High School Assessment for the 21 st Century Tom Schimmer District Principal School District 67 (Okanagan-Skaha) Penticton, BC [email_address]

Bio 19 th year in education. District Principal (as of August 1) 11 years (5 schools) as Vice-Principal Staff development in… Assessment for Learning/Sound Grading Practices Behaviour Support Systems School Leadership

19 th year in education.

District Principal (as of August 1)

11 years (5 schools) as Vice-Principal

Staff development in…

Assessment for Learning/Sound Grading Practices

Behaviour Support Systems

School Leadership

Acknowledgements Assessment Training Institute (ETS) Rick Stiggins, Judy Arter, Jan Chappuis, Steve Chappuis Leaders in Assessment & Grading Ken O’Connor, Thomas Gusky, Dylan Wiliam, Paul Black, Anne Davies, Lorna Earl, Ruth Sutton, Michael Scriven, Benjamin Bloom, et al! Presenters at this conference! Theory into practice! Colleagues I’ve worked with! It’s ALWAYS a team effort!

Assessment Training Institute (ETS)

Rick Stiggins, Judy Arter, Jan Chappuis, Steve Chappuis

Leaders in Assessment & Grading

Ken O’Connor, Thomas Gusky, Dylan Wiliam, Paul Black, Anne Davies, Lorna Earl, Ruth Sutton, Michael Scriven, Benjamin Bloom, et al!

Presenters at this conference!

Theory into practice!

Colleagues I’ve worked with!

It’s ALWAYS a team effort!

Pre-Corrections Cell Phones… Off or to silent ring please. Every slide will NOT appear in your handouts. Adult routines for adult settings. Sit, stand, stretch, move, leave , etc. **

Cell Phones… Off or to silent ring please.

Every slide will NOT appear in your handouts.

Adult routines for adult settings.

Sit, stand, stretch, move, leave , etc.

My Job today… To introduce you to (or reinforce) the new reality of High School Education. Specifically focusing on how High Schools can join the 21 st Century in order to stay/become relevant.

To introduce you to (or reinforce) the new reality of High School Education. Specifically focusing on how High Schools can join the 21 st Century in order to stay/become relevant.

I will do that by… Describing some features of 21 st Century High Schools Introducing you to HS Assessment Practices that work! Grading Lite : 3 changes you must make! The 2-year process ONE High School used.

Describing some features of 21 st Century High Schools

Introducing you to HS Assessment Practices that work!

Grading Lite : 3 changes you must make!

The 2-year process ONE High School used.

Disclaimers… Quick overview of some “new” ideas... … maybe left with more questions than answers? Few examples… … more than I’m able to present Focus on BIG IDEAS … … relevance comes when applied to specific content areas, grade levels, or by specific adults. You might not agree with me… … and I’m okay with that!

Quick overview of some “new” ideas...

… maybe left with more questions than answers?

Few examples…

… more than I’m able to present

Focus on BIG IDEAS …

… relevance comes when applied to specific content areas, grade levels, or by specific adults.

You might not agree with me…

… and I’m okay with that!

My Story with AFL

Why AFL? Why Me? My 8 th Grade Math Tests (2005) 4 ( x + 2) = 3 ( x – 4) Mrs. Taylor is three times as old as her son. In 9 years she will be twice as old as her son. How old are Mrs. Taylor and her son now? 3 x + 9 = 2 ( x + 9) **

4 ( x + 2) = 3 ( x – 4)

Mrs. Taylor is three times as old as her son. In 9 years she will be twice as old as her son. How old are Mrs. Taylor and her son now?

3 x + 9 = 2 ( x + 9)

BC Grade 8 Curriculum (2005) “ Solve and verify one-step first degree equations of the form:” x + 12 = 23 x - 52 = 104 4 x = 28 Extension Activities 2 x + 6 = 20 x + 15 = 30 3 **

“ Solve and verify one-step first degree equations of the form:”

x + 12 = 23

x - 52 = 104

4 x = 28

Extension Activities

2 x + 6 = 20

x + 15 = 30

My Dilemma? Students are taking my tests and are unsuccessful when answering these questions. In their minds, these are grade 8 questions…they’re in Math 8 and it’s on the test! When they can’t answer these questions, their CONFIDENCE in Math is shattered. What do their letter grades represent if this happens consistently throughout the year? **

Students are taking my tests and are unsuccessful when answering these questions.

In their minds, these are grade 8 questions…they’re in Math 8 and it’s on the test!

When they can’t answer these questions, their CONFIDENCE in Math is shattered.

What do their letter grades represent if this happens consistently throughout the year?

Main Messages

Main Messages Reduce anxiety…build confidence ! The Fear of Failure only motivates the students already not failing. Understand the how to as much as the what to …replacement routines. GOOD is the enemy of GREAT.

