Professional Development to Practice Developing Assessment Capable Learners
Professional Development to Practice Developing Assessment Capable Learners Part 3: How Can I Close the Gap? The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you
Professional Development to Practice Acknowledgements Special thanks to all contributors to the development and revision of this module. The original collection of learning packages was rolled-out for use by Regional Professional Development Center (RPDC) Consultants in July 2013 after being developed by a team of content experts. The collection of learning packages was developed through efforts funded by the Missouri State Personnel Development Grant (SPDG). The following individual/groups are thanked immensely for their hard work in developing this package. Content Development and Revision Support UMKC Institute for Human Development Ronda Jenson, Director Arden Day Jodi Arnold Stefanie Lindsay Carla Williams SPDG Management Team The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you
Professional Development to Practice Initial Content Development Team, 2013 Mary Richter, Team Leader, MO SW-PBS Winona Anderson, South Central RPDC Julie Blaine, Central RPDC Deb Childs, MO SW-PBS Janet Crafton, South Central RDPC Susan Feeback, Central RPDC Diane Feeley, MO SW-PBS Doug Hatridge, Central RPDC Ginger Henry, DESE Amy King, Kansas City RPDC Debbie Litner, Southeast RPDC Jana Loge, Southwest RPDC Kris Luginbill, Southwest RPDC Robert Rethemeyer, Central RPDC Patty Wilmes, Northwest RPDC Liz Condray, South Central RPDC (Enhancent, ‘ 1 2016 Revision Team Nancy Steele, Facilitator, NE SIS Beverly Colombo, St. L RPDC Bev Kohzadi, C RPDC Lori Ladwig, NE RPDC Terri Steffes, Hook Center Alan Bancroft, C RPDC Ginger Henry, DESE Stephanie Kuper, SE RPDC Sarah Spence, C SIS The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you
Professional Development to Practice Opening & Introductions The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you
Professional Development to Practice
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Professional Development to Practice
Professional Development to Practice Hattie’s “Barometer of Influence” Medium (Hattie, 2009)
Professional Development to Practice Assessment Capable Learners (Self-Reported Grades) (1. 33 effect size) (Hattie, 2015)
Professional Development to Practice Missouri Teacher Standards Standard 1: Content knowledge aligned with appropriate instruction. Standard 2: Student Learning, Growth and Development Standard 6: Effective Communication Standard 7: Student Assessment and Data Analysis (Missouri Department of Elementary and Secondary Education, 2013)
Professional Development to Practice Session-at-a-Glance q Review and reflect Parts 1 and 2. q Discover strategies for teachers and students. q How Can I Close the Gap? q Use evidence of student learning to determine next steps in teaching.
Professional Development to Practice Learning Targets 1. I can reflect on/discuss how I have helped students know “Where am I going? ” and “Where am I now? ”. 2. I can implement strategies for teaching students to determine “How can I close the gap? ”. 3. I can determine next steps in teaching from evidence of student learning and design focused instruction. 4. I can teach students to track, reflect on, and
Professional Development to Practice Essential Questions 1. Why is it essential to provide a clear picture of where we are going and the success criteria? 2. How have you helped students understand where are we going and assess where they are? 3. How can we teach students to close the gap? 4. How can we use a combination of strategies to promote assessment capable
Professional Development to Practice Norms q Begin and end on time. q Be an engaged participant. q Be an active listener—open to new ideas. q Use notes for side bar conversations. q Use electronics respectfully.
Professional Development to Practice Developing Assessment Capable Learners Part 3: How Can I Close the Gap? The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you
Professional Development to Practice Teacher Strategies for Developing Assessment Capable Learners To help students know where they are going, I need to: 1. Provide clear and understandable vision of the learning target. 2. Use examples and models of strong and weak work. To help students know where they are now, I need to: 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. To help students know how to close the gap, I need to: 5. Use evidence of student learning needs to determine next steps in teaching. 6. Design focused instruction, followed by practice with feedback. 7. Provide students opportunities to track, reflect on, and share their learning progress. (Chappuis, 2015)
Professional Development to Practice Questions Students Need to Answer Where am I going? 1. I know what I am supposed to be learning and it makes sense to me. 2. I know what quality work looks like. Where am I now? 3. It is clear to me what I am doing well and what I need to do next. 4. I self-assess and set my own learning goals. How can I close the gap? 5. I know what the next step is for my learning. 6. I rework, refine, and revise my work to reach my learning target. 7. I reflect on my work and keep track of my progress in order to share my learning with others. (Chappuis, 2009)
Professional Development to Practice Reflection – Think, Write, Share q. How have you helped your students understand where they are going? What do you do routinely? What strategies have you tried? q. Think, write and then find a partner and share. q. How have you helped students assess “Where am I now? ” in relation to a learning target or standard? q. Think, write and then find a partner and share.
