Slide 1

Prince Georges County Public SchoolsSummer 2014Moving Beyond the Essentials:Designing Student Assessments (1f)Using Assessment in Instruction (3d)Developed by GreenLight for Learning, LLC 2014

Introduce the session by saying that although these components are not a part of the original essential components selected by PGC, they are still integral to the work that teachers do around the essential components.

Before digging more deeply into these new components, we will spend some time talking about another change in the evaluation system, rating teacher practice using Charlotte Danielsons 2013 rubrics instead of the 2007 rubrics that have been used in the past.1

AgendaFramework Review Vocabulary and Essential Components and ElementsFramework Comparison 2007 and 2013Analytic vs Holistic RubricsTeaching for UnderstandingAssessment Before and During Instruction: Focus on 1f and 3dEvidence for 3dReflection and closure

Go over the agenda for the session letting participants know that the workshop will include time for individual, small group and large group work around the Framework.

Participants will be using two packets of information:The Reference Packet contains the Placemat which has the entire Framework on one pageThe handout packet

Encourage participants to put their names on each document.

2Participants attending this session will learn:

The relationship between the element level rubrics and the component level rubrics in the Framework for TeachingThe relationship between 1f and 3d in the FfTHow formative assessment supports student learning Possible evidence for 3d in classroom observationThe student role in assessment

Session Outcomes:Go over the learning outcomes for the session. We will revisit the outcomes at the end of the session.3Norms for Collaborative LearningDeveloped by GreenLight for Learning, LLC 2014Be fully present (silence electronics)Listen to understandSupport one anothers learning

Remind participants that we learn from the collective thinking of the entire group.Remind participants to silence telephones.4 ElementsFramework Vocabulary Review Planning and Preparation

Component 1e. Designing Coherent Instruction

Learning ActivitiesInstructional Materials and ResourcesInstructional GroupsLesson and Unit Structure

Domain Component55VocabularyReview the vocabulary, making sure that participants are very clear about the language well be using throughout the workshop.The FFT has 4 DomainsEach Domain is further defined by Components within the Domain.The Components are further defined by Elements.As members of PGC know, each Element has descriptive language that defines practice at four levels of performance in rubrics.PGC Essentials 2009 2014

4 Domains8 Components26 ElementsPGC Essentials 2014 2015

4 10 ComponentsFull Framework

4 Domains22 Components76 ElementsFfT Then and Now (Handout A Framework for Teaching)PGC Essentials 2014 2015

4 Domains10 ComponentsThis slide is animated. The slide shows how many domains and components are in the entire Framework for Teaching. On the first click, you will see the number of components and the number of related components that have been used in the evaluation system in Prince Georges County thus far. As participants can see, there work has been evaluated on fewer than half of the components in the Framework.

On the second click, participants will see that two additional components will become a part of the new evaluation system.67A Framework for Teaching:Components of Professional PracticeHandout: Framework PlacematDomain 4: Professional Responsibilities4a. Reflecting on Teaching4b. Maintaining Accurate Records4c. Communicating with Families4d. Participating in a Professional Community4e. Growing and Developing Professionally4f. Showing ProfessionalismDomain 3: Instruction3a. Communicating with Students3b. Using Questioning and Discussion Techniques3c. Engaging Students in Learning3d. Using Assessment in Instruction*3e. Demonstrating Flexibility and ResponsivenessDomain 1: Planning and Preparation1a. Demonstrating Knowledge of Content and Pedagogy1b. Demonstrating Knowledge of Students1c. Setting Instructional Outcomes1d. Demonstrating Knowledge of Resources1e. Designing Coherent Instruction1f. Designing Student Assessments*Domain 2: The Classroom Environment2a. Creating an Environment of Respect and Rapport2b. Establishing a Culture for Learning2c. Managing Classroom Procedures2d. Managing Student Behavior2e. Organizing Physical Space*New for 2014-2015 school year7Use this slide to remind participants that the components of the Framework are divided into two different sides. The on-stage and the off-stage domains. When observing classroom teaching, administrators are observing the on-stage domains. Handout: Framework Placemat pg. 1

In the past, PGC has chosen 4 off-stage and 4-on stage components and their elements as their essential components/elements. PGC is now adding one additional off-stage or behind the scenes component and one additional on-stage component. The new components are identified in red.

This page shows the covers of the two Framework for Teaching reference texts.

Let participants know that the first book 2007, has been used for training of all teachers and administrators in the past in PGC. Just as with most resources, modifications are made over time. PGC is now moving from the 2007 to the 2013 Framework Evaluation Instrument. This session is designed to help participants become more familiar with the similarities and differences between the rubrics found in the two resources.8Comparison2007 and 2013Framework 2007Framework Evaluation Instrument 2013Domains (4)Components (22)Elements (76)Rubrics (76 Element Level)

Domains (4)Components (22)Elements (76)Rubrics (22 Component Level)Possible ExamplesCritical AttributesFirst Attempt to Align to the Common Core

By looking at the first 3 bullet points for both of the documents, it is clear that the basic structure of the Framework did not change from 2007 to 2013.

The rubrics are written at different levels and the 2013 contains additional information that teachers and administrators will find useful (possible examples and critical attributes). In addition, primarily in the possible examples used in the 2013 Evaluation Instrument, but also in some of the rubric language, Charlotte Danielson has attempted to align some of the language in the Framework with the Common Core.9 the levels of performanceare written at the component, rather than the element, level. While providing less detail, the component-level rubrics capture all the essential information from those at the element level and are far easier to use in evaluation than are those at the element level.

Framework for Teaching Evaluation Instrument 2013 Edition

Why move to components?This is a quote from the 2013 Evaluation Instrument.

