Network for New Science/Math Teachers February 9, 2010 Lexington, KY University of Kentucky Partnership Institute for Math & Science Education Reform & Kentucky Department of Education Welcome! Help yourself to some refreshments and networking

Group Norms Start and end on time Put cell phones on silent Be respectful of all comments Everyone participates Exercise the rule of “two feet” Come prepared for the meeting

Roadmap Review Learning Climate Vocabulary Instruction Talking Partners What’s My Number?

Today’s Roadmap Vocabulary Instruction UK Evaluators Formative Assessment Break Outs

Vocabulary Instruction Learning Target –I can select vocabulary strategies to improve understanding of terms.

Teaching Reading In Science & Math Discuss with a content alike partner your experience using the Vocabulary Concept Map with students. Use student samples to support your discussion. What were some trouble spots? How did you find this strategy useful? Now discuss this strategy with a partner(s) not in your content area. How are your experiences alike and/or different? Over all, do you think this strategy can improve the understanding of students? Explain your answer to one another. With your partner discuss the following question: If explicit instruction with vocabulary improves student understanding, why do few teachers do it consistently?

Talk A Mile A Minute

Remember……. Select the most ESSENTIAL words for understanding that you will hold students accountable for. Instruction of these words must be explicit. It takes 6 exposures for students to recall the meaning of words.

Vocabulary Strategies Gained What’s My Number? (word) Frayer Model Concept Vocabulary Map Talk-A-Mile-A-Minute

Vocabulary Instruction Learning Target –I can select vocabulary strategies to improve understanding of terms. Take time to reflect

An Excellent Assessment System

Learning Targets I can define Assessment for learning and its instructional and motivational importance I can differentiate between assessment FOR and assessment OF learning I can deepen my understanding of Assessment FOR learning practices

Personal Reflection On the back of the power point, please take a moment to think, reflect, and answer this question: WHY DO YOU ASSESS? Take a few minutes to discuss your answers with others at your table.

Examining Your Assessment Beliefs Using the considerations on the organizer, capture your ideas about assessment and assessment practices. There are no right or wrong responses-- just what you think. We will revisit these considerations later.

The perfect assessment system relies on a variety of assessments to provide timely and understandable information to those who need it to inform instructional decisions that maximize student success in an efficient manner.

The Evolution of Assessment Standards Assessment Accountability

Testing Explosion 1940’sCollege Admission 1950’sCommercial Tests 1960’sDistrict wide Testing 1970’sStatewide Testing 1980’sNational Assessment 1990’sInternational Tests 2001National Every Pupil Test

THE FLAWS Mistaken beliefs about: Assessment and Motivation Crucial Decision Makers

New Mission, New Beliefs As you view the DVD, keep your considerations about assessment and assessment practices in mind. Note any key points that Rick Stiggins makes, where relevant, on the organizer. Complete Table 2.1 as you view the DVD.

After Viewing Working with a partner: –Make a list of all assessments that you have given— whether formally or informally. Place each assessment on a small post-it note. –Now sort these assessments into formative (Assessment FOR Learning) or summative (Assessment OF Learning) –What is the rule that you used to make your sort?

After Viewing Summarization strategy: –Individually, write ONE word that summarizes assessment FOR learning (formative assessment). –Explain why you chose that word. –Share your choice with a partner. –Defend your choice if it differs from his/her choice. –List your word(s) on the chart.

OVERVIEW Assessment OF Learning (AOL) Assessment For Learning (AFL) ReasonReport achievement status Promote more learning To InformOthers about students Students about themselves FocusAchievement standards Achievement targets that underpin standards

Assessment OF Learning Assessment FOR Learning Teacher’s Role Follow test administration procedures Change standards into classroom targets, inform students, involve students Student’s Role Strive for highest score/avoid failure Strive to see the targets, use results, learn to do better Primary Motivator Promise of reward, fear of punishment Joy and expectation of success OVERVIEW

Crucial Distinction 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?

