Assessment for aais


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Assessment for aais

  1. 1. Next Gen. Assessment: Assessing & Measuring What Matters Most Jonathan E. Martin Head of School St. Gregory College Prep
  2. 2. <ul><li>Begin with the end in mind </li></ul><ul><li>Backward design </li></ul>
  3. 3. <ul><li>What gets measured gets done </li></ul>
  4. 4. <ul><li>The measurement is the message </li></ul>
  5. 5. 6 Suggestions <ul><li>internal </li></ul><ul><li>Rethinking in-class assessments </li></ul><ul><li>Expanded reporting, particularly with 21 st c. skills </li></ul><ul><li>Pat Bassett’s Demonstrations of Learning </li></ul><ul><li>external </li></ul><ul><li>High School Survey of Student Engagement (hssse) </li></ul><ul><li>NWEA’s Measurement of Academic Progress (MAP) </li></ul><ul><li>College and Work Readiness Assessment (CWRA) </li></ul>
  6. 6. In Class <ul><li>Exhibitions and Presentations </li></ul><ul><li>Online publications </li></ul><ul><li>PBL and demonstrations </li></ul><ul><li>Making it Real: AP US Gov’t examples </li></ul>
  7. 7. Testing the right way <ul><li>Do we still believe in testing? </li></ul>
  8. 8. From Pat Bassett, Schools of the Future prez.
  9. 9. From Pat Bassett & Chapin School
  10. 10. Open Computer Testing <ul><li>Nothing changes if the assessments are still geared to pencil and paper. Those assessments were developed when there were no computers and the power of Google was not there for students on question of fact. That power gives them the power of argument and allows real thinking: Unleash them. Norman Constantine, Wakefield School. </li></ul><ul><li>If you are continuing to base a lot of your assessment on fact-based questions, or even asking higher-level questions but preventing preventing students from accessing the tools of their trade, then it’s time to rethink. You can begin to make use to technology to create richer, more meaningful assessments . Steve Taffee, Castilleja School </li></ul>
  11. 11. Denmark <ul><li>This is the Danish language exam. One of the teachers stands in front of the class and explains the rules. She tells the candidates they can use the internet to answer any of the four questions. They can access any site they like, even Facebook, but they cannot message each other or email anyone outside the classroom. </li></ul><ul><li>The teachers also think the nature of the questions make it harder to cheat in exams. Students are no longer required to regurgitate facts and figures. Instead the emphasis is on their ability to sift through and analyse information. </li></ul><ul><li>Minister for education in Denmark, Bertel Haarder, says: “Our exams have to reflect daily life in the classroom and daily life in the classroom has to reflect life in society.  The internet is indispensible, including in the exam situation. I’m sure that is would be a matter of very few years when most European countries will be on the same line.” </li></ul>
  12. 12. performance task assessment <ul><li>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. </li></ul><ul><li>Marc Chun: Taking Teaching to the (Performance) Task . </li></ul>
  13. 13. Performance Task Assessment elements <ul><li>Real-world scenario </li></ul><ul><li>Authentic, complex process </li></ul><ul><li>Higher-order thinking </li></ul><ul><li>Authentic performance </li></ul><ul><li>Transparent evaluation criteria </li></ul>
  14. 14. Performance task assessment rubric <ul><li>considering an issue from multiple perspectives </li></ul><ul><li>critically examining evidence </li></ul><ul><li>valuing claims that are backed by appropriate and adequate evidence, </li></ul><ul><li>reasoning objectively and dispassionately </li></ul><ul><li>arriving at informed judgments and decisions. </li></ul>
  15. 15. Scenario (created by Kristy Miller, University of Evansville) Prior to the election, a bill is proposed in the state senate that would ban aspartame, an artificial sweetener, from being added to any soft drink or food product. Senator Dulce is opposed to the bill. You are an advisor to State Senator Nathan Dulce, who is running for reelection against County Commissioner Pat Sauer. Pat Sauer made two arguments in favor of the bill during a recent TV interview: First, Sauer said that because of the strong correlation between the number of people who consume aspartame and headaches, “banning aspartame would improve the health of the state’s citizens.” Second, he said that “aspartame should be replaced with sucralose.” Documents : Local newspaper article opposing aspartame Data from the Department of Health about headaches and aspartame Task: Senator Dulce wants to make sure he votes appropriately on the aspartame bill, so he has asked you to analyze the strengths and/or limitations of each of Sauer’s two main points.
