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BREVARD EFFECTIVE STRATEGIES

FOR TEACHING (B.E.S.T.)

Module IV

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B.E.S.T.

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Review

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?

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Learning

Spark

Learning

Cycle

Learning

Environ-

ment

Learning

Measure-

ment

Learning

Strategies

Learning

Plan for

All

Student

Engagement

Student

Achievement

Continuous

Teaching

Improvement

Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Serving every student with

excellence as the standard

Inclusion

RtI

SSNP

Differentiated

Accountability

Model

Differentiated

Instruction

National and

State

Standards

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BREVARD EFFECTIVE STRATEGIES

FOR TEACHING (B.E.S.T.)

Module IV

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Reflect and Share

Reflect on Once Upon a Time, a Tale

of Excellence in Assessment

With a partner, share how you feelabout the story e.g., did you

experience a paradigm shift?

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Module IV

LEARNINGMEASUREMENT:

Using Assessment toDrive Learning

How will I know if my

students are learning/have

learned?

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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

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Desired Outcomes

By the end ofModule IV, we willhave

A foundation for using assessment

as a critical component of theteaching/ learning experience for us

and our students

Examples of formative

assessments

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Desired Outcomes

A means for using assessment datato track student progress,

differentiate instruction, and

celebrate successA list of criteria for both traditional

and standards-based grading

systems

An awareness of assessment with

RtI

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Putting the Pieces Together

A metaphor or simile ( )

A song or rap ( )

An acronym (A.S.S.E.S.S.)

A skit ( )

A drawing ( )

A formula ( )

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Module IV Agenda

Purpose and

definitions ofassessments

Examples ofassessments

RtI correlation

Grading issues

Creatingdifferentiatedassessments

Sorting andlabelingassessments

Discussinggrading

Welcome What & Why

Ideal SchoolAssessment

Evaluation ofcreated

assessments Follow-up:

Implementation offormative,differentiatedassessments inthe classroom

Q IV:

If?

Q I:

Why?

Q II:

What?

Q III:

How?

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Agreements

Take responsibility for yourlearning

Listen as an ally

Everyone participates; no one

dominates

Honor time limits Silence cell phones

Have fun!

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Assessments

At your table:

Brainstorm different assessments

you use Write one per sticky note

Whole table places notes under pre-

assessment, formative, andsummative on chart paper

Three minutes

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Why Assess?

Reflect on your current assessment

practices.

Using the speedy round robin

technique, begin with the personwhose birthday is closest to this day

and move around the table for each

person to share (5 seconds or less) areason why we assess learning.

Continue until time is called.

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Why Assess?

To determine student readiness.

To plan instruction.

To monitor student progress.

To modify instruction.

To determine mastery of content.

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Q3Doing Type:

Hands-onProblem solver

Goal-oriented

Active

Q2Thinking/Analytic Type:

ConceptualFactual

Analytical

Rational

Q1Feeling Type:

EmpatheticReflective

Caring

Sensitive

Q4Performing Type:

SpontaneousAdventurous

Dramatic

Creative

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Your 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).

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Assessment is NOT

Always a grade

Always pencil and paper

An end-all

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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 forstudents and not to students.

--Green 1999

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Assessment is todays means of

understanding how to modify

tomorrows instruction.

Assessment has more to do with

helping students grow than with

cataloging their mistakes.

--Carol Tomlinson

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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 choicesthat lie on either side.

--Deepak Chopra

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23

A Shift in the Use of Assessments

FROM TO

Infrequent 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 studentsFocusing on average scores Monitoring each students

proficiency in every essential

skill

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24

A Shift in the Use of Assessments

FROM TO

Individual teacher

assessments

Assessments developed

jointly by collaboration

Each teacher determining

the criteria to be used inassessing student work

Collaborative teams clarifying

the criteria and ensuringconsistency among team

members when assessing

student work

An over-reliance on onekind of assessment

Balanced assessments

Assessing many things

infrequently

Assessing a few things

frequently

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Three General Types

of Assessment

Assessment beFORe learning =

Pre-assessment

Assessment FOR learning=

Formative or Ongoing Assessment

Assessment OF learning =Summative evaluation

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Formative

Sources of Assessment InformationWhat should I use to assess my students?

Observations

Cooperative learning

teams, working with

manipulatives,

role-plays,

demonstrations,

performances,

experiments

Conversations

Student-teacher

conferences,

oral presentations,

peer conferences,group work

FDLRS/FIN training manual on Differentiated Instruction, Assessment

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When assessment and

instruction are interwoven,

both the students and the

teacher benefit.

