Module 1: Effective Use of Data & the Data Teams Model 10.9.12

Agenda Part 1: Part 2: Formative Assessment Common Formative Assessment Design Part 2: Balanced Assessment Data Teams Defined Part 3: Data Teams Review Data Teams Simulation

Part 1 Data Teams Introduction Formative Assessment Common Formative Assessment Design

Data Drives Instruction “The monitoring of effective instruction is the heart of effective instruction.” D. C. Lortie “Data are to goals, what signposts are to travelers; data are not endpoints, but are essential to reaching them…” - M. Schmoker Catchphrase of the decade, necessary in part because of federal, state, and district requirements. It’s all over our buildings, some of those charts/displays might even exist in your buildings. But, all of that means nothing if understanding and buy-in to the purpose of data collection do not exist.

Data drives instruction Data determines where we enter in with instruction Data determines how effective our instruction has been Data determines the path in which future instruction will take

Data collection can and should happen in a variety of ways…

DMPS Balanced Assessment System Classroom Formative Assessments Classroom Summative Assessment Common Formative Assessments District Interim/Benchmark Assessments External Summative Assessments Purpose To inform instruction within and between lessons for both student and teacher To give a grade To determine if students have learned the materials and how to respond instructionally To support building and district teams in assessing curriculum, instructional strategies, and pacing.   To serve as a predictor for success on External Summative Assessments To support building and district teams in determining whether curriculum, instructional strategies and pacing were appropriate Examples of Practice Student response systems, whiteboards, Writing to Learn, student: teacher conferences Final Exams, final projects, performance based tasks Learner objectives assessed with rubrics, short quizzes, Writing to Learn, and Journeys assessment materials District Benchmark Assessments, Writing Assessments, Basic/Analytical Reading Inventory (BRI/ARI), Scholastic Reading/Math Inventory (SRI/SMI) Iowa Assessment, ACT, PLAN, AP Exams, PA Profile (Kindergarten), Technology Assessment (Grade 8) Formative or Summative Very formative More summative Summative Whose responsibility for creation Classroom teachers Collaborative teams at each school (Data Teams) District teams of representative teachers An external group of experts Reported to Student Student and parents Grade level teams (Data Teams) District District and State Each successive type of assessment (from left to right) requires a more significant investment in time, resources, and collaboration to prepare, administer, and garner useful data. Additionally, the direct impact on classroom instruction decreases as the type of assessments migrates away (left to right) from classroom formative assessments. Joe Copy Provided

Quick Write: Compare/contrast formative and summative assessment. Rick Wormeli – Video 1 http://www.youtube.com/watch?v=rJxFXjfB_B4 Quick Write: Compare/contrast formative and summative assessment. Joe

Unit Assessment Map (5-6 week unit) Square = pre-assessment Triangle = CFA Star = summative assessment *** Daily classroom formative assessments *** Joe

Definition of Formative Assessment

What The Experts Say Formative assessment, therefore, is essentially feedback both to the teachers and to the pupil about present understanding and skill development in order to determine the way forward. - Harlen & James, 1997 It is not the instrument that is formative; it is the use of the information gathered to adjust teaching and learning. - Black & Wiliam, 1998

What the Experts Say Formative assessment is defined as assessment carried out during the instructional process for the purpose of improving teaching or learning. What makes formative assessment formative assessment is that it is immediately used to make adjustments so as to form new learning. - Shepard 2008

What The Experts Say Typical effect sizes [of formative assessment] were between 0.4 and 0.7. The achievement gains realized by students whose teachers rely on formative assessment can range from 15 to 25 percentile points on commonly used standardized achievement test score scales. This kind of score gain, if applied to performance on recent international assessments, would move the United State’s rank from the middle of the pack of 42 nations tested to the top five. - Black & William 1998

Working Definition Formative assessments provide accurate and relevant data that impacts instruction and allows teachers to give effective and meaningful feedback to students.

The Big Picture Clearly define what students need to KNOW and be able to DO Create consensus on what is “good enough” Keep score, make adjustments

Step 1: Prioritize and analyze learner objectives

Cluster Learner Objectives 7th Grade Literacy Example Standard: RL3 Analyze how particular elements of a story interact. Learner Objectives: Identify the setting of a story. Identify the stages of plot within a story. Identify characters within a story and their character traits. Identify conflicts within a story. Analyze how different stages of plot, conflict, setting, and characters work together in a story.

Prioritized Learner Objectives Bloom’s Level of Thinking Analyze Verb Prioritized Learner Objectives Bloom’s Level of Thinking What will students do? (verbs) Analyze What will students know? how particular elements of a story interact. Remembering Understanding Applying Analyzing Evaluating

Example Analyze = make connections between parts, talk about how they “work” together for a purpose

Step 2: Defining proficiency

Rick Wormeli http://www.youtube.com/watch?v=nPUqKp-n_hs (up to 2:45) Create a summary statement for “defining proficiency”.

Considerations What is ‘good enough’? What does ‘Proficient’ look like? What will we look for in student work?

Example Analyze how particular elements of a story interact. 1 2 3 4 Shows some or no knowledge of parts of a story; cannot show connection between parts Shows understanding of some or all parts of a story but cannot show connection Shows understanding of all parts of a story; shows how some (1-3) parts of story work together Shows understanding of all parts of a story; shows how all (4) parts of story work together

Step 3: Determine assessment type

Considerations Consider Bloom’s Levels in Step 1. Which assessment type will best measure student learning most efficiently? Will we need a variety? How many items will we need to ensure validity?

Advantages/Disadvantages Assessment Type Format Advantages/Disadvantages Selected Response Multiple choice, matching, true/false A: Quick scoring, several questions for each objective D: Difficult to measure higher levels of thinking Constructed Response or Extended Written Response Short or long essay, graphic organizers, student work samples (if tied to standard and done individually), scored with a common rubric A: Can assess chunks of knowledge that interrelate, can assess student thinking, can measure higher levels of thinking D: More time to score, difficult to get consistent scoring, writing skill level can skew results Performance Assessment Oral reports, demonstrations, projects, scored with a common rubric A: Engaging for students, can assess multiple standards in an integrated way D: More time to administer and score

Example Standard: Analyze how particular elements of a story interact. Assessment Type: constructed response or extended written response (writing prompt)

Step 4: Assessment creation

Example Use text from Rikki Tikki Tavi (7th grade materials) Standard: Analyze how particular elements of a story interact. Writing Prompt: We have been learning about how quality literature consists of many parts: plot, conflict, setting, and characters. Identify the parts from the story Rikki Tikki Tavi and tell how they work together (analyze). You must use the underlined words in your response.

Evaluating the Quality of an Assessment Is it valid? Is it reliable?