student voice and choice in assessment

DEVELOPING STUDENT VOICE AND CHOICE IN ASSESSMENT

Michael McDowell, Ed.D.

https://todaysmeet.com/

studentvoice

My story

Khan

• What can we infer about professional development from the following findings?

http://www.youtube.com/watch?v=eVtCO84MDj8

• “Its unbelievable how much you don’t know about the game you’ve been playing all your life”

- Mantle

Few points of reference

- 915 Meta-analysis - 60,155 studies- 245 million students- 159,570 effect sizes reported- This data set is for the purpose of

discussion- There are moderators

Daily Outcomes• General

o Understand the variables that have a substantial impact on student learning

o Understand the purpose for identifying clear outcomes and success criteria for students

o Understand the purpose for providing students with surface and deep level knowledge

• Nuts and Boltso Process for identifying critical outcomeso Tool for measuring student progress and proficiency on meeting critical

outcomes

An example• Homework- effect size = .29• Rank 88th

• Number of Meta-analysis 5• Number of studies 161• Number of effects 295• Number of people 105,282

• Exploring each variable-

• High school twice as large• Short time periods are important• Direct parent involvement had a

negative effect• Lack of monitoring• Difficulty• Prescribing homework does not help in time management skills

What’s the story?• Teachers are among the most powerful influences

on learning

Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning

“Teachers don’t teach.” – They

• Teachers need to be aware of what each and every student is thinking and knowing, to construct meaning and meaningful experiences in light of this knowledge, and have proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through the curriculum levels

• Teachers and students need to know

Where are we going?, How are you going, and what’s next?

• Teachers need to move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learner’s construction of this knowledge and these ideas that is critical.

• School leaders and teachers need to create school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understandings is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding.

Research GuidanceStrategy Effect

Teachers working together to evaluate their impact and responding to that impact 0.93

Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we

going?, where are we now?, and what’s next?

0.77

Teachers using practices in the classroom that values errors and trust 0.72

Teachers receive feedback on their impact on student learning 0.72

Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71

Providing students with challenge and practice at the right level 0.60

ToA• If students are

o clear on the specific outcomes of learning, o possess success criteria relating to surface and deep level learning, o possess knowledge of their own performance, ando have voice and choice in the learning process,

then students will substantially improve in their learning and take responsibility over their learning.

Bumps in the road• Students are rarely involved in the assessment

process• Curriculum design rarely introduces questions,

criteria, and tasks for students to solve that require a range of surface and deep level knowledge

• Student thinking is dramatically influenced by context (rubrics and project expectations)

• Voice and Choice in tasks and assessments are rarely accessible or limited in scope to students due, in large part, to clarity.

Students are rarely involved in the assessment process

Teaching [and learning] in the dark is a questionable practice” (Taba, 1966)

Where are we?

What’s next?

Where are we going?

Where are we?

What’s next?

Where are we going?

How are we ensuring voice and choice?

What’s working? What needs improvement?

Suggestions:1. Create a language of learning that infuses the

formative assessment process

2. Create rubrics/scales that are context and task deficient and span across surface and deep level understanding

3. Actively position learning as the central aspect of your culture

.

- Where is the learner now?

#vlconf2014

http://www.stonefields.school.nz/page/Vision/

SOLO- Structure of the observed

learning outcome

• Extended- Requires a learner to transfer their understand of single, multiple, and relational content to outside contexts.

• Relational- Requires a learner to relate single/multiple ideas together to further understand core content

• Single/Multiple- Requires a learner to understand single or multiple ideas related to the core content standards

TUHSD

http://www.stonefields.school.nz/page/Vision/

Score

Description

4 ExtensionApplying Understanding

3 RelationalMaking Meaning

2 Single/MultipleBuilding Knowledge

1 Direct Support

Proficiency

Not Yet Proficiency

Score

Description

4 ExtensionApplying Understanding

3 RelationalMaking Meaning

2 Single/MultipleBuilding Knowledge

1 Direct Support

DEEP

SURFACE

A tale of two toolsRubric 1.0 Rubric 2.0 (scale)

Multi-dimensional Uni-dimensional

Context-rich Context-poor

Task oriented Learning orientedSubstantial criteria per

level minimal criteria per level

Progression levels dictated by rubric

purpose

Progression levels dictated by learning

taxonomy

Limits autonomy Enhances autonomy

Compliance orientation Performance orientation* This is typical , not always the case

Create discipline centered questions

for surface and deep level

understanding

Create rubrics/scales that are context and task deficient and span across surface and deep level understanding

Know thy Impact

ConnectionsLimited Growth

(0.0-0.39)Expected Growth

(.40 +)

Not Yet Proficient (0.0-2.25)

Proficient (2.5-4.0)

Limited Growth (0.0-0.39)

Expected Growth (.40 +)


Make A Change!

