SST Presentation

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SST Presentation

• Assessment and Evaluation
• Oct 17, 2005
• tom.macartney _at_ ocdsb.ca

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KWL - Assessment and Evaluation

• What do I Know?
• What do I Want to know?
• What have I Learned?

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• The greatest adjustment teachers have to make
  related to the new Ontario Curriculum is the way
  they assess, evaluate and report on student
  learning.

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• The adjustment requires a shift from a focus on
  teaching all to a focus on the learning of each.

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In medicine, the cardinal rule is Do no
harm.
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Louis Pasteur - 1865
"This water, this sponge, this lint with which
you wash or cover a wound, may deposit germs
which have the power of multiplying rapidly
within the tissue....If I had the honor of being
a surgeon....not only would I use none but
perfectly clean instruments, but I would clean my
hands with the greatest care...I would use only
lint, bandages and sponges previously exposed to
a temperature of 1300 to 1500 degrees.
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1875 - 1900
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• In education the cardinal rule is
• Do not destroy hope.

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Research

• The role of research is to attach numbers to
  the obvious, to make it undeniable.
• - anonymous

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Brain Research, Cognitive Psychology, Education
collide

• Today, there are more scientists devoted to
  research on the mind and brain than any other
  medical-research field.

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Brain Compatible LearningAttention / Motivation

• To learn well we believe people need
• Physical needs satisfied
• Challenge / Mystery / Novelty
• Success
• Connections / Perceived Need
• Fit to learning style

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Brain Compatible LearningMotivation

• Three types of factors that influence a
  students level of motivation
• Personal beliefs
• School practices and policies
• Classroom Environment

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Personal beliefs

• Student personal beliefs
• Low self efficacy
• Lack of relevance
• Fear of failure
• Peer concern
• Learning problems
• Lack of challenge
• Desire for attention
• Emotional distress
• Expression of anger

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School practices and policies that inhibit
motivation

1. Culture based on competition - the labour of less
   talented students seldom acknowledged grades do
   not inspire effort
2. Culture of low expectations for low achieving
   students
3. Student peer culture that discourages effort

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Classroom Environment

• Classroom practices that undermine student
  motivation
• Tying success to ability rather than effort
• Promoting a competitive environment
• Lack of routines and procedures
• Negative approach to classroom management
• One size fits all tasks
• Public punishment
• Slow pacing
• Uninspiring instructional practices

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Implications for Schools

• Develop a culture of high expectations where
  staff truly believe all students can and will
  achieve.
• Learner-centred classrooms designed to maximize
  opportunities for all students to become engaged.

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W. E. Deming- Total Quality Improvement

• Individuals have an intrinsic drive to learn and
  do well and they do not want to fail.
• Individuals are motivated by improvement no
  matter how small.

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Eight Elements of Sustainability 5 Deep
Learning (from Deming) Depends on collective
problem solving to focus on continuous
improvement.
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Deming principleDeep Learning

• Key points
• Drive out fear!
• (TPA, grading system, class rules)
• Develop systems for collecting and analysing
  data.
• Ensure all levels of system are expected to learn
  from experiences and data.

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Four Examples to pay attention to
3.
1.
2.
4.
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High Levels of Learning for All Students
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Raise the Bar
Close the Gap
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Raise the Bar
Close the Gap
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Raise the Bar
Close the Gap
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Wheres the Bar?

• Level 3 is the Provincial Standard.
• A student achieving at this level is well
  prepared for work in the next grade or the next
  course.

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Wheres the Bar?

• Level 4 means the student is demonstrating a very
  high to outstanding achievement of the specified
  expectations and a greater command of the
  requisite knowledge and skills than a student
  achieving at a level 3.

