaction
Noncognitive variables…have been demonstrated to predict happiness, health marital satisfaction and peer relationships.
Diener & Lucas (1999); Bogg & Roberts (2004); Watson, Hubbard, & Wiese, (2000); Jensen-Campbell et al. (2002)
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Demographics
The benefits of higher noncognitive skills are demonstrable across IQ, socio-economic class, gender, and race.
Tough, Paul. How Children Succeed: Grit, Curiosity and the Hidden Power of Character. (2012)
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Ethics100%
Love of Learning73%
Resilience67%
Creativity67%
Teamwork40%
Analysis of mission statements of 30 independent schools
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Intellectual Interpersonal Intrapersonal
Knowledge and mastery of general
principles
Appreciation for diversity
Social responsibility and citizenship
Continuous learning, intellectual interest
and curiosity
Leadership Physical and psychological health
Artistic and cultural appreciation
Interpersonal skills Career orientation
Adaptability and life skills
Perseverance
Ethics and integrity
Analysis of University Mission Statements (Oswald et. al., 2004)
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The Conference Board, Corporate Voices for Working Families, Partnership for 21st Century Working Skills, and the Society for Human Resource Management.
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The Character Imperative
1) Research shows that these skills lead to positive educational and life outcomes;
2) Colleges, universities, and employers are seeking these skills in students and workers; and
3) We must demonstrate the value we add.
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Constructs in MSA
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Teamwork
Models of teamwork include• Cooperation• Influence• Conflict resolution• Guiding others
In high school students, teacher reports of teamwork were correlated with grades across several subjects (Wang, MacCann, Zhuang, Liu, & Roberts, 2009)
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Creativity predicts graduate school outcomes beyond GRE verbal and mathematics scores (Frederickson & Ward, 1975; Bennett & Rock, 1995; Bennett & Rock, 1998)
Creativity
• Originality, progressiveness, or imagination
• Tasks measuring creativity, “require examinees quickly to think of…a series of responses fitting the requirements of the task….”
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Ethics
Defined in our study as cheating and concern for others
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Resilience
• A level of adaptability that allows individuals to survive and thrive in adverse conditions • Dent and Cameron (2003)
• One way we measure resilience in the MSA is to measure core self-evaluation – or how capable, worthy, and effective a person feels.
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Item Types
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Self-Report
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Situational Judgment Test
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Biographical Data
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Creativity Performance Test
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Teacher Ratings
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Next Steps
• Continual refinement of MSA assessment
• Assessing underserved populations with MSA – Horizons Student Enrichment Programs (NCCS, Rumson CDS)
• Expanding to all INDEX schools – 69 schools, 17,000 students fall 2013
• Gathering interest from additional schools, districts, organizations
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Instruction
How can we teach these skills better and how will we know we are succeeding?
•Deliberate, explicit and implicit instruction and interventions
•Grade-level goals
•Articulated, spiraled, integrated noncognitive curriculum
•Updated and analyzed curriculum maps
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Opportunities
• Shared vision, vocabulary, and resources
• Participation in regional and national teacher networks, character summits
• Shape report cards and parent conferences
• Ongoing education–school leaders, faculty, students, parents
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Design Thinking
Sibley Rubric Development on Creativity and Innovation: Road Testing with Teachers
•Free Building/Tinkering
•Collaboration
•Empathy
•Storytelling
•Feedback/Iteration
•Problem Finding
•Risk-taking/Failing
•Embracing the Unknown
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Outside the Classroom: The Bridge to Parent Engagement
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MCDS Explores
Goals
• Inventory - what’s working?
• Research - what are the best practices?
• Input from Experts in the Field - what do you do?
• Blueprint - where do we go?
• Isidor Rabi: Did you ask a good question today?
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What motivates you to try to make the world a better place? What would be your mobilizing issue?
Who is someone in your profession that you hold up as a role model? Why? Specifically, what characteristics do you feel define that person’s expertise/proficiency/mastery/etc. in the field?
Name one obstacle you have encountered on your career path. How did it
impact you?
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“The smartest person in the room is the room.” -David Weinberger
Partnerships
Wonder Lab: MCDS and Laurel Dell
Capstone
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Science Curriculum Review Process
Teacher Training and Curriculum Development Coaching