Engaging Secondary Teachers in Student-Involved Classroom Assessment FOR Student Learning Sally Bennett-Schmidt, Karla Groth, and Keith Nuthall San Diego County Office of Education Assessment Unit California Educational Research Association November 19, 2009

Our Premise If we continually develop the classroom assessment expertise of our teachers and students, then teaching and learning will be strengthened and all students will learn in deeper and more meaningful ways.

Who’s in the Room? Rick Stiggins Dylan Wiliam James Popham

Our Approach Deeper & More Meaningful Teacher & Student Learning Balanced Classroom Assessment Compliance to Efficacy Deeper & More Meaningful Teacher & Student Learning

Communities of Practice Our Approach Communities of Practice Schools Content Area Fallbrook High School (fall 08) English 9 – 10 Algebra, Geometry, Algebra II World History, US History, Gov/Econ Chemistry, Biology, Earth Science Potter Junior High (spring 09) English 7 – 8 Math 7, Algebra Mission Middle School (fall 09) Science 6 - 8 Del Dios Middle School (fall 09) History Social Science 6 – 8 Science 6 – 8 Ramona Unified (winter 09) English Language Arts 3 – 6

Our Approach

Our Approach Learning Cycle Strengthen Knowledge & Skill Design Classroom Applications Classroom Application Examine Student Work Refine Practice Learning Cycle

Our Approach Learning Cycle Quality Classroom Assessment Purpose Strengthen Knowledge & Skill Design Classroom Applications Classroom Application Examine Student Work Refine Practice Quality Classroom Assessment Purpose Clear Targets Good Design Sound Communication Student Involvement Learning Cycle Source: Classroom Assessment for Student Learning: Doing It Right--Using It Well

Our Approach Learning Cycle Assessment for Learning Strategies Strengthen Knowledge & Skill Design Classroom Applications Classroom Application Examine Student Work Refine Practice Assessment for Learning Strategies Where am I going? Where am I now? How do I close the gap? Learning Cycle Source: Classroom Assessment for Student Learning: Doing It Right--Using It Well

Our Approach Learning Cycle Strengthen Knowledge & Skill Design Classroom Applications Classroom Application Examine Student Work Refine Practice Learning Cycle

Our Premise If we continually develop the classroom assessment expertise of our teachers and students, then teaching and learning will be strengthened and all students will learn in deeper and more meaningful ways.

Our Learning Deeper & More Meaningful Teacher & Student Learning Balanced Classroom Assessment Compliance to Efficacy Deeper & More Meaningful Teacher & Student Learning

Our Learning Essential standards and learning targets serve as the “drivers” in classroom assessment Anticipated student weaknesses focus classroom assessment strategies Using student work with teachers makes their learning practical

Our Learning Can we write the ALL the learning targets and exit cards for the year today? Why are we putting the learning targets on the assessment? Doesn’t that tell the kids what’s on the test? When is our “homework” due?

Our Learning Should I attend the session with my teachers? How long should I stay? Do you think we need to revise our classroom walk through form? How are teachers keeping track of those exit cards in their grade book?

Preliminary Results “Teachers are engaging in meaningful dialog about their practice.” Leila Sackfield Director Escondido Union School District

Preliminary Results “It always amazes me that when we give teachers and/or students targets that they can always hit the bulls eye!” Tere Peterson Principal Potter Junior High

Preliminary Results Because of targets my students are no longer in the dark about where we are and where we are going.  They know what is expected of them daily, but more importantly ….

Preliminary Results I am no longer in the dark about what my kids can do well, what they need more practice on, and what I need to reteach….

Preliminary Results Targets have given me the needed information on a daily basis to understand where my kids are and where I need to take them. Steve Martinez Algebra Teacher Fallbrook High School

Preliminary Results: Algebra

Preliminary Results: Geometry

Preliminary Results: ELA (Gr 9-11)

The Power of Assessment What you think of me, I’ll think of me. What I think of me, I’ll be.

Contact Information Keith Nuthall Director Assessment San Diego County Office of Education knuthall@sdcoe.net 619.507.0043