Why this focus on clarity Why this focus on clarity and formative assessment?and formative assessment?

Learning outcome: Effectiveness research

What works & How do we What works & How do we know?know?

We explain “what works” through effect size (We explain “what works” through effect size (dd))

Most things do have an impact on studentsMost things do have an impact on students

The “The “hinge pointhinge point” on whether or not something ” on whether or not something is a difference maker is an effect of .40 or greateris a difference maker is an effect of .40 or greater

The typical teacher gets an The typical teacher gets an effecteffect between .20 between .20 to .40to .40

General Rank Order of Effect General Rank Order of Effect Size: By CategorySize: By Category

ContributionContribution EffectEffect StudentStudent d=.40d=.40 HomeHome d=.31d=.31 SchoolSchool d=.23d=.23 TeacherTeacher d=.49d=.49 CurriculaCurricula d=.45d=.45 TeachingTeaching d=.42d=.42

Hattie, J. (2009). Hattie, J. (2009). Visible learning: A synthesis of over 800 Visible learning: A synthesis of over 800 meta-analyses relating to achievementmeta-analyses relating to achievement. Routledge: London.. Routledge: London.

Effects from StudentsEffects from Students Prior achievement has an effect (d=.67)Prior achievement has an effect (d=.67)

The past can be a good predictor of the futureThe past can be a good predictor of the future Prior lack of success impacts coping strategies, Prior lack of success impacts coping strategies,

attendance, and negative outcomesattendance, and negative outcomes The ability and want to self-regulate learning is lostThe ability and want to self-regulate learning is lost

Self-reported grades (d=1.44)Self-reported grades (d=1.44) Students are very capable (and accurate) of Students are very capable (and accurate) of

estimating their own performanceestimating their own performance Can self-assessment of work be used to leverage Can self-assessment of work be used to leverage

learning by those who typically have not done well?learning by those who typically have not done well?

Effects from HomeEffects from Home Socioeconomic status (d=0.57)Socioeconomic status (d=0.57)

Parent education level, parent Parent education level, parent occupation and parental income were occupation and parental income were separate students that contributed to separate students that contributed to this overall effectthis overall effect

Home environment (d=0.57)Home environment (d=0.57) Intellectual stimulation; socio-Intellectual stimulation; socio-

psychological aspects of homepsychological aspects of home

Contributions from the Contributions from the TeacherTeacher

Micro-teaching (d=0.88)Micro-teaching (d=0.88) Mini lessons (often video-taped) followed by Mini lessons (often video-taped) followed by

reflection and analysis of teaching techniquesreflection and analysis of teaching techniques Teacher Subject Matter Knowledge (d=0.09)Teacher Subject Matter Knowledge (d=0.09)

Content expertise doesn’t (automatically) Content expertise doesn’t (automatically) translate into student outcomestranslate into student outcomes

Teacher-Student Relationships (d=0.72)Teacher-Student Relationships (d=0.72) Teacher Clarity (d=0.75)Teacher Clarity (d=0.75)

Communicating intensions of lessons and what Communicating intensions of lessons and what success looks like; organization, explanation, success looks like; organization, explanation, examples and guided practiceexamples and guided practice

Effects from the TeacherEffects from the Teacher Feedback (d=0.73)Feedback (d=0.73)

Teachers to studentsTeachers to students Students to teacherStudents to teacher What students understand, where they What students understand, where they

make errors, when they have make errors, when they have misconceptions…misconceptions…

Contributions from the TeacherContributions from the TeacherAreaArea EffectEffect Goal settingGoal setting d=.56d=.56 Adv. Org.Adv. Org. d=.41d=.41 Concept MapConcept Map d=.57d=.57 Mastery LearningMastery Learning d=.58d=.58 FeedbackFeedback d=.73d=.73 Formative assesmtFormative assesmt d=.90d=.90 QuestioningQuestioning d=.43d=.43 Inquiry-based instInquiry-based inst d=.31d=.31 Cooperative learn.Cooperative learn. d=.41d=.41 Study SkillsStudy Skills d=.59d=.59

Hattie, J. (2009). Hattie, J. (2009). Visible learning: A synthesis of over Visible learning: A synthesis of over 800 meta-analyses relating to achievement800 meta-analyses relating to achievement. . Routledge: London. Routledge: London.

What does the research find to What does the research find to be the “difference maker”?be the “difference maker”?

The teacher…The teacher…

……but the most important variable is but the most important variable is what teachers what teachers dodo, rather than what they know., rather than what they know.

