1. 1 Children First Intensive Target Population Learning Targets & Assessment For Learning Jan. 31, 2008 Adapted by D. Abu-Lughod for Network 14

2. 2 Agenda  Welcome  Text-based Discussion  Check In – Where we are vis a vis Learning Targets  Math Crosswalk – standards, strands, bands and performance indicators  Math Triangulation – Scantron, Acuity and Math Error Analysis  Student Interviews – finding a target through conferencing  ELA Crosswalk – standards, performance indicators  ELA Triangulation – Scantron, Acuity, Running Record  Evaluating a classroom assessment  PMI

3. 3 Text-Based Discussion Protocol  Guidelines – Listen actively – Build on what others say – Allow people to finish their thought – Refer directly to the text, specifying page and paragraph – Watch your air time  Procedure: Review the text and select a significant quote or passage.  Go-Round: Each person reads the passage s/he has selected and explains why that passage is significant to him or her. (3 minutes per person)  Discussion: Facilitator opens the discussion by asking a question, or whether there were any connections among the passages that were shared, or whether there was a passage that someone else shared that resonated in some way. Facilitator should read text carefully and develop questions that can move the group deeply into the text.  Summary: The group should summarize the discussion, identifying common themes and threads.

4. 4 Learning Targets Although each of the Target Population students share a sub-skill that they are struggling with, each student may be struggling with a different: – Knowledge gap – Misconception associated with its mastery

5. 5 Learning Target—grain size The Learning Target is the right grain size when the teacher knows exactly what needs to be learned/taught next. “The second evaluative dimension revolves around the degree to which teachers understand what they are supposed to be teaching. If teachers have only a murky idea of what constitutes the knowledge or skills they are supposed to be teaching…then those teachers will often end up teaching the wrong things.” W. James Popham “Instructional Insensitivity of Tests” in Phi Delta Kappan October 2007

6. 6 Learning Targets DefinitionToolsExamples Learning Target: the specific knowledge (facts, concepts, reasoning (ways of thinking) or skills (ways of behaving) that students need to master. The specific Learning Target for each student is determined by investigating where that student’s understanding is breaking down. Learning targets may be different for different Target Population students within a given sub-skill. Assessments for Learning: – Reading Inventory – Classroom Assessment – Student Work – Diagnostic Assessment – Student Interviews or conferencing – Periodic Assessment – targeted distracter analysis Phonics – Vowel confusion – Word endings Fractions – Conceptual understanding of denominator – Order of operations

7. 7 Commonly Called… StateAcuitySchoolsInquiry Team Work Standard Strands StrandsStandards Skill Bands  Topics  Topic Bands  Units of Study Performance Indicators Grade Level Expectations Grade Level Indicators Sub-Skill

8. 8 Mathematics Standards The Mathematics Standards are a compilation of five Content Strands and five Process Strands. The five Process Strands cut across all of the content strands. Instructional Support by: Nickelos Grant, OAIS

9. 9 Mathematic Content Strands Numeration Number Systems Number Theory Operations Estimation Algebra Variables and Expressions Equations and Inequalities Patterns, Relations, and Functions Coordinate Geometry Trigonometric Functions Measurement Units of Measurement Tools and Methods Units Error and Magnitude Estimation Statistics and Probability Collection of Data Organization and Display of Data Analysis of Data Predictions from Data Probability Geometry Shapes Geometric Relationships Transformational Geometry Coordinate Geometry Constructions Locus Informal Proofs Formal Proofs

10. 10 Mathematic Process Strands Problem Solving Representation Communication Connections Reasoning

11. 11 What are the Skills of Measurement? STANDARD (Strand)SKILL (Bands) Measurement  Units of Measurement  Tools and Methods  Units  Error and Magnitude  Estimation

12. 12 What are the Sub-skills of Measurements? STANDARD (Strand) SKILL (Band,SUB-SKILL (Performance Indicator) Measurement Grade 3  Units of Measurement  Select tools and units (customary) appropriate for the length measured.  Use a ruler/yardstick to measure to the nearest standard unit (whole and ½ inches, whole feet, and whole yards)  Measure objects, using ounces and pounds.  Recognize capacity as an attribute that can be measured.  Compare capacities (e.g., Which contains more? Which contains less?)  Measure capacity, using cups, pints, quarts, and gallons. Topic Band)

13. 13 What is the Learning Target? STANDARD (Strand) SKILL (Bands) Sub-skill (Performance Indicators) Learning Target Measurement  Units of Measurement  Compare capacities (e.g., Which contains more? Which contains less?)  Student does not understand concept of less and more.

14. 14 Finding the target with Acuity and Scantron  Our periodic assessments offer a top down approach to help you identify a student subskill and help the teacher narrow down the range of what to teach next.  Sample Grade 5 student documents – Scantron – Acuity

15. 15 Finding a Target through error analysis Student work offers a bottom up approach to help you identify the unique student learning target and help the teacher know exactly what to teach next. You can often learn more from the wrong answers than from the right ones. No one assessment will give you all the information you need.

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20. 20 Mathematics error analysis—continued Would the results of this assessment tell you what you needed to teach next?

