1. ESSA Ready Educators
Assuring Assessment Literate Stakeholders in Every State, District, and Classroom
Presenters:
Kathy Dewsbury-White, Kristin Hamilton, W. James Popham, Rick Stiggins & Melisa Yeoman

2. Welcome! Kristin Hamilton Kathy Dewsbury-White Melisa Yeoman
Jim Popham
Rick Stiggins

3. Assessment Literacy: The key to our assessment future
Rick willhave five minutes to introduce the TF Assessment Literacy definition to the audience.

4. Assessment literate educators understand the basic principles of sound assessment practice. Key responsibilities:
Develop and use assessments that accurately reflect student learning
Use the assessment process and its results to either support or verify achievement, depending on the context

5. ACCURACY EFFECTIVE USE PURPOSE EFFECTIVE COMMUNICATION DESIGN STUDENT
1. Keys to Quality
ACCURACY
EFFECTIVE USE
PURPOSE
EFFECTIVE
COMMUNICATION
DESIGN
STUDENT
INVOLVEMENT
The explanation for this slide begins with a transition from the discussion you just conducted.
“Here are the keys to quality again. As I describe each key, I want you to keep your negative and positive experiences in mind. Which of the keys did your assessor violate in the negative experience and which keys did your assessor honor in the positive experience? Try to relate these keys to your personal experiences.”
(Note that we intend to create a short video clip of Rick Stiggins explaining the keys to quality for presenters to use. When that video clip is available, you will not use slides 10 – 25. Your presentation will pick back up on Slide 26.)
TARGET 5
© 2010 Pearson Assessment Training Institute, Portland, OR

6. ACCURACY EFFECTIVE USE PURPOSE 6
1. Keys to Quality
ACCURACY
EFFECTIVE USE
PURPOSE
(Here you begin a quick review of the five keys. This should be a fast-moving overview. Remember, the rest of the day delves into each key.)
“Key 1 is Clear Purpose. Sound classroom assessment requires that both processes and results serve clear and appropriate purposes. A central question for this key is, Who will use the assessment results and how will they be used?” 6
© 2010 Pearson Assessment Training Institute, Portland, OR

7. Key 1: Clear Assessment Purpose
Who’s going to use the information?
How will they use it; that is, what decision(s) must they make?
Therefore, what information will they need?
The assessment must provide that information…

8. ACCURACY EFFECTIVE USE PURPOSE TARGET 8
1. Keys to Quality
ACCURACY
EFFECTIVE USE
PURPOSE
TARGET
“The second key to quality is Clear Targets. Good assessments reflect clear and valued student learning targets.” 8
© 2010 Pearson Assessment Training Institute, Portland, OR

9. Key 2: Clear Learning Targets
Are our targets clear to us? Are they clear to students?
Can we identify what kinds of targets we have?
Do our assignments and assessments reflect the targets students have had the opportunity to learn?

10. Clarifying Learning Targets
Begin with pre-set standards
Ordered in learning progressions
Mastered by teachers who are to promote student mastery
Deconstruct into scaffolding leading to each standard
Communicate the learning targets to learners in advance in language they can understand
The assessment tasks and scoring scheme must reflect the intended target(s)

11. ACCURACY EFFECTIVE USE PURPOSE DESIGN TARGET 11
1. Keys to Quality
ACCURACY
EFFECTIVE USE
PURPOSE
DESIGN
TARGET
“So, good assessment begins with Keys 1 and 2, Clear Purpose and Clear Targets. Once those prerequisite decisions are in place, we are ready to take action in Key 3, Sound Assessment Design.” 11
© 2010 Pearson Assessment Training Institute, Portland, OR

12. Key 3: Sound Assessment Design
Select a proper assessment method given the learning target
Frame an appropriate sample
Build quality items, tasks, and scoring schemes
Anticipate and control relevant sources of bias that can distort results

13. ACCURACY EFFECTIVE USE PURPOSE EFFECTIVE COMMUNICATION DESIGN TARGET
1. Keys to Quality
ACCURACY
EFFECTIVE USE
PURPOSE
EFFECTIVE
COMMUNICATION
DESIGN
TARGET
““Once we have ensured the accuracy of our assessments, we are ready to address their effective use. The fourth key to quality is Effective Communication: Assessment results are managed well and communicated effectively.” 13
© 2010 Pearson Assessment Training Institute, Portland, OR

14. Key 4: Effective Communication
Formative purpose
Assessment results function as descriptive feedback to students
It focuses on attributes of the student’s work
Students engaged in tracking and communicating about their evolving learning
Summative purpose
Achievement tracked by learning targets and recorded by standard
Grades communicate achievement across standards
Test scores understood by all users and used well

15. ACCURACY EFFECTIVE USE PURPOSE EFFECTIVE COMMUNICATION DESIGN STUDENT
1. Keys to Quality
ACCURACY
EFFECTIVE USE
PURPOSE
EFFECTIVE
COMMUNICATION
DESIGN
STUDENT
INVOLVEMENT
TARGET
“The fifth key to quality is Student Involvement and it is not a stand-alone key, but rather a part of all of the other keys.” 15
© 2010 Pearson Assessment Training Institute, Portland, OR

16. Key 5: Student Involvement
Key 1: Are students’ information needs planned for and met as they are learning?
Key 2: Do students have a clear vision of the intended learning target(s) from the start?
Key 3: Are students able to self-assess and set goals on the basis of their assessment results?
Key 4: Do students receive and offer effective feedback during the learning?
Key 5: Do students track, reflect on, and share their learning progress?

