2. 1. Welcome 2. Working with the WIKI 3. Discussion of Assessment in curriculum development 4. Break 5. Divide into curricular areas – discuss: A.Standards B.What is taught C.How is it going 6. What needs to be done between now and summer?

3. State/District Standards Formative Assessment with Performance Rubrics Differentiated Instruction RTI

4.  Typical State and National Standards documents simply have too much content to cover effectively and with any depth  Standards lack unidimensionality  The use of formative assessment data allows for the greatest gain in student achievement  Scales or rubrics provide the best feedback to students and are the most accurate way to assess student knowledge and growth

5.  If you wanted to teach all of the standards in the national documents, you would have to change school from K-12 to K-22!  255 standards across 14 subject areas  3,500 benchmarks  15,500 hours of instruction needed to cover the 3,500 benchmarks (Kendall and Marzano, 2000)  9,000 hours of instruction available (Marzano, Kendall and Gaddy, 1999)

6.  Standards documents are not written with assessment in mind  Benchmarks typically cover more than one skill or piece of knowledge  In order to assess each individual dimension, standards and benchmarks must be “unpacked” so that they measure only one thing at a time

7. To TEACH LESS BETTER and target instruction to the individual needs of the student. This has been proven to increase student achievement.

10.  Marzano and Associates › Assisted with math—writing performance rubrics for formative assessment. › Similar experience for world languages › As other curriculum is revised, this format will be used to make it consistent, clear, accountable and most importantly— IMPROVE ACHIEVEMENT › Work is built on the concept of Formative Assessment.

11. Black and Williams (1998) in a synthesis of 250 studies, concluded that the use of formative assessment data, done properly, “…does improve learning. The gains in achievement appear to be quite considerable, and as noted earlier, amongst the largest ever reported for educational interventions.”

12. Bangert-Drowns, Kulik, Kulik, & Morgan, 1991 # of studiesCharacteristic of Feedback from Classroom Assessment Percentile Gain/Loss 6 Right/wrong -3 39 Provide correct answers 8.5 30 Criteria understood by student vs. not understood 16 9 Explain 20 4 Student reassessed until correct 20

13. Fuchs & Fuchs 1988 # of studiesCharacteristic of Feedback from Classroom Assessment Percentile Gain/Loss 89 Displaying results graphically 26 49 Evaluation by rule [uniform way of interpreting results of classroom assessments using a tight logic) 32

14.  Formative assessment using rubrics provides the best form of feedback to students  Well written and specific scales or rubrics are more accurate than a set of tests or formal assessments graded on a 100 point scale

15.  In a study conducted by Marzano in 2002, a group of science teachers independently developed a 100 point scoring scheme for a test and scored it. The reliability coefficient was only.294 (out of 1.0).  The resulting scores were so variable that the test could not reliably be used to assess student knowledge and/or skills

16.  The same teachers scored the same test using a 4 point rubric or scale.  The reliability coefficient was.719  This means that the resulting scores were significantly more consistent, and as a result the rubric came much closer to measuring what the student actually knows or is able to do than the test scored using the 100 point scale.

17.  Create greater reliability in assessment of standards  Create more consistency in teaching, assessment and learning throughout a district or state  Allow for more consistent and better feedback throughout the course of learning  Allow for more focused instruction in appropriate depth  Make true assessment possible due to the creation of unidimensionality  IMPROVE LEARNING!

18.  Summer math work group built rubrics based on: › 25-35 measurement topics per grade level › Measurement topics ~ essential learning elements › Each measurement topic aligns with state standards › Each measurement topic describes what a proficient student is able to do independently › Other skills can be introduced but only the measurement topics will be assessed with rubrics. › Measurement topics are NOT necessarily graded but the ARE assessed. › Measurement topics build vertically.

19.  One measurement topic for each rubric  The 3.0 element describes student performing a skill completely and independently and forms the framework for the other descriptions. It is the proficient level.  A 2.0 element is usually a 3.0 element broken into simpler parts or with assistance.  A 1.0 element describes a student’s inability to perform the skill even with assistance.  A 4.0 element describes a student who can independently perform a skill embellish or connect it to more complex ideas.

20. Strand: Number Sense and Operations Topic: Place Value Grade: Three Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. Sample Tasks 3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success. Score 3.0 The student will:  determine place value positions of a given digit in the 1’s, 10’s, 100’s, 1000’s, 10,000’s and 100,000’s The student exhibits no major errors or omissions.  Given the number 106,543, ask students to tell the value of the hundred thousand’s place? 1000’s place? 100’splace? 2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content Score 2.0 There are no major errors or omissions regarding the simpler details and processes as the student:  determine place value up to 1000’s  recognizes or recalls basic terminology such as: However, the student exhibits major errors or omissions regarding the more complex ideas and processes.  Given the number 7, 345, determine the value of thousand’s place. 1.5 Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0 content Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0.5With help, a partial understanding of the 2.0 content but not the 3.0 content Score 0.0Even with help, no understanding or skill demonstrated.

