learning and leading with assessment data bena kallick richmond, va october 28,2010 1
TRANSCRIPT
Learning and Learning and Leading With Leading With Assessment Assessment
DataDataBena Kallick
Richmond, VAOctober 28,2010
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Every team must compose a paragraph (5 or more sentences) in which Every team must compose a paragraph (5 or more sentences) in which
you explain the meaning and implications of this video as it relates to you explain the meaning and implications of this video as it relates to
student achievement and success. Focus on the attitude, beliefs, and student achievement and success. Focus on the attitude, beliefs, and
thought processes of the characters and how these influence and thought processes of the characters and how these influence and
control their behavior. Be sure to include at least three of the social control their behavior. Be sure to include at least three of the social
studies concept words (change, choice, power ...) in your response.studies concept words (change, choice, power ...) in your response.
Click on your team's link below to open a new page and work on your Click on your team's link below to open a new page and work on your
response...response...
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They have the power to walk up the escalator but do not choose to walk up it because they are lazy and don't think about the situation that they are in. The characters think that they don't have the power to go up the staircases, it's as if they are on an elevator where there isn't much to do but wait.
The characters could change their situation by simply walking up the stairs, instead of making it a more difficult situation. If students don't do anything to help themselves, when supposedly "stuck", there won't be any progress to help them to get "unstuck". The characters are stuck, they need someone there to push them through their lives, they need the will power to achieve their own personal goals in life. But that person can only meet you half way, you have to finish the problem on your own. Otherwise you might not learn anything from your mistakes that got you stuck, then this will happen all over again.
Do something for yourself and help yourself out. People should feel empathetic towards others that are stuck, but you should not take their hand and help them through the whole thing. Meet them half way so they can learn to help themselves.
Communities for Learning and Institute for Habits of MindCommunities for Learning
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Technology today is causing people to become lazy. The two people stuck on the escalator seem to rely on others to help them out of situations when they are "stuck". You can't just sit around and wait for someone to do things for you. If you want to get things done, you have to do it yourself. Those in the commercial chose to let others solve their problems for them. They have the power to walk up the stairs but they are blind to the obvious. They would rather sit back and let someone else handle the dirty work instead of finding the solution to the problem. Today, students are relying too heavily on others to get by in school. We should all be doing our part so that we can learn from our decisions.
The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but rather a lack in will.
~Vince Lombardi
Seven Skills That Students
Desperately Need
• Problem Solving and Critical Thinking
• Collaboration across networks and leading by influence
• Agility and adaptability
• Initiative and entrepreneurship
• Effective written and oral communication
• Accessing and analyzing information
• Curiosity and imagination.
04/18/23
Wagner, Tony, The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need--And What We Can do About It 5
16 Habits of Mind
PersistingManaging ImpulsivityListening with
understanding & empathy
Thinking flexiblyThinking about
thinkingStriving for accuracyQuestioning & posing
problems Applying past
knowledge to new situations
Thinking & communicating with clarity and precision
Gathering data through all sensesCreating, imagining,
innovating Responding with
wonderment and aweTaking responsible risks Finding humor Thinking
interdependentlyRemaining open to
continuous learning
TONY WAGNER’S* SEVEN SKILLS THAT STUDENTS DESPERATELY NEED
16 HABITS OF MIND
1. Problem-solving and critical thinking;
Persisting ; Gathering data through allSenses; questioning and problem posing
2. Collaboration across networks and leading by influence
Thinking interdependently; managing impulsivity; finding humor
3. Agility and adaptability;
Thinking flexibly; remaining open to continuous learning
4. Initiative and entrepreneurship;
Taking responsible risks; thinking about thinking (metacognition)
5. Effective written and oral communication;
Communicating with clarity and precision; listening with understanding and empathy
6. Accessing and analyzing information;
Applying past knowledge to new situations; striving for accuracy
7. Curiosity and imagination.
Creating, imagining, innovating; responding with wonderment and awe
*Wagner, Tony, The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need--And What We Can do About It
ESSENTIAL ESSENTIAL QUESTIONQUESTION
How do we measure whether students are getting any better at becoming ready for the challenges presented to us in the 21st century?
