Welcome to the Using Assessment to Improve Instruction Cadre

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Welcome to the Using Assessment to Improve
Instruction Cadre

• Please sign in and take one of the handouts at
  the back table
• Find a comfortable seat but dont get too
  comfortablewe will be moving into teams shortly
• Grab some refreshments
• We will promptly begin at 830

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Ground Rules for This Workshop

• Take risks
• Take responsibility for your own learning
• Respect all ideas
• No sufferingtake care of your own needs
• Return promptly from breaks
• What is shared here, stays here
• Have fun
• Others

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Using Assessment to Improve Instruction Agenda
for Day 1 July 21, 2003 830 a.m. - 130
p.m.     830-855 Welcome and Introductions
Phyllis Younkins Sue Ann Nogle Setting the
Purpose Ground Rules Overview Expectations
  855-900 Course Interactive Notebook Linda
Brainard   900-920 Team Formations/ Sue
Ann Team Building Activity   920-1045 The
Standards Based Phyllis Education Planning
Process   1045-1100 Break   1100-1230 Techniq
ues for Classroom Phyllis Assessment
Video/Related Activities   1230-1245 Break   12
45-115 Mastery Learning Sue
Ann   115-130 Assignment/Closure Sue Ann
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How appropriate is it to teach to the test?
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Assessment

• Instruction

How do they link?
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HSA

• How do we prepare students for HSA?

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MSA

• How do we prepare students for MSA?

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NCLBNo Child Left Behind

• How do we ensure that ALL students achieve?

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AYPAdequate Yearly Progress

• Where are districts, schools, and students in
  meeting AYP?

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Quality Instruction

• How does quality instruction impact HSA, MSA,
  NCLB, and AYP?

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Using Assessment to Improve Instruction

• How can we use assessment to improve instruction?

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Assessment

• Instruction

How do they link?
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• Interactive Notebook
• Paste cartoon on left-side of paper.
• Underneath cartoon, write
• your response.

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Team Formations and Team Building Activity

• Get into your Home Teams by reviewing the
  Assessment Cadre Team Assignment sheet
• Introduce yourself to your team mates
• Individually complete the Pieces Of Me
  chart about what you bring to any
  team or
  situation
• Share your chart with your team mates
• Come up with something you have in common as a
  team
• Be ready to share your commonality with the rest
  of us

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Pieces of Me What I Bring To Our Team
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Vignette Jigsaw

• In home groups of 4, each take one of four
  vignettes.
• Read the questions to consider
• Read your vignette.
• Meet Vignette Expert group. (1a., 1b., 2a., )
  
• Share and discuss answers to questions
• Return to your base group
• Share vignettes and the reflections made on the
  questions.

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Questions

• What does the vignette suggest about ---
• student understanding?
• the design of the curriculum?
• the design of assessment and instruction?

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How real are these situations?
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Compelling Why

• Everything that happens in the classroom is
  potential evidence that children are learning.
  Students learn best when teachers use assessment
  to guide instruction.

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Compelling Why

• Providing varied assessment tools helps every
  student share what he or she has learned in a way
  that suits his/her personal comfort and
  strength.No single assessment can accurately
  measure every students talents and abilities.

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Compelling Why

• Assessments are a catalyst for crafting
  instruction that helps each student make the most
  of his or her unique talents and skills. How do
  we plan for assessment and instruction?

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How do teachers plan for assessment and
instruction?
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Using Assessment to Improve Instruction Planning

• With the END in mind

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These statements represent the End we have in
mind when we are planning units and lessons.

• Standards guide all classroom decisions.
• The focus is always on student learning.
• Curriculum expectations for learning are the same
  for all students.

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These statements represent the End we have in
mind when we are planning units and lessons.

• Effectiveness of instructional practices is
  determined by whether they result in higher
  levels of achievement for students.
• A teacher who wants to use assessment to improve
  instruction will always look to students for
  guidance. Students learn best when teachers use
  assessment to guide instruction.