Professional Development to Practice Use of These Strategies Is Not Linear q Strategies 1 through 3, provide a clear picture of where we are going. q Strategy 4 and Strategy 7, explain where we want our students to arrive. q Strategies 5 and 6, can happen at any time and often use Strategies 1 -4 as part of the lessons. (Chappuis, 2015)
Professional Development to Practice “Indispensable Conditions” for Improvement in Learning The student: q comes to hold a concept of quality roughly similar to that of the teacher. (Where am I going? ) q is able to monitor continuously the quality of work produced during the act of production. (Where am I now? ) q has a repertoire of alternative learning strategies to employ when faced with incomplete mastery. (How can I close the gap? ) (Sadler, 1989)
Professional Development to Practice Benefits of Using Strategies for Learning “Taken together, these formative assessment strategies represent actions that will strengthen students’ sense of selfefficacy (their belief that effort will lead to improvement), their motivation to try, and ultimately, their achievement. ” (Chappuis, 2015, p. 14)
Professional Development to Practice Today’s Focus: How Can I Close the Gap? Strategy 5: How do you (or could you) use evidence of student learning needs to determine next steps? Strategy 6: How do you (or could you) design focused instruction followed by feedback? Strategy 7: How do you (or could you) help students track, reflect on and share their learning progress? (Chappuis, 2015).
Professional Development to Practice How Can I Close the Gap? To help students close the gap, I need to: 5. Use evidence of student learning needs to determine next steps in teaching. 6. Design focused instruction, followed by practice with feedback. 7. Provide students opportunities to track, reflect on, and share their learning progress. Form a group of three. One person read about strategy 5. One person read about strategy 6. One person read about strategy 7. All readers highlight important points from the reading. Come together and share information about your strategy. (Chappuis, 2015)
Professional Development to Practice Strategy 5 Use evidence of student learning needs to determine next steps in teaching
Professional Development to Practice Strategy 5 Use evidence of student learning needs to determine next steps in teaching. q Effective teachers build in a feedback loop by: q determining where students are in their learning and what students’ learning needs are throughout the instruction for a learning target. q considering the teaching strategies that will best address the needs of the students. q planning time in their instruction to take action. (Chappuis, 2015)
Professional Development to Practice Feedback Loop: Zone of “What Happens Next? ” Instruction Student response Teacher (and student) analysis Additional instruction or experiences Student revision based on feedback and/or self-assessment Summative assessment/grade (Hattie, 2009) (Chappuis, 2015)
Professional Development to Practice Designing Assessments to Diagnose Learning Needs q Look at these two assessments – which item will reveal more about students’ level of understanding? 1. Find the circumference of a circle with the radius of 4 cm. 2. How far will a wheel travel in one rotation if the diameter is 10 cm?
Professional Development to Practice Types of Learning Needs Three major types of learning needs: 1. Errors due to incomplete understanding 2. Errors due to flaws in reasoning 3. Errors due to misconceptions (Chappuis, 2015)
Professional Development to Practice Incomplete Understanding q Students’ work shows they know something or have a partial understanding. q Student is ready for more instruction on that skill or concept. q Feedback or re-teaching is not the best strategy. Example: Students use a number line for subtraction but add the second number instead of subtracting. They know they can use a number line but are confused about how to use it for subtraction. (Chappuis, 2015)
Professional Development to Practice Relationship between the diameter, radius, and circumference of a circle How far will a wheel travel in one rotation if the diameter is 10 cm? Inaccurate Answer: 5 cm Incomplete understanding: 10 divided by 2 equals 5 (may know that d=2 r but may have incorrect understanding between radius and circumference of a circle)
Professional Development to Practice Student always capitalizes titles (over-generalization) q I spoke to Mayor Slay yesterday. (correct) q Francis Slay, Mayor of St. Louis, will not run for re-election. (correct) q The Mayor is excited about his transition to his law practice. (incorrect) q I would like to be Mayor someday. (incorrect)
Professional Development to Practice Your Turn q What are some examples of incomplete or partial understanding in your classrooms? q What kind of instruction do students need to move forward?
