AssessmentWestminster’s Elementary School
Student AchievementWhat Matters Most?High-Quality TeachersTeachers collaborativelyStrong curricula withclear learning targ...
Achieving the GoalProfessional Learning Communities What do students need to know? How will we know when each student has ...
Why do we test (assess) students?
What have YOU accomplished   2-year Assessment Task Force   Renewed conversation around assessment   practices and reporti...
Connect the Dots
Putting it all TogetherStiggins, 2006
Yes I Can• How does your team make decisions  about what to teach?   • What are the strengths about your     instructional...
What is a standard?            A rule, principle used as basis for            judgment; a normal requirement            Wh...
Where do we get standards?•   Books    ★   Everyday Math•   National Organizations    ★   NSTA, NCTM, NCTE, NCSS, ACTFL,  ...
Is a standard a power       standard?   endurance   leverage   readiness for next level   of learning
What is a learning goal?• A specific statement of what  students will know or be able to  do.•   Marzano, Exercise 2.1•   M...
Big Picture!
Standards from different groups                # Grade 3                            # Grade 3 Math   Group         Content...
Everyday Mathematics Grade 3Measurement and Reference        Frames Understand the Systems and Processes of Measurement; U...
Unwrapping Standard
Student-friendly learning goals
Process for Unwrapping• Circle the words that  depict the skills students                               Identify who the P...
Unwrapping exerciseUnwrapping Template
Yes I Can• What actions does your team currently  take to engage students in assessment  of their own learning?   • What b...
Elements of a Standard• Concepts students must  know.  ★ Declarative Knowledge• Skills that students should  be able to pe...
Types of Learning Goals• Knowledge• Reasoning• Skills• Products• Disposition  Stiggins, 2006
Five Steps to Unwrap Standards  Step 1: Focus on Key Words  Step 2: Map standard into  goals  Step 3: Analyze the Goals  S...
Concept Map forUnwrapping
What are the outcomes? • Review your learning goals. • Align learning goals to a set of   standards. • Analyze learning go...
Congruence•   Key Ideas and Details (4th Grade Standard from CCS, Reading Informational Text)     •    RL.4.1. Refer to de...
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Keynote.assessment.es.draft #3

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Assessment presentation for Elementary School at Westminster

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  • Keynote.assessment.es.draft #3

    1. 1. AssessmentWestminster’s Elementary School
    2. 2. Student AchievementWhat Matters Most?High-Quality TeachersTeachers collaborativelyStrong curricula withclear learning targetsStrong leadership
    3. 3. Achieving the GoalProfessional Learning Communities What do students need to know? How will we know when each student has acquired the knowledge and skills? How will we respond if they haven’t learned? How will we extend and enrich if they already know it?
    4. 4. Why do we test (assess) students?
    5. 5. What have YOU accomplished 2-year Assessment Task Force Renewed conversation around assessment practices and reporting (WHY ASSESS) A new report card based on learning goals, (ASSESS WHAT phase) community conversation around changes in grading and reporting PLCs working on assessment
    6. 6. Connect the Dots
    7. 7. Putting it all TogetherStiggins, 2006
    8. 8. Yes I Can• How does your team make decisions about what to teach? • What are the strengths about your instructional decision-making process? • What are its weaknesses?
    9. 9. What is a standard? A rule, principle used as basis for judgment; a normal requirement Why do we need standards?
    10. 10. Where do we get standards?• Books ★ Everyday Math• National Organizations ★ NSTA, NCTM, NCTE, NCSS, ACTFL, NETS• Governments ★ AAAS, Project 2061 ★ Georgia Performance Standards ★ Common Core Standards• Nonprofits ★ Core Knowledge
    11. 11. Is a standard a power standard? endurance leverage readiness for next level of learning
    12. 12. What is a learning goal?• A specific statement of what students will know or be able to do.• Marzano, Exercise 2.1• Marzano, Exercise 2.3
    13. 13. Big Picture!
    14. 14. Standards from different groups # Grade 3 # Grade 3 Math Group Content Example Standards Strands Fluently add and subtract within 1000 using strategies and algorithms based on placeCommon Core 5 23 value, properties of operations, and/or the relationship between addition and subtraction. Use manipulatives, mental arithmetic, paper-and-pencil algorithms, and calculators to solve problems involving theEveryday Math 6 15 addition and subtraction of whole numbers and decimals in a money context; describe the strategies used and explain how they work.
    15. 15. Everyday Mathematics Grade 3Measurement and Reference Frames Understand the Systems and Processes of Measurement; Use Appropriate Techniques, Tools, Units, and Formulas in Making Measurements
    16. 16. Unwrapping Standard
    17. 17. Student-friendly learning goals
    18. 18. Process for Unwrapping• Circle the words that depict the skills students Identify who the Pilgrims were should be able to do. and explain why they left Europe to seek religious• Underline the words that freedom; describe their journey and their early years represent knowledge [in the Plymouth colony.] students should know. See Table 3.2 from Stiggins• Bracket the context
    19. 19. Unwrapping exerciseUnwrapping Template
    20. 20. Yes I Can• What actions does your team currently take to engage students in assessment of their own learning? • What barriers have you faced in making student assessment of learning practical in your classroom?
    21. 21. Elements of a Standard• Concepts students must know. ★ Declarative Knowledge• Skills that students should be able to perform ★ Procedural Knowledge
    22. 22. Types of Learning Goals• Knowledge• Reasoning• Skills• Products• Disposition Stiggins, 2006
    23. 23. Five Steps to Unwrap Standards Step 1: Focus on Key Words Step 2: Map standard into goals Step 3: Analyze the Goals Step 4: Determine the Big Idea Step 5: Establish Guiding Questions Bailey and Jakicic, 2011
    24. 24. Concept Map forUnwrapping
    25. 25. What are the outcomes? • Review your learning goals. • Align learning goals to a set of standards. • Analyze learning goals with Bloom’s taxonomy-balance. • Translate learning goals into student- friendly language
    26. 26. Congruence• Key Ideas and Details (4th Grade Standard from CCS, Reading Informational Text) • RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. • RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. • RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).• Westminster Grade 4 Learning Goals (Language Arts, Reading and Writing) • Brainstorms and generates writing from life experiences • Uses details to effectively support settings and characters • Focuses a story around a main idea or theme • Uses effective leads and endings • Uses lively verbs, precise nouns, and descriptive adjectives • Follows the conventions and grammar of the English language at a level appropriate for fourth grade

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