What makes the 2013 easier to use? Fewer rubrics and it contains possible critical attributes and possible examples that help teacher reflect on their teaching and self-assess and helps administrators in selecting a level of performance based on the evidence collected.10

11UnsatisfactoryBasicProficientDistinguished2a: Creating an environ-ment of respect and rapport Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. Teacher does not deal with disrespectful behavior.Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. Teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral: conveying neither warmth nor conflict.Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages, of the students. Students exhibit respect for the teacher. Interactions among students are generally polite and respectful. Teacher responds successfully to disrespectful behavior among students.The net result of the interactions is polite and respectful, but impersonal.Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students.as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result of interactions is that of connections with students as individuals1111Here is an example of what we mean, when we say that the 2013 now uses Component Level Rubrics. Handout 2

The top chart shows the element level rubrics contained in the 2007 book. In the 2013 Evaluation Instrument, the rubrics from the two elements that make up 2a (teacher to student interaction and student to student Interaction) have been combined to make one big rubric.

We will see more examples of this later.

Component

ElementElementElementUse this graphic to reiterate what was stated in the previous slide. In this case, essentially the language from the three element rubrics have been combined to make one component level rubric. Participants will see that there is not always an exact match in the language but the essence of the meaning of the element level rubrics is captured in the component level rubrics.12A student writing example

In the next few slides, we will look at some rubrics used to evaluate student writing. We will use these rubrics to illustrate the difference between the 2007 rubrics (analytic rubrics) and the 2013 rubrics (holistic).

Most educators have had some experience in grading student writing samples holistically. The 2013 rubrics are more like the holistic rubrics that are used to evaluate student work.13Fiction-Writing Content Rubric Criteria4321PLOT: "What" and "Why

Both plot parts are fully developed.One of the plot parts is fully developed and the less developed part is at least addressed.Both plot parts are addressed but not fully developed.Neither plot parts are fully developed.SETTING: "When" and "Where

Both setting parts are fully developed. One of the setting parts is fully developed and the less developed part is at least addressed.Both setting parts of the story are addressed but not fully developed. Neither setting parts are developed.CHARACTERS: "Who" described by behavior, appearance, personality, and character traits

The main characters are fully developed with much descriptive detail. The reader has a vivid image of the characters.The main characters are developed with some descriptive detail. The reader has a vague idea of the characters.The main characters are identified by name only.None of the characters are developed or named.Source: Teachervision.fen.comThis is an analytic rubric that can be used for student writing. Students would get a separate score for each of the criteria plot, setting, and characters. What are some of the challenges for teachers in using an analytic rubric?

The component level rubrics are more holistic in nature. (There are true holistic rubrics in the Framework for Teaching which are written at the Domain level. These Domain level rubrics are found in the book Enhancing Professional Practice: A Framework for Teaching, 2nd edition Pgs. 41- 42. These rubrics have limited use in the teacher evaluation process.)145 The plot, setting, and characters are developed fully and organized well. The who, what, where, when, and why are explained using interesting language and sufficient detail.

4 Most parts of the story mentioned in a score of 5 above are developed and organized well. A couple of aspects may need to be more fully or more interestingly developed.

3 Some aspects of the story are developed and organized well, but not as much detail or organization is expressed as in a score of 4.

2 A few parts of the story are developed somewhat. Organization and language usage need improvement.

1 Parts of the story are addressed without attention to detail or organization.

Read more on TeacherVision: http://www.teachervision.fen.com/teaching-methods- and-management/rubrics/4524.html#ixzz2KAvDCPzJ

Fiction Writing Content Rubric Holistic

Here is an example that many teacher can probably relate to. Most teachers have had some experience grading student work using a holistic grading system (1,2, 3, etc.) In this case, you can see that student work is being judged holistically across several criteria like plot, setting and characters at one time. What are some of the challenges for students who receive this holistic score?

In this case, students would not know exactly where there focus for improvement lies. The same may be true for teachers who get a score at the component level. This is why, although teachers may score student writing using a holistic score, they will conference with the student about each criteria separately. The same is true with the Framework. Although observers will be collecting evidence at the component level, they are encouraged to have their conversations with teachers at the element level.1516Knowing your RubricsAnalytic Rubrics: Isolate each major trait into a separate rubric with its own criteria. (Like the 2007 rubrics)

Holistic rubric: Combines many traits into a holistic scoring tool. (Collapses criteria into one criterion. Wiggins, 1999) 2013 are more holistic in nature.Essentially what we are talking about as the difference between the 2007 and 2013 rubrics is the difference between analytic rubrics and holistic rubrics.

If you or participants have the book, Enhancing Professional Practice: A Framework for Teaching, you can show participants page 41 (bottom of page) and page 42 in the Enhancing Professional Practice book. These are true holistic rubrics for the Framework for Teaching. Since there are 4 domains, there are only four domain level rubrics. These rubrics are not of much use because they are too general too many components and elements rolled up into one big rubric. They are too general to be of much use to teachers in pinpointing areas for improving practice.

The other rubrics in the 2007 book are the element level rubrics and they are more analytic in nature. The grain size here is helpful in pinpointing areas of improvement but very challenging when you think of collecting evidence for all 76 elements.16This is what you are used to seeing rubrics written at the element level.

Refer to Top of Handout 217This is what you will now see rubrics written at the component level.

UnsatisfactoryBasicProficientDistinguished3b: Using Questioning and Discussion TechniquesThe teachers questions are of low cognitive challenge, with single correct responses, and are asked in rapid succession. Interaction between the teacher and students is predominantly recitation style, with the teacher mediating all questions and answers; the teacher accepts all contributions without asking students to explain their reasoning. Only a few students participate in the discussion.

The teachers questions lead students through a single path of inquiry, with answers seemingly determined in advance.Alternatively, the teacher attempts to ask some questions designed to engage students in thinking, but only a few students are involved.The teacher attempts to engage all students in the discussion, to encourage them to respond to one another, and to explain their thinking, but with uneven results.