Professional Development to Practice Flaws in Reasoning q Examples of reasoning: cause and effect, summarizing, classification, compare/contrast, inference, evaluation, analysis q Students’ work shows confusion about the steps of reasoning or concepts in the pattern of reasoning Examples: q Students identify characteristics as similar when they are actually different. q Students make an illogical inference based on incorrect information (not in text, not implied, etc. ). (Chappuis, 2015)
Professional Development to Practice Reasoning: “one rotation” represents the circumference of the circle How far will a wheel travel in one rotation if the diameter is 10 cm? Inaccurate Answer: 10 cm 1 x 10 = 10 cm (one rotation times the diameter 10) What is the flaw in the student’s reasoning?
Professional Development to Practice Synonym Reasoning Error q Evidence: The writer substitutes one term for another in the argument, yet the terms are not the same. Example: The undemocratic government of Mexico had only one political party with real power. This dictatorship has been in control of Mexico since 1919.
Professional Development to Practice Your Turn q What examples of errors in reasoning do you see in your classrooms? q What are some ways to help students who exhibit flaws in reasoning? q Ideas from Jan Chappuis: Help students identify the flaw (Strategies 1 and 2) q Ensure students understand the definition, steps, rubric, and strong and weak work. (Chappuis, 2015)
Professional Development to Practice Misconceptions q Students’ responses or work show they have learned something inaccurately, have formed a conception that is not based on current thinking, or are misapplying rules Examples: q Multiple meaning words – students think a word used in a content area means the same as common usage q Social studies – thinking that ‘civil war’ always (Chappuis, 2015) means the U. S. Civil War or misconceptions about
Professional Development to Practice Interchangeable Use of Commonly Misused Words How far will a wheel travel in one rotation if the diameter is 10 cm? Inaccurate Answer 62. 8 cm C=2πD (Incorrectly interchanged radius and diameter)
Professional Development to Practice Interchangeable Use of Commonly Misused Words Evidence: Student typically uses the wrong word. Examples: q I would like to except this award for my father. (accept/except) q As a teacher, I effect many students. (affect/effect)
Professional Development to Practice Your Turn q What are some examples of misconceptions in your classrooms? q What kind of instruction do students need to move forward?
Professional Development to Practice Diagnosing Learning Needs q What are some sources we can use to identify learning needs? q Which of these could you use? q Learning progressions q Deconstructed standards (supporting standards) q Diagnostic assessments q Rubrics
Professional Development to Practice MO ELA LEARNING STANDARDS: LEARNING PROGRESSIONS EXAMPLE q K. R. 1 A. b. With assistance, ask and respond to questions about texts read aloud. q 1. R. 1. A. b. Ask and respond to relevant questions. q 2. R. 1. A. b. Ask and respond to relevant questions. q 3. R. 1. A. b. Draw conclusions and support with textual evidence. q 4. R. 1. A. b. Draw conclusions by providing textual evidence of what the text says explicitly. q 5. R. 1. A. b. Draw conclusions by providing textual evidence of what the text says explicitly as well as inferences drawn from (Missouri Department of Elementary and the text. Secondary Education, 2016 -2017)
Professional Development to Practice Example ELA Deconstructed Standard q Draw conclusions, infer, and analyze by citing the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. q Analyze what the text says explicitly (right there) q Analyze inferences drawn from the text q Find evidence in the text q Decide which evidence most strongly supports q Support analysis of text with strongest evidence
Professional Development to Practice Example Math Deconstructed Standard q Analyze proportional relationships and use them to solve problems. q Recognize and represent proportional relationships between quantities. q Determine when 2 quantities are in a proportional relationship. q Identify and/or compute the constant of proportionality (unit rate. ) q Represent proportion by equations q Explain what a point on a graph means q Solve multi-step ratio and percent problems
Professional Development to Practice Diagnostic Assessments q What are some diagnostic assessments your school/district uses and how can they be used to identify student learning needs? Examples: q DAR (Diagnostic Assessment of Reading) q Basic Reading Inventory (Jerry Johns) q CORE Phonics q Key Math
Professional Development to Practice Standard 5 Claim Example Rubric For CER 3 1 Introduces the claim that answers the question asked. Claim is accurate, complete and specific. Introduces the claim and answers the question asked. Claim is accurate but not complete or specific. Claim is not clearly stated, does not answer the question, is inaccurate and/or incomplete. Evidence Supports claim with specific evidence. Evidence is factual, accurate, credible, sufficient, and cited. Supports claim with some evidence, but evidence is either not factual, accurate, credible, sufficient and/or not cited. Claim is not supported by evidence or evidence is not factual, accurate, credible or sufficient. Evidence is not cited. Reasoning Logically links the claim to the evidence proving claim to be true. Shows detailed understanding. Links claim to evidence but does not use words to create a logical link between claim, reasons and evidence. Claim is not linked to the evidence. No connection between claim, reasons, and evidence.
