ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 TM
Illinois CSI – February 16, 2016
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QUICK FIXES
Small changes can make big differences
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 PRIORITIZE Our goals for today
• To review the historical aspect of assessment
• To analyze the research about relationships in
classrooms
• To discuss the mindframes/mindsets needed in a
classroom
• To breakdown assessment literacy into manageable
concepts
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How did we get here?
 1983: A Nation at Risk document is released
 1985: State Goals of Learning released in
Illinois.
 1994: Reauthorization of ESEA “Improving
America’s Schools Act” brought state
standards and state testing for all students.
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 How did we get here?
 2002: Reauthorization of ESEA “No Child
Left Behind Act” brought broader state
accountability for standards-based
education to the forefront
 2010: Illinois adopts Common Core State
Standards
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How did we get here?
 2011: PERA and SB 7 in Illinois
 2015: PARCC and Smarter Balance
Administered
 2015: Reauthorization of ESEA: “Every Student
Succeed Act” adopted.
 2016: Illinois’ PERA implemented-student
growth
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 Who is responsible for what?
Federal
•ESEA law
•Funding for ESEA (Title
I, II, III, and V, VII)
State
Local
•Annual state-wide
testing
•Accountability: report
results
•Teacher evaluation
model
•School Improvement
of low-performing
schools
•Alignment of
assessments,
instruction and
curriculum
•High-quality classroom
assessments of state
standards
•Teacher professional
development
•Implementation of
student growth and
professional practice
in teacher evaluation
model
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Why is this
important?
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 Just a
thought
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So,
why
do
we
assess
students?
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 When we talk about
assessment….
Keynote Address
Breakout Sessions
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BELIEFS
Mindsets, Mind Frames, Theoretical Lens, Attitude, Approach
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 GOAL:
Relationships
+
Growth Mindset
+
Assessment literacy
=
assessment
capable
learners
Copyright 2015 Rosa Educational Consulting
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 GOAL:
Relationships
+
Growth Mindset
+
Assessment literacy
=
assessment
capable
learners
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RELATIONSHIPS MATTER
Which ones?
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 Builders or breakers
@ your table,
discuss a time
that an
assessment has
BUILT
Or
BROKEN
a relationship of
yours.
Copyright 2015 Rosa Educational Consulting
Don’t just trust me…. Hey,
lady…h
ave
any
facts?
• Teacher/Student
Relationships: .72
• Peer Effects: .53
• Teacher
Collaborations: .93
Hattie, 2003
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 Teacher/student
relationships
• What is our role
with students?
• To be their teacher
• To be their resourcer
• To be their champion
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How?
Climate
Developing a warmer socio-emotional climate in
the classroom, fostering effort and thus
engagement for all students, requires teachers to
enter the classroom with certain conceptions about
progress, relationships and students.
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 How?
Role
It requires teachers to believe that their role is that
of a change agent –
that all students can learn and progress,
that achievement for all is changeable and not
fixed, and
that demonstrating to all students that they care
about their learning is both powerful and
effective.
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Where have I seen this before?
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 Student/student
relationship
• How can we
foster positive
peer
relationships?
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Student/student
relationships
• How do we foster
positive peer
relations?
• Communicate
expectations
• Respect all
experiences
• Lots of opportunities
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 Educator/Educator
relationships
• How do we foster
positive
professional
relationships?
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Educator/Educator
relationships
• How do we foster
positive
professional
relationships?
• Communicate clear
expectations
• Define purpose and
goals
• Allocate time
• Define feedback
loops
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 +
Relationships matter
In your school, which of these do you have
some influence?
26
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I believe all students can
learn
I believe all teachers
can teach
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 Copyright 2015 Rosa Educational Consulting
GOAL:
Relationships
+
Growth Mindset
+
Assessment literacy
=
assessment
capable
learners
Copyright 2015 Rosa Educational Consulting
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 MINDSETS MATTER
MINDSET
MINDFRAME
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 Dweck’s mindset
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Fixed and growth mindset
“There
are also differences in classes where teachers
believe that achievement (and intelligence) is difficult to
change because it is fixed and innate compared to
teachers
who believe achievement (and intelligence) is
changeable.”
