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What Do We Know about Professional Learning in Assessment Literacy and Why

Should Administrators Care?

Session B5 1:45 PM - 3:00 PM

February 14, 2018

Jonathan Flukes, Assessment Consultant, Oakland Schools

Amy Olmstead-Brayton, Assessment Coordinator, Washtenaw ISD

Focus for this sessionBrief overview of Assessment Literacy Standards

Learn about two approaches to delivering professional learning

Understand their structure and design

Discover things we learned

Review and discuss a district/building self-assessment

Q&A

Link to slides

goo.gl/Km4MiP

What is your Assessment Literacy?

goo.gl/2nrTgv

What is Assessment Literacy?“Assessment literacy is the set of beliefs,

knowledge and practices about assessment

that lead a teacher, administrator,

policymaker, or students and their families,

to use assessment to improve student

learning and achievement.”

- Michigan Assessment Consortium (MAC)

MAC on Assessment

Literacy → goo.gl/zZotmi

Assessment Literacy Standards● Maximize the benefits of student

assessment and reduce/eliminate negative

consequences

● Create a more assessment-literate

population able to better use student

assessment to improve student learning and

achievement

● Written for five audiences

● Dispositions, Knowledge, and Performance

Standards → goo.gl/q1Zfnv

Need More? A2 - Assessment Literacy Learning Available Online, C1 - The Landscape of Assessment Literacy Initiatives

or see the MAC table in the exhibit area

Oakland Schools - Data & Assessment Literacy Series● Three-day series

● Focus on teachers, teams

● Used MAC standards and resources

○ Assessment Literacy Standards as guidelines and

reference points

○ Assessment Learning Network texts for short

reads and introductions to important/focus topics

○ External texts and custom created activities for

additional discussion and interaction

1:55

Oakland Schools - Data & Assessment Literacy Series Day 1● Building Awareness: Dispositions (beliefs) | Knowledge | Performance

● Connecting with beliefs about assessment

● Introduction to assessment vocabulary

○ terms and assessment types

○ learning → use the ALN texts

● Legal/ethical uses of data

● 5 keys to quality assessment (Stiggins)

● Foundations of data analysis

Oakland Schools - Data & Assessment Literacy Series Day 2● Reconnecting with the standards

● Understanding the basic foundations of

formative assessment

● Clarifying and sharing learning intentions

● Principles of effective feedback

● Engineering effective discussions, tasks, and

activities

● Promoting a data culture

Oakland Schools - Data & Assessment Literacy Series Day 3In development...

● Features and purposes of different assessment types

● Evaluating the quality of assessments

● Understanding assessment reporting

● Displaying data in meaningful ways

Oakland Schools - Data & Assessment Literacy Series“There was A LOT to learn and process! More days of delivery would

mean I’d be less likely to participate and leave the classroom, less days

& you wouldn’t get the content in.”

“While there were places to engage in the material, this would be best

improved by allowing participants to apply these concepts in their own

area.”

Oakland Schools - Data & Assessment Literacy Series“While the presenters were knowledgeable, the participants, especially

teachers need to engage in this material for their own use. The teacher

leaders who attend these sessions looks for ways to bring this material

back to their teachers. In this case, it would go, ‘I had this experience,

let me share that with you, how might we use this learning moving

forward’.”

“We were provided a ton of useful information and did activities to

help process it, which was good. It would have been helpful to have

been tasked with taking that info and then using/applying it in our

classrooms/building/whatever maybe in the form of homework and

bringing it back.”

Oakland Schools - Data & Assessment Literacy SeriesWhat we learned

● Teacher focused - dropped admin track

● Time span between sessions - small or nonexistent

● More time to have deep conversations (around texts and topics)

● Build practical takeaways to use and apply

● Exploring more impactful delivery options

Always revising and improving...

2:10

Assessment Literacy Teacher NetworkAmy Olmstead-BraytonWashtenaw ISD & Livingston ESA

The Ingredients of a Network

Time

leaders

content knowledge

collaboration

And with all that comes TRUST

Understandings

● Improvement in anything means change, and change is a process, not an event. A process of change takes time, effort, and the building of individual and collective efficacy around learning.

● Teacher Professional Learning in Networks is about developing teachers and their professional capacity - not about implementing programs.

● We see our networks as a minimum standard of care for teachers.

Achievement Initiatives Team Network Presentation

Research & Development Forming Scaling Up Institutionalized

5years

Reading Apprenticeship

Assessment Literacy

Adaptive Leadership

Clear Purpose, Shared Goals,

Research-Supported

Writing Collaborative

Science Workgroup

Study of Early Literacy (SOEL)

Teacher Evaluation

Intel Math

Culture & Diversity Task Force

Disciplinary Literacy (IDLL)

Develop Framework, Culture, Initial Group of

Teacher Leaders

Grow Learning Communities

Engage/Impact Hundreds/Thousands

of Teachers

Instructional Consultation

Teams

Life Cycle of a Network

Health Educators’ Learning

Network

Learning Plan

Year 1: (Novice)

- Develop knowledge: 5 Keys to Quality Classroom Assessment

- Begin challenging previously held dispositions.

- Begin altering performance.

