Science Leadership Support Network Welcome! Supported by PIMSER and Kentucky Department of Education Please enjoy some refreshments and Networking 2010.

Science Leadership Support NetworkWelcome!

Supported by PIMSER and Kentucky Department of Education

Please enjoy some refreshments and Networking

2010

Group Norms• Stay on schedule; be on

time• Put cell phones on silent

and computers closed• Stay present, giving full

attention• Listen actively as others are

speaking• Be engaged—Be IN the work• Avoid sidebar conversations• Balance advocacy and

inquiry• Keep name tags visible• Rule of 2 feet• Any others?

Goals of SLSN

• Deepen understanding of a balanced assessment system and its role in motivating students to higher levels of achievement.

• Understand and incorporate skills and strategies for transforming planning and practice in order to ensure that all students understand key concepts from the Energy Transformations big idea.

• Develop and act on a personal vision of leadership for sustainable improvement in their school or district.

January Review

Chapter 2Clear Targets

Chapters 3 and 4

Senate Bill 1Talking Points

NASAHeat & Temperature

The Path for Today

Putting it All Together

Our OverallVision Chapter 4Finish

Deconstruction

TargetMethodMatch

Test Blueprint

StudentSelf

Assessment

Putting It Together

Kentucky, and much of the nation, once again stands at the threshold of dramatic change in public education. This time, we also have the opportunity to use what we learned from the KERA experience to inform and engage the public – especially parents and teachers – to build understanding and acceptance of the new challenges and benefits that will accompany this change.

Your Task• Read the excerpt from the Prichard Committee’s

proposal (handout).

• Reflect on the content of chapters 1-5 in The Global Achievement Gap.

• What important points/evidence/ideas would you want to share with others to ‘get them on board’ with the changes that are happening in our state?

• Work in a group of 2-3 to develop a set of Talking Points* based on the task at the end of the excerpt.

• Be prepared to share with the large group.

*See the handout on Talking Points for tips!

T-chart Time

Deconstructing Standards

• Learning Targets– I can deconstruct

grade standards into Knowledge, Reasoning, Skill and Product Targets.

– I can explain the process of deconstruction to others.

Why are we deconstructing AGAIN?

• A different set of standards require a deeper understanding of what is to be taught—deconstructing promotes this understanding.

• Deconstruction is a HUGE part of SB One.• To reinforce your understanding in order to

support your leadership work.• To introduce this method to the

new members of SLSN.

Let’s Finish our Work

• Return to your work group from last month—if you were not here, please find your grade appropriate group.

• Re-examine the work from last time.

• Make any clarifications needed and complete the deconstruction

• Turn in a master copy to the facilitators

T-chart Time

Target-Method Match

• What’s the best way to assess the learning targets?

Possible Assessment Methods

• Selected response• Extended written response (essay)• Performance assessments• Personal communication

Target-Method MatchYou need to assess student achievement on each

of the following learning targets. Which assessment method would you choose?

• Ability to write clearly and coherently.• Group discussion proficiency.• Reading comprehension.• Proficiency using specified mathematical

procedures.• Proficiency conducting investigations in science.

Target X Method Match

PRODUCT

SKILLS

REASON

KNOW

PCPAEWRSR

Target-Method Match Activity Directions

• Work with a partner.• Read Scenario 1 and fill out the Scenario 1

line of the chart in your handout.• Read Scenario 2 and fill out the Scenario 2

line of the chart.• Do the same for Scenario 3 and then

Scenario 4.

BEST MATCH = ACCURATE + EFFICIENT

Target X Method Match

+PRODUCT

++SKILLS

++++REASON

+?++KNOW

PCPAEWRSR

General Guides

• Simple wording

• Ask questions

• Avoid clues

• Answer not obvious

• Highlight critical words

Test Item Formats

• Multiple choice

• True/false

• Matching

• Completion

• Extended Written Response

Multiple Choice #1: Original Item

Which of these occupations works with data rather than things or persons?

A. People who work in financial institutionsB. Construction workersC. Social workersD. Plumbers and pipe fitters

a. A only

b. A, B, and C

c. A and D only

d. A, B, C, and D

Multiple Choice #1: Guidelines Violated

#2 Keep responses brief and parallel

Avoid complex multiple choice formats

Multiple Choice #1: Revised Item

Which of the following occupations works primarily with data?

A. Accountants

B. Construction workers

C. Social workers

D. Plumbers

Multiple Choice #2: Original Item

Which of the following animals is a mammal?

A. Whale

B. Robin

C. Lion

D. Rattlesnake

E. All of the above

Multiple Choice #2: Guidelines Violated

• #4 Limit use of “all or none of the above”

• #5 Only one correct answer

• # 6 OK to vary number of response options (E is a place holder that is unnecessary)

Multiple Choice #2: Revised Item

• Which of the following animals is a mammal?

A. Rattlesnake

B. Robin

C. Shark

D. Whale

Multiple Choice #3: Original Item

• In the years between 1816-1824A. Tariff rates had increased

B. Tariff rates had decreased

C. Tariff rates had not changed

D. Tariff rates had gone up then down

MULTIPLE CHOICE #3: Guidelines Violated

• #1 The steps should present a clearly stated central problem

• #3 Repetition of phrases or terms should be avoided– Also: Is this really important?