•
Carol Dweck 2006).
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 Hattie’s mindframes
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 With a partner, take one mindframe and
read it.
Discuss your understanding of this mindframe
with your partner.
Create
a professional scenario that you could
discuss this mindframe with your colleagues.
When
Where
How
Why
Copyright 2015 Rosa Educational Consulting
GOAL:
Relationships
+
Growth Mindset
+
Assessment literacy
=
assessment
capable
learners
Copyright 2015 Rosa Educational Consulting
19
ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 TM
Top 3
EMPOWERING TEACHERS • INSPIRING LEADERS
wolfpackconsulting.com
+
An Assessment Literate
teacher
Balanced
Assessment Model
Purposes
Data Daze
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 1. Balanced assessment model
“Those steeped in the principles of
sound assessment understand that
assessment results must be delivered
into the hands of the intended user in a
timely and understandable form.”
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Balanced assessment framework
National Center for Assessment Perie, Marion, Gong 2007
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 You are leading your faculty meeting on
Balanced Assessment.
A veteran teacher asks, “Why is this important to
me?”
Tell your partner the answer.
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 2. Understanding purpose(s) of
assessments
“Assessment-literate educators understand
that assessments can serve a variety of
important users and fulfill purposes in both
supporting and verifying learning.”
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KEY questions
• What is the
purpose of the
assessment?
• Who will use the
data results?
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 The Golden Circle
WHAT
HOW
WHY
Figure 7. The golden circle (Sinek, 2009).
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The purpose of this assessment
is______________________
and we
will use the data to
__________________________________.
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 You walk into a classroom. Students are taking a
10 point quiz. You ask a few, “Why are you taking
this quiz” and they answer, “umm, ahh, and I
don’t know.”
Discuss with your partner the conversation you
would need to have with the teacher.
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3. Data Daze
Assessment literate teachers
are keenly aware of the fact
that assessment can no
longer be seen merely as
something adults do to
students. Rather, students are
constantly assessing their
own achievement and
acting on the inferences they
draw about themselves.
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 Data tells part of the
story.
Assessment literate
teachers understand that
an assessment, no matter
how terrific, can only tell
a bit of the pic
Not the full story
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There are lots of people that make decisions
based on assessments.
Brainstorm with your partner at least 8 different
groups.
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 Assessment User
Information Gathered from
Assessment
Student
Am I improving over time?
Assessment User
Superintendent
Is the leadership at the school
advancing learning?
Do I know what I need to
succeed?
How shall we allocate district
resources to achieve success?
What should I do next?
Teacher
Information Gathered from
Assessment
Are our programs producing results?
How am I doing in relationship
to my classmates?
What does this student need
next?
Which schools/classes need
additional resources?
(Table Continues)
What strengths can we build
upon?
How should I group my
students?
Parents
What grade should I award to
this learning?
Is my student learning?
Is this teacher doing a good
job instructing my student?
Is this a good school district?
Principal
Is instruction producing results?
Are our students ready for the
workplace or next step in
learning?
Federal Education
Agency
Employees
Is our country allocating
resources appropriately?
Are our schools producing the
outcomes we need for a
strong nation?
Do we need additional
resources to certain states or
schools?
Are all students receiving a fair
and equitable education in
the country?
Is our programming meeting
the needs of our students?
Copyright 2015 Rosa Educational Consulting
GOAL:
Relationships
+
Growth Mindset
+
Assessment literacy
=
assessment
capable
learners
Copyright 2015 Rosa Educational Consulting
27
ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 TM
And, what do you do about it?
EMPOWERING TEACHERS • INSPIRING LEADERS
wolfpackconsulting.com
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ASSESSMENTS MATTER, RESEARCH FORUM KEYNOTE: DR. DIANE WOLF FEBRUARY 2016 Why did you become a teacher?
