1. Assessment for teaching Presented at the Black Sea Conference, Batumi, September 12,13 2014 Patrick Griffin Assessment Research Centre Melbourne Graduate School of Education

2. Outline 1.PLCs collaborative teams 2.Developmental learning and assessment 3.Online tests 4.Linking assessment data to intervention - decision making

3. Definitions of formative assessment “….assessment becomes formative assessment when the evidence is actually used to adapt the teaching to meet student needs” (Black & Wiliam, 1998 p. 140)

4. Assessment for learning Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning. …assessment becomes “formative assessment” when the evidence is actually used to adapt the teaching work to meet learning needs. (Black et al., 2004 p. 10)

5. Formative assessment: a new definition “ An assessment functions formatively to the extent that evidence about student achievement elicited by the assessment is interpreted and used to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions that would have been taken in the absence of that evidence.” (Wiliam, 2009)

6. Progressive achievement

7. School B: Three testing periods October -,March - and October

8. Teacher Collaboration

9. The Professional Learning Team –Critical Issues –Team composition –Team size –Team leader –Assessment instrument selection –Peer accountability –Frequency and length of meetings –An agenda for PLC discussions

11. Student Code: ……………………… Level: ………………………. Review date: ……………….. Is the student ’ s level what was expected ? What makes you say that? What goals are set for this student ’ s learning? What teaching strategies could be used to achieve the goals? What resources are needed? What evidence would show the goals are met? Team log records and accountability Where is s/he? Where does he/she need to go next? (progress/ consolidate? How will s/he get there? How will we know? What are the implications across the curriculum?

12. Using data

13. Tailored and targeting testing and instruction 13

14. Latent Trait Assessment Defining the Latent trait Using Manifest evidence

17. Class report - organisation

18. Interpreting student performance

19. Monitoring Comprehension Development Progress tests

20. Close up

22. Literacy 22

23. Decisions… Wider range of abilities will be tested Better information can be provided about students. Remove need for data extraction at school level. Proceed entirely online via internet Reports available quickly and easily. The program can provide opportunities for –Training teachers in online test administration –Use of interactive test data –Linking literacy implications across curriculum Relies on the cooperation of supervision and schools –Assessment of students with additional needs Will depend on the collaboration of the classroom teacher

24. Online resource links to assessment Differentiated grouping Strategies to use? Activities to assign? Evidence obtained? Interpretation and decisions Monitoring

25. Team Leadership

26. The team leader’s role Promote a focus on teaching and learning Communication within team and across the curriculum Focus discussion on evidence not inference. Link data to developmental learning. Accountability to school leadership Accountability to other team leaders. Professional development of team members Replace sharing with challenge Changing the culture

27. PLC focus –Tiered Peer Accountability –“My class” to “our students” –Collaboration and joint ownership –Evidence not inference –Set expectations for all students –Development not deficit models –Teach to the construct not the test –Challenge - not share

28. Mantras Do say make write Assessment is for teaching –Not - ‘for’, ‘of’ or ‘as’ learning Evidence not inference Formal and informal assessments Talk about students – not teachers Challenge don’t share Guidance based on evidence

29. Changing the culture

30. Teacher effects Observations, explanations and implications 30

31. Level B literacy 31 Find information in the short text. Link paraphrased information within a single paragraph

32. Level C Literacy 32 Identify main ideas and characters in the story. Interpret paraphrased sentence and paragraph level text.

33. Level D Literacy 33

34. Level E literacy 34 Make predictions based on understanding of ideas, sequence of events and characters. Identify purpose of the text.

35. Level F Literacy 35 Combine separate pieces of data to infer the text meaning. Identify and summarise evidence from the text to support hypothesis.

36. Level G literacy 36 Infer character's motive from descriptions of behaviour and actions. Interpret how word meaning changes when used in different context.

37. Level H Literacy 37 Infer author's perspective from what is written and what is implied. Identify how different texts are structured.

38. School effects Observations, explanations and implications 38

39. Level B Literacy 39

40. Level C Literacy 40

41. Level D Literacy 41

42. Level E Literacy 42

43. Level F Literacy 43

44. Level G Literacy 44

45. Level H Literacy 45

46. Literacy 46

47. Reports used by teachers discussion materials

48. What have we learned? Student outcomes are a function of teacher attitudes, skills and knowledge!!!! Teachers using data make better decisions Teachers collaborating are more effective than working solo!!! Structured approaches to collaboration are more effective than ad hoc approaches!!! Schools providing support and infrastructure are more effective!!! Leadership needs to be strong and focused on learning outcomes. Differentiated and targeted instruction is more effective than whole class teaching!! Teachers need help with high performing students Teachers need help to stretch students to higher order learning outcomes

49. Principal involvement Disinterested Aware Interested Supportive Involved Engaged Committed Ownership