Accountability For Learning 21st Century Assessment Practices Presentation by: Gay Welker, Principal, Walker Elem. 21st Century Assessment Practices Presentation by: Gay Welker, Principal, Walker Elem.

In the Age of Accountability…how do we know students are learning and if they are prepared for their future?

Essential Questions: What is it we expect them to learn? What is it we expect them to learn? How will we know when they have learned it? How will we know when they have learned it? How will we respond if they don’t learn? How will we respond if they don’t learn?

Expectations: 100% Graduation Rates 100% Graduation Rates 100% Passage rate on all state mandated tests 100% Passage rate on all state mandated tests 100% Will gain a minimum of one year of learning each school year 100% Will gain a minimum of one year of learning each school year 100% Ready to succeed in this 21st century global economy 100% Ready to succeed in this 21st century global economy Canton Local Strategic Plan

Canton Local School District  First ring district outside an urban area  50% poverty  3rd highest transient rate in our county (2 of 3 local urban schools higher) county (2 of 3 local urban schools higher)  16% students with disabilities  10% minority  $26,000 median family income  2500 student population  received our state’s second to the lowest rating - ACADEMIC WATCH

Journey to Excellence 2000 Academic Watch 2001 Continuous Improvement 2002 Continuous Improvement 2003 Continuous Improvement 2004 Effective 2005 Effective 2006 Excellent

Research- based 90/90/90 Study - need a structured- aligned curriculum-assessment-instruction-intervention system (Doug Reeves) 90/90/90 Study - need a structured- aligned curriculum-assessment-instruction-intervention system (Doug Reeves) Need a balanced assessment system using both formative (diagnostic) and summative measures (Black & Wiliam, Stiggins, Marzano, Guskey, Wiggins & McTighe) Need a balanced assessment system using both formative (diagnostic) and summative measures (Black & Wiliam, Stiggins, Marzano, Guskey, Wiggins & McTighe) Profound influence of assessment on motivation student confidence, and self-esteem Profound influence of assessment on motivation student confidence, and self-esteem Student-involvement is critically important Student-involvement is critically important

Systemic School Improvement Plans Curriculum: Clearly articulated achievement targets aligned with instruction and assessments Curriculum: Clearly articulated achievement targets aligned with instruction and assessments Assessment: Formative and summative assessment plan Assessment: Formative and summative assessment plan Instruction: Effective and engaging learning experiences defined Instruction: Effective and engaging learning experiences defined Intervention: Pyramid of interventions to provide time and support as needed Intervention: Pyramid of interventions to provide time and support as needed Canton Local Continuous Improvement Plan

Partnership for 21st Century Schools

Crucial Distinction Assessment OF Learning: How much have students learned as of a particular point in time? Assessment OF Learning: How much have students learned as of a particular point in time? Assessment FOR Learning: How can we use assessment to help students learn more? Assessment FOR Learning: How can we use assessment to help students learn more?

OVERVIEW Stiggin, 2004

Types of Assessment “Conventional” Paper-Pencil Tests Performance Assessment Selected Responses Constructed Responses Multiple choice Multiple choice Matching Matching True-false True-false Fill in the blank Label a diagram Short answer Written Products Essay Essay Research Research Logs/journals Logs/journals Lab report Lab report Experiment plan Experiment plan Other Products Performance test Performance test Exhibition (e.g. science fair project) Exhibition (e.g. science fair project) Models Models Multimedia presentation Multimedia presentation Videotape Videotape Musical/dance performance Musical/dance performance Observations Teacher checklist Teacher checklist Self- assessment checklist Self- assessment checklist

GUIDELINES FOR SELECTING MODES OF ASSESSMENT THE TYPE OF ASSESSMENT THAT WE USE IS GOVERNED BY THE LEVEL OF THINKING WE WISH TO MEASURE ** Comprehend information; apply rules; analysis of simple patterns and relationships; sort; find main idea.

