SHIFT

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SHIFT
The Changing Paradigm
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Morning Objectives

• Deepen knowledge of all of the factors impacting
  best practice in education today
• Define the paradigm shift (80/20)
• Lay the foundation for understanding the
  importance of the critical connection between
  formative assessment and the instructional process

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Essential Questions

• Why is it important to understand all of the
  factors that provide insight into best practice
  in the classroom?
• How does knowing these factors help to build
  effective assessments and improve instruction
  using the formative process?

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Walt Disney Vision
Times and conditions change so rapidly that we
must keep our aim constantly focused on the
future.
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Moores LawMoore's law is the observation that
over the history of computing hardware, the
number of transistors on integrated circuits
doubles approximately every two years.
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http//www.youtube.com/watch?vzDZFcDGpL4U
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Old Paradigm Sage on the Stage

• I teach, You listen.
• Heres your grade. Lets move on.
• Lets see what you remember about this.
• 80/20

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New Paradigm Guide on the Side

• I facilitate. You problem-solve as a group.
  There are multiple approaches and multiple
  answers. Defend your approach.
• Heres the objective and essential question.
  Lets develop criteria and then while you work,
  we will all give each other feedback.
• Lets see how you apply your knowledge to
  various problems and situations. Then we will
  discuss
• 20/80

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All of the Stars are Aligned Influences on the
Educational Paradigm

• STANDARDS CCSS, NGSS and other state and
  national standards
• ASSESSMENT Daily Formatives, Local CFAs, PARCC,
  ACT, Benchmarking
• INSTRUCTION - The Formative Process - Research on
  best practice in successful schools
• 90/90/90 (socio-economic, ethnic, achievement)
• Visible Learning (over 900 meta-analyses)
• Marzano, Reeves, Hattie, Hesse, Ainsworth,
  Danielson, Popham, Black and Wiliam
• COLLABORATION - Professional Learning Communities
  and Data Teams
• CONNECTIONS TO INIATIVES
• Rising Star - School Improvement Process
  (indicators)
• Evaluation using the Danielson Framework, PERA
  and SB7

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The Stars Align
Assessments
Standards
Collaboration
Instruction
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The Stars Align
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Common Core Standards
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Percentages for Reading and Writing
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Other ELA Appendix A Highlights

• Writing Arguments
• 3 Tiers of Vocabulary Words

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Other Considerations - Common Core Shifts
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Mathematical Practices
www.insidemathematics.org
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Other Considerations - Common Core Shifts
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The Stars Align
Assessments
Standards
Collaboration
Instruction
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The Stars Align
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PARCC - http//www.parcconline.org
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Smarter Balanced - http//www.smarterbalanced.org
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Blooms Taxonomy
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Webbs Depth of Knowledge
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Hess Cognitive Rigor Matrix
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Unwrapping, Deconstructing, UnpackingWhy do
we do it?
- to find the VERBS (skills) and NOUNS
(concepts) - to fully understand what students
are expected to KNOW and be able to DO - to
enable teams to assigning a level of BLOOMs
TAXONOMY to the verbs or DOK to the overall task
or standard(s) - to ensure fidelity, high
ALIGNMENT and appropriate level of rigor between
standards and assessments
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The Stars Align
Assessments
Standards
Collaboration
Instruction
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The Stars Align
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Effect SizesIn statistics, an effect size is a
measure of the strength of a phenomenon
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Visible Learning over 800 Meta-Analyses focused
on achievement

• What is a meta-analysis?
• A meta-analysis is a study in which the results
  of other studies, all published on the same
  topic, are combined so as to gain more
  information regarding the shared area of inquiry.
  In a meta-analysis, studies are first evaluated
  as to the quality of the research, with specific
  guidelines for inclusion in the larger analysis.
  Next, data from the approved studies are combined
  so that statistical analyses can be run. The
  advantage of a meta-analysis is that the larger
  size of the pooled data lends more evidence to
  any drawn conclusions.