THINKING SKILLS
HABITS OF MIND
COGNITIVE TASKSTHAT DEMAND
SKILLFUL THINKING
EFFECTIVE THINKING REQUIREMENTS:
CONTENT
THINKING SKILLS
EVIDENCE OF UNDERSTANDINGEVIDENCE OF UNDERSTANDING
CAN STUDENTS:EXPLAIN IT ACCURATELY?GIVE THEIR INTERPRETATION?TAKE ANOTHER’S PERSPECTIVE?EMPATHIZE?ASK FURTHER QUESTIONS?APPLY IT ELSEWHERE?
The Three Story The Three Story IntellectIntellectThere are one-story intellects, two story intellects, and three-story intellects with skylights. All fact collectors, who have no aim beyond their facts, are one-story men.
Two-story men compare, reason, generalize, using the labors of the fact collectors as well as their own.
Three-story men idealize, imagine, predict--their best illumination comesfrom above, through the skylight.Oliver Wendell Holmes
The Three Story The Three Story IntellectIntellect
Complete Identify Observe
InputCount List Recite
Define Match Select
Describe Name Scan
The Three Story The Three Story IntellectIntellect
Compare Distinguish Analyze
ProcessContrast Explain Synthesize
Classify Infer Make analogies
Sort Sequence Reason
Complete Identify Observe
InputCount List Recite
Define Match Select
Describe Name Scan
The Three Story The Three Story IntellectIntellect
Evaluate Predict Hypothesize
Output
Generate Speculate Forecast
Imagine If/then Idealize
Judge Apply a principle
Compare Distinguish Analyze
ProcessContrast Explain Synthesize
Classify Infer Make analogies
Sort Sequence Reason
Complete Identify Observe
InputCount List Recite
Define Match Select
Describe Name Scan
Evidence of ThinkingEvidence of Thinking
Do students know how to perform the thinking skills?
Can students describe the steps in the thinking process?
Can they correctly label the skills when they use them?
Do they apply the skills spontaneously when solving problems?
LEARNING TASKSLEARNING TASKS Engaging skillfully in a variety of authentic, rich activities that require strategic planning, creative approaches and the application of organized, multiple and complex thinking skills.
RICH TASKSRICH TASKS REQUIRING REQUIRING
SKILLFUL THINKINGSKILLFUL THINKING
S O LVI N G A PRO BLEM
M A KI N G A DECI S I O N
CREAT I N G S O MET HI N G N EW
CO N S T RUCT I N G MEAN I N G
"EX ECU T I VE PRO CES S ES "(M ET A CO GN I T I O N )
Reasons for Assessing
FORTo collect data to design next steps in instruction (reteach, move on, etc.) and to provide students specific feedback on their progress
OFTo collect data at a specific point in time for the purpose of reporting to others on the students’ progress including grading
A Balanced Assessment A Balanced Assessment
SystemSystemSummative Assessment (of Learning):How much have students learned as of a particular point in time?
Formative Assessment (for Learning):How can we use assessments to help students learn more?
Systems Thinking: Opportunities to Show What You Know
Systems Thinking: Opportunities to Show What You Know
Mastery UnderstandingMastery Understanding E.g. Standardized Tests,E.g. Standardized Tests,
Criterion Referenced TestsCriterion Referenced Tests
AppliedAppliedUnderstandings:Understandings:E.g. Exhibitions,E.g. Exhibitions,PerformancesPerformances EvaluationEvaluation
Growth Over Growth Over Time:Time: E.g. E.g. Portfolios,Portfolios,JournalsJournals
Increasing Increasing AchievementAchievementWhen students are involved in the
assessment process they are required
to think about their own learning, articulate what they understand
and what they still need to learn — and achievement improves.
(Black and Wiliam, 1998; Sternberg, 1996; Young, 2000)
Research FindingsResearch Findings
*Rivals one-to-one tutorial instruction**Largest gains for low achievers
1.0 Standard Deviation 1.0 Standard Deviation
Equals:Equals:• 35 Percentile Points• 2-4 Grade Equivalents• 100 SAT Score Points• 5 ACT Composite Score Points• US TIMSS from middle to top 5
Common AssessmentsCommon AssessmentsAny assessment given by 2 or more instructors with the intention of collaboratively examining the results for
•shared learning, •instructional planning for individual
students, and/or •curriculum, instruction, and/or
assessment modifications.