While the teacher may use some low-level questions, he poses questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when doing so is appropriate. The teacher challenges students to justify their thinking and successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition.Students formulate many questions, initiate topics, challenge one anothers thinking and make unsolicited contributions.Students themselves ensure that all voices are heard in the discussion.

Refer to Bottom Handout 218Look at the element level rubrics for 3b. (Handout) Find the same (or similar) rubric language in the component level rubric.

Highlight the language that relates to the first element in one color.

Highlight the language that relates to the second element in another color.

Highlight the language for the third element in third color.

Comparing the Rubric Language Have participants start this process at the PROFICIENT LEVEL. You may have to give the directions a couple of times, participants sometimes do not understand what they are supposed to do the first time you explain what is to be done. Handout 2

If time permits, they can do the same process for other levels of performance. They will see an example that might be similar to their highlighting in the next slide.

19While the teacher may use some low-level questions, he poses questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when doing so is appropriate. The teacher challenges students to justify their thinking and successfully engages most students in the discussion employing a range of strategies to ensure that most students are heard.

Component

Element

Element

Use this slide after all participants have had time to highlight at least the proficient level of performance. Their highlighting may look slightly different and that is not a problem. Many participants assume that the highlighting will follow the exact sequence of the elements.

Things to point out:providing adequate time for students to respond refers to wait time which is part of Quality of Questions.

Also, point out that challenges students to justify their thinking is not in the 2007 rubrics at all. Where have they heard this language before? (Common Core) This is an example of where there have been some additions to the rubric language to align with the Common Core.203B Component Level ProficientDistinguishedRubricsWhile the teacher may use some low-level questions, he poses questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when doing so is appropriate. The teacher challenges students to justify their thinking and successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard. The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition.Students formulate many questions, initiate topics, challenge one anothers thinking and make unsolicited contributions.Students themselves ensure that all voices are heard in the discussion.

Critical AttributesThe teacher uses open-ended questions, inviting students to think and to offer multiple possible answers.The teacher makes effective use of wait time.Discussions enable students to talk to one another without ongoing mediation by teacher.Students initiate higher order questions.The teacher builds on and uses student responses to questions in order to deepen student understanding.Students extend the discussion, enriching it.Students invite comments from classmates during a discussion and challenge Possible ExamplesThe teacher asks, What might have happened if the colonists had not prevailed in the American war for independence?The teacher uses the plural form in asking questions, such as What are some things you think might contribute to.?The teacher asks, Maria, can you comment on Ians idea? and Maria responds directly to Ian.

A student asks, How many ways are there to get this answer?A student says to a classmate, I dont think I agree with you on this, becauseA student asks of other students, Does anyone have another idea how we might figure this out?A student asks, What if?

This slide shows the format of the 2013 rubrics.

At the top are the rubrics themselves. Underneath each of the rubrics are critical attributes which give a general description of teacher and student behavior at each level of performance. The possible examples are more specific about what you might hear from a teacher or student or what you might see happening in a particular slide.

Make sure that participants should know that neither is to used as a checklist. Teachers should not assume that if they just do what is on each list, they will automatically achieve that level of performance.21Although evidence is collected at the component level, the professional conversations that occur after an observation should occur at the element level.

Why is this important?Talk About Teaching

It is important to have conversations at the element level since the elements pinpoint specific areas of success and specific areas for improvement. 22Introducing

1f and 3dThe new components.2324Domain 4: Professional ResponsibilitiesReflecting on TeachingMaintaining Accurate RecordsCommunicating with FamiliesParticipating in a Professional CommunityGrowing and Developing ProfessionallyShowing ProfessionalismDomain 3: InstructionCommunicating with StudentsUsing Questioning and DiscussionTechniquesEngaging Students in LearningUsing Assessment in InstructionDemonstrating Flexibility andResponsivenessDomain 1: Planning and PreparationDemonstrating Knowledge of Contentand PedagogyDemonstrating Knowledge of StudentsSetting Instructional OutcomesDemonstrating Knowledge of ResourcesDesigning Coherent InstructionDesigning Student Assessments A Framework for Teaching Handout: Components of Professional Practice PlacematDomain 2: The Classroom EnvironmentCreating an Environment of Respectand RapportEstablishing a Culture for LearningManaging Classroom ProceduresManaging Student BehaviorOrganizing Physical Space24Briefly review where the the New Essential Components fit in the Framework. Handout 1Why is Assessment so important?

Developed by GreenLight for Learning, LLC 2014Share the cartoon with participants. This caption shows the connection between teaching and assessment.25Developed by GreenLight for Learning, LLC 2014Get a calculatorType in the first 3 digits of your phone number (home or cell) Not your area codeMultiply by 80Add 1Multiply by 250Add the last 4 digits of your phone number(Again) Add the last 4 digits of your phone numberSubtract 250Divide by 2And what number did you get?

This is just a precursor to the article that participants will be reading. Make sure that participants hit the = sign after each calculation.

If participants follow the directions, they should end up with their own telephone number. Immediately after finishing this activity, go to the top of the next slide which asks if participants understand why this works.26Do you understand why this works?Developed by GreenLight for Learning, LLC 2014Now, your phone number is 10,000x+y, where x is the first 3 numbers and y is the last four numbers. Agreed?

What you're calculating looks like this, step by step:x80x80x+1250(80x+1)250(80x+1)+y250(80x+1)+2yExpanding that just a little, after step 6, you have 20000x+250+2yNow, subtract 250 to get 20000x+2yAnd divide by 2 to get 10,000x+y,which we agreed up above is your phone number.Show the algebraic explanation but dont spend any time reviewing the explanation.

The idea here is that for too long education has consisted of giving students the steps to follow and the assumption is that if they follow the steps that they also understand. Understanding is more than just following the steps and as we can see in our telephone example, following the steps does not necessarily lead to understanding.