Reduce anxiety…build confidence !

The Fear of Failure only motivates the students already not failing.

Understand the how to as much as the what to …replacement routines.

GOOD is the enemy of GREAT.

Effective Schools (Rob Horner, University of Oregon, 2001) Strive toward a community that has… Common Vision … Goals & Objectives. Common Language : Procedures & Processes . Common Experiences : Routines & Outcomes . **

Common Vision …

Goals & Objectives.

Common Language :

Procedures & Processes .

Common Experiences :

Routines & Outcomes .

Some things to consider… If 1984 was your first year teaching, you are headed into your 26 th year . How many of our current structures, practices, systems, and processes of High School are still the same? What’s different? How many sentences do you (does your staff) begin with, “Traditionally, … **

If 1984 was your first year teaching, you are headed into your 26 th year .

How many of our current structures, practices, systems, and processes of High School are still the same? What’s different?

How many sentences do you (does your staff) begin with, “Traditionally, …

Keeping an Open Mind? The first cell phone (1984) DYNA TAC 8000X Weighed 2 lbs. 30 min. of talk-time per charge. $3,995 to purchase $7,990 in today’s money **

The first cell phone (1984)

DYNA TAC 8000X

Weighed 2 lbs.

30 min. of talk-time per charge.

$3,995 to purchase

$7,990 in today’s money

Quotes you’ll never hear in other professions “ This is the cell phone I used back in 1984. It worked back then, why would I change phones now? **

“ This is the cell phone I used back in 1984. It worked back then, why would I change phones now?

Quotes you’ll never hear in other professions “ I’m too busy actually performing bypass surgeries to keep up with the latest research.” **

“ I’m too busy actually performing bypass surgeries to keep up with the latest research.”

Quotes you’ll never hear in other professions “ I’m sorry Mr. Jones, your second driving test was excellent, but when I average it with your test from September, you still fail.” **

“ I’m sorry Mr. Jones, your second driving test was excellent, but when I average it with your test from September, you still fail.”

Quotes you’ll never hear in other professions It’s Feb. 17 th , that means I’m doing a root canal. I’ve done root canals on Feb. 17 th for the past 16 yrs.” **

It’s Feb. 17 th , that means I’m doing a root canal. I’ve done root canals on Feb. 17 th for the past 16 yrs.”

**

High Schools of the 21 st Century

High School in the 21 st Cent. Who needs to be ready for whom? It is now more critical for the HS to be ready for the kids, rather than the kids be ready for the HS. Finish what’s been started. Most students arrive in high school now with different experiences, skills, language, routines, and self-awareness about their own learning. Take credit for the successes… … only to level at which you take responsibility for the failures.

Who needs to be ready for whom?

It is now more critical for the HS to be ready for the kids, rather than the kids be ready for the HS.

Finish what’s been started.

Most students arrive in high school now with different experiences, skills, language, routines, and self-awareness about their own learning.

Take credit for the successes…

… only to level at which you take responsibility for the failures.

High School AFL

Assessment Misrules Giving students a second chance is soft . Life is full of do-overs Academic rigor means setting unreasonable expectations. … is about accountability. The punishment paradigm produces the epiphany. … more likely to quit! Students who are unsuccessful didn’t try. “ Can’t” do vs. “Won’t” do

Giving students a second chance is soft .

Life is full of do-overs

Academic rigor means setting unreasonable expectations.

… is about accountability.

The punishment paradigm produces the epiphany.

… more likely to quit!

Students who are unsuccessful didn’t try.

“ Can’t” do vs. “Won’t” do

At Issue… The imperfection of our traditional (current?) systems. The assessment/grading paradigm shift that must occur. Practices that get results!

The imperfection of our traditional (current?) systems.

The assessment/grading paradigm shift that must occur.

Practices that get results!

(1) Our traditional system Students are penalized if they don’t learn fast enough… … despite the fact that we KNOW learning is an individual/developmental process. What you do at the beginning of a course will always count against you… … despite the fact that students might NOW understand what they did wrong and HOW to prevent it from occurring again! Grades include all student attributes … … despite KNOWING that letter grades are expected to focus only on a student’s ability to meet the Learning Outcomes.

Students are penalized if they don’t learn fast enough…

… despite the fact that we KNOW learning is an individual/developmental process.

What you do at the beginning of a course will always count against you…

… despite the fact that students might NOW understand what they did wrong and HOW to prevent it from occurring again!

Grades include all student attributes …

… despite KNOWING that letter grades are expected to focus only on a student’s ability to meet the Learning Outcomes.

