Assessment as PDAssessment as PDPLC’s at WorkPLC’s at Work

Charles P. Allen High SchoolCharles P. Allen High School Professional DevelopmentProfessional Development

September 28, 2007September 28, 2007

Our PLC’s Three Big Ideas:Our PLC’s Three Big Ideas:

Ensuring that students learnEnsuring that students learn A Culture of CollaborationA Culture of Collaboration A Focus on ResultsA Focus on Results

Ensuring Students LearnEnsuring Students Learn

Our PLC groups should Our PLC groups should addressaddress::

1.1. What do we want What do we want each student to learn?each student to learn?

2.2. How will we know How will we know when each student when each student has learned it?has learned it?

3.3. How will we respond How will we respond when a student when a student experiences difficulty experiences difficulty in learning?in learning?

Points to PonderPoints to Ponder

What is the difference between assessment What is the difference between assessment and evaluation?and evaluation?

What is assessment “for” learning?What is assessment “for” learning? What is assessment “of” learning?What is assessment “of” learning? What is assessment “as” learning?What is assessment “as” learning? What are some purposes of assessment?What are some purposes of assessment?

Some things to Remember:Some things to Remember: We are already “effective.” We are striving to We are already “effective.” We are striving to

become “more effective!”become “more effective!” The success of our PLC Model depends “not on The success of our PLC Model depends “not on

the merits of the concept itself, but on the the merits of the concept itself, but on the commitment and persistence of the educators commitment and persistence of the educators within it.” ~ Dufourwithin it.” ~ Dufour

Break-out Groups Break-out Groups Team ListsTeam ListsSohael Abidi - Math

Kathy Kathy Armstrong Armstrong

Jeff HunterJeff Hunter Ryan ThorntonRyan Thornton Andrew WoodsAndrew Woods

Rob Aucoin Rob Aucoin John JenningsJohn Jennings Pam RoddickPam Roddick Shawn YoungShawn Young

Laura Laura

Campbell Campbell Jeff LewisJeff Lewis Lily TamLily Tam

John Gray John Gray Foster LyneFoster Lyne Tanya Skelhorn Tanya Skelhorn

Stephanie Stephanie Hibbitts Hibbitts

Lori NicholsonLori Nicholson Jen WilliamsJen Williams

Break-out Groups Break-out Groups Team ListsTeam Lists

Andy Allen - Science

Benedette Benedette Anyanwu Anyanwu

Janet Hattie Janet Hattie Peter Peter MacDonald MacDonald

Terry Ryan Terry Ryan

Chad Baily Chad Baily David Hubley David Hubley Mike McCarthy Mike McCarthy

Mike Burke Mike Burke Rob Hubley Rob Hubley Eric McIntyre Eric McIntyre

Angela Walker Angela Walker Cheryl Kohler Cheryl Kohler Heather Michael Heather Michael

Paul Geddes Paul Geddes Lise Lo Lise Lo Ray Robertson Ray Robertson

Break-out Groups Break-out Groups Team ListsTeam Lists

Chris Hall – Social Studies / Art

Nancy Bianco Nancy Bianco C. Emberley C. Emberley Genevieve Genevieve Primeau Primeau

Patricia Tench Patricia Tench

Brad Boudreau Brad Boudreau Jane Gasior Jane Gasior Lisa Reid Lisa Reid Lisa WallLisa Wall

Kevin Currie Kevin Currie L. Downey L. Downey Amy Amy Rhodenizer Rhodenizer

Andrea Andrea D’alessio D’alessio

Jamie Jamie MacDonald MacDonald

Fulton Rhymes Fulton Rhymes

Desiree Daniele Desiree Daniele Rick Plato Rick Plato Barbara Scott Barbara Scott

Break-out Groups Break-out Groups Team ListsTeam Lists

Allison Walker – English / Tech.

Ellen Bay Ellen Bay Ken CottrellKen Cottrell Rob Milligan Rob Milligan

Nathan Beeler Nathan Beeler Rob de la Rob de la Chevotiere Chevotiere

Greg NaussGreg Nauss

Jodi Bucci Jodi Bucci Sandra Heft Sandra Heft Lori Dawn Lori Dawn Nichol Nichol

Scott CameronScott Cameron Nick Crowe Nick Crowe Doris Okihiro Doris Okihiro

Peter CollPeter Coll Richard MacNeil Richard MacNeil Val Simmons Val Simmons

The Essential PLC Conversation The Essential PLC Conversation ElementsElements

How good is good enough when achieving a learning How good is good enough when achieving a learning target?target?