ANALOGIES Working with a partner, complete the following analogies: AOL is like _____________________________________________ because ______________________________________________. AFL is like______________________________________________ because ______________________________________________.

Assessment is REALLY formative when: Its purpose is to support—not merely monitor--learning It points up the scaffolding It provides descriptive feedback It builds self-confidence, self-efficacy It’s “Assessment FOR Learning”.

We ASSESS to: INFORM instructional decisions ENCOURAGE students to try to learn

Why Use AFL? What does the Research Say?

Inside the Black Box Based on the number at the top of your power point, please read the following: –All—Introduction –1—The Argument and Does Improving Formative Assessment Raise Standards? –2—Is There Room for Improvement? –3—How Can We Improve Formative Assessment? –4—Policy and Practice

Jigsaw Reading After reading your section, discuss your thoughts with members of your number alike group. Plan a 2 minute or less summary highlighting the key points of your section to the entire group—you may use chart paper if desired.

Research on Effects Black and Wiliam (1998) International Research Review –.5 to 1.0 Standard Deviation Score Gain –Largest Gain for Low Achievers Bloom (1984) Mastery Learning Research 1.0 S.D. Gain Rivals One-on-One Time

1.0 Standard Deviation Gain Equals 35 Percentile Points (middle of score range) 2-4 Grade Equivalents 100 SAT Score Points 5 ACT Score Points U.S. TIMSS Rank from 23 rd to Top 5 Markedly Reduced Score Gaps

We know of NO OTHER WAY OF RAISING STANDARDS for which such a strong case can be made on the basis of evidence of such large learning gains. - Black and Wiliam, 1998

Unprecedented Gains Achieved Through Increased accuracy of classroom assessments Focus on descriptive feedback Student involvement in assessment, record keeping, and communication

Formative assessment can and should be done BY STUDENTS, as well as by teachers. The key to improvement is how students and teachers use the information.

A key premise is that for students to be able to improve, they must have the capacity to monitor the quality of their own work during actual production. This in turn requires that students: Know what high quality work looks like Be able to objectively compare their work to the standard Have a store of tactics to make work better based on their observations  Royce Sadler, 1989

Formative Assessment: Four Guiding Questions Where are you trying to go? Where are you now? How can you get there? How can you keep it going?

Inside the Black Box Pupils Teachers Other Resources Management Rules & Requirements Parents High-Stakes Tests Society Proficient Students Increased Test Scores Satisfied Teachers Satisfied Parents Good Media Satisfied colleges & employers Improved International Rankings

Inside the Black Box “….the heart of effective teaching…. is formative assessment.” It’s NOT formative assessment unless “the evidence is actually used to adapt the teaching to meet student needs.” From “Inside the Black Box”, Phi Delta Kappan, 1998

Formative Assessment in Action How can we make formative assessment more manageable? Does everything have to be graded in order to be assessed? Will my students do it if it’s not graded?

Let’s Practice 2 Examples Discuss with a partner and make any adjustments to your sheet. As a teacher, what are you looking for? When would you use a strategy like this? HOW WAS THIS FORMATIVE? Always-Sometimes- Never Beside of each statement, mark whether it’s always true, sometimes true, or never true. Explain your reasoning for each statement

Example 2 Agreement Circles Form small circles of people The facilitator will read a statement If you AGREE with the statement—step to the center of the circle. If you DISAGREE—stay on the outside Persons moving to the inside turn to those remaining on the outside and discuss your decisions. After discussion, you can change your position if so desired. As a teacher, what are you looking for? When would you use a strategy like this? HOW WAS THIS FORMATIVE?

Learning Targets I can define Assessment for learning and its instructional and motivational importance I can differentiate between assessment FOR and assessment OF learning I can deepen my understanding of Assessment FOR learning practices

Before We Break Out… No homework this month! Next meeting: –March 9