Welcome to Beyond Grades: Understanding StudentInvolved Assessment

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Welcome to Beyond GradesUnderstanding
Student-Involved Assessment

• ACCESS
• Curriculum and Instruction

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ACCESS Curriculum Instruction

• Karen Medeiros, Director
• Mary Herron, Staff Development Coordinator
• Linda Holland, Instructional Technology
  Coordinator
• Susie Kegel, Assessment Coordinator
• Sally Polk-Garcia, Literacy Coordinator
• Dorothy Stafford, Lead Instructional Coach
• Kelly Weaver, Title I Coordinator

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Outcomes

• Understand the definition of formative,
  student-involved assessment
• Understand how assessment informs instruction
• Understand the difference between assessment OF
  and assessment FOR instruction
• Understand the difference between assessment and
  evaluation (grading)
• Understand how to involve students in their own
  learning process

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Outcomes

• Understand the relationship between assessment
  and student motivation
• Be given processes, strategies and products to
  use in your classroom to help you implement
  student-involved assessment
• Be able to use the six traits of writing to help
  students assess their own learning
• Understand how assessment is connected to
  California content standards, WASC, Teaching
  standards and ACCESS ESLRs

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Metacognition

• As we present the day, please be aware of the
  strategies/techniques we use to encourage your
  engagement
• There will be raffle prizes!

(Especially if you can define metacognition!)
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Assessment self-checklist(in agenda/intro
section)

• Read survey questions 1-9
• Write thoughts, reactions
• Rate yourself (scale of 1-5) on your present
  understanding in the Pre column
• Finish the sentence at the bottom Assessment
  is (under Pre)

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Jigsaw

• Each person at the table take two sections of the
  notebook
• Become an Expert
• Share with your table partners

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Definition of Assessment

• Using the scenario cards at your table, discuss
  components/elements of assessment present in the
  scenario (in pairs)
• Identify common components/elements
• Come up with a table definition of assessment
• Be prepared to share your definition

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ASSESSMENT IS ABOUT THE EXCHANGE OF INFORMATION
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Assessment IS about

• Providing direction for next steps in learning
• Exchanging information with students and parents
  about student achievement and progress
• Describing where students work is now, on the
  way toward important learning targets
• Helping students set learning goals and plan next
  steps toward the targets
• The CONVERSATION you have with students about
  their learning
• Helping the learner revise their performance
  independently

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ASSESSMENT IS NOT

• Saying to students, Bad luck, you got it wrong
• Punishment
• Labeling students
• Limiting students expectations of themselves
• A grade, a checkmark, or a number with no
  information about how it was derived
• Keeping the criteria for success a secret

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Bowling

• In groups of four
• Look at the Bowling handout in the
  agenda/introduction section and follow the
  directions
• I will stop you after 5 minutes

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What do you think the criteria for success is for
this assignment?

• Getting the right answer?
• Figuring out who should be the team member?
• Justifying the inclusion of both boys?
• Other?

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My Actual Criteria

• Demonstrate understanding of central tendency and
  spread of data
• Effective, cooperative group workEVERY member
  participates
• Perseverancewillingness to keep trying
• Problem solving
• Communication using mathematical terms

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Discussion Questions

• How did your actions change once you knew the
  criteria for success?
• How would you have felt if you had received the
  criteria only AFTER you had completed the task?
• What are the advantages of having the criteria
  up front?
• What work do your students do now for which it
  would be prudent/fair to give them the criteria
  in advance?

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How knowledge of performance criteria affects
performance
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To Illustrate

• the importance of performance criteria for
  helping students understand the requirements of
  an assignment
• what can happen when criteria for judging success
  are not clear
• that performance criteria are really part of the
  task description
• the required match between performance criteria
  and tasks

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VideoTechniques for Classroom Instruction
In Duos, choose two questions to answer.

