1. Learning and Leading With Assessment Data
Bena Kallick
Richmond, VA
October 28,2010

2. Every team must compose a paragraph (5 or more sentences) in which you explain the meaning and implications of this video as it relates to student achievement and success. Focus on the attitude, beliefs, and thought processes of the characters and how these influence and control their behavior. Be sure to include at least three of the social studies concept words (change, choice, power ...) in your response. Click on your team's link below to open a new page and work on your response...
Communities for learning and Institute for Habits of MindCommunities for Learning 2010

3. They have the power to walk up the escalator but do not choose to walk up it because they are lazy and don't think about the situation that they are in. The characters think that they don't have the power to go up the staircases, it's as if they are on an elevator where there isn't much to do but wait.
The characters could change their situation by simply walking up the stairs, instead of making it a more difficult situation. If students don't do anything to help themselves, when supposedly "stuck", there won't be any progress to help them to get "unstuck". The characters are stuck, they need someone there to push them through their lives, they need the will power to achieve their own personal goals in life. But that person can only meet you half way, you have to finish the problem on your own. Otherwise you might not learn anything from your mistakes that got you stuck, then this will happen all over again.
Do something for yourself and help yourself out. People should feel empathetic towards others that are stuck, but you should not take their hand and help them through the whole thing. Meet them half way so they can learn to help themselves.
Communities for learning and Institute for Habits of MindCommunities for Learning 2010

4. Technology today is causing people to become lazy
Technology today is causing people to become lazy. The two people stuck on the escalator seem to rely on others to help them out of situations when they are "stuck". You can't just sit around and wait for someone to do things for you. If you want to get things done, you have to do it yourself. Those in the commercial chose to let others solve their problems for them. They have the power to walk up the stairs but they are blind to the obvious. They would rather sit back and let someone else handle the dirty work instead of finding the solution to the problem. Today, students are relying too heavily on others to get by in school. We should all be doing our part so that we can learn from our decisions. The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but rather a lack in will.
~Vince Lombardi
Communities for Learning and Institute for Habits of MindCommunities for Learning
Communities for learning and Institute for Habits of MindCommunities for Learning 2010

5. Seven Skills That Students Desperately Need
Problem Solving and Critical Thinking
Collaboration across networks and leading by influence
Agility and adaptability
Initiative and entrepreneurship
Effective written and oral communication
Accessing and analyzing information
Curiosity and imagination. 
Wagner, Tony, The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need--And What We Can do About It
4/14/2017

6. 16 Habits of Mind Persisting Managing Impulsivity
Listening with understanding & empathy
Thinking flexibly
Thinking about thinking
Striving for accuracy
Questioning & posing problems
Applying past knowledge to new situations
Thinking & communicating with clarity and precision
Gathering data through
all senses
Creating, imagining, innovating
Responding with wonderment and awe
Taking responsible risks
Finding humor
Thinking interdependently
Remaining open to continuous learning

7. TONY WAGNER’S* SEVEN SKILLS THAT STUDENTS DESPERATELY NEED
16 HABITS OF MIND
1. Problem-solving and critical thinking;
 Persisting ; Gathering data through all
Senses; questioning and problem posing
2. Collaboration across networks and leading by influence
 Thinking interdependently; managing impulsivity; finding humor
3. Agility and adaptability;
 Thinking flexibly; remaining open to continuous learning
4. Initiative and entrepreneurship;
 Taking responsible risks; thinking about thinking (metacognition)
5. Effective written and oral communication;
 Communicating with clarity and precision; listening with understanding and empathy
6. Accessing and analyzing information;
 Applying past knowledge to new situations; striving for accuracy
7. Curiosity and imagination.
 Creating, imagining, innovating; responding with wonderment and awe
*Wagner, Tony, The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need--And What We
Can do About It

8. ESSENTIAL QUESTION
How do we measure whether students are getting any better at becoming ready for the challenges presented to us in the 21st century? 11

