DDMs -From Conception to Impact Rating D Easthampton High School – Team Leader Meeting March 17, 2014 Facilitated by Shirley Gilfether

Performance vs. Growth  Most current assessments are measures of performance and not growth  Growth takes into account the different levels of student achievement  Measures of growth should provide all students an equal opportunity to demonstrate growth What is Growth?  Growth is about improvement and learning.

Does change represent growth?  Are the assessments similar enough to support meaningful inferences about student growth during the year?  Do early assessments provide meaningful information about what students do not understand? baseline data  Do future assessments provide meaningful information about what students have learned?  Do students have the opportunity to demonstrate different levels of growth?

DDMs in a Backwards Design Model*  DDMs require us to define clearly what we want students to be able to do following instruction.  After we have clearly defined what we want students to be able to do, then we plan curriculum and lessons to get us to that goal Integration  Mass Frameworks: What should students learn?  DDMs: How do students demonstrate that learning?  Curriculum Mapping: How do we get there? * Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe

Steps in the Process 1. Develop your DDM based on core learning objectives for your course (backward planning) 2. Develop a method for collecting baseline data on the same set of objectives (this might be a pre-assessment) 3. Develop assessment procedures (when will assessments be given, what are the common directions that will be given to students (consistency), define any tools that can be used, e.g. calculators

Scoring Guides are Important 4. Develop clear directions for scoring individual student work (scoring guide) 1. explicitly state the aspects of student work that are essential 2. Define the scoring tool (answer sheet; rubric (holistic, analytic, growth); checklist; 3. describe who will score and how validity will be insured (double blind, teacher exchange, spot check, or objective assessment…)

Scoring Guides Must be Clear Scoring Guide Example:  2 points for a correct answer with student work shown correctly  1 point for an incorrect answer with student work shown correctly Issue:  Not clear around how to score a student with a correct answer with no student work shown or with student work shown incorrectly.  Not clear what “shown correctly” means.

Scoring Guide Example - Improved  2 points for a correct answer with either a chart or table showing how the student set up the problem.  1 point for an incorrect answer, but the work demonstrates setting up the problem with a table or picture. Supporting work may include incorrect numbers or other mistakes.  1 point for a correct answer and there is no supporting work or if student work is not organized in a table or chart.  0 point for no correct answer, and work is not organized in a table or chart. The scoring guide could be further improved by incorporating anchor examples.  :

Using Rubrics Rubric Style AnalyticHolistic Student work is assessed by clearly defined criteria along multiple dimensions (i.e., each rows of the rubric assesses a different criterion). Student work is assessed as a whole product based on an overall impression.

Growth Rubrics AnalyticHolistic Low Growth Moderate Growth High Growth Low Growth Moderate Growth High Growth 0 or or more Little to no improvement in following writing conventions Average improvement in following writing conventions High improvement in following writing conventions Number of writing mechanics, such as punctuation, capitalization, misspelled word, where student has corrected the mistake in future writing 012 or more Number of examples of improvement of language usage and sentence formation, such as word order, subject- verb agreement, or run-on sentences student has corrected the mistake in future writing.

Step 5 - Clear directions for determining a student’s growth Clear directions for determining a student’s growth  Pre-Test/Post Test  Repeated Measures  Holistic Evaluation  Post-Test Only Learn more Webinar 5 Technical Guide B AppxB.pdf

Step 6 – Setting Parameters for high, moderate, and low student growth  First decide what comparison data makes growth  difference in raw score  difference in % score  percent of increase in score  other  Then build your moderate range  what constitutes normal growth? (in some cases a year’s worth of growth)  this should be the largest range

Finishing the Range  After the moderate range has been determined build the low and high ranges of growth  the low range represents less than expected growth  the high range represents significantly higher than expected growth  It is clearly understood that there may need to be an adjustment to the ranges after you get data next year. There will be an opportunity for that

Final Step: Establishing Teacher’s Impact Rating  Using the class roster, teachers will identify each student’s growth as H igh, M oderate or L ow  Then the teacher is to find the MEDIAN (middle) growth for that class (not average)  If there are multiple classes, the Median would be found for all students’ growth data

Questions and Answers Reminder: The second DDM Drop-In session will be held on Thursday, March 20 th from 2 – 5 pm