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Effect SizesIn statistics, an effect size is a
measure of the strength of a phenomenon
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Visible Learning A few of the significant
findings

• Of 150 Influences on Achievement.....
• 1 - Assessment Capable/Student Expectations(ES1.4
  4)
• 10 - Feedback (ES.75)
• 14 - Meta-Cognitive Strategies (ES.69)
• 21 - Self-Verbalization and Self-Questioning
  (ES.64)
• 24 - Problem-Solving Teaching (ES.61)

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Read The Formative Process article

• Think about the following questions
• which elements of the process do we do well?
• Which elements can be improved upon?
• Turn and Talk

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Other best practice Considerations
21st Century Skills (Marzano)
Analyzing and Utilizing Information Accessing
Information Addressing Complex Problems and
Issues Critical Thinking and Problem-Solving,
Imagination Creating Patterns and Mental
Models Understanding and Controlling
Oneself Initiative and Curiosity Understanding
and Interacting with Others Collaboration and
Adaptability Effective Oral and Written
Communication
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The Stars Align
Assessments
Standards
Collaboration
Classroom Practice
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The Stars Align
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Data Teams Process
1. Collect and Chart Data 2. Analyze and
Prioritize Needs 3. Set, Review and Revise
Incremental SMART Goals 4. Select Common
Instructional Strategies 5. Determine Results
indicators 6. Monitor and Evaluate Results
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Connections to Initiatives -Evaluation

• Highlights
• The Formative Process (student initiated is
  largest difference between proficient and
  excellent)
• Collaboration (PLCs)
• Engagement
• Assessment and Feedback
• Expectations
• Rigor

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Connections to Initiatives School Improvement

• Highlights
• The Formative Process
• Collaboration (PLCs)
• Engagement
• Assessment and Feedback
• Expectations
• Rigor

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Exit Checklist

• What major components do you still need
  clarification on?
• What specific components would like more details
  on?
• Please list your 3 biggest take-aways.
• What is one thing you plan on changing upon
  returning to your classroom in the fall?
• Create a graphic organizer for the Influences on
  the Modern Paradigm in Education.

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Afternoon Objectives

• Deepen knowledge of what makes an effective,
  standards-aligned assessment
• Deepen knowledge of what makes a high quality
  selected and constructed-response questions
• Deepen knowledge of what makes a high quality
  scoring guide / rubric
• Solidify connections between standards,
  assessments, collaboration and the formative
  process
• Understand the value of performance tasks

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Essential Questions

• Why is it important to be a critical consumer of
  assessment items?
• How does assessment relate to the formative
  process?
• Why is it imperative to understand the essential
  steps in writing well-designed selected and
  constructed-response items?
• What are the critical attributes of selected and
  constructed-response items and how can they be
  used to gather evidence of proficiency?
• How are scoring guides and constructed response
  items related?

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Why Do Teachers Assess?

• To set educational goals and standards
• To evaluate teaching
• To provide instructional feedback to students
• To grade student achievement
• To evaluate curriculum
• To identify students educational needs

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Frayer Model Activity
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Whats the Purpose?

• The true purpose of assessment must be, first
  and foremost, to inform instructional decision
  making. Otherwise, assessment results are not
  being used to their maximum potential
• - Ainsworth, L., Viegut, D. (2006) Common
  Formative Assessments

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FORmative is FOR Learning

• Formative Assessment
• The goal of formative assessment is to gather
  feedback that can be used by the instructor and
  the students to guide improvements in the ongoing
  teaching and learning context. These are low
  stakes assessments for students and instructors.
• Examples
• Asking students to submit one or two sentences
  identifying the main point of a lecture
• Have students submit an outline for a paper.
• Early course evaluations

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SUMmative is the SUM of all Learning

• Summative Assessment
• The goal of summative assessment is to measure
  the level of success or proficiency that has been
  obtained at the end of an instructional unit, by
  comparing it against some standard or benchmark.
• Examples
• Assigning a grade to a final exam
• Critique of a Senior recital
• University Faculty Course Evaluations
• The outcome of a summative assessment can be used
  formatively, however, when students or faculty
  take the results and use them to guide their
  efforts and activities in subsequent courses

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Designing Quality Assessments

• Know your purpose.
• Choose the right type of assessment.
• Gain evidence of student learning.
• Make accurate inferences to guide next steps.

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Know Your Purpose!

• The purpose of assessment is to find out what
  your students know and are able to do with regard
  to the standards you are teaching.
• The purpose of COMMON FORMATIVE ASSESSMENTS, in
  particular, is to evaluate your students
  understanding of the PRIORITY standards.

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The Critical Question

• What kinds of assessments and assessment items
  will provide the best evidence as to whether
  students have met the singular purpose of
  proficiency in a standard or portion of a
  standard?

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The Major Assessment Formats

• Selected Response
• Multiple Choice
• True/False
• Matching
• Fill in the blank (when answers are provided)
• Constructed Response
• Short Answer
• Essay
• Working Problems Out
• Performance Assessment
• Series of Tasks/Activities (typically 1-10 days
  each)
• Presentations
• Product Creation

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What are the reasons FOR and AGAINST
selected-response assessment items?
Selected-Response
T-Chart Activity
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Selected-Response Distracters

• Distracters should be plausible
• Distracters should identify common errors or
  misconceptions
• Distracters should provide valuable information
  to adjust instruction
• See The Selected-Response Guidelines Document

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In Selected-Response, AVOID Negative Question
Stems

• Which of the following is NOT allowed under the
  constitution?
• A
• B
• C
• D

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Not in Constructed-Response is GOOD!