What we are aiming for in our teaching is true understanding on the part of our students. Assessment helps us to gauge what our students truly understand.27Article: What is Understanding? A Deeper LookDeveloped by GreenLight for Learning, LLC 2014What key ideas emerge for you?

In what ways do these ideas align with your understanding of the Framework for Teaching?

What are some of the challenges that teachers face in teaching for understanding?

Allow about 4 minutes for participants to read the article. They should highlight and underline key words or ideas that emerge for them. Handout 3

Share the three questions above before participants begin to read so that they are prepared to share out after the article has been read.28Developed by GreenLight for Learning, LLC 2014Teaching no longer focuses solely on making presentations (although those are still sometimes appropriate) or assigning questions and exercises. Instead, teaching focuses on designing activities and assignments many of them framed as problem-solving that engage students in constructing important knowledgeit assumes that the primary goal of education is for students to understand important concepts and to develop important cognitive skills

Charlotte Danielson Enhancing Professional Practice: A Framework for Teaching 2nd edition Pg. 17

This is a quote from Charlotte Danielson. Use this as a debrief of the reading of the article. 29Teaching content more deeplyTaking the (quick and) easy route is not enough

Students must be exposed to content in different ways and in different contexts in order to build solid understanding

Students must be assessed on content in different ways and in different contexts in order to build solid understandingDeveloped by GreenLight for Learning, LLC 201430Considering Assessment Before and During Instruction1f: Designing student assessmentsCongruence with instructional outcomesCriteria and standardsDesign of formative assessmentsUse for planning3d: Using assessment in instructionAssessment criteriaMonitoring of student learningFeedback to studentsStudent self-assessment and monitoring of progressDeveloped by GreenLight for Learning, LLC 2014

Although the components of the Framework for Teaching are listed as separate aspects of teaching, we know that none of these components happen totally in isolation. There are various ways that the components are interconnected and intertwined. Remind participants of the connection between 1e and 3c. In the case of 1e and 3c, 1e represents the plan for engagement, while 3c represents the implementation of that plan. The elements in the two components are almost exactly the same. (You can have participants look at their placemats to see the similarities in the elements in 1e and 3c.)

Although the language in the elements of 1f and 3d are different. There is still a relationship between what a teacher plans and one 1f and how it is manifested in 3d.

31Considering Assessment Before and During Instruction1f: Designing student assessmentsCongruence with instructional outcomesCriteria and standardsDesign of formative assessmentsUse for planning3d: Using assessment in instructionAssessment criteriaMonitoring of student learningFeedback to studentsStudent self-assessment and monitoring of progressDeveloped by GreenLight for Learning, LLC 2014

What relationships do you see between the elements in the two components? Encourage participants to go beyond 1f is off-stage and 3d is on-stage. This slide has animation. Start by clicking one time. A red arrow will come up. Explain to participants that in planning teachers set the criteria by which they will judge student work. These same assessment criteria are shared with students in the classroom in 3d. Ask the participants to talk at their tables about other relationships they see between the two components the connection between what a teacher plans (1f, behind the scenes) and its role in the classroom (3d,on-stage). If you think participants need another example, click again and show the blue arrow which illustrates that the criteria and standards set provide the basis for the feedback to students in the classroom.

After having table groups share out, you can click through and show the rest of the arrows and the relationships between the elements of the two components.

Remind participants that in order to do assessment well one must make sure that the outcomes (1c) are specific. The outcomes will serve not only as the basis of assessment, but also as the basis of feedback.32Handouts Pgs.4-6Handouts-Pgs. 7-11

Choose a partner

Have participants work with a partner. One partner will read pages 4-6 (1f) and the other partner will read pages 7-11 (3e). Participants should need about 3-4 minutes to read and make notes.

After everyone has read, ask each person to share some of the key ideas about their component with their partner.33Backwards DesignWiggins and McTigheDeveloped by GreenLight for Learning, LLC 2014Like engagement, assessment begins with planning. For those who are familiar with Backwards Design, they will recognize that the starting point for planning should be what you want students to learn. In Framework language, this would be 1c.

1f sits right in the middle of the two original PGC focus components so it is a good choice for PGC to now include this component as an essential component. Most teachers have probably already been thinking about this anyway. Observers often ask teachers, how will you know if your students have met the stated outcome for a lesson. The assessment that teachers use would be a 1f answer.34Lets take a look at the rubrics for 1fDeveloped by GreenLight for Learning, LLC 2014Start at the Proficient Level of Performance Note the language that applies to the different elements of 1f

Compare the critical attributes at the Proficient level of performance and one other level of performance. How do they differ?

Read the possible examples. With a partner, add a possible example for the proficient level of performance. If time permits, add a possible example for other levels of performance. The example could be one that you have gathered from your experience as an educator or observer.

Have participants turn to the Handouts 4-6 to find the rubrics, critical attributes and possible example for this activity.351f: Designing Student Assessments What you do in planningAssessments must match learning expectations

Developed by GreenLight for Learning, LLC 2014These are the elements that make up 1f.

Notice that Congruence with Instructional Outcomes is the first element. Teachers want to be sure that the assessments that they choose require the same level of thinking as suggested by the outcome.