• What are the two components of the cycle referred
  to in the video?
• Assessment is used to guide _______ andhelp
  students ______ their work.
• The word assessment is derived from
  _________.
• There are a ______ of assessment methods these
  are two examples ______ and ______.

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EMPTY CHAIR

• Do you have any students for whom you have tried
  everything and nothing seems to motivate them?
• As you participate in the day, think about that
  student, place their name on the empty chair
  and consider how you could apply what you learn
  to that student.
• Ask yourself If I implement the changes I learn
  about today, how might it be different for that
  student in 2004?

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Classroom Implementation

• Susie Kegel
• and
• Mary Herron

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Did any of your Assessment Is pictures look
like this?
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DATA Drives DECISIONS
Informing Decisions with Useful Data
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THE REAL VOYAGE OF DISCOVERY CONSISTS NOT OF
SEEKING NEW LANDSCAPES, BUT IN HAVING NEW EYES
Marcel Proust
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• Rethink the Relationship Between
• Assessment Student Motivation

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Your Own Experience with Assessment

• First Share with a partner
• One Good experience what made it good?
• One Bad experiencewhat made it bad?
• Next Table Discussion on 2
• Answer 4 questions, roundtable or pairs.
• Record on the laptop,
• What does done well look like?

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Why Assess ?

• Provide diagnosis
• Set standards
• Evaluate progress
• Communicate results
• Motivate performance
• Inform learning

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• Assess to meet whose needs?
• Classroom
• Students
• Teachers
• Parents

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A key premise is that for students to be able to
improve, they must have the capacity to monitor
the quality of their own work

• Know what high quality work looks like
• Be able to objectively compare their work to the
  standard
• Have a store of tactics to make work better based
  on their observations
• Royce Sadler, Australia, 1989

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IF KIDS DONT WANT TO LEARN,
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IF KIDS DONT FEEL ABLE TO LEARN,
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THERE WILL BE NO LEARNING!
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The Essential Question

• How can we help our students
• want to LEARN?

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Emilys Story

• Story in notebook
• Divide into groups of 4
• One read Emilys role
• One read Ricks role
• One note insights from Emily
• One note insights from Rick
• Group discuss differences between
• the beginning of the year writing
• sample and the end of the year.

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• Effective Use of Assessment
• Clear, accurate, timely understandable
  communication of results.
• The use of assessment as instruction
• -Student-involved assessment
• -Student-involved record keeping
• -Student-involved communication

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• Student-Involved Assessment

• Students
• Partner in development
• Learn the meaning of success
• See how close they are now

Result? A clear path
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• Student-Involved Record Keeping

• Repeated self assessments over time
• Portfolios with self reflection
• Change is apparent to the learner

Result? Success is within reach
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Summative Assessment OF Learning

• Unit Test Scores
• Chapter Test Scores
• Quizzes
• State Tests, CAHSEE, STAR, CELDT, SAT and DMV
  Exam
• Grades and Transcripts
• Evaluation of what students have learned.

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FORMATIVE ASSESSMENT FOR Learning

• More than
• Testing frequently
• Teachers using assessment information to plan
  next steps

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FORMATIVE ASSESSMENTFOR Learning

• It is bringing students into the assessment
  process through Student Involvement
• Student Involvement leads to Assessment FOR
  Learning

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OF Learning vs. FOR Learning Activity

• Review handout (as a group)
• OF Learning
• FOR Learning
• Report differences you see in OF and FOR
• Divide contents of envelopes among table
  members.
• Using phrases from envelope, place in appropriate
  blanks on the Goldenrod Sheet.

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Assessment FOR Learningvs Assessment OF Learning
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OF and FOR Learning
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OH WOW! PARADIGM SHIFT!
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ENCOURAGE HOPEFULNESS

• HELP STUDENTS BELIEVE IN THEMSELVES

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By Golly, for a minute there it suddenly all
made sense!
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How are we supposed to get there?
How are we supposed to get there?
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Dynamic Levels of Functioning

• Advanced
• Benchmark
• Strategic
• Intensive

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Six Trait Sort

• Open the rubric envelope.
• Discuss the rubric descriptors with your
  tablemates.
• Decide which of the Six Traits each represents.
• Have one table member place them on the
  appropriate wall charts.

