Coherence assess share
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The document discusses developing a coherent assessment system that balances instructional needs with limitations of time, funding, and mandates. It aims to create an assessment matrix using the minimum necessary assessments to inform instruction across grades and subjects. Challenges include balancing teaching time with diagnostic needs, limited funding, identifying an affordable data system, and addressing state requirements. The document provides frameworks and principles for developing a coherent assessment approach focused on student learning.
Coherence assess share
- 1. Finding Coherence Focus, Measure, & Connect The Measure Sessions! November, 2014 http://digitallearningforallnow.com http://www.slideshare.net/jpcostasr costa@educationconnection.org Jonathan P. Costa
- 3. Overall Purpose and Goals • To create a matrix that reflects the least amount of assessments necessary to sufficiently inform instructional planning and delivery at all grade levels and in all content and program areas. • Challenges – Limitations – Needs: 1. Need to balance the amount of available teaching/learning time with the need to obtain adequate diagnostic information 2. Limited funding availability 3. Need to identify an affordable data warehousing system that is capable of running all necessary reports in real time 4. Need to address CSDE assessment mandates 5. Need to reduce the amount of potential confusion with regard to who needs to do what assessment, when, and why 6. Need to ensure sustainability of assessment protocols over time
- 4. Coherence Pathways Mission To develop in all children the knowledge, skills, attitudes and values... Theory of Action Focus Measure Connect G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
- 5. Student Data Driving Instructional Practices & Decision Making Instruction Driving Improved Measures Professional Practice Driving Improved Measures Systems Driving Improved Measures Adult Data Driving Professional Learning & Decision Making Organizational Data Driving Systems Decision Making
- 6. Three Principles of Coherence Measure what you value Value what you measure Priority Student Learning Priority Adult Learning Priority Systems Learning Student Learning Adult Learning Systems Learning Focus Measure Connections
- 7. Coherence Pathways – Essential Connections S-G Goals for Student Learning • What are your most important goals for learning? S-M Student Measures Leadership Focus Measure Connect How will you know if you are improving (Measure)? Using the identified skills, create an assessment plan that includes; a. existing standardized data (CAPT/CMT), b. identifies potential Smarter Balanced/Common Core assessments, and c. creates local assessments that can be used for formative measurement of student performance of these skills. Mission To prepare every student for learning, life, and work in the 21st century. Goals Focus Practices Measures G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
- 8. Critical Stance Based on Evidence M3/E4 Construct and engage in viable arguments based on evidence and critique reasoning of others. SMP 3 – Distinguish correct logic in reasoning from that which is flawed. SMP3 –Build a logical progression of statements to explore the truth about conjectures. SMP 3 -Use stated assumptions, definitions, and previously established results in constructing arguments. SMP 3 - Recognize and use counter examples. SMP 3 – Contextualize and decontextualize quantitative relationships E4 - Question an author’s or speaker’s assumptions and premise 21 - Effectively analyze and evaluate evidence, arguments, claims and beliefs 21 - Synthesize and make connections between information and arguments 21 - Interpret information and draw conclusions based on the best analysis Define and Solve Problems M1/M2/M8/21 Make sense of problems and persevere in solving them SMP 1 – Explain the meaning of a problem and look for entry points to its solution. SMP 1 – Analyze givens, constraints, relationships, and goals. SMP 1 – Make conjectures about the form and meaning of a solution. SMP 8 – Maintain oversight of the process while attending to details. SMP 2 – Create a coherent representation of a problem. 21 -Identify and ask significant questions that clarify various points of view and lead to better solutions 21 -Reflect critically on learning experiences and problem solving processes 21 -Solve different kinds of non-familiar problems in both conventional and innovative ways
- 9. Reflections on Assessment… Before we review your inventory and next steps, let’s consider… • Balance factors – Reliability and value – Formative vs. summative – Content/department vs. skills – Classroom, building, district needs • Quality factors – Just because it happens, does not mean it should or that its good • Improvement opportunities
- 10. Coherence Is Supported by Assessment Jonathan P. Costa Value Reliability
