Collecting and Documenting Evidence of Student Learning Share your learning with #ohfip on Twitter
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1 Collecting and Documenting Evidence of Student Learning Share your learning with #ohfip on Twitter 1
2 Today s Learning Targets Understand the importance of collecting and documenting accurate evidence of student learning. Understand the basics of sound assessment design. Become familiar with the tools and resources to effectively facilitate learning on collecting and documenting evidence of student learning. 2
3 Why is Assessment Literacy Important? Anchorage is the capital of what state? a) Alaska b) Ohio c) Florida d) None of the above What is the capital of Alaska? a) Juneau b) Anchorage c) Fairbanks d) Nome 3
4 Why is Assessment Literacy Important? All of these are an example of a bird that flies, except an a) Ostrich b) Falcon c) Cormorant d) Robin Which of the following are examples of birds that do not fly? a) Falcon b) Ostrich and penguin c) Cormorant d) Robin (Chappuis, et. al, 2012, p ) 4
5 Why is Assessment Literacy Important? All of these is an example of a bird that flies, except an a) Eagle b) Ostrich c) Egret d) Owl 5
6
7 Defining Formative Instructional Practices Formative instructional practices (FIP) are the formal and informal ways that teachers and students gather and respond to evidence of student learning. Using clear learning targets Collecting evidence of student learning Providing effective feedback Preparing students to take ownership of their learning 7
8 Why Formative Instructional Practices? Based on research Improve student achievement Contribute to change in school culture Establish common language school-wide Transition to new standards and assessments Transition to OTES and OPES Measure student progress 8
9 Resources for Classroom Assessment Design Classroom Assessment for Student Learning (2012) by Chappuis, Stiggins, Chappuis, and Arter 9
10 Focusing on Collecting Evidence of Student Learning 10
11 Self-Assessment: Collecting Evidence of Student Learning It is important for teachers and leadership teams to examine how well they are implementing, supporting, and modeling formative instructional practices. Self-reflection is a valuable tool to assist with goal setting and planning for professional growth. Self-Assessments for Teachers and Leaders for each of the core components of FIP can be found in the FIP Your School Implementation Handbook. 11
12 Strong Assessment Design Starts With Clear Learning Targets Clear learning targets help teachers: Know what to teach and what activities to plan Know what to assess Create a system for tracking and reporting information Accurately interpret and use assessment results Know how to give effective feedback Prepare students to take ownership of learning 12
13 Key Assessment Terms When a chef tastes the soup, it is formative. When a guest tastes the soup, it is summative. A produce scale consistently weighs items 8 oz lighter than they weigh at checkout. Is the scale reliable? Is it valid? 13
14 Sound Assessment Design Clear Targets Clear Purpose Sound Assessment Design Accurate Data 14
15 Growth and Achievement Understanding The Difference Growth Achievement
16 Steps for Sound Assessment Design Define Assessment Purpose Identify Targets to be Assessed Select Appropriate Assessment Method(s) Determine Sampling Balance Develop Items, Tasks, and Scoring Procedures Review and Critique for Quality Conduct Assessment and Scoring Determine if Assessment Fulfilled the Purpose 16
17 Assessment Design: Target Method Match 17
18 Learning Target Types (Chappuis et al., 2012, p. 44) 18
19 Knowledge Targets Factual information (know, define) Conceptual understanding (explain, understand) Know via reference (find information, reference tables) Subject Math ELA Social Studies Example Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones (CCSS, 2010). Identify words and phrases in stories or poems that suggest feelings or appeal to the senses (CCSS, 2010). Explain that maps are created for specific purposes and represent the context in which they were created (Ohio s New Learning Standards, 2010). Science Identify the eight major planets in the solar system (Ohio s New Learning Standards, 2010). Physical Education The Arts Identify the most stable and unstable positions from 2-, 3-, 4-point balance positions (Ohio s New Learning Standards, 2010). Identify and describe non-performing careers in music (Ohio s New Learning Standards, 2010). 19
20 Reasoning Targets Thought processes students are to learn to apply effectively (e.g., Inference, Analysis, Comparison, Classification, Evaluation, Synthesis) Subject Example Math ELA Social Studies Compare two fractions with different numerators and different Denominators (CCSS, 2010). Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text (CCSS, 2010). Explain how interactions among prehistoric peoples and historic American Indians and European settlers resulted in both cooperation and conflict (Ohio s New Learning Standards, 2010). Science Analyze and interpret data from experiments (Ohio s New Learning Standards, 2010). Physical Education The Arts Modify group activities or game expectations to accommodate individuals with lesser or greater skills or special needs (Ohio s New Learning Standards, 2010). Compare and contrast visual forms of expression found throughout local regions and in different cultures of the world (Ohio s New Learning Standards, 2010). 20