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Vygotskian Perspective Teacher/Student
Interactions
Student Responsibility
Teacher Responsibility
Joint Responsibility
Self Responsibility
Zone of Actual Development
Zone of Proximal Development
New Zone of Actual Development
Transition from other assistance to
self-assistance
Internalization, automatization
Assistance provided by the self
What the student can do on her own unassisted
Assistance provided by more capable others
teacher or peer or environment classroom
structures and activities
Adapted from Wilhelm, Baker, and Dube, 2001
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The primary purpose of assessment and evaluation
policy is to improve student learning.
Secondary purpose of policy is to develop
greater consistency in Assessment and Evaluation
practice. Tertiary purpose is to provide greater
clarity in reporting.
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Backwards Design Planning
Stage 1 Identify targeted understandings Stage
2 Determine appropriate assessment of those
understandings Stage 3 Plan learning experiences
and instruction that make such understanding
possible
Wiggins and McTighe, Understanding by Design
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Professional Learning Communities
Stage 1 What do we want students to
learn? Stage 2 How will we know they have
learned it? Stage 3 What time and support
can we offer students who are not
learning?
Dufour and Eaker, Professional Learning
Communities
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Backwards Design Planning

• Triple Sins of Curriculum design
• Disconnected activities that wind up as bulletin
  board art, not as real learning
• Aimless marching through a textbook where the
  student has no sense of what matters and why they
  should learn it in the first place.
• Collecting and marking everything students do
  mythically believing they wont do it otherwise.
• This triumvirate of sins show a failure to be
  clear about the learnings that should result and
  how the design gets you there.

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Identifying Curriculum Priorities
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Curriculum Design is Key

• Making an assessment plan
• Target-method match
• 1. Summative tasks of the course / grade
• 2. Summative tasks of each unit / strand
• 3. Enabling tasks within each unit / strand
• Evaluation tools
• Tools must match performance
• Marking scheme, rubric, checklist, rating scale,
  anecdotal record

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Making an Assessment Plan

• 2. Develop Summative Tasks
• Exam
• Performance Task(s)
• Tools
• shared with students at beginning of course

• 3. Develop evaluation tasks tools
• Authentic performance task(s) (Say, Write Do)
  that develop knowledge/skills
• Appropriate tools (marking scheme, rubric,
  checklist, rating scale, anecdotal record) that
  are shared with all before task begins
• Balance of achievement chart categories
• (K/U, A, T, C)
• Feedback (effective questioning timely,
  specific, frequent, feedback self / peer
  assessment formative use of summative tasks)

• 1. Enduring Understandings
• Essential Questions
• Key Knowledge and Skills
• lasting value, key concept, focusing theme, the
  overarching principle

4. Plan learning experiences and instruction W
where is unit / course going H how will design
hold student interest E equip students, explore
issues, experience key ideas R opportunities for
students to rethink / revise understanding E
allow students to evaluate their work and its
implications T tailored to the needs, interests
and abilities of learners O organized to
maximize initial and sustained engagement
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Backwards Design Planning

• To ensure high levels of engagement for all
  students
• Worry a lot about the assessment before thinking
  through the lesson plans.
• Worry a lot about what the standards or desired
  results imply for assessment and learning.
• Focus on the important Big Ideas to uncover
  student misunderstandings rather than cover
  material.

Wiggins and McTighe, Understanding by Design
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Valid
Reliable
Assessment Quality Standards
Fair
Defensible
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Targets!

• Students can hit any target they can see and
  holds still for them.

Rick Stiggins
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The Achievement Chart -targets for students
Learning Skills
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Evaluation Tools
The musts 1. Target Method Tool match

• Methods
• Pen and Paper
• Performance assessment
• Personal communication

• Tools
• Marking scheme
• Rubric
• Checklist
• Rating scale
• Anecdotal records

• Targets
• Knowledge /
• Understanding
• Thinking
• Communication
• Application

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Developing Effective Tools 3 Key Questions
What is ...?