- 11. Reflections on Assessment… • To be worth anything, all assessment must do one of these two things…. 1. Improve student learning (formative) 2. Create both student and teacher accountability (summative) • How would you define/characterize these two categories of assessment? – Formative: • Why – • How - – Summative: • Why – • How -
- 12. Reflections on Assessment… - Finding the Balance Points - - Given what we have discussed about the purpose and process of formative and summative assessments… what do you think is the most appropriate and productive % time split between these two assessment purposes (of the total time devoted to assessment – how much for formative and how much for summative)? -Form / Sum - - Given what we have discussed about the purpose and process of formative and summative assessments… what do you think is the CURRENT PRACTICE between these two assessment purposes in your district (of the total time devoted to assessment – how much for formative and how much for summative)? -Form / Sum -
- 13. Align Your Systems With Your Goals for Learning Type of Assessment Required Subject Area Responsibilities Everyone’s Responsibility Content (Declarative) Facts Content Skills (Procedural) Discrete Skills CC/21st Cent. Skills (Contextual) Applied Understandings Type of Knowledge Desired Type of Instruction Required Lecture, video, films, assigned readings and memory activities. Classroom or textbook problems, experiments, discussions, practice and repetition. Complex projects, real time explorations, authentic and relevant skill applications. Amount of Time Required Discrete units, spiraled and predictable. Ongoing, systemic and without a finite or predictable end. Discrete units, spiraled and predictable. Recall & recognition based quizzes, tests, and activities. Multiple choice, matching, etc. (SAT/AP/Exams) Checklists, analytic rubrics, or other agreed upon skill standards (AP/SB/CAPT/Exams) Holistic and, analytic rubrics, or other agreed upon standards of rigor (Portfolios, Exhibitions, SB)
- 14. Align Assessments With Goals for Learning Appropriate Assessment Instruments Recall & recognition based quizzes, tests, and activities. Multiple choice, matching, fill In the blanks, etc. (SAT/AP/Exams) Checklists, analytic rubrics, or other agreed upon skill standards (AP/Smarter B/Exams) Holistic and, analytic rubrics, or other agreed upon skill standards (Portfolios, Demonstrations, Exhibitions, Etc) Content (Declarative) Facts “Define this term” Content Skills (Procedural) Discrete Skills “Factor this equation” Meta Skills (Contextual) Applied Understandings “Skilled Information Consumer” Type of Knowledge Desired Appropriate Assessment Standards/Scales Take this quiz, test, or other appropriate content focused assessment instrument. Answering/responding to classroom or text based problems, experiments, and writing assignments. Complex projects, real time explorations, authentic problem based skill applications. Appropriate Assessment Tasks Percentages of right and wrong answers on an agreed upon numeric or letter grade scale. 1-100/A-B-C-D Specific criteria tied to an agreed upon numeric or descriptive scale. 1-100/Pass-Fail Insufficient-Excellent Specific criteria tied to an agreed upon descriptive scale. Insufficient-Sufficient Proficient-Excellent Overlap between columns can and does occur.
- 15. Teachers As Student Coaches Data Supporting Reflective Practice Data Supporting Reflective Practice Data Supporting Reflective Practice Administrators As Instructional Coaches District Staff As Administrator Coaches
- 16. Reflections on Assessment… • To effective, formative or summative assessments should be: 1. Generally Reliable (as opposed to statistically so) 2. Valid (reflects what it is intended to measure) 3. Helps the learner improve his/her performance (formative mostly) 4. Can be tracked and analyzed over time (summative mostly) • What is your general sense of the state of quality of these elements in your school/district? Formative Summative Warm Cool Warm Cool
- 17. 1. Philosophy – the role that assessment plays in your system – differences of formative and summative – thinking about the differences between growth and accountability and how to balance them in practice. 2. Technical Capacity • Constructing effective rubrics – measuring what you value • Designing rubric aligned tasks – connecting it to practice • Scoring protocols – build capacity to judge student work • Data collection and analysis tools – how to use the results 3. Systems effectiveness • Organization of the weight of your assessments – inventory 4. Other? Building Assessment Capacity
- 18. The Pareto Leverage Principle Vital Few Some things 20/80 are more important than others.
- 19. Pareto Is Not a New Idea I served with General Washington in the Virginia Legislature and with Dr. Franklin in Congress. I never heard either of them speak to any but the main point that was to decide the question. They laid their shoulders to the great points, knowing that the little ones would follow themselves. Thomas Jefferson
- 20. The Pareto Leverage Principle With these things in mind, what can you: Reduce/eliminate Improve/integrate