All things being equal…pedagogy matters more than All things being equal…pedagogy matters more than content knowledge. content knowledge.

This, coupled with student involvement in the This, coupled with student involvement in the process, leads to high levels of learning.process, leads to high levels of learning.

2121stst Century Skills? Century Skills?The only true 21The only true 21stst century skill is the skill of being century skill is the skill of being

able able not to give the right answers to questions not to give the right answers to questions you were taught,you were taught, butbut to to

make the right response to situations that are make the right response to situations that are outside of the scope of what you were taught in outside of the scope of what you were taught in school.school.

--Papert, 1998 from Wiliam, 2009--Papert, 1998 from Wiliam, 2009

Adult life isn’t comprised of a series of 45 minutes Adult life isn’t comprised of a series of 45 minutes unconnected learning sessions where facts are unconnected learning sessions where facts are the emphasis. Our future adults will need to be the emphasis. Our future adults will need to be able to see patterns and connections between able to see patterns and connections between knowledge and concepts.knowledge and concepts.

Some Guiding PrinciplesSome Guiding Principles All things being equal, what matters more is not All things being equal, what matters more is not

what you know, but what you dowhat you know, but what you do Teaching is engineering effective learning Teaching is engineering effective learning

environments so—environments so—you’reyou’re engineersengineers Teachers do not create learning…learners create Teachers do not create learning…learners create

learninglearning Students need to have learning experiences that are Students need to have learning experiences that are

INTERNAL and UNSTABLE (Dweck, 2000)INTERNAL and UNSTABLE (Dweck, 2000) InternalInternal—they are in control or at least they feel —they are in control or at least they feel

they are in control of what the outcome will be they are in control of what the outcome will be (success is the outcome)(success is the outcome)

UnstableUnstable—learning is a function of engagement —learning is a function of engagement and effort by the student…learning is unstable and effort by the student…learning is unstable because it changesbecause it changes

Balanced Assessment Balanced Assessment Practices & Why It Matters Practices & Why It Matters

Learning Outcome: Balanced Assessment

All slides related to the 5 Keys to Quality Assessment are ideas taken from:

Stiggins, R.J., Arter, J., Chappuis, J. & Chappuis, S. (2007). Classroom assessment for student learning: Doing it right—using it well. Upper Saddle River, New Jersey: Prentice Hall.

Two Purposes for AssessmentTwo Purposes for AssessmentSUMMATIVESUMMATIVE Assessments Assessments OFOF Learning Learning

How much have students How much have students learned as of a particular point in learned as of a particular point in time?time?

FORMATIVEFORMATIVE Assessments Assessments FORFOR Learning Learning

How can we use assessment How can we use assessment information to help students information to help students learn more?learn more?

Balanced Assessment Balanced Assessment

SummativeSummativeProvides evidence achievement to certify student competence or program effectiveness

Formative uses Formative uses of summative of summative datadataUse of summative evidence to inform what comes next for individuals or groups of students

FormativeFormativeFormal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed

Assessment Assessment forfor learning learning

Use assessments to help students assess and adjust their own learning

Assessment Assessment forfor learning learning

Use classroom Use classroom assessments to assessments to inform teacher’s inform teacher’s decisionsdecisions

Balanced Assessment: Balanced Assessment: Meeting the Needs of All StakeholdersMeeting the Needs of All Stakeholders

Administer annual accountability testingAdminister annual accountability testing

Develop interim, short-cycle or benchmarkDevelop interim, short-cycle or benchmark

Ensure ongoing, accurate classroom Ensure ongoing, accurate classroom assessments assessments forfor and and ofof learning learning

Consider the student as the most influential Consider the student as the most influential user of assessment informationuser of assessment information

5 Keys to Quality Classroom 5 Keys to Quality Classroom AssessmentAssessment

1.1. Why assess? (PURPOSE)Why assess? (PURPOSE)

2.2. Assess what? (TARGETS)Assess what? (TARGETS)

3.3. Assess how? (DESIGN)Assess how? (DESIGN)

4.4. Communicate how? (COMMUNICATION)Communicate how? (COMMUNICATION)

5.5. Involve students how? (STUDENT Involve students how? (STUDENT INVOLVEMENT)INVOLVEMENT)

Stiggins, et al (2007). CASL

PURPOSE

TARGET

ACCURACY EFFECTIVE USE

STUDENTINVOLVEMENT

DESIGN

EFFECTIVE COMMUNICATION

Stiggins, et al (2007). CASL

Key 1 PurposeKey 1 Purpose Educators need to:Educators need to:

Understand who the assessment users are and Understand who the assessment users are and the needs of the assessment usersthe needs of the assessment users

Understand the relationship between Understand the relationship between assessment and student motivationassessment and student motivation

Use results in a formative & summative wayUse results in a formative & summative way

Have a plan to integrate assessment of and for Have a plan to integrate assessment of and for learning in the classroomlearning in the classroom

Key 2 Targets Key 2 Targets The The most critical question most critical question because it drives because it drives

planning, instruction and assessment.planning, instruction and assessment.