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On-going Assessment:

A Diagnostic Continuum

Screening Checking for Unit test or

Diagnostic understanding semester exam

Pre-test Guided practice data FCATSurvey Progress monitoring Final grade

Pre-assessment Formative Summative

(Finding out) (Keeping track (Making a& checking up) judgment)

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Any method, strategy or process

used to determine a students

current level of readiness, prior

knowledge, or interest in order to

plan for appropriate instruction

PRE-ASSESSMENT

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Assessment BeFORe Instruction

Allows teachers to understand

each students starting point

Guides initial planning

Drives differentiated instruction

PRE-ASSESSMENT

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Pre-Assessment

PURPOSE To determine what studentsalready know, understand, and

can do.

WHEN Before instruction and duringinitial planning.

HOW TEACHERS USERESULTS

To guide initial instruction, tomake grouping decisions, and to

differentiate learning

experiences.

HOW STUDENTS USERESULTS

As a preview of what they need

to know, understand, and be

able to do.

WHAT Products, conversations,

observations to assessreadiness rior knowled e or

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Pre-Assessment Examples

Pre-assessmentWhat Do You

Know?

FormativeWhat Are You

Learning?

SummativeWhat Have You

Learned ?

ScreeningPre-test

Diagnostic

KWL

InventoriesObservation

Anticipation Guide

Concept Map

Questioning

Other

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The single most important thing tochange in teachers practice is

the minute to-minute and day-by-

day use of assessment to adjust

instruction.--Wiliam 2007

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Formative Assessment

A processused by teachers and

studentsduring instruction that

provides feedback to adjust

ongoing teaching and learning to

improve students achievement of

intended instructional outcomes.

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Assessment FOR learning

Uses data to inform and alter

instruction along the way towards

student mastery

Serves to promote student success

Helpsstudentsadvance their learning

with enthusiasm (in control)

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An ongoing process with both studentsand teachers where they:

Focus on learning goals

Take stock of current student work inrelation to the learning goals using

formal or informal assessment

processes

Take action to move closer to thelearning goals (i.e teachers may adjust

teaching methods; students may adjust

learning methods.)

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Effective Formative

Assessment Must

Be used by both teacher and students

Be aligned with instruction

Measure what is important and notjust what can be easily assessed

Be practiced frequently to provide

direction for instruction

Reveal the students knowledge and

cognitive strategies for solving

problems

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Q IV:

If?

Q I:

Why?

Q II:

What?

Q III:How?


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the frequency of (formative)

assessments is related

to student

academic achievement.

--Bangert-Downs and Kulik 1991

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# of Formative

Assessments

Percentile

Gain1 13.5

5 20.0

10 22.5

15 24.5

20 26.0

25 28.5

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Providing two (formative)assessments

per week

resulted in a percentile gain

of 30 points.

--Fuchs and Fuchs

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The Teachers Paradigm

1. Clearly communicate learningexpectations with students

2. Help students make connectionsbetween the learning expectationsand the work they do

3. Get information from students aboutwhere they are and how they learn

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The Teachers Paradigm

4. Give feedback to students orsuggestions 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

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Benefits to Students

Understanding and articulation of

their individual learning targets

Monitoring and reflection on learning

Using feedback to make adjustments

for understanding

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Benefits to Students

Increased achievement

Increased understanding of how

they learn

Increased control over their own

learning

Increased engagementand empowerment

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There is a diagnostic aspect to

all formative assessment, and

diagnostic information caninform both students studying

and teachers teaching...

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The key is having a concept of

the goal or learning target,which originally is the

teachers, but which ideally the

student will internalize,eventually setting his or her

own goals and monitoring

progress toward them.

--Sadler 1989; Gipp 1994

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Students who could identifytheir learning scored 27

percentile points higher than

those who could not.

--Marzano 2005

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Three Essential Questions

Where

are you

now?

How can

we get

there?

1 23

Where do

you need

to go?

h

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The Seven Strategies

of AssessmentforLearning

Where am I going? (what

standard?)

1. Provide a clear statement of thelearning goal, expectation

2. Use examples and models

Where is the student now?

3. Offer regular descriptive feedback

4. Teach students to self-assess and

Th S S i

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The Seven Strategies

of AssessmentforLearning

How can I close the gap?

5. Design targeted lessons

6. Teach students focused revision

7. Engage students in self-reflection;

let them keep track of and share

their learning

Planning for Meaningful Differentiation:

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1. Assessment

2. Pre-Assessment

3. On-going (Formative)

Assessment

Identify

Desired

Results

(KUD)Determine

Acceptable

Evidence

1

2

PlanLearning

Experiences

3

Planning for Meaningful Differentiation:Examining the Assessment Sequence

FDLRS/FIN training manual on Differentiated Instruction, Assessment

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The effect of assessmentfor

learning on student

achievement is some four to

five times greater thanthe effect of reduced

class size.--Stiggins2006

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Improvedformative assessment

helps low achievers more than

other students and so reduces

the range of achievement while

raising achievement overall.