36Congruence with Instructional OutcomesDeveloped by GreenLight for Learning, LLC 2014Type of Learning Outcome: Recall, recognize, identify

Assessments that require students to recall or recognize terms, facts, and concepts

Sample types of assessments:Fill in the blankMatchingLabeling

This is one way that teachers can look at congruence between the outcome and the assessment. If teachers have an outcome that simply requires students to recall information, they should use assessments that assess at that level. See the sample assessments in the slide. This may be appropriate for some lessons or for parts of a lesson.37Congruence with Instructional OutcomesDeveloped by GreenLight for Learning, LLC 2014Type of Learning Outcome: Apply, execute, or implement

Assessments that require students to use procedures to solve or complete familiar or unfamiliar tasks or determine which procedure(s) are most appropriate for a given task

Sample types of assessments:Problem SetsLabsSimulations

This represents an outcome at a higher level. In this case the students are required to apply what they have learned. The assessment requires students to apply their learning, not to simply recall it.38Congruence with Instructional OutcomesDeveloped by GreenLight for Learning, LLC 2014Type of Learning Outcome: Evaluate, check, critique, assess

Assessments that require students to test, monitor, judge or critique readings, performances, or products against established criteria or standards

Sample types of assessments:CritiquesProduct ReviewsJournals or diaries

Similar to previous two slides, just at a different level.39Congruence with Instructional OutcomesDeveloped by GreenLight for Learning, LLC 2014Type of Learning Outcome: Create, generate, plan, produce or design

Assessments that require students to make, build, design, or generate something new

Sample types of assessments:Research projectsMusical compositionsBusiness plansWebsite designs

Similar to previous slides, just at a very high level.

40Find a partnerDeveloped by GreenLight for Learning, LLC 2014Identify a subject area and grade levelIdentify a topic within that subject area

Outcome 1Write an outcome: Type of Learning Outcome: Recall, recognize, identifyIdentify an assessment for that outcome

Outcome 2With the same partnerWrite an outcome: Type of Learning Outcome: Create, generate, plan, produce or designIdentify an assessment for that outcome

This is a time for participants to practice writing outcomes and choosing an assessment at the same level. You will want to partner participants who are at a similar grade level and/or subject area. Handout 12

The participants will write two different outcomes for the same topic. One of the outcomes will be at a low level and one will be at a high level. The assessments should reflect the same level as the outcome. Participants will probably also recognize that if they are only using outcomes that are at a low level, they are probably also asking questions at a low level.41What you do in planningCriteria and StandardsExpectations must be clearly definedWhat you see in the classroomAssessment CriteriaIt is essential that students know the criteria for assessment.

1f and 3d

Teachers set the criteria and standards by which student work will be judged while they are planning. In the classroom, teachers will need to share these same criteria and standards with students. 42Fiction-Writing Content Rubric Criteria4321PLOT: "What" and "Why

Both plot parts are fully developed.One of the plot parts is fully developed and the less developed part is at least addressed.Both plot parts are addressed but not fully developed.Neither plot parts are fully developed.SETTING: "When" and "Where

Both setting parts are fully developed. One of the setting parts is fully developed and the less developed part is at least addressed.Both setting parts of the story are addressed but not fully developed. Neither setting parts are developed.CHARACTERS: "Who" described by behavior, appearance, personality, and character traits

The main characters are fully developed with much descriptive detail. The reader has a vivid image of the characters.The main characters are developed with some descriptive detail. The reader has a vague idea of the characters.The main characters are identified by name only.None of the characters are developed or named.Source: Teachervision.fen.comThis is a four point rubric with 3 criteria plot, setting and characters. In this case, meeting the standard is a level 3. Level 4 is exceeding the standard. 43Criteria and StandardsDeveloped by GreenLight for Learning, LLC 2014Often communicated through a rubric or other scoring guideRubrics standardize criteria that teachers use to grade student workbefore students start working on the projects.Teachers can weight a particular criteria as a way to differentiate individual need.

Helps the class to be clear about what success will look like if they meet their aim. Answers the question, How good is good enough?Answers student questions like: Is this good enough? How much more do I need to do to get a C?

Criteria tells what the teacher will use to judge student work. Teachers need to be clear about the criteria that will be used to judge student work. When some students were asked how their teacher would judge their essays they said that the essay needed to be neat and long. This shows that the students did not know the criteria that would be used to judge their work.

Standards tell what level of work is acceptable or what level of work meets the standard, exceeds the standard or falls below the standard.44Strategies for Sharing Assessment CriteriaRubricsChecklistsExemplars of student work

Developed by GreenLight for Learning, LLC 2014

Assessment Criteria: Pre-determined standards of performance or evidence of success the outcome, product or performance that will show that students have been successful in learning what they set out to learn. Should be shared at the start or during the learning process so that students begin with the end in mind.

45Why Involve Students?Developed by GreenLight for Learning, LLC 2014By involving students in the creation of the rubric, students feel more empowered and their learning becomes more focused and self-directed. Intrinsic motivation occurs when students design their own assessment tools.If students help to create a rubric, it is much easier to hold them to its standards.When students invest a decent amount of time and commitment into a project, they naturally want to participate in creating the assessment for that project.The development of a rubric is a reflective process. It extends beyond just turning in a project.Students involved in creating a rubric have a more concrete understanding of what is expected, and how to reach certain benchmarks.

Source: http://www.teachersfirst.com/lessons/rubrics/involving-students.cfmYou may want to go over just a few of the points on this slide.46What you do in planningDesign of Formative AssessmentAssessments for learning must be planned as part of the instructional process.What you see in the classroomMonitoring of Student LearningA teacher must weave monitoring of student learning seamlessly into the lesson using a variety of techniques.

1f and 3d

The teachers design of formative assessments allows them to monitor student learning in the course of instruction instead of waiting until the end through a unit test, for example. Teachers can then deal with student misunderstandings and misconceptions sooner.47Formative (AfL)Summative A of LTo improve instruction and provide student feedbackOngoing throughout the unit (or lesson)Students use data to self-monitor understandingTeachers use data to check for understandingTo measure student competencyEnd of unit or courseStudents use data to gauge their progress toward course or grade-level goals and benchmarksTeachers use data for grades, promotionAssessmentDeveloped by GreenLight for Learning, LLC 2014This will be a review for most participants but you will want to be sure that everyone is on the same page in terms of the difference between the formative and summative aspects of assessment.

AfL = Assessment for Learning, which is the primary area of focus for 1f and 3d, although A of L (Assessment of Learning) is also important in the planning phase so that teachers are thinking about more long-range formal assessments as well.48Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes.