Copyright 2015 Rosa Educational Consulting
TM
Dr. Diane Wolf
Diane@wolfpackconsulting
www.wolfpackconsulting.com
EMPOWERING TEACHERS • INSPIRING LEADERS
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Balanced Assessment System
By Type: What are the differences between assessment types within a balanced system?
FORMATIVE
INTERIM
SUMMATIVE
…assessments are designed to…
Quickly inform instruction
Benchmark and monitor progress
Evaluate learning
…by providing…
Specific, immediate, actionable feedback
Multiple data points across time
Cumulative snapshots
…through…
Daily, ongoing instructional strategies
Periodic diagnostic/common assessments
Standardized assessments
...that are…
Student/Classroom-centered
Grade-level/School-centered
School/District/State-centered
…and that answer…
What comes next for student learning?
What progress are students making?
Is the program working?
Are our students meeting the standards?
Wisconsin Department of Public Instruction; April 30, 2015
Balanced Assessment System
By Purpose: What are the purposes of various assessment types?
To PLAN learning
PRIOR to instruction
Examples*
To SUPPORT learning
DURING instruction
Examples*
To MONITOR learning
BETWEEN instruction
Examples*
To VERIFY learning
AFTER instruction
Examples*
Formative
Interim
Summative
Quickly informs instruction by providing
specific, immediate, actionable feedback
Benchmarks and monitors progress by
providing multiple data points across time
Evaluates learning by providing
a cumulative snapshot
Snapshot that aids in planning future
instruction, reflecting on general patterns,
or establishing the big picture within a class
of students
Feedback that identifies student learning
goals and needs
Pre-tests/quizzes
Student self-assessment
Visual organizers (i.e. KWL)
Feedback that informs both student and
teacher in order to make real-time
adjustments to teaching and learning
Journals
Questioning
Observations, visual signals
Feedback that allows the teacher to see
what progress has been made by the
student since last check-in
Portfolios
Running records
Student conferences
Feedback that confirms what the student
knows and can do
Portfolios
Exit activities
Projects/demonstrations
Data points that show a teacher the
instructional starting point for a chapter,
unit, semester, or year
Inventory
Pre-tests/quizzes
Universal screener
Data points that show what learning
objectives have been mastered, what needs
to be addressed next, and what requires
more attention
Rubric
Running records
Graded class work
Data points that track student progress
over time, providing periodic and multiple
data points against benchmarks throughout
the year for program improvement and
instructional change
Rubric
Running records
Graded class work
Data points that are used, along with other
information, to establish a grade or score,
and to make decisions about and
adjustments to instruction, curriculum, and
programs
Post-test
Local benchmarks
Curriculum-based measures (CBMs)
*Note: Examples listed above are not an exhaustive or definitive list, and may serve multiple purposes.
Prior year summative data
(i.e., AP exams, screeners,
benchmarks/CBMs, statewide assessments)
Snapshot that informs classroom, grade
level, or department decisions such as
groupings, alterations to curriculum maps,
etc.
Benchmarks/CBMs
End of unit grades
Item/sub-group/gap analysis
Snapshot that provides information about
what students know and can do in order to
promote program improvement, curricular
changes, or PD needs
Benchmarks/CBMs
End of semester grades
Item/sub-group/gap analysis
Snapshot that contributes to decisionmaking, typically on an annual basis, at
macro levels, about subgroups, schools,
districts, and states
Statewide assessments
WISEdash reporting
School Improvement Planning
WI DPI: April 30, 2015
Debriefing Session: Thousand and Villa
Diane Wolf
TM
Illinois CSI
2.17.16
EMPOWERING TEACHERS • INSPIRING LEADERS
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All this change….
but, would we want it to stay the same?
Copyright 2015 Rosa Educational Consulting
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Debriefing Session: Thousand and Villa
Diane Wolf
What are the HOT curriculum/policy topics in your district?