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Statements on Charts

• Write your comments
• about each statement.
• Carousel Graffiti Directions

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Carousel Graffiti

• There is one statement per chart.
• Get into groups - one group per chart.
• Each group has a home base chart and their own
  marker color.
• Groups respond to their home base statement by
  recording responses/reactions on the chart.

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Carousel Graffiti

• Groups then rotate to a different statement.
• Groups add new responses in their group marker
  color.
• Rotate again so that all groups have a chance to
  respond to all questions.
• Groups return to their home base chart to
  summarize the responses and to report to the
  total group.

Use Less
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Statements on Charts

• Write your comments
• about each statement.

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Standards Based Education Planning Sequence

• In your groups, discuss the steps in the planning
  process.
• Think about what you should think of first,
  next, next.
• Place the cards in order of your thinking as
  steps in the planning process.

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(No Transcript)
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To begin with the end in mind means to start
with a clear understanding of your destination.
It means to know where youre going so that you
better understand where you are now so that the
steps you take are always in the right
direction. -Stephen R. Covey The Seven Habits of
Highly Effective People
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Backward design may be thought of as purposeful
task analysis given a task to be
accomplished, how do we get there? What kinds
of lessons and practices are needed if key
performances are to be mastered?
FCPS Essential Curriculum
Instruction and Assessment
Summative Assessment
Understanding By Design Wiggins and McTighe
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Top Questions to Ask In Lesson DesignStructured
Sort

• Look at the four steps in the process.
• Read the questions.
• Think, In which step of the process would I ask
  myself this question?
• Sort the questions according to when you would
  ask them in the design process.
• Step 1, 2, 3, or 4.

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Send a Scout

• One group member leaves the group to scout out
  how others sorted the questions.
• Group members left behind are to explain their
  reasoning for question placement to visiting
  scouts.

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(No Transcript)
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Interactive Notebook

• Right Side

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Assessment
Instruction
Instruction
Assessment
An Ongoing Cycle
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Compelling WhysRevisited

• Students learn best when teachers use assessment
  to guide instruction.
• Provide varied assessment tools
• Assessments are a catalyst for crafting
  instruction.

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Interactive Notebook

• Left Side
• What are the advantages of standards based
  education backward mapping planning?
• What are obstacles in planning this way?

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Brainstorm A List of Assessment Techniques
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Variety of Assessment

• Preassessments
• Checks for Understanding
• Observations
• Student Questions/Comments
• Teacher Questions Prompts
• Discussions

• Assignments
• Group Work
• Exit Cards
• Peer Assessment
• Self assessment
• Quizzes
• Tests
• Performance Tasks

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BREAK
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Think-Square -Share

• Think back to elementary or secondary school and
  recall an incident involving an assessment
  nightmare, in which you felt totally unprepared
  or tricked.
• Share as a group.

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DiscussThinking About Bad Assessment Experiences

• How are the negative experiences similar?
• What common themes emerge?
• List the common characteristics of bad
  assessments.

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Think-Square -Share

• Think back to elementary or secondary school and
  recall an incident involving a good experience
  with an assessment.
• Share as a group.

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DiscussThinking About Good Assessment Experiences

• How are the positive experiences similar?
• What common themes emerge?
• List the common characteristics of good
  assessments.

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Teacher Guest Speakers

• Teachers in the video discuss their best
  practices and show viewers how they adjust
  instruction based on daily assessments.

Troy Bradley Colleen Miller
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Guest Speakers

• Lets see what these teachers and Richard
  Stiggins have to say about Techniques for
  Classroom Assessment.
• Use the organizer on the right side of your
  notebook to note what you see and hear.
• Half way through and at the end of the tape,
  activities are planned to share your ideas.

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Interactive Notebook

• Right Side

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and for WatchTroy Bradburys Lesson

• Think about
• Assessments he uses
• Additional assessments you would have used
• Changes you would make in the lesson

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Troy Bradburys Lesson

• Get in your Sport Group.
• Read Handout 5.
• Discuss the questions as a group.
• We will share as a total group.

