Using Student Work to Determine Teaching Effectiveness

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Using Student Work to Determine Teaching
Effectiveness

• Miranda Gaugler and Keira Oscarson
• North Dakota State University
• A presentation prepared for
• The 2006 Institute for Educational Leadership
• April 7, 2006

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Did my students learn what I hoped they would
learn?
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Student Work Sample Study is based on 3 Principles

• Student work is a reflection of the learner, the
  teacher, and the learning environment1
• The goal of assessment is the improvement of
  teaching and learning1
• Systematic, periodic reviews of student work
  provide opportunities for improvement in
  instructional practices
• 1 http//pzwebharvard.edu/Research/Evidence.htm

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Guidelines for Successful Work Sample Study

• The student work should be reviewed in terms of
  specific learning goals.1
• The student work samples for review should
  include several pieces of student work.1
• The student work samples should come from a
  continuum of assessments.2
• 1 http//scs.aed.org/rsw/guideline.html
• 2 A Continuum of Assessments is a phrase coined
  by R. Stiggins and refers to varied measures of
  student learning.

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The Work Sample Study Process

• Identify learning objectives
• Determine and create assessment tools
• Choose learning activities and instructional
  methods
• Collect and analyze work samples
• Interpret and revise and needed

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Unit Framework
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The process begins with clear, measurable
learning objectives

• Election Project
• Advertising The Art of Persuasion
• State Standards Targeted
• 7.5.1.1 Identify existing and developing media
• 7.5.2.1 Construct media messages e.g., slide
  shows, brochures, news
• articles, commercials, and
  advertisements
• 7.5.3.1 Assess the relevancy and accuracy of
  information in media
• messages
• 7.4.1.1 Speak with a purpose using delivery
  techniques appropriate for
• different audiences to inform,
  demonstrate, entertain, or persuade
• 7.4.6.1 Use volume, eye contact, rate, and
  pronunciation effectively in oral
• presentations

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Learning Objectives

• 1. Students will demonstrate understanding of
  related terminology by using terms used in mass
  media.
• (Standard 7.5.1.1)
• 2. Students will use critical thinking skills to
  analyze print media for persuasive technique and
  design style.
• (Standard 7.3.1)
• 3. Students will use a design process for print
  media to compose a campaign poster. (Standard
  7.5.2)
• 4. Students will orally present campaign posters
  to illustrate competency in presentation skills.
  (Standard 7.4.1.1 and 7.4.6.1)

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A Continuum ofAssessments

• Discussion Checklist
• Campaign Poster Rubric
• Peer Revision of Campaign Poster
• Self Evaluation on Campaign Poster
• Terms and Concepts Worksheet Packet

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Assessment Objective Alignment
Objective
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Carefully Chosen Learning Activities

• Learning Activity Objective Alignment

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Carefully Chosen Learning and Assessment
Activities
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Performance AssessmentFinal Project Poster
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Analyzing the Work SamplesSubgroups Gender
Final Evaluations Gender Analysis
Female Students
X indicates points were lost
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Analyzing Work Samples Subgroup
Gender
Final Evaluations Gender Analysis
Male Studnts
X indicates points were lost
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Interpret Data

• All students performed at a C or above on the
  final summative assessment.
• Females consistently scored higher on every
  criteria except grammar concepts.
• No males lost any points on grammar concepts.
• A lack of formative assessment may have been the
  cause of certain criteria consistently being
  missed.

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Implications of Data

• Males in the group were not receiving enough
  attention during learning time. The criteria
  where male students lost points (lacked skill)
  were areas that were recently discussed and
  taught. Consistently, males raised their hands
  more often, but were called on less. This
  allowed for less personal contact with the
  instructor and less time for clarification.
• Females were lacking some skill in basic
  mechanics and editing skills. It may be a recent
  decline, or the problem could run deeper. It is
  something worth examining.
• Some important concepts were consistently
  lacking. Without smaller summative assessment
  checkpoints, some students missed key concepts
  completely.
• While every student achieved a grade of C or
  above, many students missed large components and
  ideas. Grading may have been slightly inaccurate
  to compensate for lack of assessment throughout.
  

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Make Plans for Improvement

• During discussion, make an effort to make sure
  that a wide variety and number of students are
  called on.
• Create more varied assessment tools to ensure
  understanding throughout the unit. This would
  also allow for more depth and complexity to what
  the students could potentially create and would
  make grades more valid.
• Spend some time talking about editing before,
  during, and after unit - both peer and self.

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Lets Try One Together
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Unit Framework
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Assessment Objective Alignment
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Activity-Objective Alignment
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Performance Assessment Breakdown
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Observation Checklist
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Student Journal Breakdown
Fitness Has No Finish Line
1. After completing your Fall fitness testing
what area do you hope to improve on before
Spring testing? 2. What will your fitness
goal be for this school year? 3. What activities
at home or at school will help you achieve
this goal?
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Student Journal Rubric

• Demonstrates self awareness of one area of
  improvement (2 points)
• Develops one realistic fitness goal (2 points)
• Identifies at least two activities to achieve the
  goal (4 points)

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5th Grade Fitness Testing Assessment Rubric
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5th Grade Boys Exam Breakdown
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5th Grade Girls Exam Breakdown
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Handouts

• See 5th Grade Exam Analysis
• See Subgroup Fitness Testing Data

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Conclusions and Revisions

• What was the overall success of the unit? (Do the
  learning objectives appear to have been met by
  the majority of the students?)
• Do you notice anything interesting or unusual?
• Were there interesting subgroups?
• Are the assessments, activities and objectives
  aligned?
• What should be done differently next time?

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For additional information

• For electronic templates of the analysis tools
  and all of the information presented today, visit
  Special Projects at
• http//www.ndsu.nodak.edu/ndsu/education/teacher_e
  ducation/

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This presentation was prepared by Keira
Oscarsonkeira.oscarson_at_ndsu.eduMiranda
GauglerMiranda_Gaugler_at_hotmail.comStacy
DuffieldAssistant ProfessorNDSU Teacher
Educationstacy.duffield_at_ndsu.edu(701)231-7102