Professional Development to Practice Reflection q How can we know what learning needs we need to address? q How can we develop assessments that provide diagnostic information and create traction for instruction? q How can we scaffold learning for students with misconceptions, errors in reasoning, and partial understanding?
Professional Development to Practice Strategy 6 Design focused instruction, followed by practice with feedback
Professional Development to Practice Strategy 6 Design focused instruction, followed by practice with feedback Process: 1. Think about what you learned about students’ needs in Strategy 5. 2. Focus on just one error/misconception. 3. Design instruction that addresses that need. 4. Provide practice with feedback on that one area before grading. (Chappuis, 2015)
Professional Development to Practice Ways to Design Focused Instruction q Effective practice sequence and experiences q Focused revision of work q Rubrics with strong and weak work q Experiences to learn the correct concept (or correct their misconception) (Chappuis, 2015)
Professional Development to Practice Focused Practice Matters q We need to provide practice – how it is designed, what we ask students to do, and how we respond has a major impact on improvement. q Using Strategy 6 requires: q a belief that further instruction will benefit students. q willingness to devote time to increasing achievement. q a repertoire of instructional strategies for the targeted learning needs (discovered in Strategy 5). q willingness to allow students practice without a grade. (Chappuis, 2015)
Professional Development to Practice Characteristics of Effective Practice q Spaced (versus mass) q Students focus their attention toward mastery q Produces incremental growth Example task: Compare/contrast rights and responsibilities of citizens in two countries – focus on rights of one country and then second country, then focus on responsibilities of each, and then focus on similarities and then differences. (Chappuis, 2015, p. 236)
Professional Development to Practice Success Principles for Practice 1. Design short sessions to ensure focus and intensity 2. Practice small chunks 3. Increase energy and motivation 4. Provide high-quality feedback 5. Move to elaborated practice quickly (Rutherford, 2013)
Professional Development to Practice Success Principles for Practice (continued) 6. Practice in multiple domains (visual, spatial, cognitive, kinesthetic) 7. Distribute practice across time (spaced vs. mass) 8. Design challenging but attainable practice (Rutherford, 2013)
Professional Development to Practice Chappuis and Rutherford Comparison Chappuis Rutherford Spaced practice Students focus their attention on mastery Short sessions to ensure focus and intensity; practice small chunks Produces incremental growth Challenging but attainable practice Provide descriptive feedback Provide high quality feedback Practice in multiple domains Increase energy and motivation Move to elaborated practice quickly (Chappuis, 2015) (Rutherford, 2013)
Professional Development to Practice Ways to Design Focused Instruction q Effective practice sequence and experiences q Focused revision of work q Rubrics with strong and weak work q Experiences to learn the correct concept (or correct their misconception) (Chappuis, 2015)
Professional Development to Practice Focused Revision 1. Begin with an anonymous work sample/ performance that needs improvement. 2. Focus on just one aspect of quality. 3. Ask students to work in pairs to either revise the sample or create a revision plan. 4. Have students apply the same process to their own work, either revising it to make it better or submitting a revision plan. (Chappuis, 2015)
Professional Development to Practice Using Rubrics with Work Samples q Rubrics can be used to analyze strong and weak work. q Engaging students in developing a rubric while watching a performance or looking at work samples promotes assessment capable learners. (Chappuis, 2015)
Professional Development to Practice Rubrics q Do you use rubrics? q When and how? q Share examples
Professional Development to Practice s r e d n Remi Components of a Rubric q Criteria, categories of quality as defined by the learning standard(s) and the task instructions q Performance level headings or ratings usually across the top of the rubric, (may be assigned a numerical value or a word like proficient) q Descriptors, describe attributes of the product or performance for each criterion (Arter & Mc. Tighe, 2000) Muellelr, 2016) at each level
Professional Development to Practice Suggested Guidelines for Creating Rubrics q List performance levels from the highest to the lowest. q Write descriptors in student-friendly language. q Use specific learning standards. q Rubric descriptors should provide specific descriptive feedback to student. q Rubric development is a process – there is always room for improvement. (Brookhart, 2013)
Professional Development to Practice Chappuis Guidelines q Number of levels depends on learning target and intended use of the rubric. q Some rubrics may have 4 levels but an odd number (3 or 5) can work well for simpler targets or when the descriptors more accurately represent the strengths and problems in student work. (Chappuis, 2015)
Professional Development to Practice Revision Plan REVISION PLAN One part I did well is _________________ I need to work on __________________ What I need to do next (my next steps) _____________________________________________
Professional Development to Practice st 1 Mrs. Short’s Grade Title I Small Group (Simmons, 2016)
Professional Development to Practice Ways to Design Focused Instruction q Effective practice sequence and experiences q Focused revision of work q Using a rubric with strong and weak work q Provide more experiences to learn the correct concept (or correct their misconception) (Chappuis, 2015)
Professional Development to Practice Strategy 7 Provide students opportunities to track, reflect on, and share their learning progress.
