Marzano

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Data and Learning
Quality Classroom
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• Deciding to enter into a quality process in
  education is not because good things are not
  happening but because of a desire to have good
  things happen regularly, consistently, and
  predictable at every level of the school system.
  Random acts of excellence have little effect on
  the desired strategic results.
• Margaret Byrnes

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Essential Questions

• What do we want students to know or be able to
  do?
• How do we know? What evidence do we have of the
  learning?
• How do we respond if they struggle or dont
  learn?
• How do we respond if they already know it?

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Student Questions

• What do I need to know?
• Where am I now?
• How do I get there?
• What happens if I struggle or fail?

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Assessment What is it?

• Can you define it?
• Force Field Analysis
• Drivers Preventors
• With your group.

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Types of Assessment

• Formative
• In-Process
• Summative
• High Stakes Testing
• What do these terms mean?
• Discuss with your group.

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PurposeAssess to meet whose needs?
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PURPOSETwo Uses of Assessment

• SUMMATIVE
• Assessments OF Learning
• How much have students learned as of a particular
  point in time?
• FORMATIVE
• Assessments FOR Learning
• How can we use assessment information to help
  students learn more?

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Assessment for Learning

• Rick Stiggins

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Balanced Assessment Meeting the Needs of All
Stakeholders

• Annual accountability testing
• Interim, short-cycle or benchmark
• Ongoing, accurate classroom assessment for
  learning

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Overview
Summative Formative

Reason
To Inform
Focus
Assessment OF Learning
Assessment FOR Learning
Improve Learning
Check Status
Others about students
Students about themselves
Enabling Targets
Standards
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Key IDEA

• Formative assessment can and should be done
• BY STUDENTS,
• as well as by teachers. The key to improvement
  is how students and teachers use assessment
  information.

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Assessment and Student Learning

• Robert J Marzanohttp//www.marzanoandassociates.c
  om/
• Mid-Continent Research for Education and
  Learninghttp//www.mcrel.org/
• Rick StigginsAssessment Training
  Institutehttp//www.assessmentinst.com/

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Factors Influencing Achievement
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective
Feedback 3. Parent and Community
Involvement 4. Safe and
Orderly Environment
5. Collegiality and Professionalism



6. Instructional Strategies 7. Classroom
Management 8. Classroom Curriculum Design
9. Home Environment 10. Learning Intelligence/
Background Knowledge 11. Motivation
Marzano
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(No Transcript)
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100





80
Increase of 34ile to 84ile
60
13ile increase to 63ile
Starting percentile 50th
Starting percentile 50th
ile improvement increase
40
20
0
Teacher assessment effectiveness
Student Achievement
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100





Increase of 49ile to 99ile
80
28ile increase to 78ile
60
Starting percentile 50th
Starting percentile 50th
ile improvement increase
40
20
0
Teacher assessment effectiveness
Student Achievement
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John Hattiereviewed 7,827 studies on learning
and instruction.
Conclusion The most powerful single innovation
that enhances achievement is feedback. The
simplest prescription for improving education
must be dollops of feedback.
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Like most things in education, classroom
assessment enhances student achievement under
certain conditions only.

• Feedback from classroom assessments should
  provide students with a clear picture of
• their progress on learning goals and
• how they might improve

• Feedback from classroom assessment should
  encourage students to improve.

• Classroom assessment should be formative in
  nature.

• Formative classroom assessments should be quite
  frequent.

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• Feedback from classroom assessments should
  provide students with a clear picture of
• their progress on learning goals and
• how they might improve

Bangert-Drowns, Kulik, Kulik, Morgan, 1991
of studies Characteristic of Feedback from Classroom Assessment Percentile Gain/Loss
6 Right/wrong -3
39 Provide correct answers 8.5
30 Criteria understood by student vs. not understood 16
9 Explain 20
4 Student reassessed until correct 20
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• Feedback from classroom assessments should
  provide students with a clear picture of
• their progress on learning goals and
• how they might improve

