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Coherence cas cop assess ii
The document discusses principles of coherence in education, focusing on measuring what is valued, valuing what is measured, and making connections between goals, practices, measures, students, adults, and the district. It emphasizes the importance of aligning assessments with learning goals and using descriptive language in rubrics and standards to provide reliable feedback and narrow the scoring range. The document provides examples and suggestions for developing effective assessment tools and scoring student work consistently.
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Coherence cas cop assess ii
- 1. Finding Coherence Focus, Measure,& Connect The Measure Sessions! January 20th, 2015 http://digitallearningforallnow.com http://www.slideshare.net/jpcostasr costa@educationconnection.org Jonathan P. Costa
- 3. Three Principles ofCoherence Measure what you value Value what you measure Priority Student Learning Priority Adult Learning Priority Systems Learning Student Learning Adult Learning Systems Learning MeasureFocus Connections
- 4. Coherence Pathways G =Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building Mission To develop in all children the knowledge, skills, attitudes and values... Theory of Action Focus Measure Connect
- 5. Student Data Driving Instructional Practices & Decision Making Instruction Driving Improved Measures Professional Practice Driving Improved Measures Systems Driving Improved Measures AdultData Driving Professional Learning & Decision Making Organizational Data Driving Systems Decision Making
- 6. Coherence Is Supported byAssessment Jonathan P. Costa Value Reliability
- 7. Align Assessments WithGoals 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.
- 8. Reflections on Assessment… Otherdata points: Required, by grade, department, standards aligned, type of administration, time required, testing window, vendor, ROI
- 9. Reflections on Assessment… Tobe 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) Building Technical Capacity • Constructing effective rubrics – measuring what you value • Scoring protocols – build capacity to judge student work As a General Rule: • The goal is the reduce the scoring range – to increase the reliability of the feedback • Transparency with the standards – sharing standards with the learners and providing them with effective feedback to improve performance.
- 10. The Pareto Leverage Principle Vital Few Somethings are more important than others. 20/80
- 11. Pareto Is Nota 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
- 12. The Biggest Challenge Gettingtogether and building the structures from which to give students the feedback they need to ensure success and accountability in these priority skill areas is the hardest part of this work. Please write 5 words that describe this winter’s weather in Connecticut.
- 13. Keep this shiftin mind… - From - View Judge Explain - To - Establish a reliable standard; then… View Analyze Discuss
- 14. It’s our naturalinstinct… Think back to the five words I asked you to write to DESCRIBE the winter weather in Connecticut…
- 15. Pay close attentionto the language. Judgment - Descriptive “reliable” vs. “corroborated by at least one other source” “effective” “1st person narrative” To help this shift…
- 16. Narrowing the Range •As a general rule, descriptive language is preferable to judgmental language for the purpose of narrowing the range of scores. • The more judgmental the language, the greater the time investment required for calibration and the more dependent on personnel the process. • The goal is find the balance time – descriptive enough to effectively communicate without being too restrictive or unrealistic.
- 17. Getting Some DescriptivePractice What is it – why is it seen that way? Element Spring day… Turkey sandwich… Student engagement… Written summary… Argument with evidence… More DescriptiveMore Judgmental
- 18. Making an ArgumentBased on Evidence Item Insufficient Sufficient Proficient Excellent Stated Position Rationale Supporting Evidence Closing Statement
- 19. Something to Think About •There is no shortcut to the amount of time required to use standards and assessment effectively. • You either have to define the standard from scratch through descriptive language or you will have to define it through working with your peers to develop anchor sets/models of student work. • The best strategy is probably a combination of both approaches.
- 20. Scoring Practice • Matchevidence in the student work to the descriptors in the rubric and scoring guide. • Scoring decisions must be based on particular evidence in the student work. Be able to point to the evidence in the student work that is relevant to scoring fairly and consistently. • You must be indifferent to the student – about what is demonstrated not about what you believe was intended.