21 Skill Targets Real-time demonstration or physical performance Subjects such as physical education, fine arts, performing arts, and world languages have skill targets at the core of their Subject curriculum Example Math ELA Social Studies Measure the length of an object by using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes (CCSS, 2010). Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion (CCSS, 2010). Work effectively in a group to complete a task or solve a problem for which the group is held accountable (Ohio s New Learning Standards, 2010). Science Follow safety precautions when using equipment (Ohio s New Learning Standards, 2010). Physical Education The Arts Catch a bounced ball (Ohio s New Learning Standards, 2010). Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases (Ohio s New Learning Standards, 2010). 21
22 Product Targets Specify the creation of a product Usually used with a rubric for evaluation Subject Math ELA Social Studies Science Physical Education The Arts Example Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8) (CCSS, 2010). Write arguments to support claims with clear reasons and relevant evidence (CCSS, 2010). Construct a map that includes a map title and key (Ohio s New Learning Standards, 2010). Create a series of bar graphs that show kinetic energy, potential energy and thermal energy for eight different positions on a roller coaster (Ohio s New Learning Standards, 2010). Identify areas of improvement from fitness test results and identify and develop a plan to improve areas of deficit (Ohio s New Learning Standards, 2010). Create an artwork based on observation of familiar objects and scenes (Ohio s New Learning Standards, 2010). 22
23 Four Assessment Categories (Chappuis et al., 2012; as cited Pearson and Battelle for Kids, 2012, p. 10) 23
24 Selected Response Students select the correct or best response from a list provided. Formats include: Multiple choice True/false Matching Fill-in-the-blank questions (Chappuis et al., 2012; as cited Pearson and Battelle for Kids, 2012, p. 10) 24
25 Written Response Students construct an answer in response to a question or task. Includes short-answer and extendedresponse items. Responses are judged by using pre-determined scoring criteria (rubric). Short answer items: Call for a very brief response Have one or a limited range of possible right answers Extended response items: Require a response that is at least several sentences in length. Generally have a greater number of possible correct or acceptable answers. (Chappuis et al., 2012; as cited Pearson and Battelle for Kids, 2012, p. 10) 25
26 Performance Assessment (Chappuis et al., 2012; as cited Pearson and Battelle for Kids, 2012, p. 10) Performance assessment is based on observation and judgment, and is used to judge both real-time performances, also called demonstrations, and products (artifacts) that students create. It has two parts: The task The criteria for judging the quality of the response 26
27 Personal Communication Information about student learning is gathered through structured and unstructured interactions with students. Examples include the following: Asking questions during instruction Interviewing students in conference Listening to students as they participate or perform in class Giving exams orally or having students keep journals and logs (Chappuis et al., 2012; as cited Pearson and Battelle for Kids, 2012, p. 10) 27
28 Select Appropriate Assessment Methods 28
29 Bringing Target and Method Types Together (Chappuis, et al, 2012, p. 94) 29
30 Select the assessment methods to match the learning target Learning target: Identify the main characters in a story. What is the target type? What assessment method(s) match best? 30
31 Select the assessment methods to match the learning target. Learning target: Analyze data from experiments. What is the target type? What assessment method(s) match best? 31
32 Select the assessment methods to match the learning target. Learning target: Create an artwork based on observations of familiar objects and scenes. What is the target type? What assessment method(s) match best? 32
33 Select the assessment methods to match the learning target. Learning target: Catch a bounced ball. What is the target type? What assessment method(s) match best? 33
34 Determine Sampling Balance (Blueprints) 34
35 What is an Assessment Blueprint? It is the assessment plan. Records the learning targets that will be on the assessment Identifies the assessment methods to be used Determines how much weight each learning target will receive 35
36 Blueprint Template Learning Target Target Type Assessment Method Percent Importance (Sampling) (Chappuis et al., 2012; as cited Pearson and Battelle for Kids, 2012, p. 27) 36