How do we know?How do we know? What are the benefits of descriptive feedback vs. a mark?What are the benefits of descriptive feedback vs. a mark? What are the characteristics of an effective assessment What are the characteristics of an effective assessment

task?task? What is the difference between assessing understanding of What is the difference between assessing understanding of

a concept and understanding of a procedure?a concept and understanding of a procedure? How can you design a task that uncovers student How can you design a task that uncovers student

understanding or misunderstanding of a concept or understanding or misunderstanding of a concept or procedure?procedure?

How do we assess problem solving and communication?How do we assess problem solving and communication?

The Assessment TaskThe Assessment Task

Working on your own, complete the task .Working on your own, complete the task . In small groups(2-3) discuss the following:In small groups(2-3) discuss the following: What is the purpose of the task?What is the purpose of the task? Is it better suited to assessment “of” or “for” learning?Is it better suited to assessment “of” or “for” learning? Which mathematical process skills are needed to complete Which mathematical process skills are needed to complete

the task?the task? For which grade level is this appropriate?For which grade level is this appropriate? What strengths or misconceptions would you anticipate will What strengths or misconceptions would you anticipate will

emerge as students complete the task?emerge as students complete the task? De-brief as a whole group.De-brief as a whole group.

Editorial Cartoon Instructions:

Explain the artist’s message in the cartoon. Use evidence from your experience to indicate whether the message is valid.

Social Studies & Art

Examine the food web. Explain in detail what effect the ‘overfishing of cod’ would have on the population of leopard seals.

Science

The following story is from the award winning short story anthology The Things They Carried .

“Stockings” by Tim O’Brien (Vietnam War veteran , born 1946)(Vietnam War veteran , born 1946)

Question:Question:For some readers, the most memorable stories are those For some readers, the most memorable stories are those with believable characters. Comment upon whether the with believable characters. Comment upon whether the character Henry Dobbins becomes a real person for you? character Henry Dobbins becomes a real person for you? Justify your answer with reference to the author’s use of Justify your answer with reference to the author’s use of characterization.characterization.

The following four point rubric will be used to evaluate your The following four point rubric will be used to evaluate your response:response:-Knowledge and Understanding of the Story-Knowledge and Understanding of the Story-Communication and Support of your Argument-Communication and Support of your Argument-Understanding and Use of the Language of Literature -Understanding and Use of the Language of Literature (terminology- eg. symbolism)(terminology- eg. symbolism)-Matters of Correctness (ex. vocabulary, grammar) -Matters of Correctness (ex. vocabulary, grammar)

r

A square is inscribed in a circle of radius ‘r’ as shown in the figure. Find a mathematical expression (in terms of ‘r’) for the area of the shaded figure and show how you derived this expression.

Math

Sorting Student WorkSorting Student Work

Working in groups of three, sort the student Working in groups of three, sort the student work into 3 piles: high, medium, lowwork into 3 piles: high, medium, low

Discuss the following as you sort:Discuss the following as you sort: What does the work show about what the What does the work show about what the

student does or does not understand about student does or does not understand about the math?the math?

Discuss whether the teacher has to infer Discuss whether the teacher has to infer what the student understood about the task.what the student understood about the task.

Are there any unique solutions?Are there any unique solutions?

Group De-Brief after the SortingGroup De-Brief after the Sorting

Is there a difference between what students Is there a difference between what students understand and what they communicate about that understand and what they communicate about that understanding? High inference vs. low inferenceunderstanding? High inference vs. low inference

What might make it easier to sort and assess What might make it easier to sort and assess student responses?student responses?

Do we need to bullet-proof every assessment task Do we need to bullet-proof every assessment task we give to students?we give to students?

What is the consequence of too much scaffolding What is the consequence of too much scaffolding when we design tasks?when we design tasks?

How would we make a task more open-ended?How would we make a task more open-ended?