• Assessment Types
• traditional
• quizzes and tests
• paper/pencil
• multiple choice
• constructed response
• performance tasks and projects
• open-ended
• complex
• authentic
• learning in context
• student choice

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Evaluation Tools

• The musts
• 2. Clear criteria for feedback and guidance
• Students must learn how to self and peer assess
• Legitimately takes the burden of feedback off the
  teacher
• What did you do well?
• What do you need to do to improve?
• Levels 4, 3, Not yet

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Effective Feedback for Learning

• Positive first
• Specific (not ambiguous)
• Constructive
• Connected to clear criteria
• Timely (self and peer)
• Helps identify next steps
• Followed through

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Evaluation Tools

• The musts
• Clear purpose need to be clear when student
  work is not included in the grade
• Is it diagnostic?
• Used to assess where students are
• Is it formative?
• Used to guide improvement
• Is it summative?
• Used to record achievement for reporting purposes

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Evaluation Tools

• The musts
• Student involvement in process
• Choice of demonstrations of learning this way
  or that way
• Design of evaluation tools - rubrics
• Record keeping self reflections of learning,
  portfolios of work
• Communication student-led parent-teacher
  conferences

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Evaluation Tools

• The musts
• 5. Fairness
• Not all kids are the same!
• Different types of learners require different
  kinds of evidence
• Need enough evidence to convict them of
  learning.
• The more inconsistent the demonstrations of
  learning, the more evidence you need.

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Design Down Planning
Identify targeted understandings
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Working Inside the Black Box

• Feedback
• Questioning
• Self and Peer Assessments
• Use of Summative Tasks Formatively

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Vision without action is a daydream Action
without vision is a nightmare. Japanese Proverb
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Pause to reflect

• A diagnostic test at the beginning of the unit
  shows students with a wide range of ability and
  understanding.
• To learn well we believe, students need
• Challenge
• Success
• Connection
• Fit
• How do we differentiate the curriculum for all
  students for them to experience success?

(differentiation includes accommodations and
modifications)
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Learners differ in

• How they learn
• What they care about learning
• What they bring to the learning experience
• Speed of learning

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Clarifying Differentiation

• Expectations (content standards THE WHAT) are
  fixed
• Assessment tasks must match content standards.
• All kids should have the opportunity to work with
  the BIG IDEAS.

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Differentiation flow

• Performance standards (THE HOW) can be altered by
  
• How students access content
• The types of student activities
• Student demonstrations of learning
• Human beings differ in their talents
• to teach them you have to start where they
  are. -Confucius

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Teaching for Understanding

• Teaching for understanding requires the student
  to rethink something they already know.
• Grant Wiggins

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• Many kids have abdicated the responsibility of
  thinking about anything in school.
• Cris Tovani

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• When the teacher gives us all the answers, it
  makes me feel sleepy.
• John Macartney, age 7

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• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Memorize

Thinking
Rigour
Relevance
- W. Daggett
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Thinking
Integration
Adaptation
automaticity to solve problems
complex thinking
Acquisition
Application
solve new problems, design solutions
bits of knowledge
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Thinking
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COMMUNICATION
Thinking
WRITE
DO
Knowledge
SAY
Application
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A Case Study - CLU 3M

• 5 Strands
• Enduring Understandings
• Legal issues affect lives.
• Analyzing legal issues invokes argument.
• Justice systems are important in civilized
  democracies.
• Essential Questions
• Are laws necessary?
• Do we need a judicial system?
• Is the judicial system fair to all?
• Do jails make sense in a civilized society?
• Should young offenders go to jail?
• If we increased the number of police officers,
  courts and jails would society become more
  civilized?

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A Case Study - CLU 3M

• 30 Summative
• Case Analysis
• Legal Research Paper
• Mock Trial
• Debate
• Exam??

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A Case Study - CLU 3M - page 224

• Strand Criminal Law and Procedures
• 4 Overall expectations
• 5 Sub-strands
• What is a crime?
• Pre-trial procedures
• Trial Procedures
• Sentencing
• Criminal Law and Young People

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CLU 3M Strand Criminal Law and Procedures
M O C K T R I A L
K - A - T - C
K - T
C - A - T
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Thinking
Knowledge
M O C K T R I A L
Evaluation Synthesis Analysis Application Comp
rehension Memorize
DEBATE
CASE STUDIES
CURRENT EVENT
Critical thinking

• Mini role play
• -Court players

• Assignment
• -Case to Court

Map of Court
Application
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Pause to reflect

• How can the Mock Trial task be differentiated so
  that students invest the most that they can to
  grow the most that they can to include
• ESL students?
• LD students?
• Gifted students?

