Your SlideShare is downloading. ×

Next gen. assessments of learning


Published on

Presentation at NEIT 2010

Presentation at NEIT 2010

  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 1. Next Gen. Assessment: Assessing & Measuring What Matters Most Jonathan E. Martin Head of School St. Gregory College Prep
  • 2. Not everything that can be counted counts, and not everything that counts can be counted. Albert Einstein Data must inform, not replace, judgment.
  • 3. Appreciating Howard Levin, Urban School, San Francisco: “We didn’t require data to know that our students were learning more and more powerfully with laptops”
  • 4. CAIS ERB I spent 9 years opposing the california association’s mandated erb testing, saying it was an inappropriate requirement for independent schools. Instead, I argued, in CAIS, let’s be the nation’s leader in assessment excellence, more broadly defined.
  • 5. begin with the end in mind backward design
  • 6. Balancing the Scorecard Our schools will be evaluated and measured, whether we like it or not, especially with SAT scores and college lists. We need to take the initiative, inside schools, to broaden the measurements and balance the scorecard.
  • 7. what gets measured gets done
  • 8. the measurement is the message
  • 9. 5 suggested tools internal Expanded reporting, particularly with 21st c. skills Pat Bassett’s Demonstrations of Learning external High School Survey of Student Engagement (hssse) NWEA’s Measurement of Academic Progress (MAP) College and Work Readiness Assessment (CWRA)
  • 10. expanding student reporting assessing and reporting on desired outcomes
  • 11. Sources for skill sets Partnership for 21st c. Skills: • creativity, • critical thinking, • collaboration, • communication Tony Wagner’s Seven Survival Skills NAIS commission’s list of essential 21st c. capacities
  • 12.
  • 13. St. Gregory’s “egg” • Effort • Integrity • Leadership • Communication skills – Writing – Speaking – Listening – Digital communications
  • 14. • Thinking skills – Inquisitiveness – Analytic thinking – Synthetic thinking – Critical thinking • Innovation skills – Creativity and ingenuity – Adaptability – Initiative – Experimentation and risk-taking • Complex, real-world, problem-solving
  • 15. The Egg: a work in progress Just tacking to report card not successful enough. Embedding it instead in advisory, conferencing, goal-setting, and self-assessment.
  • 16. Pat Bassett’s call for “demonstrations of learning” Define the skills of your graduates, and required “exhibitions” or demonstrations of those skills for graduation.
  • 17. Examples from Bassett •Conduct a fluent conversation in a foreign language about a piece of writing in that language. •Write a cogent and persuasive opinion piece on a matter of public importance. •Declaim with passion and from memory a passage that is meaningful — of one’s own or from the culture’s literature or history. •Produce or perform a work of art.
  • 18. Wouldn’t it be great if each school in a competitive set defined their lists differently, driven by unique mission, and families chose schools by their defined outcomes (and demonstrated success at those outcomes?)
  • 19. What are/ would be your school’s demonstrations of learning? Discuss.
  • 20. external assessment : measuring what matters
  • 21. Compromise independence? Discuss.
  • 22. Does your educational mission include: Meaningful student engagement in learning? Supportive school culture and strong community? Personalized learning for breadth of student abilities in core subjects? Development of higher order thinking skills, and effective problem-solving skills?
  • 23. Let’s measure mission:
  • 24. To improve accountability. In accreditation To Boards To parents To funders
  • 25. For marketing and communications.
  • 26. To improve learning in the 21st century!
  • 27. NAIS monograph: july 2010 Student Outcomes that Measure the School’s Value Added “Independent schools are now being challenged to show how their educational model generates what it does and how it is worth the investment. Consider using a tool or tools that best fits your school, mission, and community, knowing that the primary purpose for doing so is institutional assessment and improvement. You will be stronger and more financially viable for doing so.”
  • 28. 3 assessments featured in nais monograph hssse map cwra
  • 29. High School Survey of Student Engagement HSSSE
  • 30. Task: review slides, draw inferences about learning at St. Gregory. Offer suggested action items for improved student engagement at St. Gregory based on data.
  • 31. Secretary Duncan’s call for assessment 2.0
  • 32. Duncan: • Almost everywhere I went, I heard people express concern that the curriculum had narrowed as more educators “taught to the test. Existing state assessments in mathematics and English often fail to capture the full spectrum of what students know and can do. Students, parents, and educators know there is more to a sound education than picking the right selection for a multiple choice question. • It’s for all these reasons that shortly after taking office, President Obama called on the nation’s governors and state education chiefs “to develop standards and assessments that don’t simply measure whether students can fill in a bubble on a test, but whether they possess 21st century skills like problem-solving and critical thinking and entrepreneurship and creativity.“
