Assessment of Student Growth: Why? What? How? Mary L. Henninger, Ed.D. and Skip M. Williams, Ph.D. Illinois State University July 14, 2016

Assessment data can be valuable, when used appropriately, to determine which of the following? A. Student growth B. Teacher effectiveness C. Curricular needs D. All of the above

Which of the following can be used to determine student learning outcomes and to evaluate teachers? A. Student skill acquisition B. Student knowledge acquisition C. Student fitness scores D. Both A and B

Why do we need to assess? Performance Evaluation Reform Act (2010) 2016 (September) Student growth becomes 25-30%* of a teacher’s summative evaluation. We need to understand what students can do, know and their dispositions toward engagement in HRF Senate Bill 7 2016 (September) Student growth becomes 30% of a teacher’s summative evaluation. You are in the pilot phase where assessments are created, practiced, and evaluated for use in teacher evaluation

What Does this all Mean? Student Growth: Psychomotor, Cognitive and/or Affective Measurement: Two or more assessment scores Student Learning Outcomes (SLO’s): Provide basis for evaluating student growth Student Growth: demonstrable change in a student’s or group of students’ knowledge or skills Measurement: process in which two or more assessment scores are analyzed to identify a change in a student’s knowledge or skills over time Student Learning Outcomes (SLO’s): SLOs are the foundation to create a measurement tool that enables an evaluator to analyze scores from a Type III assessment and identify whether pre-established objectives have been met "Student learning objectives" or "SLO" consists of a learning goal, assessment and procedures to measure that goal, and growth expectation. Evaluating refers to making sense of the data collected- what is acceptable vs. not acceptable, what is good vs. bad

What do we assess? A pre-identified class and its students Psychomotor, Cognitive and/or Affective Student Growth SLO development and agreement between teacher and evaluator Illinois Enhanced Physical Education Standards We cannot use fitness scores for grading or teacher evaluation! House Bill 5397 Physical Fitness Report states that fitness test scores shall not be used for grading students or evaluating teachers. This bill has been passed into law. Must have two assessments of student growth (Type I or II and Type III)

Public Act 97-1102: Illinois Enhanced Physical Education Entails increasing the amount of time students spend in moderate to vigorous physical activity (MVPA) in P.E. class Revised Goals 19-24 of the Illinois Learning Standards for Physical Development and Health Return on Investment: Relationship between both physical activity and fitness and improved cognitive and executive functioning Active children show greater attention, have faster cognitive processing speed, and perform better on standardized academic tests than children who are less active. Active Kids Learn Better Positive associations between P.E. and attention/concentration, self-concept, impulse control, perception of academic or intellectual competence, and other cognitive skills and attitudes Higher physical fitness achievement was associated with better school attendance rates and fewer disciplinary incidents Active Kids Behave Better Being physically active and fit can reduce the risk of chronic diseases like type 2 diabetes, heart disease, and some cancers – even in the presence of higher body mass index (BMI). Children who are more physically active fall asleep an average 15 minutes sooner – and better - than their sedentary peers. Active Kids Feel Better

How to Maximize the Benefits of P.E. This document is a product of the Enhanced P.E. Task Force. Illinois Public Act 97-1102 created the task force, which is charged with promoting and recommending enhanced P.E. programs that can be integrated with a broader wellness strategy and health curriculum in K-12 schools in Illinois. Students spend at least 50% of P.E. class in MVPA by participating in small-sided games, reduced wait-time and time spent taking attendance or giving instruction, and other approaches that minimize inactivity Administrators schedule P.E. before challenging academic subjects to maximize the residual cognitive benefits of activity on learning and academic achievement Teachers emphasizes health-related fitness and achievement of each student’s personal best, modifying instruction to accommodate varying levels of physical ability Teachers emphasize teamwork and cooperation Schools periodically evaluate P.E. curriculum and instruction against state and national standards P.E. includes a broader wellness approach focused on developing life- long skills for physical activity and nutrition Emphasis on increasing amount of time in MVPA; scheduling of PE to enhance academic learning; health related fitness and personal best emphasized; teamwork and cooperation; use of state and national standards to evaluate pe curriculum; and broader wellness focus for lifelong physical activity and nutrition. How to Maximize the Benefits of P.E.