--Black and Wiliam 1998

Formative Assessments

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Formative AssessmentsPURPOSE To guide and adjust instruction and

provide student feedback.

To provide evidence of progressand learning over time.

WHEN Regularly and frequently duringlessons and units.

HOW TEACHERSUSE RESULTS

To adjust and differentiateinstruction.

HOW STUDENTS

USE RESULTS

To self-monitor understanding and

progress.

WHAT Rubrics, exit slips, self-assessmentchecklists, conferences/anecdotal

records, questions, conversations,

observations, feedback from

guided practice

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Formative Assessment Examples

Pre-assessment

What Do YouKnow?

Formative

What Are YouLearning?

Summative

What Have YouLearned ?

Screening

Pre-testDiagnostic

KWL

Inventories

ObservationAnticipation Guide

Concept Map

Questioning

Other

Checking for

Understanding

Portfolio

Journal

*Quiz

ObservationAnecdotal Notes

Exit Slips

Data from

Guided Practice

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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 21st
http://www.usc.edu/hsc/dental/ccmb/usc-csp/studassm.htmhttp://www.readwritethink.org/lesson_images/lesson1123/checklist.pdfhttp://www.readwritethink.org/lesson_images/lesson1123/checklist.pdfhttp://www.readwritethink.org/lesson_images/lesson1123/checklist.pdfhttp://www.readwritethink.org/lesson_images/lesson1123/checklist.pdfhttp://www.usc.edu/hsc/dental/ccmb/usc-csp/studassm.htm

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Formative Assessment and 21st

Century Skills

Reflect (student) regarding content

mastery

Release responsibility for learning to

learner (heutagogy)

Build capacity of teacher and learnerto compete in a 21st century global

society

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Authentic Assessment (AA)

A form of assessment in which

students are asked to perform real-

world tasks that demonstratemeaningful application of essential

knowledge and skills

--Jon Mueller

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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.

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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 theknowledge

and skills.

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Authentic Assessment (AA)

1. A school's mission is to developproductive citizens.

2. To be a productive citizen anindividual mustbe capable of

performing meaningful tasks in the

real world.

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Authentic Assessment

3. Therefore, schools musthelpstudents 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: Grouping

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Formative 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)

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Summative Assessment

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Assessment OFLearning

is a means to determine a

students mastery of information,knowledge, skills, concepts, etc.

after the unit or learning activity

has been completed.


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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

students mastery of a standard


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Serves accountability purposes

Evaluates the overall success ofstudent achievement, teacher

instruction and instructional

programs on a long-term basis


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PURPOSE To determine if students have masteredwhat 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 yearswork 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 Examples

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Summative Assessment Examples

Pre-assessment

What Do YouKnow?

Formative

What Are YouLearning?

Summative

What Have YouLearned?

Screening

Pre-test

Diagnostic

KWL

Inventories

ObservationAnticipation Guide

Concept Map

Questioning

Other

Checking for

Understanding

Portfolio

Journal

*Quiz

ObservationAnecdotal Notes

Exit Slips

Data from

Guided Practice

Evaluation

ProjectTests/Exams

Demonstration

Portfolio Review

Final Performance

Composition

Other

Geography Unit Assessment Plan

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Geography Unit Assessment Plan

Purpose Assessment Task Assessor

Formative

Summative

First draft of map

Revised draft of

map

Supported opiniondraft essay

Quiz(zes)

Map

Supported opinion

short essay

Test

Student

Peer

Peer/Student

Teacher/Student

Teacher

Teacher

Teacher

d ??

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Ive Assessed: NOW WHAT??

Assessment results guide decisions todifferentiate and to adjust Content

Process

Product Learning Environment

To support students in their

Readiness Interest

Learning PreferencesTo encourage maximum growth and

individual student success.

Differentiation of Instruction

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Readiness Interests Learning profiles

based on students

Teachers can differentiate

Tomlinson, The Common Sense of Differentiation, ASCD, 2005 OPTIONS, FDLRS Action Resource Center

Differentiated Instruction is

a teachers response to a learners needs

clear

learning goals

respectful tasks

flexible groupingpositive

lrng. environment

Content Process Product

guided by general principlesof differentiation, such as

ongoingassessment &

adjustment

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Differentiated Assessment

Angie Nellis

Atlantis Elementary

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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

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and it certainly wont meet the needsof learners in years to come.

--Carroll 2009

In learning teams teachers work

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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.