Backwards Design What do we want students to understand? What is worth understanding? What is valid and reliable evidence of understanding? What experiences will help students develop understanding? Wiggins & McTighe Understanding by Design

b Release Days: Throughout the year including summer days b Grade Level teams released to dissect and understand every standard b Ohio Academic Standards were rewritten into “I CAN” statements b Purposeful learning: Lesson plans reflect standards Focus on Standards

b Teacher collaboration drove the pacing b Studied resources, testing requirements, and schedules b Created nine week learning goals b Integrated content standards b Each subject now has a standard driven pacing chart Pacing of Standards

b Nine week pacing chart divided into weekly standards b Teachers determine weekly content standards b Children are grouped flexibly by need b Multi- Age / Multi Grade / Full Inclusion b Multiple attempt for standard mastery Instruction is Driven by Standards

b Assessment data used to plan lessons b Pre Assessments/Weekly I Can Quizzes b Checklists ensure accountability and focus b Intervention is driven by data Assessment is Driven by Standards

b Grades and Grading Team created b Developed student friendly rubrics b New report cards align to standards b Pinnacle Assessment Reports Aligned to Standards

Communication of Standards –I CAN Statements part of our everyday language –Parents & students receive grade level I CAN statements –Standards part of Parent Nights/ Homework Folders –Standards are posted in every classroom –STUDENT DATA NOTEBOOKS

Accountability Every Day – Professional Learning Teams – Data Analysis – Integrity Checks- Walk-Throughs – Monitor Alignment – Monitor Weekly Assessments

CHANGE All real change involves loss, anxiety, and struggle. All real change involves loss, anxiety, and struggle. No one can resolve the crisis of reintegration on behalf of another. No one can resolve the crisis of reintegration on behalf of another.

CHANGE Change is: A PROCESS, not an event A PROCESS, not an event Made by INDIVIDUALS first, then by the organization Made by INDIVIDUALS first, then by the organization A highly PERSONAL experience A highly PERSONAL experience DEVELOPMENTAL growth in both feelings and skills DEVELOPMENTAL growth in both feelings and skills Hord & Loucks Taking Charge of Change

Nurtured Optimism Every day, we have an incredible opportunity to inspire others to see a hopeful future. Certainly you have to help people chart the course for their own liberation, but being leaders is part inspiration, part cheerleader, and part referee. You make the future possible. You support their getting there, and occasionally you provide the adult supervision to sort out the bumps and collisions that are inevitable in a human organization. Hope is rooted in the belief that you can change things, that you can make the world a better place.

Assessment “of” Learning vs. Assessment “for” Learning While assessment of learning is useful for public reporting and accountability purposes, ASSESSMENT FOR LEARNING CAN BE A POWERFUL TOOL FOR HELPING STUDENTS LEARN MORE.* *Rick Stiggins, “ The Absence of Assessment for Learning” Phi Delta Kappan. June 2002.

Our Future Leaders! Some dream of lofty accomplishments while others stay awake and make things happen!

Suggested Resources Erickson, L., (1998). Concept-Based Curriculum and Instruction: Teaching Beyond the Facts. Thousand Oaks, CA: Corwin Press. Erickson, L., (1998). Concept-Based Curriculum and Instruction: Teaching Beyond the Facts. Thousand Oaks, CA: Corwin Press. Guskey, T.R. (ed.). (1996a). Communicating Student Learning (1996 ASCD Yearbook). Alexandria, VA: Association for Supervision and Curriculum Development. Guskey, T.R. (ed.). (1996a). Communicating Student Learning (1996 ASCD Yearbook). Alexandria, VA: Association for Supervision and Curriculum Development. O’Connor, K. (1999). How to Grade for Learning. Arlington Heights, IL: SKYLIGHT. O’Connor, K. (1999). How to Grade for Learning. Arlington Heights, IL: SKYLIGHT. Marzano, R., (2000). Transforming Classroom Grading. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R., (2000). Transforming Classroom Grading. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R., Pickering, D., & McTighe, J. (1993). Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model. Alexandria VA: Association for Supervision and curriculum Development. Marzano, R., Pickering, D., & McTighe, J. (1993). Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model. Alexandria VA: Association for Supervision and curriculum Development. Stiggins, R., (2001). Student-Involved Classroom Assessment. Upper Saddle River, NJ: Merrill Prentice Hall. Stiggins, R., (2001). Student-Involved Classroom Assessment. Upper Saddle River, NJ: Merrill Prentice Hall. Wiggins.G, & McTighe. J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. Wiggins.G, & McTighe. J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.