Prior Knowledge Matters Most? (Ken O’Connor – 15 Fixes for Broken Grades ) Amount of Learning Duration Pam Roger Gwen Bob **

We must move towards… Learning Quality Improvement Confidence Depth … instead of teaching … instead of quantity … instead of one-shot deal … instead of anxiety … instead of coverage.

Learning

Quality

Improvement

Confidence

Depth

… instead of teaching

… instead of quantity

… instead of one-shot deal

… instead of anxiety

… instead of coverage.

(2) Tasks v. Outcomes Paradigm Test You have been assigned 30 questions for math homework on today’s topic. That night, you feel you have mastered the skill by question #9. Do you have to do the other 21 questions? Task Completion…YES Learning Outcomes…NO

You have been assigned 30 questions for math homework on today’s topic. That night, you feel you have mastered the skill by question #9.

Do you have to do the other 21 questions?

Task Completion…YES

Learning Outcomes…NO

(3) The New Reality! Student-Friendly Learning Targets. Knowing clearly what the intended learning is. Rewrites & Test Reviews You must re-learn or re-do before you re-write. Student Self-Assessment Descriptive Feedback Alternative “Testing” “ Can students demonstrate their learning in meaningful ways other than pen/paper test?”

Student-Friendly Learning Targets.

Knowing clearly what the intended learning is.

Rewrites & Test Reviews

You must re-learn or re-do before you re-write.

Student Self-Assessment

Descriptive Feedback

Alternative “Testing”

“ Can students demonstrate their learning in meaningful ways other than pen/paper test?”

Summative or Formative? Black, Harrison, Lee, Marshall and Wiliam, “Working Inside the Black Box”, PHI DELTA KAPPAN, September 2004; 15) “ Some have argued that formative and summative assessments are so different in their purpose that they must be kept apart…However, it is unrealistic to expect teachers and students to practice such separation, so the challenge is to achieve a more positive relationship between the two.”

“ Some have argued that formative and summative assessments are so different in their purpose that they must be kept apart…However, it is unrealistic to expect teachers and students to practice such separation, so the challenge is to achieve a more positive relationship between the two.”

Grading (Lite)

**

Anytime a student makes a first attempt at practicing NEW LEARNING it should not be included in the grade book until the teacher provides descriptive feedback on the student’s work. NO Grades for Practice

Anytime a student makes a first attempt at practicing NEW LEARNING it should not be included in the grade book until the teacher provides descriptive feedback on the student’s work.

(2) NO Late Penalties Students should be graded on the quality of their work (their ability to meet the desired learning targets) rather than how punctual the assignment is.

Students should be graded on the quality of their work (their ability to meet the desired learning targets) rather than how punctual the assignment is.

(3) NO Zeros! Assigning a “0” for work not yet handed in is arbitrary and mathematically invalid. Zeros reflect what a student hasn’t done, not what a student knows.

Assigning a “0” for work not yet handed in is arbitrary and mathematically invalid. Zeros reflect what a student hasn’t done, not what a student knows.

Number Of Failing Grades Terry Grady, Princess Margaret Secondary School (Penticton, BC) ** 36 53 40 33 5 2007/08 104 248 193 198 160 2006/07 118 291 265 272 215 2005/06 192 300 321 334 292 2004/05 Final Mark Term 4 Term 3 Term 2 Term 1 Year

Traditionally …this is what we’re doing now!

One High School Year “0” …spend the right amount of time introducing the new ideas to your staff. Positive results, research, etc. Vision, support, coaching, encouragement, risks, etc. Be clear about what you want and what it would look like. Introduce individual practices Provide replacement routines . “ What should I do instead?” Find someone to implement new practices … … and then let them tell their stories.

Year “0” …spend the right amount of time introducing the new ideas to your staff.

Positive results, research, etc.

Vision, support, coaching, encouragement, risks, etc.

Be clear about what you want and what it would look like.

Introduce individual practices

Provide replacement routines .

“ What should I do instead?”

Find someone to implement new practices …

… and then let them tell their stories.

Willing & Able? (Individually and/or Collectively) Willing , but not able? Move ahead with plans Make sure people are comfortable with the research, rationale, and replacement routines. Able , but unwilling? Think BIG, but start small. Plan for rapid results by encouraging minor changes that make a big difference Support, support, support!

Willing , but not able?

Move ahead with plans

Make sure people are comfortable with the research, rationale, and replacement routines.

Able , but unwilling?

Think BIG, but start small.

Plan for rapid results by encouraging minor changes that make a big difference

Support, support, support!

**

Contact Information Tom Schimmer [email_address] (250) 770-7750 www.sd67.bc.ca www.penticton.ca **

Tom Schimmer

[email_address]

(250) 770-7750

www.sd67.bc.ca

www.penticton.ca