1. Assessment Lessons for Supporting Teachers Created by: Dr. Diane Wolf ISU LEADS Fellowship Presentation 6.21.16

2. Our goals for today: Gain awareness about research regarding classroom assessments Define “Assessment Capable Learners” Focus on relationships in assessments Differentiate between mindset and mind frames Recite 3 areas an assessment capable teacher knows

3. Complete Survey at: http://tinyurl.com/zd4mzh7

4. Our goals for today:  Gain awareness about research regarding classroom assessments  Define “Assessment Capable Learners”  Focus on relationships in assessments  Differentiate between mindset and mindframes  Recite 3 areas an assessment literate teacher knows Rate these statements in priority order of importance to you. 1= Most important 4= Least Important

5. small changes can make a BIG difference Quick fixes

6. Our goals for today:  Gain awareness about research regarding classroom assessments

7. Why does research matter in schools?

8. +

9. Want more info? Click on picture

10. John HattieJohn Hattie synthesized over 500,000+ studies related to student achievement in his book Visible Learning. He showed that teachers can make a difference despite other circumstances that may impede learning.Visible Learning In fact, Hattie found that most teachers have some degree of impact on their students’ learning. However, some teachers have far more impact than others. http://www.evidencebasedteaching.org.au/hattie-his-high-impact-strategies/

11. Teachers are far more likely to have a large and positive impact if they: Are passionate about helping their students learn Forge strong relationships with their students Are clear about what they want their students to learn Adopt evidence-based teaching strategies Monitor their impact on students’ learning, and adjust their approaches accordingly Actively seek to improve their own teaching Teachers are far more likely to have a low (or even negative) impact if they: Repeat students Label students (fixed mindset) Have low expectations

12. ACS EDUCATIONAL DEVELOPMENT WWW.STEVEVENTURA.COM

14. Our goals for today:  Define Assessment Capable Learners

15. Why do we assess students?

16. When we talk about assessment…. ….which is more important?

17. Beliefs AKA: Mindsets, Mind Frames, Theoretical Lens, Attitude, Approach

18. What do we want for our students? Hint: Your District/Schools mission statement

19. Educate students and teachers to achieve personal excellence. East Aurora School District 131 is committed to building college and career readiness through fostering capacities of literate individuals across curriculum. At a Catholic school, children receive an education and an experience that prepares them to be everything God made them to be—academically, socially, and spiritually The educational mission of Bloomington Public Schools is to challenge, support, and inspire all students to learn and achieve to their highest potential in order to become productive citizens and lifelong learners.

20. So, We want our students to be learners for life; independent; self-confident. How do we do this?

21. We create J. Hattie, 2009

22. Assessment Capable Learners Educators who help their students become assessment capable learners have students who: know the learning target for a lesson, can describe where they are in relation to the criteria, and use that information to select learning strategies to improve their work.

25. This is our goal

26. Relationships + Growth Mindset + Assessment literacy = assessment capable learners GOAL:

27. Our goals for today:  Focus on relationship in assessments

28. Relationships matter Which ones?

29. Builders or breakers @ your table, discuss a time that an assessment has BUILT Or BROKEN a relationship of yours.

30. I don’t just think….I know. Teacher/Student Relationships:.72 Peer Effects:.53 Teacher Collaborations:.93 Hattie, 2003

31. Teacher/student relationships What is our role with students? To be their teacher To be their resourcer To be their champion

32. Where have I seen this before? Charlotte Danielson’s Framework for Teaching, 2009

33. Student/student relationship How can we foster positive peer relationships? Teacher/Student Relationships:.72

34. Student/student relationships How do we foster positive peer relations? Communicate expectations Respect all experiences Lots of opportunities Peer Effects:.53 Teacher’s Job

35. Educator/Educator relationships How do we foster positive professional relationships? Teacher Collaborations:.93

36. Educator/Educator relationships How do we foster positive professional relationships? Communicate clear expectations Define purpose and goals Allocate time Define feedback loops Administrator’s Job

38. What is your mission statement? Do your teacher’s know it? How do you show it? Your Reflection

39. If you have not watched Sinek’s video on TED, “How great leaders inspire action” it is worth your 18 minutes.

40. + Relationships matter In your school, which of these do you have some influence? 40 Teacher Collaborations:.93 Peer Effects:.53 Teacher/Student Relationships:.72

41. Our goals for today:  Differentiate between mindset and mind frames

42. Relationships + Growth Mindset + Assessment literacy = assessment capable learners GOAL:

43. What’s the difference? MATTER MINDSETMINDFRAME

46. “ There are also differences in classes where teachers believe that achievement (and intelligence) is difficult to change because it is fixed and innate compared to teachers who believe achievement (and intelligence) is changeable.” (Carol Dweck 2006).

47. https://vimeo.com/112660487 Want more info? Click on 1.24 minute video

48. With a partner, take one mindframe and read it. Discuss your understanding of this mindframe with your partner. Create a professional scenario that you could discuss this mindframe with your colleagues. When WhereHow Why

49. Relationships + Growth Mindset + Assessment literacy = assessment capable learners GOAL:

50. Our goals for today:  Recite 3 areas an assessment literate teacher knows

51. + An Assessment Literate teacher Balanced Assessment Model Purposes Use Data

52. 1. They understand a balanced assessment model “Those steeped in the principles of sound assessment understand that assessment results must be delivered into the hands of the intended user in a timely and understandable form.”

53. What does this look like in a classroom? Summative Interim Formative What does this look like in a classroom?

54. 2. Understanding purpose(s) of assessments “ Assessment-literate educators understand that assessments can serve a variety of important users and fulfill purposes in both supporting and verifying learning.” Classroom Assessment for Student Learning: Doing It Right - Using It Well, 2nd Edition, 2011.

55. KEY questions What is the purpose of the assessment? Who will use the data results?

56. The purpose of this assessment is______________________ and we will use the data to _________________________.

57. The purpose of creating this Blendspace is to synthesize your learning about one area of assessment. We will use the data to determine if additional learning in this area is necessary for you. This is not as easy as it looks. This is the important question to ask in an evaluation

58. 3. Use Data “Assessment literate teachers are keenly aware of the fact that assessment can no longer be seen merely as something adults do to students. Rather, students are constantly assessing their own achievement and acting on the inferences they draw about themselves.” Classroom Assessment for Student Learning: Doing It Right - Using It Well, 2nd Edition, 2011.

59. Not the full story

60. Repeat After Me… The user of the assessment should ALWAYS have access to the assessment date. UserShould they have access to data Example StudentYESMAP data; quiz; portfolio TeacherYESEvaluation; parent complaint AdministratorYES5 Essentials/Climate survey; Evaluation The Why

61. Relationships + Growth Mindset + Assessment literacy = assessment capable learners GOAL:

62. + An Assessment Literate teacher Balanced Assessment Model Purposes Use Data

63. “In my school, I want assessments to……………………..” Index Card Activity

64. Our goals for today:  Gain awareness about research regarding classroom assessments  Define “Assessment Capable Learners”  Focus on relationships in assessments  Differentiate between mindset and mindframes  Recite 3 areas an assessment capable teacher knows

65. Assessment Lessons for Supporting Teachers Created by: Dr. Diane Wolf ISU LEADS Fellowship Presentation 6.21.16