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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

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The team thenjointly 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

C F ti A t

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Common Formative Assessment

Typically created collaboratively

by a team of teachers responsible

for the same grade level orcourse

Created before teaching the

course

Used frequently throughout the

year to

C F ti A t

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Common Formative Assessment

Identify individual students who needadditional time and support

Utilize teaching strategies most

effective in helping students acquirethe intended knowledge and skills

Address any program concerns

Set improvement goals for individual

teachers and the team

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Common

Assessment

St d t A St d t B

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Student A vs. Student B

Student 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 B

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Student A vs. Student B

Student 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.

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Grade for Student A

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1 = A 2 = B 3 =

C

4 = D 5 = F

Grade for Student A

Grade for Student B

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1 = A 2 = B 3 =

C

4 = D 5 = F

Grade for Student B

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Grading Systems

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Traditional Standards-Based

Based on assessmentmethods (hmwk., quizzes,

tests, etc.). One grade for

each subject.

Based on learning goalsand performance

standards. One grade is

given per learning goal.

Score everything

regardless of purpose.

Use only summative

assessments for grading

purposes.

Assessments are based onpercent correct. Criteria

are often unclear.

Standards are criterion-referenced and

proficiency-based. Criteria

are known to all.

Key Concepts

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Key Concepts

Normreferenced tests determinea students placement on a normal

distribution curve. Students

compete against each other and areranked on this type of assessment.

The Stanford 10, GRE, and SATare examples of norm-referenced

tests.

Key Concepts

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Key Concepts

Criterion-referenced tests assessconcepts and skills students have

learned from a segment of instruction

Measure how well a student performsagainst an objective or criterion rather

than another student

Examples: classroom quizzes andexams based on standards/courseobjectives, FCAT

Grading Systems

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Include every score.

Assessments record the

average.

Emphasize the most recent

evidence of learning when

grading.

Calculate grades using themean.

Use median, mode, andprofessional judgment to

determine grades.

Assessments vary inquality. Behavioral

evidence is included.

Use only qualityassessment and carefully

record data.

Grading Systems

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The teacher makesdecisions about grading

and announces those to

students.

Discuss all aspects ofgrading with students and

parents.

Use an uncertain mix of

assessment of attitude,

achievement, effort, and

behavior. Use penaltiesand extra credit. Include

group scores.

Measure only

achievement. No penalties

or bonuses. Individual

evidence only.

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What we assessdefines

what we value.

--Wiggins 1990

We know that

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We know that

grading and reporting are not

essential to the instructional

process. Teachers teach and

students learn in the absence

of grades. You need to decide

the purpose.--Guskey, 2010

Grading in a

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Differentiated Classroom

Grades are based on clearly specifiedlearning goals that are communicated

to students.

Measurement is based on theselected objective or standard taught.

Grades are criterion-referenced rather

than norm-based. Grades are not curved.

Grading on a Curve

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Grading on a Curve

A student might receive an A forbeing 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 thecontent, but doesnt look so great

compared to others.

Grading in a

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Differentiated Classroom

Avoid averaging zeros into final

grades.

ZEROS in the Gradebook

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ZEROS in the Gradebook

Student scores: 85, 0, 98, 100, 89,95=78

Student scores: 85, 59 (failing), 98,

100, 89, 95 = 88

Which score more accurately reports

the students mastery?

Alternatives to Giving Zeros

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Alternatives to Giving Zeros

Change Grading Scales.Use integers (A=4, B=3, C=2, )

instead of percentages.

Report Behavioral AspectsSeparately.

Separate Product (Achievement)

from Process and Progress. Assign I or Incomplete Grades.

Include specific and immediate

conse uences

Good Sparky

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Bad Sparky

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Assessments of learning

that contribute to a report card

grade can affect studentsmotivation to learn.

--Stiggins 2006

Decisions students make

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Decisions students make

about theirassessment results

exert far greater influence

on their success as learners

than do the decisions

made by the adults.

--Stiggins 2007


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A metaphor or simile ( )

A song or rap ( )

An acronym (A.S.S.E.S.S.)

A skit ( )

A drawing ( )

A formula ( )

Follow-Up/Connections

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p/

Work in learning teams to developcommon 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/Connections

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p/

Determine which of your assessmentsare authentic or traditional, and why.

Work in depts. or grade levels todevelop differentiated content, process

and/or assessments.

Whats Next

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What 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 andcommon language of B.E.S.T.

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B.E.S.T.

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What Do You Think?

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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

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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 teachershave developed working in isolation.

--Richard and Rebecca Dufour, Robert Eaker

2008

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Think about the purpose of

grading. Dont use grades

as weapons. They do not

serve that purpose well and

never will.

Too often educational tests

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Too often, educational tests,

grades, and report cardsare treated by teachers

as autopsieswhen they should be viewed

as physicals.

--Reeves 2000

Documents

Module IV 5.13.2011.ppt