Component 4 Effective and Reflective Practitioner Session 2

Component 4: Effective and Reflective Practitioner Session 2 Analyzing Assessments and Needs Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 1

Welcome! v Please sign in v Login to your National Board Profile to check for accuracy of information. v Preview Agenda v Respond to: How have you impacted Student Learning and Growth? Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 2

Component 4: Effective and Reflective Practitioner Goals for Session 2 ü Peer Review of Contextual Information Sheet & the Group Information and Profile Form ü Align C 4 Forms with Unit of Study Materials ü Create a plan to gather data from formative assessments, student self-evaluation/feedback & summative assessments ü Unpack / revisit Assessment & Certificate Specific Standards Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 3

Component 4: Effective and Reflective Practitioner Session 2: Analyzing Assessments and Needs Topic 1: Peer Review of 2 Forms ü The Group Information and Profile Form and the Contextual Information Sheet align with the Knowledge about Students Standards & the Content Area Standards. 
 ü Forms support the Written Commentary part of the Portfolio Entry. ü Level 4 Rubric is aligned with the Portfolio Instructions & can help candidates understand what is expected in the Written Commentary. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 4

Forms – Knowledge of Students Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 5

Forms Portfolio Instructions - Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 6

Forms Written Commentary - Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 7

Highlight your Level 4 Rubric: Knowledge of Students Generation & Use of Assessment Data Participation in Learning Communities Reflection 8 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Peer Review of Forms Group Information and Profile Form Contextual Information Sheet Share responses with a colleague v Read for clarity— § Does this make sense? Is this understandable? § Are the responses relevant to the Unit of Study? § Questions? v Read for rationale— § How do you know it? § Why did you do it? 9 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Component 4: Effective and Reflective Practitioner Session 2: Analyzing Assessments and Needs Topic 2: Aligning Forms and Unit of Study ü Aligning the forms to Unit Materials can help candidates see the logic of National Board analysis and evaluation. 
 ü Candidates were expected to select their Unit of Study by the time they begin this topic. ü The forms support the Written Commentary. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 10

Defining Unit of Study describes sequential lessons aligned to standard(s) taught within a time frame. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 11

Alignment 12 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Assessment Materials Forms Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 13

Examine All Supporting Evidence & Align to Unit Materials Support Instruction & relevance of learning connecting back to students Aligns to & supports Summative & Formative Forms Allow Analysis of Unit Plan Instruction Assessments Based upon Knowledge of Students Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 14

Component 4: Effective and Reflective Practitioner Session 2: Analyzing Assessments and Needs Topic 3: Reviewing Assessment Standards & Making An Assessment Plan ü Assessment Standards define what accomplished teaching looks like in different certificate areas. ü Assessment cannot be accurate without clearning goals/ objectives. ü A Formative Assessment is used for the purpose of improving learning. ü A Summative Assessment is used to make a judgement about the level of learning or achievement. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 15

Examining Assessment Standards Revisit your Assessment Standards • Consider how they relate to planning your Unit of Study • How do your standards help you complete ü Formative Assessment Materials Form? ü Summative Assessment Materials Form? • You may use C 4 Resource 2. 7 Finding Examples of the Rubric & Standards to revisit your Assessment Standard 16 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

C 4 Resource 2. 2 Overview & Planning Chart 17 Copyright © 2016 National Board Resource Center at Illinois State University. All rights reserved.

Intentional Decision Making…. Plan Implement Reflect Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 18

Value to students Who will use the results? Who will be assessed? Define Learning Priority Clarity Aligned Assess HOW Purpose Defined Assess WHAT Assess WHY Accurate Assessments Design Quality of Task / Questions Quality of Sampling of Learning Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 19

Difference between Formative & Summative Assessments is Purpos Formative Summative • Improve Learning • Gauges understanding of a • Identify strengths & weaknesses • Gauge students’ comprehension unit or course • Comparing student word against a standard or benchmark • Often high stakes Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 20