Council of Chief State School Officers (CCSSO)Developed by GreenLight for Learning, LLC 2014The CCSSO was the group that spearheaded the work on the Common Core. Here is what they had to say about formative assessment.49Misconceptions(Alternative conceptions, preconceptions)Misconceptions research contains findings indicating that children come to school already holding beliefs about how things happen, and have expectations--based on past experiences--which enable them to predict future events. (Trowbridge and Mintzes, 1985).

Because students come to school with so many misconceptions, teachers must spend a great deal of time to convince students to change their perspectives. Numerous studies have shown that students nave conceptions are very resistant to change, educators acknowledgement and understanding of student misconceptions can improve instruction to change these incorrect ideas. (Ozay & Ostas, 2003, p.70).

Student Misconceptions of Photosynthesis: How do Plants Eat? Marissa L. Mullen, California State UniversityDeveloped by GreenLight for Learning, LLC 2014Other terminology is sometimes used to describe misconceptions. Either way, these terms acknowledge that students dont come to school as empty vessels.

Background Info: Misconceptions research contains findings indicating that ...Children come to school already holding beliefs about how things happen, and have expectations--based on past experiences--which enable them to predict future events. They also possess clear meanings for words which are used both in everyday language and in a more specialized way in science. A child's view and understanding of word meanings are incorporated into conceptual structures which provide a sensible and coherent understanding of the world from the child's point of view (Osborne and Gilbert, 1980). Children hold ideas that were developed before and during their early school years, and these ideas may be compounded by the teacher and/or the textbook. It is possible that children develop parallel but mutually inconsistent explanations of scientific concepts--one for use in school and one for use in the "real world" (Trowbridge and Mintzes, 1985).50Developed by GreenLight for Learning, LLC 2014They also possess clear meanings for words which are used both in everyday language and in a more specialized way in science. A child's view and understanding of word meanings are incorporated into conceptual structures which provide a sensible and coherent understanding of the world from the child's point of view. (Osborne and Gilbert, 1980)A sample of this follows in the next slide.51Developed by GreenLight for Learning, LLC 2014

Source: http://mentalfloss.com/sites/default/legacy/blogs/wp-content/uploads/2012/11/82172824.jpgMommy, you're a grown up. I'm a grown down.From a young childs point of view, this is actually correct language. It actually shows how children make smart decisions based on their understanding of language.52What misconception does this commercial perpetuate?Sources of Misconceptions:Real-world Experiences and PerceptionsDiagrams, Models, and Conventional RepresentationsAbstractions, Generalizations, and SimplificationsMetaphors and AnalogiesLanguage and VocabularyCommon Sayings, Beliefs and MythsCommonly Accepted Facts

Developed by GreenLight for Learning, LLC 2014Why Do Chameleons Change Color? Contrary to popular belief, chameleons usually do not change their color to camouflage or to match the color of their surroundings. Each species can change their skin color within a specific range, and for most of them, this range is green, brown, or gray. Coincidentally, these are the usual colors of their surroundings as well.

In chameleons, a change in color is usually induced by factors like their mood and health. They can also alter their skin color to adjust to a change in temperature and the light conditions of their surroundings. Light usually reflects off their skin changing the color. When a chameleon gets cold, it makes itself flat and turns to a darker color, so that it can absorb more heat.

Sometimes, chameleons change their skin coloration to communicate. For example, an angry chameleon can turn bright yellow or red to warn other chameleons, while a calm one may appear pale green. Similarly, a sick chameleon can also appear pale, due to lack of energy. On the other hand, there are certain species of chameleons that can change their skin color to a combination of various bright shades at the time of mating. This is a video Read more at Buzzle: http://www.buzzle.com/articles/how-and-why-do-chameleons-change-color.html53All birds flySources of Misconceptions:Real-world Experiences and PerceptionsDiagrams, Models, and Conventional RepresentationsAbstractions, Generalizations, and SimplificationsMetaphors and AnalogiesLanguage and VocabularyCommon Sayings, Beliefs and MythsCommonly Accepted Facts

Developed by GreenLight for Learning, LLC 2014Ostriches do not fly. Also, Ostriches do not hide their heads in the sand to hide from enemies.54Blind as a bat.Sources of Misconceptions:Real-world Experiences and PerceptionsDiagrams, Models, and Conventional RepresentationsAbstractions, Generalizations, and SimplificationsMetaphors and AnalogiesLanguage and VocabularyCommon Sayings, Beliefs and MythsCommonly Accepted Facts

Developed by GreenLight for Learning, LLC 2014Bats are not blind. While many (most) bat species use echolocation as a primary sense, all bat species have eyes and are capable of sight. Furthermore, not all bats can echolocate and these bats have excellent night vision (see megabat vs. microbat)55CRISSY CRICKET calls out 'CREE-CREE' and 'RETREAT-RETREAT' on a summer night. She likes to make pretty music for you." From: Please Don't Step On Me by Elly-Kree George. Cherokee, N.C. : Cherokee Publications. 1988, p. 20. ISBN 0-935741-07-0

Sources of Misconceptions:Real-world Experiences and PerceptionsDiagrams, Models, and Conventional RepresentationsAbstractions, Generalizations, and SimplificationsMetaphors and AnalogiesLanguage and VocabularyCommon Sayings, Beliefs and MythsCommonly Accepted Facts

Developed by GreenLight for Learning, LLC 2014Only male crickets actually produce sounds, and not all species of crickets chirp. Though some human cultures revere the song of the cricket, he's not singing for our enjoyment. The male crickets chirps to attract a female mate. The female responds only to the unique, characteristic sound of her own species. Crickets also chirp to establish their territories and defend it against competing males.Crickets produce by rubbing their wings together.

56Conventional representationsIs this an upside down triangle?