Feedback to StudentsFeedback to Students Examine the “Feedback” Map provided by your FacilitatorExamine the “Feedback” Map provided by your Facilitator Discuss your thoughtsDiscuss your thoughts Take the sample of student work provided by your Take the sample of student work provided by your

facilitator.facilitator. Individually, write descriptive feedback to the student on Individually, write descriptive feedback to the student on

the copy you have been given.the copy you have been given. Write 1-2 positive things that the student understood about Write 1-2 positive things that the student understood about

the task and then write a prompt to point the student in the the task and then write a prompt to point the student in the direction of their next step in completing the task. The direction of their next step in completing the task. The prompt could be in the form of a question or a challenge to prompt could be in the form of a question or a challenge to take the problem further. The written feedback should be take the problem further. The written feedback should be specific to the task.specific to the task.

Share your feedback with your small group and then with Share your feedback with your small group and then with the whole group. the whole group.

Feedback to the ClassFeedback to the Class

If this were your class what feedback or next If this were your class what feedback or next steps would you take?steps would you take?

How would you respond to the class as a How would you respond to the class as a whole?whole?

Share ideas with the whole group.Share ideas with the whole group.

PLC’s and AssessmentPLC’s and Assessment

Read the two handouts provided by your Read the two handouts provided by your facilitator.facilitator.

Reflect on the articles. Discuss as a group.Reflect on the articles. Discuss as a group.

Using Rubrics to Score Problem Using Rubrics to Score Problem Solving and CommunicationSolving and Communication

Review the CAT3 rubric for problem solving Review the CAT3 rubric for problem solving and communication which your facilitator and communication which your facilitator has passed out along with a sample student has passed out along with a sample student paper.paper.

Use the rubric to score the paper for Use the rubric to score the paper for problem-solving and communication. (2 problem-solving and communication. (2 separate scores)separate scores)

Discuss with the whole group.Discuss with the whole group.

Using RubricsUsing Rubrics

In your small group, score the class set of In your small group, score the class set of student work using the rubric. Agree on a student work using the rubric. Agree on a mark for problem-solving and a mark for mark for problem-solving and a mark for communication for each student paper.communication for each student paper.

Discuss the scores you are assigning to Discuss the scores you are assigning to student work and give reasons.student work and give reasons.

Using RubricsUsing Rubrics

Group De-Brief:Group De-Brief: What is the advantage of having a separate score What is the advantage of having a separate score

for communication?for communication? Why assign a rubric score of 1for no work shown?Why assign a rubric score of 1for no work shown? What is the difference between holistic and What is the difference between holistic and

analytic scoring?analytic scoring? Why is holistic scoring more suited to performance Why is holistic scoring more suited to performance

tasks which involve problem solving and tasks which involve problem solving and communication? communication?

Reflect on the Essential Elements of Reflect on the Essential Elements of “PLC Discussion” after the Activity“PLC Discussion” after the Activity

How good is good enough when achieving a learning How good is good enough when achieving a learning target?target?

How do we know?How do we know? What are the benefits of descriptive feedback vs. a mark?What are the benefits of descriptive feedback vs. a mark? What are the characteristics of an effective assessment What are the characteristics of an effective assessment

task?task? What is the difference between assessing understanding of What is the difference between assessing understanding of

a concept and understanding of a procedure?a concept and understanding of a procedure? How can you design a task that uncovers student How can you design a task that uncovers student

understanding or misunderstanding of a concept or understanding or misunderstanding of a concept or procedure?procedure?

How do we assess problem solving and communication?How do we assess problem solving and communication?

Next Steps: Common Next Steps: Common Assessment and Professional Assessment and Professional

Learning CommunitiesLearning Communities Get together with teachers of the same course or grade.Get together with teachers of the same course or grade. Design performance assessment tasks.Design performance assessment tasks. Share the problem-solving/communication scoring rubric with Share the problem-solving/communication scoring rubric with

students.students. Administer the tasks to students.Administer the tasks to students. Come together frequently as a group to score student work Come together frequently as a group to score student work

using rubric, discuss feedback and student performance using rubric, discuss feedback and student performance issues. Dig deeper when students have problems the tasks.issues. Dig deeper when students have problems the tasks.

Monitor and track student achievement over time in problem Monitor and track student achievement over time in problem solving and communication.solving and communication.

Establish a Establish a professional learning communityprofessional learning community within your within your school or join together with colleagues at other sites for this school or join together with colleagues at other sites for this purpose.purpose.