Professional Development to Practice How do your students reflect? Talk to a partner (or your table) q How do you provide opportunities for students to track their own learning and reflect? q How could you provide more opportunities?
Professional Development to Practice Strategy 7 Methods q Simple ways for students to self-reflect daily q Students track and share their learning progress using tools q Student reflection about assessments, products, projects, etc. q Portfolios q Student-led conferences
Professional Development to Practice Strategy 7 Ideas for Self-Reflection Daily q Have students answer the following questions on a daily basis: q “What are two important things I learned today? ” q “What is one goal I have for tomorrow? ” q Teach students how to develop SMART goals for themselves.
Professional Development to Practice Strategy 7 Methods q Simple ways for students to self-reflect daily q Students track and share their learning progress using tools q Student reflection about assessments, products, projects, etc. q Portfolios q Student-led conferences
Professional Development to Practice Rate Your Writing
Professional Development to Practice Reflecting and Setting Writing Goals
Professional Development to Practice Other Example Tools
Professional Development to Practice Strategy 7 Methods q Simple ways for students to self-reflect daily q Students track and share their learning progress using tools q Student reflection about assessments, products, projects, etc. q Portfolios q Student-led conferences
Professional Development to Practice Portfolios
Professional Development to Practice Using Portfolios q Use portfolios to allow students to: q reflect on learning. q develop internal feedback loops. q understand themselves better as learners.
Professional Development to Practice What is a Portfolio? A portfolio is not the pile of student work that accumulates over a semester or year. Rather, a portfolio contains a purposefully selected subset of student work. (Mueller, 2016) (Barrett, 2003)
Professional Development to Practice Purpose of a Portfolio q Highlight and Celebrate Progress q Capture the Process of Learning q Showcase Final Products q Showcase Growth in Learning q Evaluate the Process of Learning (Mueller, 2016) (Barrett, 2003)
Professional Development to Practice Portfolio Creation Determine the Purpose q What is the purpose(s) of the portfolio? 1. Growth 2. Showcase 3. Evaluation q It is critical that the purpose(s) is clear throughout the process to student, teacher and any other pertinent audience. (Mueller, 2016) (Barrett, 2003)
Professional Development to Practice Portfolios q If you are using portfolios currently, how do they reflect the purposes? q If you are not using portfolios now, how would you like to use them? q What coaching or technical assistance does your team/school need to use portfolios effectively?
Professional Development to Practice Strategy 7 Methods q Simple ways for students to self-reflect daily q Students track and share their learning progress using tools q Student reflection about assessments, products, projects, etc. q Portfolios q Student-led conferences
Professional Development to Practice Student-led Conferences
Professional Development to Practice Current Reality What has been your experience with student-led conferences?
Professional Development to Practice What Are Student-led Conferences? • The student acts as the leader of the conference with his/her parents or others. • The teacher is primarily the facilitator. • Students share their academic and behavioral achievement and goals. • The focus is on student work collected in portfolios over time (e. g. , work samples and tests, data notebooks, etc. ) (Bailey & Guskey, 2001)
Professional Development to Practice Reflection q If you are implementing student-led conferences currently, what are your successes? q If you are not using student-led conferences now, would you like to use them? q What coaching or technical assistance does your team/school need to use student-led conferences effectively?
Professional Development to Practice Strategy 7 Methods q Simple ways for students to self-reflect daily q Students track and share their learning progress using tools q Student reflection about assessments, products, projects, etc. q Portfolios q Student-led conferences
Professional Development to Practice What Do You Plan To Do? Strategies 5, 6, and 7 Make a list of practices you plan to implement for each strategy based on your learning from today. Strategy My Practice/Activity 5. Use evidence of student learning needs to determine next steps in teaching. 6. Design focused instruction, followed by practice with feedback. 7. Provide students opportunities to track, reflect on, and share their learning progress. → Set Goals (Chappuis, 2015)
Professional Development to Practice Closing & Follow-up Developing Assessment Capable Learners The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you
Professional Development to Practice Profile
Professional Development to Practice Self-Assessment Practice Profile Excel Workbook http: //app. missouripd. org
Professional Development to Practice Next Steps: Action = Results What steps will you take to start implementing?
Professional Development to Practice Contact Information Please contact me to schedule follow-up coaching and/or additional professional development.
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