Activity: What Do You Need To Do? Compare the forms (Both Forms completed for Session 3) Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 21

Assessment Plan Resource 2. 3 22 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

Forms Written Commentary - Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 23

Component 4: Effective and Reflective Practitioner Session 2: Analyzing Assessments and Needs Topic 4: Student Self-Assessment ü Student Self-Assessment closely connected to learning goal(s) ü Effective Feedback directs student to intended learning by focusing on o what student has attained o what the learner needs to improve ü Feedback conversations can lead teachers to o examine their current practice & o reflect on what they need to do next Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 24

Video on Student Self. Assessment “If You Don’t Know Where You Are Headed, You’ll Probably End Up Someplace Else. ” Douglas J. Eder, Ph. D Watch this video on You Tube https: //www. youtube. com/watch? v=Ck. FWb. C 91 PXQ How does the quote fit the video? Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 25

Breaking Down Self. Assessment Ø Clear Learning Goals • Clear understanding of the quality required to meet goal Ø How to Compare • Share anonymous samples • Model analysis of quality Ø Modeling of Rationale for Analysis • Include evidence support Ø Release analysis to student Ø Takes time & practice & feedback & patience Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 26

Types of Descriptive Feedback u Success Feedback • Identifies what is done correctly • Describes a feature of quality found in the work Points out effective use of strategies • u Intervention Feedback • • • Identifies a correction Describes a feature of quality needed work Offers a reminder Makes a specific suggestion Asks a question Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 27

Types of Feedback Examples u Success Feedback Ø You identified all the parallelograms. Ø The information you found on your topic answers questions the reader is likely to ask. u Intervention Feedback Ø The chart you made didn’t really help answer the question. Try a Venn Diagram. Ø The drawing you made didn’t make sense with the problem. What other kind of drawing could you try? Ø Try putting your information into an organizer. That might help you see where you need more information. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 28

Self Assessment Structures q Use Pretest results—Student can highlight questions that show mastered goals green, use yellow for items that were simple mistakes and red for goals that need attention. Pretest need to have items aligned to unit targets. This can also help you differentiate your instruction. q How do you Know Your Answer is Correct? u Variation on exit slip. Students respond to question/problem and explain how they know their response is correct. q Rating Scales u 1= I don’t know well, 2=I need review 3=I know this well Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 29

Discussion: Self Assessment FG pg. 13 - 15 What strategies have you used for student selfassessment? Copyright © 2016 National Board Resource Center at Illinois State University. All Rights Reserved. 30

Item Analysis Structure C 4 Resource 2. 9 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 31

Item Analysis Structure C 4 Resource 2. 9 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 32

Take a moment and…. Reflect on opportunities in your unit plan for student self assessment. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 33

Closur e § Peer Review of 2 Forms: How will you use the feedback to revise your forms? § Aligning Forms and Unit Materials: What did you learn about the scope of your unit? What are your next steps to be ready to begin teaching your unit? § Assessment Standard & Assessment Plan: How will I use the types of assessment – formative, self assessment, & summative assessment for this Unit of Study? § Student Self - Assessment: What opportunities does your unit offer for student self- assessment? Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 34

Preparing for Session 3 1. Refine your Group Information & Profile Form and Instructional Context Form. 2. Draft responses to Formative Assessment Materials Form, Summative Assessment Materials Form. Use any or all resources presented to respond to draft C 4 Forms. 3. Refine your Unit’s Assessment Plan and begin implementation of unit before Session 3. 4. Review Professional Learning Need Form and Student Learning Need Form. Consider how you will complete these forms. 5. Bring Assessment data from Unit to Session 3. 6. Continue to complete C 4 Resource 1. 1 Resource Overview and Planning chart noting responses in columns 7 and 8 under Instruction as you implement your 35 unit. Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

• Cohort members reflect on the session together • Any cohort member can take notes for the group • Teacher Liaison uses this form to share what’s happening in the cohort with the administrator Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved. 36

Be Sure to Reflect on: • Students • Teaching Strategies 37 Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.