Assessment presentation for Elementary School at Westminster

1. Assessment
Westminster’s Elementary School

2. Student Achievement
What Matters Most?
High-Quality Teachers
Teachers collaboratively
Strong curricula with
clear learning targets
Strong leadership

3. Achieving the Goal
Professional 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. Why do we test (assess) students?

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. Connect the Dots

7. Putting it all Together
Stiggins, 2006

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. What is a standard?
A rule, principle used as basis for
judgment; a normal requirement
Why do we need standards?

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. Is a standard a power
standard?
endurance
leverage
readiness for next level
of learning

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. Big Picture!

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 place
Common 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 the
Everyday 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. Everyday Mathematics Grade 3
Measurement and Reference
Frames
Understand the Systems and
Processes of Measurement;
Use Appropriate Techniques,
Tools, Units, and Formulas in
Making Measurements

16. Unwrapping Standard

17. Student-friendly learning goals

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. Unwrapping
exercise
Unwrapping Template

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. Elements of a Standard
• Concepts students must
know.
★ Declarative Knowledge
• Skills that students should
be able to perform
★ Procedural Knowledge

22. Types of Learning Goals
• Knowledge
• Reasoning
• Skills
• Products
• Disposition
Stiggins, 2006

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. Concept Map for
Unwrapping

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. 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