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and for WatchColleen Millers Lesson

• Think about
• Assessments she uses
• What you found interesting or thought provoking
• Additional assessments you would have used
• How assessment influences instruction

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Colleen Millers Lesson

• Discuss the questions as a group.
• We will share as a total group.

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Interactive Notebook

• Back to your Home Team
• Share your notes from the organizer
• Left side Reflect on
• Ways you assess
• New ideas from the video
• Questions you have about assessment

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BREAK
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What Do You Already Know About Mastery Learning?
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Basic Principles of Mastery Learning

• Ninety percent of students can learn what is
  normally taught in schools at an A level if
  they are given enough time and appropriate
  instruction

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Enough Time Means...

• Time required to demonstrate mastery of objectives

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Appropriate Instruction Means...

• Breaking course into units of instruction
• Identifying objectives of each unit
• Requiring students to demonstrate mastery of
  objectives of each unit before moving onto other
  units

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Grades May Be Determined By...

• Actual number of objectives mastered
• Number of units completed
• Proficiency level reached on each unit
• Any combination

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Advantages of Mastery Learning

• Students have prerequisite skills to move to the
  next unit
• Teachers are required to do task analysis,
  thereby becoming better prepared to teach each
  unit
• Teachers are required to state objectives before
  designating activities
• The cycle of failure can be broken for at-risk
  students
• The process fits into differentiated instruction

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Disadvantages of Mastery Learning

• Not all students progress at the same rate
• Teachers must have a variety of materials for
  reteaching as well as enrichment
• Teachers must have more than one test for each
  unit
• Using only objective tests can lead to memorizing
  and learning specifics rather than higher levels
  of learning

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The Process of Instruction Under Mastery Learning
Mastery Students
Enrichment Activities
Non-Mastery Students
Instruction
Formative
Planning
Correctives/Reteaching
Summative
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Correctives

• Goal is to help remedy the learning difficulties
  students have experienced during original
  instruction
• The most essential characteristic is to teach the
  same material in a way that is different from the
  way it was originally taught
• Also the student must be involved with the
  material in a way that is different from the way
  he was initially involved

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Types of Correctives

• Reteaching material in a different way
• Using course textbook
• Using alternative textbooks
• Using alternative materials
• Using workbooks
• Using academic games

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Types of Correctives

• Using small study groups
• Using individual tutoring
• Using learning centers
• Using computer assisted instruction

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Managing Correctives

• Correctives need to be more structured and
  teacher directed during the first of the year
• Procedures for use of correctives need to be
  taught to the students ahead of time
• Some class time should be given, but rarely more
  than a class period
• Work not completed becomes homework

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Motivating Students To Do Correctives

• Mastery learning should be explained to students
  at the beginning of the year
• Parents need to be educated about mastery
  learning as well
• Teachers need to help students view the
  corrective process in a positive manner, as an
  aid in helping students become more successful

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Essential Characteristics of Enrichment

• Enrichment must be rewarding, exciting, and
  challenging as well as enhance the curriculum
• Consider using specifically detailed contracts to
  ensure involvement and acceptable behavior
• Give student choice as much as possible

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Types of Enrichment Activities

• Small group investigation
• Developing practice exercises for fellow students
• Developing skill-related media materials
• Special projects and reports
• More difficult games, problems, and contests
• Advanced computer-assisted activities
• Peer tutoring

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Home Team Assignment for Tomorrows Workshop

• Within your home team, each person is to choose
  one of the web sites, on the right side of your
  notebook, to visit for homework
• Mastery Learning
• Reliability, Validity and Fairness in Assessments
  
• Rubrics
• Overview of Assessment Terms
• Fill out the section of left side of the
  Interactive Notebook page that pertains to your
  chosen web site
• Be ready to share information about your website
  first thing tomorrow morning
• The computer lab in this building is open for you
  to do your homework in now

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Celebrate
Shake the hand of each person around you and say,
You worked hard today!
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• What are the steps in the standards based
  education planning process?
• How is assessment involved in the planning
  process?
• How does Mastery Learning connect to this
  standards based education planning process?