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How teachers assist with student-involved
classroom assessment
They

• understand who is in charge of learning the
  student.
• make sure that assessment becomes students
  assessing their own achievement repeatedly over
  time so they and their parents can see their
  improvement.
• still control writing content and evaluation
  criteria and make informed decisions based on
  assessment results.

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• use assessment to build, not to destroy
  confidence.
• understand that students can hit any target they
  can clearly see and is within reach. This is
  what keeps students trying and striving.
• realize that unclear targets and overwhelming
  goals cause hopelessness.
• understand that student confidence comes from
  knowing where each student is in relation to the
  ultimate vision of success.

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• are trained in assessment literacy and know how
  to create/use accurate and appropriate
  assessments.
• can train students to make judgments about their
  own work.
• communicate everyday assessment results
  effectively with students/parents.
• offer no surprises and no excuses!

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STUDENTS IN THIS PROCESS..

• become partners in managing their own
  improvement
• are aware that they have holes that they need
  to/can fill in
• understand that trying hard is not enough
• know that being better is expected
• keep a portfolio to chart progress

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• learn to assess own writing and to fix it
  themselves
• feel increased motivation from self-empowerment
  
• are not left to guess the meaning of success,
  nor lack clear appropriate targets.
• are not given poorly designed, inappropriate
  assessments

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How can we begin to create student-involved
classroom assessment in ACCESS?
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Strengths and Next Steps

• Read a Level 2 essay from one of our ACCESS
  students. Based on the Six Writing Traits and/or
  the Student Friendly Rubric-List, identify
• Two Strengths
• One Next Step
• Please be specific and use the proper language
  to help your students read and speak like writers.

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• Writing is an effective segue to introduce
  this concept.

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If we can use Emilys Story as a model it makes
it easier to
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• evaluate anonymous essays to seek out the 6
  effective traits
• use the CAHSEE website to find examples of 1-4
  scored essays
• in small groups, have the students pull out
  descriptors of these traits and create their own
  class rubric in student friendly language
• show the students how they can find these same
  traits in the ELA standards/ACCESS writing rubric
• once the students are aware of what makes good
  writing work, focus on one trait at a time

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How to Foster Student-Involved Classroom
Assessment

• Teach students the LANGUAGE they need to speak
  and to think like writers.
• Read, score and discuss ANONYMOUS sample papers.
• PRACTICE and REHEARSE focused revision strategies
  
• One trait at a time
• Anonymous sample
• With a partner or small group

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• READ, READ, READ printed materials of all kinds
  to illustrate strengths and weaknesses in
  writing.
• WRITE! Ask students to help you revise your own
  writing for one of the traits.
• Give students TIME to practice what they know.
• TEACH FOCUS LESSONS-Link your curriculum to the 6
  traits-every way and every time that you can.

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How Can We Turn a 2 into a 3?

• Read a Level 2 essay from one of your
  students. Find three areas of concern.
• Based on the three areas of concern, what
  comments can you write to help this student begin
  to move their essay to a 3?
• Please focus on being descriptive but not
  evaluative.

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Crystal Bell Award

• Personifies the vision, mission and values of
  ACCESS and OCDE
• Dedicated to the education of students
• Has the respect and admiration of students,
  colleagues and staff
• Provides exceptional support to students and/or
  staff

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What makes a difference in student achievement?

