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© 2013, Battelle for Kids. All Rights Reserved. Developed in partnership with the Ohio Department of Education. © 2013, Battelle for Kids. All Rights Reserved. Developed in partnership with the Ohio Department of Education.

Formative Instructional Practices Focus: Collecting and Documenting

Evidence of Student Learning October 28, 2013

© 2013, Battelle for Kids. All Rights Reserved. Developed in partnership with the Ohio Department of Education.

• Know how to collect and document accurate evidence of student learning

• Understand the basics of sound assessment design • Become familiar with the tools and resources available

to learn more about collecting and documenting evidence of student learning

Today’s Learning Targets

Share your learning with #ohFIP on Twitter


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


Focusing on Collecting Evidence of Student Learning

https://www.teachingchannel.org/videos/student-daily-assessment


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


Sound Assessment Design

Accurate Data

Sound Assessment

Design

Clear Targets

Clear Purpose


Assessment Design: Target Method Match


Learning Target Types


Knowledge Targets • Factual information (know, define, follow steps in a procedure) • Conceptual understanding (explain, understand) • Know via reference (find information, reference tables)

Subject Example Math Knows the steps in long division algorithms including the standard and partial dividends

algorithms. ELA Identify words and phrases in stories or poems that suggest feelings or appeal to the

senses. Social Studies

Explain that maps are created for specific purposes and represent the context in which they were created.

Science Identify the eight major planets in the solar system.

Physical Education

Identify the most stable and unstable positions from 2-, 3-, 4-point balance positions.

The Arts Identify and describe non-performing careers in music.


Reasoning Targets • Thought processes students are to learn to apply effectively (e.g.,

inference, analysis, comparison, classification, evaluation, synthesis) Subject Example

Math Compare two fractions with different numerators and different Denominators.

ELA 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.

Social Studies

Explain how interactions among prehistoric peoples and historic American Indians and European settlers resulted in both cooperation and conflict.

Science Analyze and interpret data from experiments.

Physical Education

Modify group activities or game expectations to accommodate individuals with lesser or greater skills or special needs.

The Arts Compare and contrast visual forms of expression found throughout local regions and in different cultures of the world.


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 curriculum

Subject Example Math Measure the length of an object by using appropriate

tools such as rulers, yardsticks, meter sticks, and measuring tapes. ELA 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. Social Studies

Work effectively in a group to complete a task or solve a problem for which the group is held accountable.

Science Follow safety precautions when using equipment.

Physical Education

Catch a bounced ball.

The Arts Play a variety of classroom instruments, independently or collaboratively, with increasingly complex rhythms and melodic phrases.


Product Targets • Specify the creation of a product • Usually used with a rubric for evaluation

Subject Example Math Make a line plot to display a data set of measurements in fractions of

a unit (1/2, 1/4, 1/8).

ELA Write arguments to support claims with clear reasons and relevant evidence.

Social Studies Construct a map that includes a map title and key.

Science Create a series of bar graphs that show kinetic energy, potential energy and thermal energy for eight different positions on a roller coaster.

Physical Education

Identify areas of improvement from fitness test results and identify and develop a plan to improve areas of deficit.

The Arts Create an artwork based on observation of familiar objects and scenes.


Four Assessment Categories


Selected Response


Written Response


Performance Assessment


Personal Communication


Bringing Target And Method Types Together


Select Appropriate Assessment Methods


Select the assessment methods to match the learning target.

Learning target: Identify notes on a treble clef.

What is the target type?

What assessment method(s) match best?



Learning target: Draw conclusions from experiment results.





Learning target: Develop a personal health and fitness plan.





Learning target: Use a protractor correctly.




Determine Sampling Balance: Blueprints


What is an Assessment Blueprint?

It is the Assessment Plan

• Records the learning targets that will be on the assessment

• Identifies the assessment method to be used

• Determines how much “weight” each learning target will receive


How to Use Assessment Blueprints

• Define the parameters of an assessment before you begin the creation process

• Review a locally- or commercially-developed assessment for alignment to learning targets

• Confirm in advance the information you are planning to collect---which can guide instructional activities

• Share blueprints with students to help make learning targets clear


Blueprint Template


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.


Assessment Blueprints


Assessment Design: Item Selection


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.


Control for Bias

Within the student: • Language barriers • Health concerns • Physical disabilities

Within the assessment context:

• Time allotment • Poor lighting or noise

distractions

Within the assessment: • Poor directions • Misleading questions • Missing information • Cultural bias

Remember, barriers can occur:


FIP Your School Resources


Resources for Classroom Assessment Design

Classroom Assessment for Student Learning (2012) by Chappuis, Stiggins, Chappuis, and Arter


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


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


Application Modules Release Update

Current • Creating Clear Learning Targets in English Language Arts • Creating Clear Learning Targets in Mathematics • Creating Clear Learning Targets in Social Studies • Creating Clear Learning Targets in Physical Education • FIP in Action: English Language Arts Grade 9-10 • FIP in Action: English Language Arts Grade 6 • FIP in Action: Social Studies Grade 7


Application Modules Release Update

Fall 2013 • Creating Clear Learning Targets in Science • FIP in Action: Math Grade 3 • FIP in Action: English Language Arts Grade 7 • FIP in Action: Social Studies Grade 6


FIP Facilitation Guide and Implementation Handbook

10/29/2013 39


FIP Your School Blog


Contact Information

Find Your FIP Specialist contact information at www.FIPYourSchoolOhio.org

Race to the Top Virginia Ressa, RttT FIP Project Coordinator (614) 728-6920 [email protected] Technical questions regarding online modules: 1-866-543-7555 [email protected]

Share your learning with #ohFIP on Twitter

http://www.fipyourschoolohio.org/

mailto:[email protected]

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