17. Who must be assessment literate?
Teachers
District and school leaders
Policy makers & policy influencers
Students
Measurement comm & tests pubs
Parents and communities
News media
Faculties of higher education

18. What does assessment literacy look like at a high level?
Kathy Dewsbury-White
President and CEO of the Michigan Assessment Consortium
Kathy DW will have 10 minutes and slides to talk about what AL looks like at a high level and will share what it looks like via her MAC work.

19. Developing Assessment Literacy from One State’s Perspective

20. Assessment Literacy Standards
MAC developed, state board of education, endorsed

21. State-wide Assessment Learning Network
ALN Theory of Action

22. If Education is an ecosystem each stakeholder group must be considered and supported
ALS developed for role groups and opportunities to learn custom built

23. Illustration of stakeholder group – Assessment Literate Building Administrator
“Principals need to familiarize themselves with the ways in which teachers learn about quality instruction so they can help teachers see the connection between assessment processes and quality teaching practice.”
Cara Jackson, Amelia Wenk Gotwals, Beth Tarasawa
Implementing Assessment Literacy A Principal’s Guide May 2017

24. Credentialing System would offer awareness OTL -- through demonstration of proficiency (certification)
Sample foundational topics

25. Illustration Balanced Assessment System Module – Built from AL Standards
Standards emphasized in Module
Module Concepts & Outcomes
Key Concepts
Outcomes
Assessment Design
Identify uses of assessment by different users
Distinguish between assessment of and for learning and describe the uses of each
Elements of a Balanced Assessment System
Explain the uses of summative, interim & formative assessment in a balanced assessment system.
Criteria for a Quality Balanced Assessment System
Identify examples of criteria of comprehensive, coherent and continuous in a balanced assessment system.
Developing a District Assessment Plan
Begin development of an assessment plan

26. ESSA Guidance developed by National Task
Explicitly states SHOULD incorporate training and professional development that supports AL into ESSA applications

27. To become assessment literate we will have to redirect public resources to invest in capacity of work force
Currently, disproportionate amount of public resources fund large scale, accountability efforts

28. Q&A for Kathy Dewsbury-White
5 minutes.

29. What does assessment literacy look like from a teacher’s perspective
Kristin will have 10 minutes to talk about what AL looks like from her perspective and work with NBPTS/NBCT.
Kristin Hamilton
Senior Director of Standards
National Board for Professional Teaching Standards

30. Standards-Based Professional Continuum

31. The Five Core Propositions
Teachers…
Are committed to students and their learning.
Know the subjects they teach and how to teach those subjects to students.
Are responsible for managing and monitoring student learning.
Think systematically about their practice and learn from experience.
Are members of learning communities.
WATSK… first out 1989, revised By Ts. Backbone of continuum
Activity/Discussion with WATSK...

32. Four Components for Board Certification
Differentiated by certificate area
Component
Name
Evidence 1
Content Knowledge
Assessment Center 2
Differentiation in Instruction
Student Work 3
Teaching Practices and Learning
Video 4
Effective and Reflective Practitioner
Assessment & Collaboration

35. Q&A for Kristin Hamilton
5 minutes.

36. What does a parent need to know to be assessment literate?
Melisa will have 10 min. to talk about this question and the work PTA has done, state by state, for parents.
Melisa Yeoman
Regional Advocacy Specialist
National PTA

37. Assessment Work in the States
Timing
Grant Initiatives
Targeted States
Accomplishments
Concerns

38. Best Practices • PTA Events/Meetings • Webinars • Social Media
• Parent Nights
• PTA Events/Meetings
• Webinars
• Social Media
• Twitter Town Halls
• Websites – National/State/Local
• Communications – National/State/Local

39. PTA Resources Fact Sheet – Moving Beyond the Bubble
5 Pillars of Successful Implementation
State Assessment Guides
Materials: Tool Kits, PPTs, Videos, Handouts

40. Partnerships/Collaborations
State Departments of Education
School Officials
Data Quality Campaign
Achieve
Learning Heroes
Great Schools
PARCC/Smarter Balanced
Hunt Institute
Military

41. Assessment Literate Parents
Disposition
Parents should believe:
Children learn from taking quality assessments
Children learn from effective feedback provided on their work from teachers
Assessment results should be used to make instructional decisions to improve student learning
Multiple measures can provide a more balanced picture of a student or a school
When assessment is done correctly, the resulting data can be used to make sound educational decisions

42. Assessment Literate Parents
Knowledge
Parents should know:
Assessment purposes
Types of assessments
Assessment tools and methods
Scoring tools
Meaning of results
Data interpretation

43. Assessment Literate Parents
Performance
Parents should be able to:
Use feedback and results to help improve their children’s learning
Use multiple sources of data over time to identify trends in their children’s learning
Provide a learning environment at home
Communicate with teachers and administrators about their children’s assessment results
Advocate for their child/school/district
Ensure necessary interventions are implemented and executed based on needs of their child
Hold school/district/state accountable for implementing high quality assessments
Assist and engage in developing district level assessment policies and practices
Meaningfully engage on a local, district, state level per state ESSA plan

44. Q&A for Melisa Yeoman
5 minutes.

45. Discussing information presented
James Popham
Provocative/essential questions here.
Discussing information presented

46. Q&A/Discussion Moderator Rick Stiggins James Popham
Jim Popham, moderated by Rick Stiggins. 15 minutes.
Moderator Rick Stiggins
James Popham

47. Wrap-Up
Rick will thank guests and presenters and wrap it up. 5-6 minutes.