NOTE: We will use learning targets, indicators and NOTE: We will use learning targets, indicators and standards interchangeably. standards interchangeably.

We need to…We need to… Have identified the essential learning targetsHave identified the essential learning targets Understand the differences between learning Understand the differences between learning

targets and activitiestargets and activities Understand the complexity of the targets Understand the complexity of the targets

(Remember, Understand, Apply, Analyze, Evaluate & (Remember, Understand, Apply, Analyze, Evaluate & Create)Create)

Have a comprehensive plan over time for assessing Have a comprehensive plan over time for assessing the learning targets in both a formative and the learning targets in both a formative and summative waysummative way

Key 2 TargetsKey 2 Targets

Indicator

Indicator

BEN C H M AR K

Indicator

Indicator

Indicator

Indicator

BEN C H M AR K

Indicator

BEN C H M AR K

STAN D AR D

What all students should know and

be able to do

Overarching goals & themes

What does “clarity of What does “clarity of learning targets” look like?learning targets” look like?

Communicate learning targets to students and Communicate learning targets to students and parents in student friendly language prior to, parents in student friendly language prior to, during and after instruction occursduring and after instruction occurs

Unwrap indicators to identify concepts, skills, Unwrap indicators to identify concepts, skills, Essential Questions & Big IdeasEssential Questions & Big Ideas

Link Big Ideas and Essential Questions from Link Big Ideas and Essential Questions from standards to daily learning by students (make standards to daily learning by students (make connections)connections)

Use a learning taxonomy to identify complexity Use a learning taxonomy to identify complexity of learning targetsof learning targets

Alignment of…Alignment of… Learning TargetsLearning TargetsInstructionInstructionAssessmentAssessment

What do we mean by clarity?

Problems with Posting Problems with Posting TargetsTargets

Much ado has been made about Much ado has been made about posting targets.posting targets.

Briefly have a discussion at your Briefly have a discussion at your table regarding some potential issues table regarding some potential issues your discipline might have as it your discipline might have as it relates to posting targets?relates to posting targets?

Key 3: Assess how? Key 3: Assess how? (DESIGN)(DESIGN)

Why is that important?Why is that important?

Target-Method MatchTarget-Method Match

There are specific ways in which There are specific ways in which learning targets are most effectively & learning targets are most effectively & efficiently assessed.efficiently assessed.

What is the evidence of learning?

Key 4: Effective CommunicationKey 4: Effective CommunicationConditions for Effective Communication Conditions for Effective Communication 1.1. Targets are clearTargets are clear

2.2. Information is accurate because the assessments Information is accurate because the assessments are accurate (Why, What, How)are accurate (Why, What, How)

3.3. Symbols are clearSymbols are clear

4.4. Communication is tailoredCommunication is tailored Timing—needs of audience are consideredTiming—needs of audience are considered Level of detail—meets the needs of userLevel of detail—meets the needs of user Unintended negative side effects—avoid theseUnintended negative side effects—avoid these

Where am I going?Where am I going?1.1. Provide a clear statement of the learning Provide a clear statement of the learning

targettarget2.2. Use examples and modelsUse examples and models

Where am I now?Where am I now?3.3. Offer regular descriptive feedbackOffer regular descriptive feedback4.4. Teach students to self-assess and set goalsTeach students to self-assess and set goals

How can I close the gap?How can I close the gap?5.5. Design focused lessonsDesign focused lessons6.6. Teach students focused revisionTeach students focused revision7.7. Engage students in self-reflection; let them Engage students in self-reflection; let them

keep track of and share their learningkeep track of and share their learning

Student InvolvementStudent Involvement Why?Why?

It is a catalyst for student learningIt is a catalyst for student learning

How do you know?How do you know? Look at the effect size (1.44)Look at the effect size (1.44)

Examples of what it Examples of what it might look like?might look like?