37 Sample Size How much evidence is enough? The broader the learning target is in scope, the larger the sample you will need to ensure it is covered thoroughly. The more important the learning target is, the larger your sample should be. The more important the decision to be made on the basis of the result, the larger the sample should be. 37
38 8th Grade American History: Conflicts Leading to the American Revolution Learning Target Target Type Assessment Method Percent Importance (Sampling) Know the perspectives of the Loyalists. Know the perspective of the Patriots. Knowledge Selected Response 10% Knowledge Selected Response 10% Compare and contrast the perspectives of the Loyalists, Patriots, neutral Colonists, and the British. Reasoning Written Response 40% Evaluate the actions of the Loyalists and the Patriots. Reasoning Written Response 40% 38
39 Assessment Design: Item Selection 39
40 Using High-Quality Assessment Items Some ideas to keep in mind: Start with clear learning targets and a strong blueprint. When selecting items from a bank, double-check that the item assesses the selected learning target(s). When writing items, use a tool to review items for clarity, accuracy, bias, distortion, etc. Review all assessment results to check for the accuracy and quality of items. Throw out items that were confusing, misleading, or biased. (Chappuis et al., 2012) 40
41 Control for Bias Remember, barriers can occur: Within the student: Language barriers Health concerns Physical disabilities Within the assessment: Poor directions Misleading questions Missing information Cultural bias Within the assessment context: Time allotment Poor lighting or noise distractions (Chappuis et al., 2012) 41
42 Assessment Audit: Grade 3 Math Step 1: Analyze test item by item Step 2: Organize targets into a blueprint Step 3: Question the blueprint Step 4: Adjust blueprint as needed 42
43 FIP Your School Resources 44
44 Tools for Further Practice Access Module 3: Collecting and Documenting Evidence of Student Learning to download: My Assessment Methods Test Blueprint Template Audit an Assessment for Clear Learning Targets Formative and Summative Data Recorded Together Example 45
45 Foundations of Formative Instructional Practices Module 1: Introduction to Formative Instructional Practices Module 2: Clear Learning Targets Module 3: Collecting and Documenting Evidence of Student Learning Module 4: Analyzing Evidence and Providing Effective Feedback Module 5: Student Ownership of Learning: Peer Feedback, Self-Assessment, and More 46
46 Leading and Coaching FIP Module 6: Leading Formative Instructional Practices Module 7: Coaching Formative Instructional Practices 47
47 Application Modules Currently Available Creating Clear Learning Targets: ELA (3 modules) Mathematics (3 modules) Social Studies (3 modules) Physical Education 48
48 Application Modules Currently Available FIP in Action: ELA, Kindergarten Opinion Writing ELA, Grade 3 Opinion Writing ELA, Grade 6 Argumentative Writing ELA, Grades 9-10 Research Social Studies, Grade 7 Economics Math, Grade 1 Problem Solving Math, Grade 3 - Advancing FIP through PLTs Math, Grade 8 Simultaneous Equations 49
49 Application Modules Release Update In Development: Designing Sound Assessment (series of six modules) Measuring Student Growth in the Classroom Reaching Every Student: Formative Instructional Practices for Special Populations Modules (series of three modules) Creating Clear Learning Targets in Science FIP in Action: Science, Grade 5 50
50 FIP Implementation Handbook and Facilitation Guide 51
51 Contact Information FIP Specialist Northeast Region Mrs. Patricia Martell (614) Race to the Top Virginia Ressa, RttT FIP Project Coordinator (614) Find Your FIP Specialist contact information at Technical questions regarding online modules:
52 Contact Information FIP Specialists, Southwest Region Hamilton County ESC Kathy Sturges (513) Montgomery County ESC Mary Wolf (937) Race to the Top Virginia Ressa, RttT FIP Project Coordinator (614) Technical questions regarding online modules: Find Your FIP Specialist at 53
53 References and Notes Chappuis, J., Stiggins, R., Chappuis, S. and Arter, J. (2012). Classroom Assessment for Student Learning Doing it right, using it well (2 nd ed.). Upper Saddle River, NJ: Pearson. Ohio Department of Education (2010). Ohio s New Learning Standards. Retrieved from: Pearson and Battelle for Kids (2012). Foundations of Formative Instructional Practices Module 3: Collecting and Documenting Evidence of Learning. Columbus, OH: Battelle for Kids. Note: The Common Core State Standards presented in this document are 2010, National Governors Association Center for Best Practices and Council of State Chief Officers. All Rights Reserved. The standards have not been modified. Emphasis (bold or highlighted text) is added for instructional purposes only. All supporting instruction in this presentation is 2013, Battelle for Kids. All Rights Reserved. 54
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