Some ideas: student behaviors, curriculum, grading, instruction, assessment,
teacher evaluation, standards, professional practice, technology.
What are the top ones for your school?
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MANAGING COMPLEX CHANGE: Assign each topic above to a box below.
You can have as many in one box as is accurate.
CONFUSION
ANXIETY
RESISTANCE
FRUSTRATION
FALSE STARTS
(Start. Stop. Start)
Everyone On Board
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Debriefing Session: Thousand and Villa
Diane Wolf
What’s missing
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What do you need to get for your
staff?
Vision
•
•
•
•
•
Write it down
Speak it
Make sure leadership knows
Rinse and repeat
Vision = NO
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Debriefing Session: Thousand and Villa
Diane Wolf
What do you need to get for your
staff?
Skills
•
•
•
•
Survey (Pre and Post)
Reiterate that everyone has skills
Reemphasis strengths
Use multiple ways
•
•
•
•
Groups
Readings
Videos
Observing
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What do you need to get for your
staff?
Incentives
•
•
•
•
Ask
Be consistent
Have variety for different people
Support
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Debriefing Session: Thousand and Villa
Diane Wolf
What do you need to get for your
staff?
Resources
•
•
•
•
•
People
Places
Problems
Inside (and out) of district
Use of consultants
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What do you need to get for your
staff?
Action Plan
•
•
•
•
•
Start now for FY17
Plan each SIP/Institute/Late/Early start
Have measures to evaluate
WRITE IT DOWN
Share with all
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Debriefing Session: Thousand and Villa
Diane Wolf
What do you need to get for your
staff?
Change
•
•
•
•
Change = evolution
Change = reflection
Change = adjustments
Change = modifications
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Value your own style
WHAT DO YOU NEED TO
CHANGE?
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Wrap‐up Session
Diane Wolf
TM
Taking a workshop back to the office
EMPOWERING TEACHERS • INSPIRING LEADERS
wolfpackconsulting.com
When we talk about
assessment….
Copyright 2015 Rosa Educational Consulting
1
Wrap‐up Session
Diane Wolf
GOAL:
Relationships
+
Growth Mindset
+
Assessment literacy
=
assessment capable
learners
Copyright 2015 Rosa Educational Consulting
Hey,
Don’t just trust me….lady…
have
any
facts?
• Teacher/Student
Relationships: .72
• Peer Effects: .53
• Teacher
Collaborations: .93
Hattie, 2003
Copyright 2015 Rosa Educational Consulting
2
Wrap‐up Session
Diane Wolf
What’s the difference?
MINDSET
MINDFRAME
Copyright 2015 Rosa Educational Consulting
+
An Assessment
Literate teacher:
Balanced
Assessment Model
Purposes
Data Daze
Copyright 2015 Rosa Educational Consulting
3
Wrap‐up Session
Diane Wolf
What do you need?
What are the HOT curriculum/policy topics in your district?
Some ideas: student behaviors, curriculum, grading, instruction, assessment,
teacher evaluation, standards, professional practice, technology.
What are the top ones for your school?
MANAGING COMPLEX CHANGE: Assign each topic above to a box below.
You can have as many in one box as is accurate.
CONFUSION
ANXIETY
RESISTANCE
FRUSTRATION
FALSE STARTS
Everyone On Board
©Dr Diane Wolf (diane@wolfpackconsulting com)
Copyright 2015 Rosa Educational Consulting
Technical Talk
• List the 3 things you learned from the
breakout sessions…
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Wrap‐up Session
Diane Wolf
Assessment is important to _____(who)
because _____(why).
My role is to make sure ______(vision) and I
can do this tomorrow by _____ (action plan).
To make all this happen, I will need
_____(skills). The areas I will need help are:
___,____ and ____. (resources)
Finally, the “push” I need to do this is
____(incentive).
Copyright 2015 Rosa Educational Consulting
TM
Thank you.
EMPOWERING TEACHERS • INSPIRING LEADERS
wolfpackconsulting.com
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