• Setting objectives and providing feedback
• Setting specific learning goals at the beginning
  of a unit
• Asking students to set their own learning goals
• Providing feedback on learning goals throughout
  the unit
• Asking students to keep track of their progress
• Providing summative feedback at the end of the
  unit
• Asking students to assess themselves at the end
  of the unit
• Marzano, Pickering and Pollack

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WASC Assessment and Accountability

• Teachers employ a variety of strategies to
  evaluate student learning. Students and teachers
  use assessment results to enhance the educational
  progress of every student.

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WASC Assessment and Accountability

• The school, district, and community regularly
  review student progress toward achievement of the
  academic standards and the expected school-wide
  learning results and report to the parents and
  other stakeholders in the community

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WASC Assessment and Accountability

• The assessment of student achievement in
  relation to the academic standards and the
  expected school-wide learning results drives the
  schools program and resource allocation and use.
  (I.E., The human, material, physical, and
  financial resources are sufficient and utilized
  effectively to support students in accomplishing
  the academic standards and the expected
  school-wide learning results.)

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ACCESS Focus ESLRs

• Exhibit appropriate behavior, responsible
  self-control, and social skills.
• Work successfully with others and resolve
  conflicts through effective communication.
• Attain basic literacy skills by communicating
  effectively in reading, writing and speaking.

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Teaching StandardsAssessing Student Learning

• Teachers establish and clearly communicate
  learning goals for all students.
• Teachers collect information about student
  performance from a variety of sources.
• Teachers involve all students in assessing their
  own learning.
•  

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Teaching StandardsAssessing Student Learning

• Teachers use information from a variety of
  ongoing assessments to plan and adjust learning
  opportunities that promote academic achievement
  and personal growth for all students.
• Teachers exchange information about student
  learning with students, families, and support
  personnel in ways that improve understanding and
  encourage further academic progress.

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Essential from the Latin esse meaning to be
to distill to the core.
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How many standards are there?

• Average 200 broad standards
• 3093 benchmarks
• Feasibility given of days/hours/minutes
• Feasibility of operational days
• --15,465 hours necessary
• --13,104 hours available (optimum)
• Necessary to lengthen to grades 21-22 prior to
  college
• Increase time or decrease standards
• Source (Marzano and KendallMACREL, Awash in
  a Sea of Standards ,1999)

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ACCESS Power StandardsReading, Writing,
Listening Speaking

• Leverage
• Endurance
• Success
• in
• School

LESS
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ACCESS Power Standards

• What we agree to micro manage
• Frequent opportunities to learn
• Frequent assessment
• Report and analyze data

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WHAT AM I TEACHING?
Identifying Student Learning Targets Sally
Polk-Garcia
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Where are we heading?
Understand how unwrapping a standard to relevant
classroom instructional targets can
lead us to the development or selection of
appropriate assessments and instruction.
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What does it mean to unwrap a standard?
SKILL
DO verb KNOW
noun Genre/writing Style/Subject Matter focus

• Identify the
• Identify the
• Determine the

CONTENT
Context for Teaching
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Unwrapping the ELA Standards
WRITING 1.3 Written and Oral Language
Conventions Identify and use regular and
irregular verbs, adverbs,prepositions, and
coordinating conjunctions in writing and speaking.
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WRITING Written and Oral Language Conventions
1.3 and
regular and irregular verbs, adverbs,preposition
s, and coordinating conjunctions in
use
Identify
writing and speaking.
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A Closer Look!
SKILL (do) KNOW (content)
CONTEXT
Identify Use
Regular and Irregular Verbs Adverbs,
Prepositions, Coordinating Conjunctions
Writing Speaking