Differences between outdated P.E. and Enhanced P.E. Curriculum VS Sport based skills and rules vs. physical competence and cognitive understanding health related fitness Large (elite dominate) vs. small groups (all ss have the opportunity to contribute) Grouping VS

Differences between outdated P.E. and Enhanced P.E. Fitness Emphasis VS Instruction Fitness emphasis (skill related and compared to national norms) vs emphasis on health related fitness; student as a whole Teacher directed vs teacher as coach; individual pacing VS

Differences between outdated P.E. and Enhanced P.E. Social Skills VS Grading and Assessment Emphasis on competition vs. emphasis on cooperation (decision-making skills, social awareness, personal responsibility) Based on attendance, dress, skill level, fitness scores vs. based on self improvement, self evaluation, skill rubrics, etc. Busy √ Happy √ Good √ VS

Differences between outdated P.E. and Enhanced P.E. Games VS Technology Teacher controlled participation; large groups, wait time vs. students engage in activities and sports with a health related fitness emphasis Stopwatches for timing vs. integrating a variety of technology to enhance student learning VS Adapted from materials by: American Academy of Pediatrics, Illinois Chapter; IAHPERD; American Heart Association

How Do we Assess Student Growth? Type I, II, and/or III Assessments Backward Planning Valid/Reliable; Feasible; Equipment and Space Needed; Realistic; Based on where students are when you begin "Type I assessment" means a reliable assessment that measures a certain group or subset of students in the same manner with the same potential assessment items, is scored by a non-district entity, and is administered either statewide or beyond Illinois. Examples include assessments available from the Northwest Evaluation Association (NWEA), Scantron Performance Series, Star Reading Enterprise, College Board's SAT, Advanced Placement or International Baccalaureate examinations, or ACT's EPAS® (i.e., Educational Planning and Assessment System). "Type II assessment" means any assessment developed or adopted and approved for use by the school district and intended to be used on a districtwide basis by all teachers in a given grade, course or subject area. Examples include collaboratively developed common assessments, curriculum tests and assessments designed by textbook publishers. "Type III assessment" means any assessment that is rigorous, that is aligned to the course’s curriculum, and that the qualified evaluator and teacher determine measures student learning in that course. Examples include teacher-created assessments, assessments designed by textbook publishers, student work samples or portfolios, assessments of student performance, and assessments designed by staff who are subject or grade-level experts that are administered commonly across a given grade or subject. A Type I or Type II assessment may qualify as a Type III The plan shall provide for an evaluation at least once every two years of each teacher in contractual continued service (i.e., tenured); however, a tenured teacher who has obtained a “needs improvement” or “unsatisfactory” rating on the previous year’s evaluation shall be evaluated in the next school year after receiving that rating. (See Section 24A-5 of the School Code.) b) The plan shall provide for an evaluation at least once every year of each teacher not in contractual continued service (i.e., nontenured). (See Section 24A-5 of the School Code.) performance evaluation system under Section 50.20, the rating scale shall meet the requirements of this subsection (e)(1). A) In instances in which less than 25 percent of students met the growth expectation identified pursuant to subsection (b), the teacher shall be assigned a student growth rating of "unsatisfactory". B) In instances in which at least 25 percent but no more than 50 percent of students met the growth expectation identified pursuant to subsection (b), the teacher shall be assigned a student growth rating of "needs improvement". C) In instances in which at least 51 percent but no more than 75 percent of the students met the growth expectation identified pursuant to subsection (b), the teacher shall be assigned a student growth rating of "proficient". D) In instances in which 76 percent or more of the students met the growth expectation identified pursuant to subsection (b), the teacher shall be assigned a stu dent growth rating of "excellent". Starting in the fourth year of a school district's implementation of a performance evaluation system under Section 50.20, the rating scale shall meet the requirements of this subsection (e)(2). In instances in which less than 40 percent of students met the growth expectation identified pursuant to subsection (b), the teacher shall be assigned a student growth rating of "unsatisfactory". B) In instances in which at least 40 percent but no more than 59 percent of students met the growth expectation identified pursuant to subsection (b), the teacher shall be assigned a student growth rating of "needs improvement". C) In instances in which at least 60 percent but no more than 79 percent of the students met the growth expectation identified pursuant to subsection (b), the teacher shall be assigned a student growth rating of "proficient". D) In instances in which 80 percent or more of the students met the growth expectation identified pursuant to subsection (b), the teacher shall be assigned a student growth rating of "excellent". Backward Planning: Start with the end in mind: What do students need to be able to do, know, and value by the end of a program, year, grading period, unit? Decide that, then determine how best to assess it, then plan your lessons and their content.