  16. 16. expanding student reporting <ul><li>assessing and reporting on desired outcomes </li></ul>
  17. 17. Sources for skill sets <ul><li>Partnership for 21 st c. Skills: </li></ul><ul><li>creativity, </li></ul><ul><li>critical thinking, </li></ul><ul><li>collaboration, </li></ul><ul><li>communication </li></ul><ul><li>Tony Wagner’s Seven Survival Skills </li></ul><ul><li>NAIS commission’s list of essential 21 st c. capacities </li></ul>
  18. 18. The “egg”
  19. 19. St. Gregory’s “egg” <ul><li>Effort </li></ul><ul><li>Integrity </li></ul><ul><li>Leadership </li></ul><ul><li>Communication skills </li></ul><ul><ul><li>Writing </li></ul></ul><ul><ul><li>Speaking </li></ul></ul><ul><ul><li>Listening </li></ul></ul><ul><ul><li>Digital communications </li></ul></ul>
  20. 20. Egg continued <ul><li>Thinking skills </li></ul><ul><ul><li>Inquisitiveness </li></ul></ul><ul><ul><li>Analytic thinking </li></ul></ul><ul><ul><li>Synthetic thinking </li></ul></ul><ul><ul><li>Critical thinking </li></ul></ul><ul><li>Innovation skills </li></ul><ul><ul><li>Creativity and ingenuity   </li></ul></ul><ul><ul><li>Adaptability   </li></ul></ul><ul><ul><li>Initiative    </li></ul></ul><ul><ul><li>Experimentation and risk-taking     </li></ul></ul><ul><li>Complex, real-world, problem-solving </li></ul>
  21. 21. The Egg: a work in progress <ul><li>Just tacking to report card not successful enough. </li></ul><ul><li>Embedding it instead in advisory, conferencing, goal-setting, and self-assessment. </li></ul>
  22. 22. Pat Bassett’s call for “demonstrations of learning” <ul><li>Define the skills of your graduates, and required “exhibitions” or demonstrations of those skills for graduation. </li></ul>
  23. 23. Demonstrations of Learning : “What you do, not what you know, is the ultimate test of education.” ~PFB Tweet <ul><li>Conduct a fluent conversation in a foreign language about of piece of writing in that language. </li></ul><ul><li>Write a cogent and persuasive opinion piece on a matter of public importance. </li></ul><ul><li>Declaim with passion and from memory a passage that is meaningful, of one’s own or from the culture’s literature or history. </li></ul><ul><li>Demonstrate a commitment to creating a more sustainable and global future with means that are scalable </li></ul><ul><li>Invent a machine or program a robot capable of performing a difficult physical task. </li></ul>
  24. 24. Demonstrations of Learning <ul><li>Exercise leadership in arena which you have passion and expertise . </li></ul><ul><li>Using statistics, assess if a statement by a public figure is demonstrably true. </li></ul><ul><li>Assess media coverage of a global event from various cultural/national perspectives. </li></ul><ul><li>Describe a breakthrough for a project-based team on which you participated in which you contributed to overcoming a human-created obstacle. </li></ul><ul><li>Produce or perform or interpret a work of art. </li></ul>
  25. 25. <ul><li>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?) </li></ul>
  26. 26. <ul><li>What are/ would be your school’s </li></ul><ul><li>demonstrations of learning? </li></ul><ul><li>Discuss. </li></ul>
  27. 27. <ul><li>external assessment: measuring what matters </li></ul>
  28. 28. <ul><li>Not everything that can be counted counts, and not everything that counts can be counted. </li></ul><ul><li>Albert Einstein </li></ul><ul><li>Data must inform, not replace, judgment. </li></ul>
  29. 29. Balancing the Scorecard <ul><li>Our schools will be evaluated and measured, whether we like it or not, especially with SAT scores and college lists. </li></ul><ul><li>We need to take the initiative, inside schools, to broaden the measurements and balance the scorecard. </li></ul>