Fuchs Fuchs 1988
of studies Characteristic of Feedback from Classroom Assessment Percentile Gain/Loss
49 Evaluation by rule uniform way of interpreting results of classroom assessments using a tight logic) 32
89 Displaying results graphically 26
49 Evaluation by rule uniform way of interpreting results of classroom assessments using a tight logic) 32
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Track Learning Goals

• Identify one grade level (or course) learning
  goal per quarter or per semester for each of the
  following subject areas mathematic, reading,
  writing, science, and social studies.
• Construct a rubric, or other type of common
  scale, for each learning goal.
• Have teachers formally and informally assess each
  learning goal at least once every two weeks
  keeping track of each students score on each
  learning goal. (Use of appropriate computer
  software is highly recommended)
• Have students keep track of their progress on
  each goal and use the data as the basis for
  teacher/student interactions about student
  progress.
• Periodically (at least, once per quarter)
  aggregate the data by grade level. Have teachers
  meet to discuss student progress and how it might
  be improved

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How effective am I when I set objectives? When I
set objectives, to what extent do I believe that
my students

• could describe what they are learning, not just
  describe what they are doing
• focus more on learning goals than on completing
  assignments
• personalize the learning goals

Not at all To a great
extent 1 2 3 4
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Setting Objectives and Providing Feedback
Generalizations from research on Providing
Feedback

1. Feedback should be corrective in nature.
2. Feedback should be timely.
3. Feedback should be specific to a criterion.
4. Students can effectively provide their own
   feedback.

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• How do you provide feedback in a way that
  students
• Know what they are learning and how well the are
  progressing
• Can explain what they need to do to get better.

Rubrics
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Clean refrigerator
4 Entire refrigerator is sparkling and smells
clean. All items are fresh, in proper
containers (original or Tupperware, with lids),
and organized into categories
3 Refrigerator is generally wiped clean. All
items are relatively fresh, in some type of
container (some Tupperware lids are missing or
dont fit) and are sitting upright
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2 Some of the shelves are wiped clean, although
there are some crusty spots. There are some
suspicious smells. Items are in containers, but
there seems to be some green stuff growing in
some of the Tupperware
1 Items stick to the shelves when they are
picked up. The smells linger long after the
refrigerator door is closed. Several items
need to be thrown out Tupperware and all
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A generic template forrubric design
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4
3 The students responses demonstrate no major errors or omissions regarding any of the information and/or processes (THAT WERE EXPLICITLY TAUGHT)
2
1
0
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3 The students responses demonstrate no major errors or omissions regarding any of the information and/or processes
2 The students responses indicate major errors or omissions regarding the more complex ideas and processes however they do not indicate major errors or omissions relative to the simpler details and processes
1
0
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4
3 The students responses demonstrate no major errors or omissions regarding any of the information and/or processes
2 The students responses indicate major errors or omissions regarding the more complex ideas and processes however they do not indicate major errors or omissions relative to the simpler details and processes
1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.
0
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4
3 The students responses demonstrate no major errors or omissions regarding any of the information and/or processes
2 The students responses indicate major errors or omissions regarding the more complex ideas and processes however they do not indicate major errors or omissions relative to the simpler details and processes
1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.
0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.
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4 In addition to exhibiting level 3 performance, the students responses demonstrate in-depth inferences and applications that go beyond what was taught in class
3 The students responses demonstrate no major errors or omissions regarding any of the information and/or processes
2 The students responses indicate major errors or omissions regarding the more complex ideas and processes however they do not indicate major errors or omissions relative to the simpler details and processes
1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.
0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.
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4 In addition to exhibiting level 3 performance, the students responses demonstrate in-depth inferences and applications that go beyond what was taught in class.
3 The students responses demonstrate no major errors or omissions regarding any of the information and/or processes
2 The students responses indicate major errors or omissions regarding the more complex ideas and processes however they do not indicate major errors or omissions relative to the simpler details and processes
1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.
0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.
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On this writing task, I will be working on, and
would like to receive feedback on,
_______________________________.
In my next writing assignment, I need to work
on_____________________.
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My Progress in Writing ProcessContent and
Organization
4 3 2 1








Achievement
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