Developed by GreenLight for Learning, LLC 2014Ask participants to explain why a child would think that this is an upside down triangle. They would think this is an upside down triangle if teachers constantly show triangles in the same orientation all the time. 57DON'Ts when trying to eliminate alternative conceptions (misconceptions)

Developed by GreenLight for Learning, LLC 2014Do not rely solely on lectures.Do not rely solely on labs or hands-on activities.Do not rely solely on demonstrations.Do not rely solely on having students simply read the text.

Source: http://www.apa.org/education/k12/misconceptions.aspx?item=2

Research has shown that traditional teaching methods are not enough to eliminate misconceptions that are deeply ingrained. Teachers must be vigilant about uncovering student misconceptions through quality formative assessment. Teachers can then design lessons that help to challenge these misconceptions.58Formative AssessmentDeveloped by GreenLight for Learning, LLC 2014Formative assessment is a planned strategy carried out to improve learning.

Just like engagement doesnt happen without planning, good formative assessment happens as a result of planning on the part of the teacher.59Proficient (element level rubric)Monitoring of Student LearningDeveloped by GreenLight for Learning, LLC 2014Teacher monitors the progress of groups of students in the curriculum, making limited use of diagnostic prompts to elicit information.A more detailed description of these types of diagnostic prompts follows.60Strategies for Monitoring Student ProgressDiagnostic QuestionsDesigned to allow the teacher to get a quick, accurate feel for the whole class understanding of a given conceptGood diagnostic questions should be interpretable (reveal misconceptions)Can be answered in 10-30 seconds.Developed by GreenLight for Learning, LLC 2014One way that teachers monitor student learning is by the use of questioning. One specific type of question is a diagnostic question. Diagnostic questions are not that easy to develop and are best done by a group of teachers.

These are specific questions that are designed to reveal student misconceptions about the concepts being taught. The questions are designed to be asked of the whole class with all students given an opportunity to respond (via whiteboards, ABC cards, thumbs up, thumbs down, etc.) The teacher can look around the room to see who got it and who didnt. The answers that are possibilities should reveal evidence of student misconceptions. Examples to follow.61Developed by GreenLight for Learning, LLC 2014

What misconception does each answer reveal about student thinking?The area of this shape is length x width so the correct answer is 70cm.

What misconception would a student have who chose a as the correct answer?Added the two sides and squared the centimeters.

What misconception would the student have who chose c as the correct answer?Added the four sides and squared the centimeters.

What misconception would the student have who chose d as the correct answer? times length x width.

Teacher should choose distracters (wrong answers) that reveal student misconceptions.

62Sinking of the TitanicDeveloped by GreenLight for Learning, LLC 2014Which of the following sources is biased?Photograph of the event New York Times story published the next dayDescription in a textbookTranscript of talk by a survivor

The answer to this question is that all of the choices can be biased. Discuss the reasons with participants.

A question like this seeks to get a true student understanding as opposed to simply asking students What is bias?63What you do in planningCriteria and StandardsExpectations must be clearly definedWhat you see in the classroomFeedback to StudentsValuable feedback must be timely, constructive, and substantive and must provide students the guidance they need to improve their learning.

1f and 3d

Once again, participants can see how the criteria and standards are so important. 643d: Using Assessment in InstructionFeedback must be timely, constructive, and substantiveDeveloped by GreenLight for Learning, LLC 2014These are the elements that make up 3d.

Feedback to Students is the third element.65Strategies for Feedback to StudentsThe process of feedback individualizes instruction. Even when instructional goals and learning activities are common to an entire class, the experience of individual students is distinctDanielson, FfT 2007, Pg. 87

What are some ways for teachers to provide feedback to students that is accurate, constructive, substantive, specific and timely?

Developed by GreenLight for Learning, LLC 2014Essentially teachers are going to provide feedback to students either orally or in writing some how. This is often time consuming. The ideas is that feedback is something that keeps students moving forward in their learning and should be tied to the learning outcome. Things like good job and nice work are not enough. This is praise and it has its place but praise does not take the place of good feedback.

Students also need to be taught how to give feedback to each other.66What you do in planningCriteria and Standards

Design of Formative AssessmentWhat you see in the classroomStudent Self-assessment and monitoring of progressStudents can do these things only if the criteria for learning are clear and if they have been taught the skills of checking their work against clear criteria.

1f and 3d

Students need to be made aware of the criteria and standards that will be used to judge their work in order to use these as the basis of their own self-assessment.

As teachers design formative assessment, they need to consider ways to involve students in the formative assessment process. Some examples of how this can be done will follow.67The Student Role in AssessmentHow can you engage students in the assessment process?

as owners of their own learning?as resources for each other?Developed by GreenLight for Learning, LLC 2014Before sharing the examples, ask participants to think about these two questions. These questions relate to the last element of 3d.68Some ideas to get you started

Briefly share the four student assessment samples in the handout packet:Check My Writing 13Look-fors, Teacher Feedback and Student Action 14Author and Peer Responder 15Two Stars and A Wish 16

You may also ask participants to share their own examples and/or if time permits, give participants time to talk about the samples and how they might use them or some variation of these ideas. 691f: Designing Student AssessmentsResults of assessment guide future planning

Developed by GreenLight for Learning, LLC 2014These are the elements that make up 1f.

The last element of 1f is Use for Planning. Go immediately to the next slide where you will ask participants to make a connection between Use for Planning to one of their original essential components.70Use for PlanningHandout: Placemat Developed by GreenLight for Learning, LLC 2014Formative assessment can result in significant learning gains but only when the assessment results are used to inform the instructional and learning process (Black & William, 1998).

How is this element connected to 4a?4a has two elements Accuracy and Use in Future Teaching. Handout 1

By collecting evidence of student learning by assessment, teachers can increase the accuracy of their reflection and can also determine based on the evidence their next steps for instruction (Use in Future Teaching).71Video Example Handout- Evidence Collection FormWatch the video. Collect evidence for 3d.https://www.teachingchannel.org/videos/sorting-classifying-equations-overview

Verbatim scripting of teacher or student comments:T - Could one person from each table collect materials?