Year 2: (Intermediate)

- Continue to Develop & Share knowledge: 5 Keys to Quality Classroom Assessment; 7 Strategies of Assessment for Learning

- Believe in target dispositions.- Continue improving

performance.

Learning Plan

Year 3: (Teacher Leader)

- Deepen Understanding and continue sharing foundational knowledge.

- Begin altering dispositions of others.

- Feel confident in performance to begin modeling/coaching others.

Year 4 and beyond: (“Expert”)

- Identify as a leader of this work in building/district/county/state.

- Evidence of systems-level impact.

Year 1 (Summer Institute)

Year 1 (Network)

Year 2 (Network)

ResultsStudent Growth- 3rd Grade

Pre-Test

Post-Test

Results Teacher Self-Assessment of PracticeOne Year in Network

Scale:0 - Not sure what that means1 – Not at all2 - Beginning3 - Partially4 - Completely

ResultsTeacher Testimonial

“I have noticed that my planning, teaching, assessing and feedback are all more focused and this clarity has been evident in my students as well. I feel much more fulfilled professionally because I have been able to clarify and truly understand the purpose for everything I do. While this has taken more work up front in preparing and planning for teaching, it has allowed me to be more focused in the feedback that I give, which has saved me time on grading while also providing more meaningful feedback to my students. The biggest difference I have seen is in a drastic improvement in student engagement, especially in my lowest performing students. They are now eager to learn and complete the assigned tasks because they see a clear purpose for all of the work that they do. Additionally, because they truly understand my expectations and how they can meet (and exceed) them they are able to accurately assess both their own work and their peers’- identifying strengths and weaknesses and understanding how to improve. All of my students now have the tools needed to truly be responsible for their own learning.”

(Emphasis Added)

ResultsTeacher Testimonial

“Assessment Literacy has given us a chance to really collaborate on all aspects of our units. We have seen results already in the form of our district mandated Assessments, as [we], using a common unit, lessons and assessment, represented the top growth in our school for our first or A1 assessment. We have accomplished this by having the time to collaborate and really target our goals, teaching and assessment.”

(Emphasis Added)

Results Student Perception High School

How did you enjoy this unit compared to others?How difficult was this unit compared to others?How much work did you complete in this unit compared to others?

ResultsStudent Testimonial

“I enjoyed the work more because I feel like it really helped me key in and focus on my weaknesses.”

“I completed a lot more work well because I understood the concepts better. It seemed like we did more work but I feel better prepared.”

“This unit seems to make more sense. I feel pretty prepared and understand what I do wrong.”

“The more specific grading is helpful so I know exactly what to improve.”

“I feel less stressed going into the test because we’ve had more practice.”

ResultsStudent Testimonial

“Tracking the sorts of questions I miss is helpful. Then I know where my weaknesses are and having personalized feedback helps even more.”

“I worry about my grades, and quizzes that aren’t graded make me feel like I can try new things and mess up w/o being punished.”

“Looking at writing samples makes me aware to the mistakes I could make, while also practicing good revision techniques for when I write and proofread my own test.”

“It was helpful that [we had] example writings and conversations because they convey what the teacher expects the students to do better than a rubric.”

Our Learnings5 years later

This is about more than tests!

This is about changing our culture, beliefs, practices, and

policies to support and empower ALL students to view themselves

as successful and capable learners!

What are some of the components?

Accuracy:● Balanced Formative & Summative Assessment● Clear Targets● Test Item & Task Development● Development of Scoring Guides

Effective Use● Tracking Results & Grading● Self-assessment & Goal Setting● Descriptive Feedback● Instructional Planning w/Results

Positive Outcomes

● Intentionally connecting curriculum, instruction, and assessment.● Collaboratively developing local assessments and sound units of

study that are directly linked to the standards.● Ensuring that assessment systems are balanced and that assessment

data can be used by teachers, students, and families to improve teaching and learning outcomes.

● Involving students in the process in order to give them ownership of their own learning.

● Empowering teachers and strengthening their professional practice.

This is NOT...

● A prepackaged program.● A one year initiative.● To be done alone.

What happens once you begin this work?You begin...

● planning and managing both formative and summative assessments in the classroom● identifying, clarifying, and teaching to valued learning targets (state standards)● designing or selecting high-quality assessment items and tasks● devising high-quality scoring keys, guides, and rubrics● using assessment results to plan further instruction● offering descriptive feedback during learning● designing assessments so that students can self-assess and set goals● tracking student achievement along with other relevant data● setting up a system so students can track and share their own progress● calculating grades that accurately represent student achievement● Believing that ALL students can be successful learners, and modeling that belief in your

practice!

And this takes TIME!

TIME to

LEARN

TIME to

CHANGE

TIME to

LEAD

Reflection & Table TalkTake some time to reflect individually on the following points:

● Where do you think you are in the process? (Based on MAC

Standards)

● Where would you like to be?

● What are some actions you could take to get there?

● What might be some potential barriers?

With your table discuss your thoughts.

Questions?Jonathan Flukes, Assessment Consultant, Oakland Schools

[email protected]

Amy Olmstead-Brayton, Assessment Coordinator, Washtenaw ISD

[email protected]