21.  Classroom teachers will use the performance rubrics for formative assessment.  K-5 Math team will be revising math matrix to align with the performance rubrics.  Classroom teachers will give input including sample tasks that are used for assessment.  CRT’s will change in a few years to reflect the new state standards but we will be using the rubrics to deliver instruction in a more targeted way.  The goal is to TEACH LESS BETTER and target student need.

22.  Anything a teacher does to gather information about a student’s level of knowledge regarding a specific topic

23. Three types of Assessment › Obtrusive › Unobtrusive › Student - Generated

24.  Assessment directed/assigned by the teacher  Instruction stops to administer assessment  Assessment can take many forms; including tests, classroom activities, assignment, projects, presentations, interviews  Scores on the assessment are taken and recorded

25.  Teacher observes a student performing skill or process, teacher could also use data recorded by students  Better suited to skills and processes that can be observed  Instruction does not stop in the classroom  Also occurs outside of the classroom, any place the teacher can observe a student  Scores can be recorded

26.  Student designs assessment to demonstrate status on topic  Teacher records score and uses student demonstration as a piece of information  Student friendly version of the rubric would be an important tool

27.  Formative and summative assessments actually don’t exist!  ANY assessment can be formative or summative –DEPENDING ON HOW THE DATA IS USED!  Formative – scores taken during the course of learning to determine where a student is at that point in time  Summative – a score taken and used to describe where a student is at the end of a course of learning

28.  Formative Scores  Summative Scores  Instructional Feedback

29.  Taking and recording scores on assessments to determine where a student is a particular point in time  Assessment can take any form  Multiple formative scores can be used to develop a learning trend and ultimately develop a summative score  Used to track student progress towards a learning goal

30.  A score taken and recorded to determine where a student ends up on a learning goal  Typically used to determine and report a “grade”  Assessment can take any form  Should be used in conjunction with formative scores to determine summative score

31.  Data from assessments used to determine and adjust course of instruction  Represents a student’s or class’s understanding or progress towards a learning goal at any point in time  Typically not recorded or scored

32.  Assessments can be designed to assess all levels of the rubrics at the same time. › Advantage – Students know what the ultimate goal is › Disadvantage – Students begin a course of learning with very low scores, but improve from there  Assessments could be designed to assess level 2.0 material first, and once mastered, move on the level 3.0 › Advantage – Opportunity for individualized instruction, foundational material mastered before moving onto learning goal › Disadvantage – If used for a whole class, may hold students back that are ready to move on. Students may not have a clear picture of the ultimate goal

33.  Create situations that allow the teacher to observe student performing skills or processes  “Catch” students performing the skill during the course of instruction  Record data just like any other assignment

34.  Allow and encourage students to come up with their own way to demonstrate progress  Record data and use to help determine progress  Write a student friendly version of the rubric  Place responsibility on students to provide data or “prove” their progress to teacher

35.  Differentiated instruction is what happens after you give a formative assessment of a measurement topic with a performance rubric. Teach Differentiate Instruction Formatively Assess

36.  Performance Rubrics can be used to target student’s skill deficits.  Interventions can be prescribed and administered by the classroom teacher.  In addition, the RTI team may use the information to add additional interventions if the skill deficit is intensive or strategic.

37. The classroom teacher in the normal course of planning instruction may follow these steps: 1. Teach the measuremed topic. 2. Assess using the performance rubric on a 4 point scale. 1. Obtrusive Assessment 2. Unobtrusive Assessment 3. Student Generated Assessment 3. Analyze data to determine if students are proficient—3.0 or higher. 4. If they are, teach on! 5. If not, differentiate instruction with extra materials, etc. This will help meet student need including those at a 4.0. 6. Assess again. 7. Determine if more intervention is needed. 8. If so, assign alternative materials in the classroom or if necessary, refer to the RTI team for assistance. This could be “double dipping” interventions at a different time. Teach Formatively Assess with Performance Rubric Is more intervention needed? Are students proficient? Differentiate Instruction Formatively Assess with Performance Rubric With RTI team In classroo m Yes No Yes

38. Remember, the goal of standards based curriculum is to: IMPROVE STUDENT ACHIEVEMENT by TEACHING LESS BETTER!!! By having an aligned curriculum and assessment program, teachers have a more defined idea of the content for which they are responsible. They can monitor student progress more effectively and are accountable for instruction and student growth. State/District Standards Formative Assessment with Performance Rubrics Differentiated Instruction RTI