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Guided Practice unwrapping a standard
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WritingWriting Applications (Genres and Their
Characteristics)
2.1 Write a biographical narrative
a. relate a sequence of events and communicate
the significance of the events to the
audience b. locate scenes and incidents in
specific places c. describe with concrete
sensory details the sights,sounds, and smells of
a scene and the specific actions, movements,
gestures, and feelings of the characters use
interior monologue to depict the characters
feelings
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SKILLS CONTENT CONTEXT
WRITE RELATE LOCATE DESCRIBE
biographical narrative
sequence of events significance of
events scenes and incidents in specific places
sights, sounds, smells (with sensory
detail) specific actions, feelings,
movements (of characters)
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You Do the Unwrapping!
STANDARD
SKILL (DO) CONTENT (KNOW)
CONTEXT
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Take a look at the ELD Standard!
(English Language Development) West Ed
Document pg.13 grades 9-12 Beginning
Early Intermediate Intermediate Early
Advanced Advanced
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Sharing Group Work

• Read the Standard
• Share the unwrapping
• What skills are you teaching?
• What concepts are they learning?
• What context will they perform the skills?
  
• Reflection
• Tell us about your learning.

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Two Dimensional Curriculum Model Topic
Based Processes and Skills
C o n t e n
t
fragmented !
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I shall define understanding simply as the
capacity to apply knowledge, facts, concepts and
skills in new situations where they are
appropriate. Unless students can apply what they
have learned in school to new situations, there
is no evidence that they have understood.

Howard Gardner
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Now What?

• Identify the Big Ideas

Dorothy Stafford
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The Big Idea

• Key Understanding after instruction and
  practice.
• Essential Understanding students must
  comprehend.
• Enduring Understanding students will use and keep.

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Now Identify and Write the Big Idea(s)

• Using the template on the laptop

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Take the Unwrapped Standard

• Identify the key understanding.
• What is the essential understanding?
• Consider the unifying concept or theme versus
  specifics of one topic.
• What is the enduring understanding?

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NEXT ASK

• Essential Questions
• Engage the learner
• Establish learning goals

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Essential Questions Must Be

• Concise and Precise (5-10 words)
• Conceptual (not factual or yes/no)
• Open-ended
• Able to be applied across the curriculum
• Recurring
• Able to stand the test of time
• Sustainable

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WHY

• Essential questions

• -Identify major concepts
• -Promote in-depth understanding
• -Identify unifying concepts
• -Identify facts that connect to other
  topics, fields and life

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Guidelines for Essential Questions

• Standard-based questions
• Provocative lead your students to discover the
  big ideas
• Open-ended using How and Why, rather than Who,
  What, Where
• Provide evidence that the standards have been
  met, and to what degree

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Using the Big Ideas from your Unwrapped Standard

• On your template, brainstorm possible Essential
  Questions.
• Using Why and How, Revise and Finalize

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Where do we go from here?

• Modifying the Write On report to reflect
  student data and insert a plan to remedy common
  writing challenges observed
• Unwrap ACCESS power standards
• 6 1 Writing Traits
• Involve students in assessment process
• Use assessment data to make instructional
  decisions

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Outcomes

• Understand the definition of formative,
  student-involved assessment
• Understand how assessment informs instruction
• Understand the difference between assessment OF
  and assessment FOR instruction
• Understand the difference between assessment and
  evaluation (grading)
• Understand how to involve students in their own
  learning process

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Outcomes

• Understand the relationship between assessment
  and student motivation
• Be given processes, strategies and products to
  use in your classroom to help you implement
  student-involved assessment
• Be able to use the six traits of writing to help
  students assess their own learning
• Understand how assessment is connected to
  California content standards, WASC, Teaching
  standards and ACCESS ESLRs

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Closing

• There are three ways you can evaluate your own
  learning from today please choose one
• Questions for Educators handout
• Talk with one table partner about three things
  you learned and one idea you will try
• Think about the student in the chair write down
  how you will do things differently as a result of
  todays learning.

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Closing

• In addition to evaluating your learning, please
  go back to your Assessment Self-Checklist and
  rate yourself on a scale of 1-5 on each of the
  nine items. Add any additional thoughts/
  reactions.
• Complete the sentence, Assessment is at the
  bottom of the page under Post.
• Fill out closure form on page 215.
• Turn these in to your table facilitator.

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