(differentiation includes accommodations and
modifications)
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Differentiation

• ESL
• Court visit
• Lower level reading material
• Graphic organizers
• Visual images (TV, movie scenes, CD ROMs)
• Government websites for information
• Connections to home country
• Translation of assignment
• Write / video for someone at home (different
  target audience)

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Differentiation

• LD
• Court visit
• Lower level reading material
• Graphic organizers
• Visual images (TV, movie scenes, CD ROMs)
• Government websites for information
• Peer support
• Structured worksheets that chunk material
• Write / video for someone in grade 6 (different
  target audience)
• Provide only part of the rubric at a time

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Differentiation

• Gifted
• Meet with lawyer, law professor
• Higher level reading material
• Case analysis
• Twin scenarios
• Visual images (TV, movie scenes, CD ROMs)
• Government websites for information
• Peer mentoring (learn one - teach one)
• More difficult cases
• Analyse a case for a lawyer (different target
  audience)
• Write a newspaper account of the trial.

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Differentiation

• When curriculum is rich and focused, you can
  differentiate it in your sleep.
• -Carol Ann Tomlinson

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Lesson Plans as Motivational Plans

• Lesson plans must first be motivational plans!

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• Professional Communities of Practice
• Common planning time
• Common student performance tasks
• Common assessment tools
• System of Interventions for students who are not
  learning

• Standards of Practice
• of the Teaching Profession
• Commitment to student learning
• Professional knowledge
• Teaching Practice
• Leadership and Community
• Ongoing Professional Learning

• Professional Development
• Professional reading
• Book clubs
• Workshops
• Conferences
• Professional memberships

Building Capacity

• Teacher Performance Appraisal
• Opportunity for professional growth
• Teacher - Administrator dialogue
• Annual Learning Plan
• Focus on learning behaviour of students

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Coveys Seventh Habit
Coveys Seventh Habit
Sharpen the Saw!
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Task Description

• Grade 11 students will teach one overall
  expectation to a grade 10 student in a given time
  (90 120 minutes) and create a portfolio that
  displays their planning, implementation and
  reflection of the process.

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Portfolio Items

1. The overall expectation with translation to
   students own language.
2. The link of the grade 11 expectation to
   expectations learned in earlier grade(s).
3. Connections/ Applications of expectation in the
   real world (authentic use of the expectation or
   concept) find adult who uses knowledge or skill
   and if possible interview them. Include QA in
   portfolio.
4. Planned learning experiences for the event
   (lecture notes use of models sample
   problems/tasks with solutions simulations use
   of manipulatives or technology)
5. Feedback statements that support learning
   (strengths, areas for improvement, next steps)

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Portfolio Items

1. Anticipated student misunderstandings and
   strategies to intervene.
2. A summative test/task for grade 10 student (with
   marking scheme or rubric) that will check for
   grade 10 student understanding.
3. Grade 10 student rating scale of grade 11
   students performance (preparation, communication
   skills (oral and written), support for learning
   (feedback, use of models/manipulatives/technology)
   , understanding of expectation)
4. Grade 11 student self-reflection (metacognition).
   Includes rating statements, answers to leading
   questions, )

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Knowledge
Thinking
Evaluation Synthesis Analysis Application Comp
rehension Awareness
10. Student self reflection
9. Summative task/test
8. Monitor learning (feedback/intervention)
5. Feedback statements
7. Lesson delivery
6. Anticipate student misunderstandings
4. Plan learning experiences
2. Link to expectation in earlier grade
3. Connect to real world
1. Translate expectation
Application
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• Never doubt that a small group of thoughtful
  and committed citizens can change the world. In
  fact, it has never happened any other way.
• Margaret Mead

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• Something has to be done and it is absolutely
  pathetic that we are the ones who have to do it.
• Jerry Garcia