  • 33. duncan: I believe the impact of this next generation of assessments in the classroom will be dramatic—and that the new assessments will support learning and instructional practices that teachers have long hungered for themselves.
  • 34. computer adaptive assessment
  • 35. duncan: One-shot, year-end bubble tests administered on a single day, too often lead to a dummying down of curriculum and instruction throughout the course of the entire school year. In short, most of the assessment done in schools today is after the fact and designed to indicate only whether students have learned. Not enough is being done to assess students’ thinking as they learn to boost and enrich learning, and track student growth. For the first time, state assessments will make widespread use of smart technology. They will provide students with realistic, complex performance tasks, immediate feedback, computer adaptive testing, and incorporate accommodations for a range of students.
  • 36. Northwest Evaluation Association Measurement of Academic Progress
  • 37. St. Gregory teachers discuss the MAP video
  • 38. Duncan: One of the biggest frustrations of teachers with existing assessments is that they fail to test higher-order reasoning and writing skills, and thus fail to show what students know and can do. For the first time, many teachers will have the state assessments they have longed for– tests of critical thinking skills and complex student learning that are not just fill-in-the-bubble tests of basic skills but support good teaching in the classroom. The new assessments will better measure the higher-order thinking skills so vital to success in the global economy of the 21st century and the future of American prosperity. To be on track today for college and careers, students need to show that they can analyze and solve complex problems, communicate clearly, synthesize information, apply knowledge, and generalize learning to other settings.
  • 39. Council for Aid to Education’s College and Work Readiness Assessment CWRA
  • 40. St. Gregory students discuss the CWRA video
  • 41. Example Performance Task: Source: Council for Aid to Education, CWRA Institutional Report You advise Pat Williams, the president of DynaTech, a company that makes precision electronic instruments and navigational equipment. Sally Evans, a member of DynaTech’s sales force, recommended that DynaTech buy a small private plane (a SwiftAir 235) that she and other members of the sales force could use to visit customers. Pat was about to approve the purchase when there was an accident involving a SwiftAir 235. Your document library contains the following materials:
  • 42. Documents or Artifacts: • Newspaper article about the accident • Federal Accident Report on in-flight breakups in single-engine planes • Internal Correspondence (Pat’s e-mail to you and Sally’s e-mail to Pat) • Charts relating to SwiftAir’s performance characteristics • Excerpt from magazine article comparing SwiftAir 235 to similar planes • Pictures and descriptions of SwiftAir Models 180 and 235
  • 43. Questions: • Do the available data tend to support or refute the claim that the type of wing on the SwiftAir 235 leads to more in-flight breakups? • What is the basis for your conclusion? • What other factors might have contributed to the accident and should be taken into account? • What is your preliminary recommendation about whether or not DynaTech should buy the plane and what is the basis for this recommendation?
  • 44. Discuss What skills must students demonstrate to answer effectively?
  • 45. CWRA tasks require that students integrate: critical thinking, analytic reasoning, problem solving, and written communication skills. The holistic integration of these skills on the CWRA tasks mirrors the requirements of serious thinking and writing tasks faced in life outside of the classroom.
  • 46. 50th percentile performance College freshmen StG freshmen StG seniors Mean Raw Score 1070 1107 1235 Mean Percentile (compared to college freshmen) 50 [by definition] 67 97
  • 47. St. Gregory seniors Mean Raw Score Points Increase 128 Percentile Increase, on the College Freshman scale 30 percentile points (67th to 97th) Median Standard Deviation Increase .92 (compared to .51 at other high schools)
  • 48. Bringing CWRA style assessment of higher order thinking skills to classroom evaluation and instruction.
  • 49. performance task assessment It is an empty exercise to assess student learning without providing a means to adjust teaching in response to deficiencies revealed through the information gleaned from that assessments. Marc Chun: Taking Teaching to the (Performance) Task.
  • 50. Real-world scenario Authentic, complex process Higher-order thinking Authentic performance Transparent evaluation criteria
  • 51. Performance task assessment considering an issue from multiple perspectives critically examining evidence valuing claims that are backed by appropriate and adequate evidence, reasoning objectively and dispassionately arriving at informed judgments and decisions.
  • 52. Q & A
  • 53. Thank you.