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Inappropriate Uses of Fitness Scores Student scores should not be used for grading purposes Student scores should not be used to evaluate teacher effectiveness Students scores should not be used as a sole measure to evaluate overall physical education quality

Inappropriate Uses of Fitness Scores: Grading – Why? Multiple Factors affecting fitness: Heredity, Maturation, physical activity, environmental, nutrition Trainability National/State Standards Not all kids can be fit; all kids can be active. Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Inappropriate Uses of Fitness Scores: Teacher Evaluation – Why? Multiple Factors affecting fitness Minimal Differences Pre/Post test – no significant differences (Williams & Hannon, 2015) Minimal MVPA in PE 27% MVPA Avg. PE class time (Fairclough & Stratton, 2005). 60 minute class = 16.2 minutes

Appropriate Uses Facilitating Fitness Education Providing feedback Teaching criterion-referenced health standards & what types of activity are needed to reach them Tracking & Documentation Curriculum Development

Portfolio Active Lifestyle Portfolio Activity Pledge Health/Fitness Profile Fitness Graphs Active Lifestyle Program Physical Activity Log Nutrition Log Favorite Activities -Virgilio, 2012

Personal Fitness Program Design/Implementation Based on personal fitness scores Develop fitness goals (focusing on the process) Develop program (activities) Based on FITT principle Activity log or Workout log Reassess fitness Reflection

Rubric Example Level Fitnessgram Fitness Activity Participation & completion of activity log Personal fitness goals My physical fitness journal 4 Completed fitness items Participated vigorously in class activities Regularly participated in appropriate activities outside of class Completed activity log Completed goal setting activities Set realistic goals. Completed reflective journal Demonstrated understanding of fitness principles 3 2 1

PYFP/PALA+ Presidential Youth Fitness Program (PYFP) Presidential Active Lifestyle Award (PALA)

Questions?

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Assessment Considerations Which of the domain(s) do we assess? Start small Pick your best class to start with Be patient and persistent Assessment=Educational Tool Teach to the assessment(s) Align with State Standards

Rubric Development Purpose: Rubric: Criteria used for judging student performance Most difficult part of creating an assessment No rubric = any attempt is acceptable Expectations are clear Purpose: Define Excellence Communicates with students/parents Accurate, Unbiased & consistent Documentation

Rubric Development Guidelines Discriminate among performances in a valid way Provide useful discrimination Rely on descriptive language rather than comparative Good, Better, Best Emphasize the finished product Depends on the goal/objective

Developing a Checklist Checklists Decide on behavior or skill to be assessed. Determine how many elements to include. Use vivid language for each element. Determine the order of elements. Use parallel language to describe the elements. Pilot the checklist. Revise as necessary. Yes NO Criteria   Shoulders face target Plant foot next to ball should be facing your target Make contact with the inside of your foot Kick the middle of the ball Follow through your kicking foot by aiming at your target Yes NO Criteria   Makes encouraging comments to classmates. Recognizes good plays by an opponent Shows respect for official’s decisions. Through his or her actions, sets a positive example to classmates.

Developing Rating Scales Decide on the behavior or skill to be evaluated. Determine how many levels of performance to include. 3–5 levels are preferred. Determine the top level of performance. Create additional levels using parallel language. Pilot the rubric. Revise as necessary.

Tips for Implementing Assessments Establish a positive learning environment Be clear what is being assessed Strive for consistency in your observations Determine the learning outcomes that you’re hoping to achieve Use the assessments results to help develop instruction (pre/post-test)

Tips for Assessing Large Class Sizes Stations Small sided games Assess over multiple days/weeks Video Record Performance Advocate for smaller class sizes

Your Ideas and Questions What have you done already? What has worked? What have been some challenges? Parking Lot questions for follow up What do you need to be successful?

SLO Process SLOs are the foundation to create a measurement tool that enables an evaluator to analyze scores from a Type III assessment and identify whether pre- established objectives have been met

Elements of SLO Learning Goal Assessment Growth Targets Outcome Teacher Rating

SLO Templates 2nd grade 8th grade 9th grade

Give it a try! Make groups up with others you don’t work with but who teach a similar grade level

1. Establish an objective based on standards Performance Descriptors by Standard: http://www.isbe.net/ils/pdh/pdf/perf- descriptors-goals19-24.pdf

2. Identify Assessment Techniques How often will you collect data in order to monitor student progress toward the learning goal? How will you use this assessment information to monitor student progress and inform your instruction?

3. Identify Growth Targets Explain how growth targets demonstrate ambitions, yet realistic targets, for all students described in the student population http://www.isbe.net/ils/pdh/pdf/perf- descriptors-goals19-24.pdf

4. Outcomes What percentage of students achieved the identified growth target(s)? How does this information demonstrate teacher effectiveness and thus a rating?

Sharing and Questions? Identify things that you learned from today Describe a learning outcome you can use and ways to assess that learning outcome Questions for us or peers

I found this workshop helpful A. Strongly Agree B. Agree C. Disagree D. Strongly Disagree

Thank You Mary L. Henninger, Ed. D. mlhenni@ilstu.edu 309.438.3552 Skip M. Williams, Ph.D. swillia@ilstu.edu 309.438.1114