9. EFFECTIVE THINKING REQUIREMENTS: HABITS OF MIND COGNITIVE TASKS
SKILLS
COGNITIVE TASKS
THAT DEMAND
SKILLFUL THINKING
THINKING
SKILLS
CONTENT 11

10. EVIDENCE OF UNDERSTANDING
CAN STUDENTS:
EXPLAIN IT ACCURATELY?
GIVE THEIR INTERPRETATION?
TAKE ANOTHER’S PERSPECTIVE?
EMPATHIZE?
ASK FURTHER QUESTIONS?
APPLY IT ELSEWHERE? 11

11. EFFECTIVE THINKING
REQUIREMENTS:
THINKING
SKILLS 11

12. The Three Story Intellect
There are one-story intellects, two story intellects, and three-story intellects with skylights. All fact collectors, who have no aim beyond their facts, are one-story men.
Two-story men compare, reason, generalize, using the labors of the fact collectors as well as their own.
Three-story men idealize, imagine, predict--their best illumination comes
from above, through the skylight.
Oliver Wendell Holmes

13. The Three Story Intellect
Complete
Identify
Observe
Input
Count
List
Recite
Define
Match
Select
Describe
Name
Scan

14. The Three Story Intellect
Compare
Distinguish
Analyze
Process
Contrast
Explain
Synthesize
Classify
Infer
Make analogies
Sort
Sequence
Reason
Complete
Identify
Observe
Input
Count
List
Recite
Define
Match
Select
Describe
Name
Scan

15. The Three Story Intellect
Evaluate
Predict
Hypothesize
Output
Generate
Speculate
Forecast
Imagine
If/then
Idealize
Judge
Apply a principle
Compare
Distinguish
Analyze
Process
Contrast
Explain
Synthesize
Classify
Infer
Make analogies
Sort
Sequence
Reason
Complete
Identify
Observe
Input
Count
List
Recite
Define
Match
Select
Describe
Name
Scan

16. Evidence of Thinking
Do students know how to perform the thinking skills?
Can students describe the steps in the thinking process?
Can they correctly label the skills when they use them?
Do they apply the skills spontaneously when solving problems? 11

17. COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING
EFFECTIVE THINKING
REQUIREMENTS:
COGNITIVE TASKS
THAT DEMAND
SKILLFUL THINKING 11

18. LEARNING TASKS
Engaging skillfully in a variety of authentic, rich activities that require strategic planning, creative approaches and the application of organized, multiple and complex thinking skills. 11

19. RICH TASKS REQUIRING SKILLFUL THINKING11

20. Reasons for Assessing FOR OF
To collect data to design next steps in instruction (reteach, move on, etc.) and to provide students specific feedback on their progress OF
To collect data at a specific point in time for the purpose of reporting to others on the students’ progress including grading

21. A Balanced Assessment System
Summative Assessment (of Learning): How much have students learned as of a particular point in time? Formative Assessment (for Learning): How can we use assessments to help students learn more?

22. Systems Thinking: Opportunities to Show What You Know
Mastery Understanding
E.g. Standardized Tests,
Criterion Referenced Tests
Applied
Understandings:
E.g. Exhibitions,
Performances
Growth Over
Time:
E.g. Portfolios,
Journals
Evaluation 11

23. Increasing Achievement
When students are involved in the
assessment process they are required
to think about their own learning,
articulate what they understand and
what they still need to learn — and
achievement improves.
(Black and Wiliam, 1998; Sternberg, 1996; Young, 2000)

24. Research Findings Study S.D. Gains Bloom (1984) 1.0 to 2.0 *
Black and Wiliam (1998)
.5 to 1.0**
Meisels, et al. (2003)
.7 to 1.5
Rodriguez (2004)
.5 to 1.8**
Hattie and Timperley (2007)
*Rivals one-to-one tutorial instruction
**Largest gains for low achievers

25. 1.0 Standard Deviation Equals:
35 Percentile Points
2-4 Grade Equivalents
100 SAT Score Points
5 ACT Composite Score Points
US TIMSS from middle to top 5

26. Common Assessments shared learning,
Any assessment given by 2 or more instructors with the intention of collaboratively examining the results for
shared learning,
instructional planning for individual students, and/or
curriculum, instruction, and/or assessment modifications.