Why Common Why Common Assessments?Assessments?
• Assessment Literacy
• Fairness• Effective
Monitoring• Informed
practice
• Efficiency• Raised
Expectations• Team capacity• Collective
Response
Modified from Dr. Rick DuFour’s keynote address at PLC Institutes 2009
Focus on StudentsFocus on Students• Why do I suppose that students are
struggling with this issue? • What steps can I take and whose
assistance is needed? • What additional information regarding
assessment literacy do I need?• How do students stay involved in the
learning, assessing, re-learning process?
Data ConversationsData ConversationsWhat have I / we discovered about
the issue?
What questions do I / we have
now?
What further data might I / we need to address this
issue?
Assessment For Assessment For LearningLearning
• Clearly understand the standard• Deconstruct into enabling achievement targets
Create a student friendly version of targets I can statements
• Create high quality assessments of targets Ongoing benchmarks
• Use assessments in collaboration with students to track improvement Self Assessment
Rick Stiggins— Student- Involved Classroom Assessment
Grade 2 Number Operations Unit Name: ________________
Learning Outcomes Evidence Date
1.I can use manipulatives, to show and describe addition to 100 without regrouping.
Use manipulatives to show
33 +25 create another problem of your own to demonstrate your understanding
1.I can use manipulatives, show and describe subtraction to 100 without regrouping.
Use manipulatives to show
45 - 21 create another problem of your own to demonstrate your understanding
1.I can use manipulatives, to show and describe addition to 100 with regrouping.
Use manipulatives to show
53 +28 create another problem of your own to demonstrate your understanding
Grade 3: Patterns and Relations Name: ________________
Learning Outcomes Evidence Date
1.I can extend or find a missing element in a pattern
Create a pattern with buttons. Partner with another student and give them the challenge to extend your pattern. Leave one element of your pattern out and challenge your partner to fill in the missing element.
Now reverse and have your partner challenge you.
Each of you should write your reasoning to show how you solved the problems presented. What was the rule for the pattern?
Problem Learning Target Right? Wrong? Simple mistake?
More study?
1 Place Value: Write numerals in expanded form to 10 thousands place.
x
2 Place Value: Write numerals in expanded form to 10 thousands place.
x
3 Place Value: Write numerals in expanded form to 10 thousands place.
x
4 Place Value: Identify place value to the thousands place.
x
5 Place Value: Put numbers in order through the thousands.
x
6 Place Value: Put numbers in order through the thousands.
x
7 Place Value: Put numbers in order through the thousands.
x x
Mathematics Example
Problem Learning Target Right? Wrong? Simple mistake?
More study?
8 Write fractions to match models.
x
9 Write fractions to match models.
x x
10 Write fractions to match models.
x
11 Write fractions to match models.
x x
12 Subtract 3-digit numbers with borrowing.
x
13 Subtract 3-digit numbers with borrowing.
x x
14 Subtract 3-digit numbers with borrowing.
x
15 Subtract 3-digit numbers with borrowing.
x x
Problem Learning Target Right? Wrong? Simple mistake?
More study?
16 Measurement: Read time to the nearest minute.
x x
17 Measurement: Read a thermometer.
x
18 Measurement: Know how much a liter is.
x x
19 Measurement: Know how long a centimeter is.
x
20 Measurement: Choose the right tool to measure length, weight, liquid, and distance.
x
‘‘You Be George’You Be George’
I am good at these!
I am pretty good at these, but need to do a little review.
I need to keep learning these.
©2004 ETS/ ATI
‘‘You Be GeorgeYou Be George’’I am good at these!
1, 2, 3, 4, 5, 6, 8, 10, 12, 14, 17, 19, 20
I am pretty good at these, but need to do a little review.
7, 13, 15, 16
I need to keep learning these.
9, 11, 18
©2004 ETS/ ATI
DEFINING OPERATIONALLYDEFINING OPERATIONALLY
Dear God, Please save me from the sin of intellectual arrogance…..Oh, and God, intellectual arrogance is defined as…….
HOW HOW ARE WEARE WE DOING CHECKLIST DOING CHECKLIST
HABIT OF MIND:Listening with Understanding andEmpathy
OFTEN SOME-TIMES
NOTYET
See