  30. 30. Does your educational mission include: <ul><li>Meaningful student engagement in learning? </li></ul><ul><li>Supportive school culture and strong community? </li></ul><ul><li>Personalized learning for breadth of student abilities in core subjects? </li></ul><ul><li>Development of higher order thinking skills, and effective problem-solving skills? </li></ul>
  31. 31. <ul><li>Let’s measure mission: </li></ul>
  32. 32. <ul><li>To improve accountability. </li></ul><ul><li>In accreditation </li></ul><ul><li>To Boards </li></ul><ul><li>To parents </li></ul><ul><li>To funders </li></ul>
  33. 33. <ul><li>For marketing and communications. </li></ul>
  34. 34. <ul><li>To improve learning in the 21 st century! </li></ul>
  35. 35. NAIS monograph: July 2010 Student Outcomes that Measure the School’s Value Added <ul><li>“ Independent schools are now being challenged to show  how  their educational model generates what it does and how it is  worth  the investment. </li></ul><ul><li>“ 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.” </li></ul>
  36. 36. <ul><li>3 assessments featured in Nais monograph </li></ul><ul><li>hssse </li></ul><ul><li>map </li></ul><ul><li>cwra </li></ul>
  37. 37. <ul><li>High School Survey of Student Engagement </li></ul><ul><li>HSSSE </li></ul>
  38. 41. Education Secretary Duncan: Beyond the Bubble Tests: The Next Generation of Assessments  <ul><li>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. </li></ul>
  39. 42. <ul><li>computer adaptive assessment </li></ul>
  40. 43. Duncan: <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>
  41. 44. <ul><li>Northwest Evaluation Association </li></ul><ul><li>Measures of Academic Progress </li></ul><ul><li>St. Gregory teachers discuss on video </li></ul><ul><li>the MAP </li></ul>
  42. 45. Duncan: <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>
  43. 46. <ul><li>Council for Aid to Education’s </li></ul><ul><li>College and Work Readiness Assessment </li></ul><ul><li>CWRA </li></ul>
  44. 47. <ul><li>St. Gregory students discuss the CWRA </li></ul><ul><li>video </li></ul>
  45. 48. Example Performance Task: Source: Council for Aid to Education, CWRA Institutional Report <ul><li>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. </li></ul><ul><li>Pat was about to approve the purchase when there was an accident involving a SwiftAir 235. Your document library contains the following materials: </li></ul>
  46. 49. Documents or Artifacts: <ul><li>Newspaper article about the accident </li></ul><ul><li>Federal Accident Report on in-flight breakups in single-engine planes </li></ul><ul><li>Internal Correspondence (Pat’s e-mail to you and Sally’s e-mail to Pat) </li></ul><ul><li>Charts relating to SwiftAir’s performance characteristics </li></ul><ul><li>Excerpt from magazine article comparing SwiftAir 235 to similar planes </li></ul><ul><li>Pictures and descriptions of SwiftAir Models 180 and 235 </li></ul>
  47. 50. Questions: <ul><li>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? </li></ul><ul><li>What is your preliminary recommendation about whether or not DynaTech should buy the plane and what is the basis for this recommendation? </li></ul>
  48. 51. From CAE: <ul><li>CWRA tasks require that students integrate: </li></ul><ul><li>critical thinking, </li></ul><ul><li>analytic reasoning, </li></ul><ul><li>problem solving, </li></ul><ul><li>and written communication skills. </li></ul><ul><li>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. </li></ul>
  49. 52. Scoring
  50. 53. St. Gregory seniors Mean Raw Score Points Increase 128 Percentile Increase, on the College Freshman scale 30 percentile points (67 th  to 97 th ) Median Standard Deviation Increase .92 (compared to .51 at other high schools)
  51. 54. <ul><li>Q & A </li></ul>
  52. 55. <ul><li>Thank you. </li></ul>