Non-Evaluative statements of observed teacher or student behavior:The teacher stands by the door, saying hello to each student as he/she enters the room.

Numeric information about time, student participation, resource use, etc.:Three students of the eighteen offered answers to all of the questions you asked during the discussion about environmental changes.

An observed aspect of the environment:The assignment is on the board for students to do while attendance is taken.

Developed by GreenLight for Learning, LLC 2014Tell participants that this is a middle school math lesson. Although this may feel like it is outside of the comfort zone of some participants, they should not have any problems identifying evidence for 3d. Handout 17

Let participants know that the video is about 10 minutes long and that they should expect to collect some evidence throughout the lesson so that they can share what they have collected with their colleagues. Participants are not expected to write down everything they see and hear but only evidence that they feel is relevant to component 3d Using Assessment in Instruction. Briefly review that there are four elements in this component and they should attempt to collect evidence that should keep these elements in mind when collecting evidence.

Remind them that observers focus on collecting evidence and that they should do the same as they are watching the video. Share the examples of the different types of evidence that can be collected.72Always, Sometimes, or Never True?In your groups, take turns to place a card in a column and justify your answer to your partner.

If you think the equation is sometimes true, you will need to find values of x for which it is true and values of x for which it is not true.

If you think the equation is always true or never true, you will need to explain how we can be sure that this is the case.

Another member of the group should then either explain that reasoning again in his or her own words, or challenge the reasons you gave.

When the entire group agrees, glue the card onto your poster. Write the reason for your choice of category next to the card.

73Before showing the video, share this slide as a page that the teacher shares with the students even though it is not visible on the video. This can be used as evidence as well. 73Video Example Handout- Evidence Collection FormSpend 2 minutes in a small group discussing the evidence of teacher practice that you aligned to 3d.

Compare the evidence that you discussed to the sample evidence provided for you.

Review the rubrics, critical attributes and possible examples for 3d. What level of performance does the evidence suggest for this teacher for 3d?Developed by GreenLight for Learning, LLC 2014You may want to put participants in groups of 3 or 4. This slide is animated for each of the three bullet points. Show each part as you are ready to facilitate each point.

Remind participants that they should speak about the evidence only and should not engage in conversations that are critical of the teacher or focuses on what the teacher could have done.

Hand out the sample evidence after the 2 minute discussion Handout 18-19. Give participants time to review the evidence and compare it to their own before asking them as a small group to determine the level of performance for 3d.

After each group has decided on a level, go around the room and ask each group share their selected level.

The Danielson Group selected the Proficient level of performance based on the preponderance of the evidence. Have participants look at the language of the rubrics at the Distinguished level of performance. What part of the language of the rubrics helped us to decide that this was not a level 4 or distinguished level. (No student contribution).74In summary1f: Designing Student AssessmentsDeveloped by GreenLight for Learning, LLC 2014Lesson plans indicating correspondence between assessments and instructional outcomesAssessment types suitable to the style of outcomeVariety of performance opportunities for studentsModified assessments available for individual students as neededExpectations clearly written with descriptors for each level of performanceFormative assessments designed to inform minute-to-minute decision-making by the teacher during instruction

Secrecy has no role in assessment Charlotte DanielsonFfT 2007, Pg. 62This summary represents the indicators for 1f found on page 4 of the handouts. You can have participants turn to this page as you briefly go over these important points.

75In summary3d: Using Assessment in InstructionDeveloped by GreenLight for Learning, LLC 2014The teacher paying close attention to evidence of student understandingThe teacher posing specifically created questions to elicit evidence of student understandingThe teacher circulating to monitor student learning and to offer feedbackStudents assessing their own work against established criteria

This summary represents the indicators for 3d found on page 9 of the Handouts. You can have participants turn to this page as you briefly go over these important points.Review Handout 16 Sorting Equations76Participants attending this session will learn:

The relationship between the element level rubrics and the component level rubrics in the Framework for TeachingThe relationship between 1f and 3d in the FfTHow formative assessment supports student learning Possible evidence for 3d in classroom observationThe student role in assessment

Session Outcomes:Go over the learning outcomes for the session.77What I now know

What I want to knowHandout: ReflectionAllow participants time to respond to the questions on the Reflection handout. The questions get at the two ideas displayed on the slide. Handout 2078

ElementLevel of Performance

UnsatisfactoryBasicProficientDistinguished

Teacher Interaction with StudentsTeacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students cultures. Students exhibit only minimal respect for teacher.Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher.Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role.

Student Interaction

Student interactions are characterized by conflict, sarcasm, or put-downs.

Students do not demonstrate negative behavior toward on another.Student interactions are generally polite and respectful.Students demonstrate genuine caring for one another as individuals and as students.

ElementLevel of Performance: 3b:Using Questioning and discussion Techniques

UnsatisfactoryBasicProficientDistinguished

QUALITY OF QUESTIONSTeachers questions are virtually all of poor quality, with low cognitive challenge and single correct responses and they are asked in rapid succession.Teachers questions are a combination of low and high quality, posed in rapid succession. Only some invite a thoughtful response.Most of the teachers questions are of high quality. Adequate time is provided for students to respond.Todays questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions.

DIscussion techniquesInteraction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers.

Teacher makes some attempt to engage students in genuine discussion rather than recitation, with uneven results.Teacher creates a genuine discussion among students, stepping aside when appropriateStudents assume considerable responsibility for the success for the discussion, initiating topics and making unsolicited contributions.

STUDENT PARTICIPATION

A few students dominate the discussion.

Teacher attempts to engage all students in the discussion, but with only limited successTeacher successfully engages all students in the discussion.Students themselves assure that all voices are heard in the discussion.