21. 21 Rules for error analysis  Use a minimum of 3 examples of each problem type.  Have students record their work.  Faulty procedures CAN lead to correct responses.  Listen to students explanations of their mathematical processes.  Become familiar with common error patterns.  Errors can help demonstrate students' mathematical strengths since some errors are mathematically sound procedures applied in the wrong context.

22. 22 Diagnostic procedures in mathematics An ideal diagnosis should provide information about: 1.The mathematics content which the learner has mastered. 2.The processes with which the learner operates. 3.The types of teacher-learner interactions which are most effective/efficient for the learner.

23. 23 Student interviews Under the right conditions, students can provide valuable information on their own knowledge gaps and misconceptions. When conferencing with a student: Have a clear purpose: to understand what the learner is struggling with (or where s/he is getting stuck in the learning process) Establish a safe space – no risk, no judgment Show authentic curiosity about how the learner is trying to make sense

24. 24 Student interviews—small group activity Directions: – Form groups of three. – Identify one person in the group who is having difficulty learning something—NOT related to work. -This person will be the “learner.” – Select one person to be the interviewer. -This person will ask questions to determine where the “learner” is having difficulty. – Select one person to be the scribe. -This person will take a low-inference transcript of BOTH the questions and the answers.

25. 25 Student interviews— low-inference transcripts Low-inference transcripts are a detailed record of what took place – what is actually said and/or done – just the words and/or the actions. WITHOUT JUDGEMENT!

26. 26 Student interviews— directions  Interview the “learner” about their learning.  Record what the interviewer and the learner say.  Analyze the transcript to identify the characteristics of:  Effective strategies to ensure a safe environment.  Effective questions to ensure that you understand how the learner is trying to make sense.

27. 27 Student interviews— Whole group share out  What strategies did you find effective in ensuring a safe space?  What questions did you find effective in helping you understand how the learner was trying to make sense?  What are the implications of this strategy for the work of Inquiry Teams in trying to identify the learning targets for a target student in a specific sub-skill?

28. 28 Assessment FOR Learning: Running Record miscue analysis Running Record miscue analysis – Formative assessment on the run

29. 29 Independent reading requires three cueing systems to be consolidated 1.Meaning (Semantic cues)– “Does my reading make sense in relation to what the author is telling me?” 2.Structure (Syntactical cues)– “Does it sound right if I say it this way?” 3.Graphophonic (Visual cues)– “What have I noticed about this word?”

30. 30 Different readers Successful Readers  Integrate all the cueing systems, reading fluently and expressively with a focus on meaning. Struggling Readers  Have not yet learned how to integrate multiple sources of information.  Rely on one source of information (meaning, structure, visual) at the expense of others.  Are deprived of important feedback from these other sources.

31. 31 When and why take a Running Record?  Often  To determine student’s ability to read and understand text  To determine the processing system a reader is using (what is he using and what is he neglecting?)  To identify points of confusion for the reader  To effectively plan next teaching steps

32. 32 Advantages of Running Records Running Records allow us to collect evidence of reading behaviors that indicate a reader’s mental problem-solving strategies. These behaviors give us insight into what may be going on in inside since reading is invisible (unlike writing which is both in-the- head and on the page.)

33. 33 Running Records: A powerful and objective tool for monitoring and teaching  Main Criterion is Accuracy  90-95% words correctly read  Evidence of successful processing of cueing systems  Length of text—long enough to get a good sampling of child’s processing  Comprehension must be evident

34. 34 Analyzing Running Records Some guiding questions for the teacher:  Is the student trying to make sense of what is being read? (meaning information)  Is knowledge of language patterns being used? (structural information)  Is knowledge of the letter-sound relationships being used? (phonic information)  Is knowledge of letters, words, and print conventions being used? (visual information)  Are confirmation and self-correcting strategies being used?

35. 35 Assessments OF and FOR Learning Assessment OF Learning Assessment FOR Learning PurposeMeasure students mastery of standards Track where students are at any point in the process of mastery WhenConducted after instruction Conducted during instruction Student Role Get the highest scoreGet better over time

36. 36 Assessments FOR Learning The Teacher’s Role:  Understand the skill and sub-skill  Deconstruct the sub-skill into Learning Targets the students can understand  Identify or create an Assessment FOR Learning to determine where students are in mastering the Learning Targets need to meet the standard  Use the Assessments FOR Learning in collaboration with students to track student improvement over time

37. 37 Assessments in use— small group activity #1 Use one question from the sample assessment to answer the following questions at your table:  What does the assessment allow you to see?  What does it not allow you to see?  How accurately does it allow you to infer what the student does not know?

38. 38 “Stiggins Matrix”— small group activity #2 Some assessment methods are better suited to assess different learning targets. In small groups at your table, use the Stiggins Matrix (Page 100; see also pp. 90-93) to determine if your assessment question employs the right method to achieve its goal. Please complete the Stiggins Worksheet in your folder.

39. 39 “Stiggins Matrix”— whole group debrief What are the implications of the “Stiggins Matrix” for your work in your school? How can you support your school’s understanding of what an appropriate assessment would be?

40. 40 Implications for the Work  If a coherent system of Assessments FOR Learning and Assessments OF Learning were in place, what would it look it in the classroom?  What are the implications for your Inquiry Team?