• There are 4 volumes of Shakespeares Complete
  Works
• on a shelf in the library
• they are side-by-side, in order from 1-4 (left
  to right) with no air space in between them
• Each of the 4 books has the following properties
• front cover and back cover are 1/8 thick
• Pages in between are exactly 2 thick
• A magical bookworm comes and bores his way
  through all 4 volumes from page 1 of the 1st
  volume to the last page of the 4th volume
• How much space in the books did he bore through?
• Why is the answer NOT 8 6/8?

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In Selected-Response, AVOID Unintentional Clues

• A pachyderm is an
• A - Parrot
• B - Elephant
• C - Hog
• D - Monkey

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In Selected-Response, AVOID Confusingly
Constructed Statements or Questions

• The difference between 2 numbers is always equal
  to or less than the larger of both numbers.
• TRUE
• FALSE

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Checklist to Evaluate Selected-Response Item
Quality

• Which research-based guidelines surprises you?
• What questions do you have?

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Try It!

• Use one of the following standards to write one
  selected-response item that serves as evidence of
  learning.
• CCSS.ELA-LITERACY.L.4.1.DOrder adjectives within
  sentences according to conventional patterns
  (e.g., a small red bag rather than a red small
  bag).
• CCSS.MATH.CONTENT.1.OA.B.3Apply properties of
  operations as strategies to add and
  subtract.2 Examples If 8 3 11 is known, then
  3 8 11 is also known. (Commutative property
  of addition.) To add 2 6 4, the second two
  numbers can be added to make a ten, so 2 6 4
  2 10 12. (Associative property of
  addition.)
• CCSS.ELA-LITERACY.RI.2.6Identify the main
  purpose of a text, including what the author
  wants to answer, explain, or describe.

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What are the reasons FOR and AGAINST
constructed-response assessment items?
Constructed-Response
T-Chart Activity
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Checklist to Evaluate Constructed-Response Item
Quality

• Which research-based guidelines surprises you?
• What questions do you have?

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Try It!

• Use one of the following standards to write one
  constructed-response item that serves as evidence
  of learning.
• CCSS.ELA-LITERACY.RI.2.9Compare and contrast the
  most important points presented by two texts on
  the same topic.
• CCSS.MATH.CONTENT.5.MD.A.1Convert among
  different-sized standard measurement units within
  a given measurement system (e.g., convert 5 cm to
  0.05 m), and use these conversions in solving
  multi-step
• CCSS.ELA-LITERACY.RI.3.9Compare and contrast the
  most important points and key details presented
  in two texts on the same topic., real world
  problems.

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Creating Scoring Guides and Rubrics

• The scoring guide / rubric is a specific set of
  criteria or critical attributes that describe
  different levels of proficiency relative to
  standards and assessments.

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Scoring Guide/Rubric Purpose

• Shared PRIOR TO beginning the task
• Contain specific understood by ALL (students,
  teachers, parents)
• Referred to FREQUENTLY during task completion
• Used to assess completed tasks
• Allow for timely, specific feedback on specific
  standards
• Empower students to become self-assessors

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Two Kinds of Criteria

• Quantitative NUMBERS (3 verbs, 2 citations)
• Qualitative LANGUAGE requiring exemplars and
  modeling (complete, some, neat, identifies the
  main character)

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Two Kinds of Formats

• Holistic
• Looks at the whole piece of work for overall
  quality
• One score is assigned for the entire product or
  performance

• Analytic
• Focuses on individual categories within the
  product or performance
• Each category is scored seperately

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3, then 4, then 2, then 1

• (3) Begin with the PROFICIENT level 1st.This is
  where the standard lives
• (4) This is PROFICIENT PLUS
• (2) Most of PROFICIENT
• (1) Little of PROFICIENT

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Inter-Rater Reliability
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Homework

• Return with your best take-away in each of the
  following categories
• Standards, Assessment, Instruction
• Return with one burning question in each of the
  following categories
• Standards, Assessment, Instruction
• Watch the following 3 YouTube videos and answer
  this question.What is the educational
  connection?
• https//www.youtube.com/watch?v0qX5wcFUV4I
• https//www.youtube.com/watch?vrrQhL5NuRtc
• https//www.youtube.com/watch?vtx7Al9vUwfo