Effective Learning Systems

Module 3

Effective Learning Systems1. Setting the stage for a successful Learning

System (How to set up PLCs)2. Effectively using Data to develop systemic

processes for School Improvement3. Effectively using data to develop systemic

processes for Balanced Assessments4. Developing a system for Balanced Literacy5. Advancing Mathematics for success for all

students6. Instructional Practices (Monitoring, adjusting,

and strengthening)7. Focusing Professional Growth

Effectively using data to develop systemic processes for Balanced Assessments

CASL

What does CASL stand for?

Classroom Assessment for Student Learning

What CASL boils down to

3 Questions 7 Strategies 5 Keys

The 3 Guiding Questions

Where Am I Going? Where Am I Now? How Can I Close the Gap?

The 7 Strategies Where Am I Going?

1. Provide students with a clear and understandable vision of the learning target

2. Use examples and models of strong and weak work Where Am I Now?

3. Offer regular descriptive feedback4. Teach students to self-assess and set goals

How Can I Close the Gap?5. Design lessons to focus on one learning target or

aspect of quality at a time6. Teach students focused revision7. Engage students in self reflection, and let them keep

track of and share their learning.

5 Keys to Quality Classroom Assessment

1. Clear Purpose2. Clear Targets3. Sound Design4. Effective Communication5. Student Involvement

1. Clear Purpose

Know what you are doing and why, then explain that to your students

Know why you are giving an assignment, quiz, test, project, etc. and how you are going to use the information gained to better help your students. Know what is Formative and what is

Summative

2. Clear Targets

Standards should be broken down into focused, student friendly language

Example: I can define the term “Pygmalion” I can use the term “Pygmalion” correctly

in an educational context.

Types of Learning Targets:

Knowledge Facts, vocabulary, basic concepts, etc.

Reasoning Using Knowledge to solve, infer, compare, etc.

Skills Using Knowledge and Reasoning to do or

perform Products

Using Knowledge, Reasoning, and Skill to create

3. Sound Design

Your Assessment methods need to align with your Learning Targets to get the clearest picture of a student’s comprehension.

Types of Assessment Methods: Selected Response

Multiple Choice, True/False, Matching, Fill in the Blank

Extended Written Response ORQ, CR, Essay

Performance Assessment Student does/creates a product; teacher

observes and judges quality Personal Communication

Verbal Q&A, discussion, interview, oral exam, journals

So which Assessment Method is best for which types of Targets?

Selected Response

Extended Written

Response

Performance Assessment

Personal Communication

Knowledge

Reasoning

Skills

Products

Test Plan ExampleLearning

Target Type of Target Assessment Method

Kind and# Questions Point Value Total Point

ValueI can identify

the characteristics

of the Romantic

period

Knowledge Selected Response

5 Multiple Choice5 Matching

5 Short Answer

1 pt each1 pt each1 pt each

15

I can compare and contrast

Romantic and Baroque Ballet

ReasoningExtended Written

Response1 ORQ 20 20

I can perform the 5 basic ballet foot positions

Skill Performance 5 Demonstrations 3 pts each 15

I can create my own dance

based on basic ballet

movements

Product Performance In Class Performance

50 pts – based on rubric for content and

quality

50

Total Points 100 pts

Stages in Assessment Development

Plan – create the Learning Targets Develop – decide which assessment

methods best align with the Learning Targets, and create the assessment

Critique – look at the Targets and Assessment to make sure it is of good quality

Administer – give the assessment to the students

Revise – based on the data, modify the Targets and/or Assessment as needed.

Under what circumstances is it okay to “teach to the test”? When the Test is aligned with the

Learning Goals and includes a variety of quality Assessment Methods

4. Effective Communication

Teachers record and report assessment information in a timely (aka – immediate) manner

Teachers give detailed feedback on student work

Model and show them what “good” looks like

5. Student Involvement

Have students reflect on their learning and their assessments

Have students set goals for their learning

How often should students reflect on their learning?

All the time! After a lesson - After a test After a quiz - After a unit After an activity - After the course

Students should be challenged to set goals for themselves and question what they did that worked or didn’t work

Example of Test Correction Form

Ques. #

Target #

Right Wrong Mistake Guessed Thought I Knew It

Had No Clue

Correct Answer Reasoning for Correct Answer

1 2 X2 3 X3 1 X X 1492 Columbus

sailed the ocean blue in 1492 – not 1992

4 4,5 X5 1,3 X X X England The US

fought England in the Revolutionary War, not Japan

6 2 X X George Washington

Washington was the 1st president, not Snoop Dog

So what does it look like in a real classroom?1. Set your Goals (in

student friendly language)

2. Create the Summative Assessment

3. Give a Pre-Test4. Warm-ups and Exit

Slips5. Daily Formative

Assessments

6. Post Goals everywhere!

7. Review8. Give the Summative

Assessment9. Give Test

Corrections and Reflections

10. Return to the material as you progress

Developing a system for Balanced LiteracyANDInstructional Practices (Monitoring, adjusting, and strengthening)

Debrief

Wrap Up