27. Why Common Assessments?
Assessment Literacy
Fairness
Effective Monitoring
Informed practice
Efficiency
Raised Expectations
Team capacity
Collective Response
Modified from Dr. Rick DuFour’s keynote address at PLC Institutes 2009
Copyright 2008 Solution Tree 27

28. Focus on Students
Why do I suppose that students are struggling with this issue?
What steps can I take and whose assistance is needed?
What additional information regarding assessment literacy do I need?
How do students stay involved in the learning, assessing, re-learning process?

29. Data Conversations What have I / we discovered about the issue?
What questions do I / we have now?
What further data might I / we need to address this issue?

30. Assessment For Learning
Clearly understand the standard
Deconstruct into enabling achievement targets Create a student friendly version of targets I can statements
Create high quality assessments of targets Ongoing benchmarks
Use assessments in collaboration with students to track improvement Self Assessment
Rick Stiggins— Student- Involved Classroom Assessment

31. Focus on what the student CAN do

32. +25 create another problem of your own
Grade 2 Number Operations Unit Name: ________________
Learning Outcomes
Evidence
Date
I can use manipulatives, to show and describe addition to 100 without regrouping.
Use manipulatives to show 33
create another problem of your own
to demonstrate your understanding
I can use manipulatives, show and describe subtraction to 100 without regrouping.
Use manipulatives to show 45
create another problem of your own
I can use manipulatives, to show and describe addition to 100 with regrouping. 53
create another problem of your own

33. Grade 3: Patterns and Relations Name: ________________
Learning Outcomes
Evidence
Date
I can extend or find a missing element in a pattern
Create a pattern with buttons. Partner with another student and give them the challenge to extend your pattern.
Leave one element of your pattern out and challenge your partner to fill in the missing element.
Now reverse and have your partner challenge you.
Each of you should write your reasoning to show how you solved the problems presented. What was the rule for the pattern?

34. Scoring vs. Grading
Footer Text
4/14/2017

35. ‘You Be George’ Activity

36. Mathematics Example 1 x 2 3 4 5 6 7 Problem Learning Target Right?
Wrong?
Simple mistake?
More study? 1
Place Value: Write numerals in expanded form to 10 thousands place. x 2 3 4
Place Value: Identify place value to the thousands place. 5
Place Value: Put numbers in order through the thousands. 6 7

37. 8 x 9 10 11 12 13 14 15 Problem Learning Target Right? Wrong?
Simple mistake?
More study? 8
Write fractions to match models. x 9 10 11 12
Subtract 3-digit numbers with borrowing. 13 14 15

38. 16 x 17 18 19 20 Problem Learning Target Right? Wrong? Simple mistake?
More study? 16
Measurement: Read time to the nearest minute. x 17
Measurement: Read a thermometer. 18
Measurement: Know how much a liter is. 19
Measurement: Know how long a centimeter is. 20
Measurement: Choose the right tool to measure length, weight, liquid, and distance.

39. ‘You Be George’ I am good at these!
I am pretty good at these, but need to do a little review.
I need to keep learning these.
©2004 ETS/ ATI

40. ‘You Be George’ I am good at these!
1, 2, 3, 4, 5, 6, 8, 10, 12, 14, 17, 19, 20
I am pretty good at these, but need to do a little review.
7, 13, 15, 16
I need to keep learning these.
9, 11, 18
©2004 ETS/ ATI

41. CHECKLISTS
Assessment Methods: 11

42. DEFINING OPERATIONALLY
Dear God,
Please save me from the sin of intellectual arrogance…..
Oh, and God, intellectual arrogance is defined as……. 11

43. HOW ARE WE DOING CHECKLIST
See
Carolee: Assessment of listening skills using How are we Doing Checklist. How WE DOING implies group or class assessment; 11

44. HOW AM I DOING CHECKLIST
Can also be How Am I doing checklist for self-assessment 11