MULTIPLE CHOICE #3: Revised Item

• What was the trend in tariff rates during the period 1816-1824?

A. Increased only

B. Decreased only

C. Increased then decreased

D. Remained the same

EWR TEST ITEM: Original Item

• Write about farmers who live along the Congo River.

EWR TEST ITEM: Guidelines Violated

• #1 General, all encompassing questions should be avoided

• #3 The question should be constructed simply and clearly to ensure directing the student to the desired response

• #4 The point values should be indicated

• #5 Outline acceptable response (not possible here)

EWR TEST ITEM: Revised Item

• Describe the typical housing, clothing, and diet of farmers who live along the Congo River. (This part of the test worth 10 points.)

Writing Test Items from Standards

• Clarify what you are assessing (recall, reasoning, application of a skill)

• Identify what is fundamentally important about the standard and/or learning target for assessing

• Identify the best method for assessing the target

• Draft items

Why Accuracy Is ImportantAssessment information can be inaccurate in

one of two ways:1. We think students have mastered material

when they actually have not.2. We think students haven’t mastered

material when they actually have.• What problems for teachers and students

would arise from each of these situations?

T-chart Time

Test Blueprint

“When we make a plan for an assessment, whether we intend to create the assessment or just copy it, we are making the advance decisions about validity—what the test will cover and how much weight each learning target will get.” (CASL)

Developing an Accurate and Valid Assessment

Using the Test Blueprint worksheet:

1.With your partner(s), determine the PURPOSE of the assessment you are designing.2.Discuss the relative importance/weight each target should have. In other words, decide which is most important to least important in terms of this assessment. Indicate that using ‘points’ in the last column—this can be adjusted at the end, too, if needed.3.Remembering the ‘target-method match’ activity, begin to select items for your assessment from the sets on your tables. They are numbered individually so that you can just record the numbers on the worksheet. 4.Be prepared to discuss your blueprint and to defend it based on what we know about purpose, accuracy and validity.

T-chart Time

Student Self-Assessment

Strategy 4: Teach Students to Self-Strategy 4: Teach Students to Self-Assess and Set GoalsAssess and Set Goals

• Students use test plans as a basis for evaluation of strengths and areas of study

• Students complete self-evaluation and goal-setting form on the basis of test or quiz results

Clear Targets and Student Goal Setting

x

x

x

Write numerals in expanded…

3

Write numerals in expanded…

2

Write numerals in expanded…

1

More study?

Simple mistake?

Wrong?Right?Learning Target

Problem

You Be GeorgePlease imagine you are George.

With a partner, do a little self-analysis and goal setting by completing the form.

(In this case, you will have to use a little imagination.)

You Be George• How many questions did George get wrong?

– What would his grade on this test be? – What is he likely to conclude from that grade if he doesn’t

do this kind of thinking? – How often do students like George get the opportunity to

look at a low score from this perspective? – What does research indicate students like George need?

• How might this activity be helpful in the classroom? – Who would benefit? – What would make it worth the time?

Without clear targetswe aren’t able to…

…do any of the following:

• Know if the assessment adequately covers and samples what we taught.

• Correctly identify what students know and don’t know and their level of achievement.

• Plan next steps in instruction.

• Give detailed, descriptive feedback to students.

• Have students self-assess or set goals likely to help them learn more.

• Keep track of student learning target by target or standard by standard.

• Complete a standards-based report card.

• “The object of teaching a child is to enable him to get along without a teacher.”– Elbert Hubbard

• “An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you do know and what you don't.”– Anatole France, Nobel

Prize-winning author

T-chart Time

Seven Strategies of AFL• Three kinds of benefits from student self-

assessment:– Cognitive achievement – although all students benefit,

self-evaluation helps the lowest achieving students the most

– Motivation – students taught to self-evaluate are more likely to persist on difficult tasks, be more confident about their ability, and take greater responsibility for their work

– Attitude about evaluation – students who are taught and regularly participate in self-evaluation have a more positive attitude about evaluation and assessments

Seven Strategies of AFL• Number off at your table from 1 – 6.

• Read the pages that correspond to your number.

• Utilize the “New American Notebook” organizer to help keep notes to share with your table about your section.

• #1 – pgs 95 – 98 #4 – pgs 109 - 117

• #2 – pgs 99 – 103 #5 – pgs 117 - 122

• #3 – pgs 103 – 108 #6 – pgs 123 - 127

• “Meaningful student self-assessment and goal setting require clear targets to begin with. Beyond that, students need to be taught to compare their status to the targets, justify their judgments with evidence from their work, and set specific goals that guide subsequent actions.”– Seven Strategies for AFL, pg. 127

• “Shallow men believe in luck. Strong men believe in cause and effect.”– Ralph Waldo Emerson,

poet and philosopher

The Path for Today

Putting it All Together

Our OverallVision Chapter 4Finish

Deconstruction

TargetMethodMatch

Test Blueprint

StudentSelf

Assessment

For March 2010

• Read Chapter 6 in Global Achievement Gap.

• Complete the reading guide.

• Our next meeting will be March 26th.