• Review & Make Changes to Instructional Strategies

Keep it up!

• More Time • Same

Instructional Program

• Celebrate Success


Cruising


Success

• Capture Instructional Strategies


• Continue Practices

Limited Growth (0.0-0.5)

Expected Growth (1.0 +)


Make A Change!


Keep it up!

• More Time • Same

Instructional Program



Cruising


Success

• Capture Instructional Strategies


• Continue Practices

A culture & climate conducive to improving teaching and learning

Be honest with where I am at on learning progressions. I definitely am honest with where I am in this class. This way of assessment has completely made me feel alright with being in the pit because I know that I am not stuck there and that I can get myself out of it. I really appreciate all that you have done to make us feel comfortable with progress.

Be open to struggling…Before this class I was not open to struggling at all, so this took me a while to get used to. Now I know that I can get myself out of the pit, so I feel comfortable being in it! I just wish it was this way in the rest of my classes. ):

My annotations and thoughts on written pieces were at about a 1 level at the beginning of the semester, but with guidance in class and a lot of practice I have grown to getting a four on the last annotation. Next semester I hope to grow further.

THE OTHER BUMPS IN THE ROAD

Bumps in the road• Students are rarely involved in the assessment

process• Curriculum design rarely introduces questions,

criteria, and tasks for students to solve that require a range of surface and deep level knowledge

• Student thinking is dramatically influenced by context (rubrics and project expectations)

• Voice and Choice in tasks and assessments are rarely accessible or limited in scope to students due, in large part, to clarity.

Suggestions:1. Create discipline centered questions for surface

and deep level understanding

2. Identify a myriad of contexts that can be used to extend student learning across disciplines

3. Determine degree of autonomy related to context and tasks.

Art ExampleGoal- Student understands the relationship between historical events and artistic expression

Extended- Understand how art represents human behavior that stands the test of time.

Relational- Understands the relationship between the creation or expression of art and the events of the time.

Single/Multiple- Understand how compositional principles are identified in famous pieces of art

TUHSD

Art Example

TUHSD

Goal- Student understands the relationship between historical events and artistic expression

Academic Question




How does this painting relate to contemporary time?

How does this piece connect to the time of its creation? Or, What do you consider the author was saying through his painting?

Who created the following piece? What is the name of the piece? What are two compositional principles that the artist used in the piece?

Identify a myriad of contexts that can be

used to extend student learning

across disciplines

McDowell, Ed.D.

Art ExampleGoal Academic Question Application

Questions




How does this painting relate to human behavior as expressed in contemporary events?

How does this piece connect to the time of its creation? Or, What do you consider the author was saying through his painting?

Who created the following piece? What is the name of the piece? What are two compositional principles that the artist used in the piece?

Should we use art as a way to understand the causes and effects of violent acts in the middle east?

• The student will initiate and participate effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively (SL. 11-12.1)

• The student will draw skillfully across various sources of influence to motivate and enable vital behaviors so that important personal, social, and organization goals are accomplished.

Determine degree of autonomy related to context and tasks.

Assessment TypesUnobtrusive Obtrusive

Student Generated

Applying Understanding

Making Meaning

Building Knowledge

Novice

Intermediate

Advanced

Daily AfL

What’s the story?• Teachers are among the most powerful influences

on learning

“Teachers don’t teach.” – They

Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning

Single/Multiple Ideas- What instructional approaches will support students in understanding foundational knowledge (e.g. facts, vocabulary terms) related to learning outcomes? Relating ideas- What instructional approaches support students in connecting and contrasting ideas? What are generalizations and principles that can be made about these ideas? Extending ideas- What instructional approaches support students in applying the learning outcomes to other contexts

Next Steps- Teachers

Single/Multiple Ideas- What strategies am I using that will support me in building knowledge and skills (e.g. facts, vocabulary terms) related to learning outcomes? Relating ideas- What approaches appear to be working or I should attempt to connect and contrast ideas? How am I going as related to making generalizations and principles? Extending ideas- What approaches support me in applying the learning outcomes to other contexts?

Next Steps- Students

Math Strategies

Below Average

• Counting all 22%• Counting on 72%• Known facts 6%• Derived

facts/Number Sense 0%

Above Average

• Counting all 0%• Counting on 9%• Known facts 30%• Derived

facts/Number Sense 61%

Aligning “High Probability Strategies” from the Art and Science of Teaching to Progression Levels.

Outcome Questions Activities

Applying understanding

What do I typically do to engage students in cognitively complex tasks involving hypothesis generation and testing?

Experimental-inquiry tasksProblem-solving tasks

Making meaning What do I typically do to organize students and deepen knowledge?

Venn diagramsComparison matrix

Building knowledge What do I typically do to identify critical information?

Identifying critical input experiences