Activities

===﻿ ACTIVITIES (Weeks III and IV) === __**1. Describe Stiggins’ five-step process of classroom assessment development: **__ 1. The development of clear purpose · Teachers understand who the users and uses of classroom assessment information are and know their information needs. · Teachers understand the relationship between assessment and student motivation and craft assessment experiences to maximize motivation. · Teachers use classroom assessment processes and results formatively (assessment for learning). · Teachers use classroom assessment results summatively (assessment of learning) to inform someone beyond the classroom about students' achievement as of a pariticular point in time. · Teachers have a comprehensive plan over time for integrating assessment for and of learning in the classroom.

2. The development of clear learning targets · Teachers have clear learning targets for students; they know how to trun broad statements of content standards into classroom-level targets. · Teachers understand the various types of learning targets they hold for students. · Teachers select learning targets focused on the most important things students need to know and be able to do. · Teachers have a comprehensive plan over time for assessing learning targets.

<span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 0.5in; tabstops: list .5in; text-indent: -0.25in;">3. Principles of sound assessment design · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Teachers understand what the various assessment methods are. · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Teachers choose assessment methods that match intended learning targets. · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Teachers design assessments that serve inteded purposes. · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Teachers sample learning appropriately in their assessments. · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Teachers write assessment questions of all types well. · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Teacher avoid sources of mismeasurement that bias results.

<span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 0.5in; tabstops: list .5in; text-indent: -0.25in;">4. Effective communication of assessment results · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Teachers record assessment information accurately, keep it confidential and appropriately combine and summarize it for reporting (including grades). <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;"> Such summary accurately reflects current level of student learning. · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Teachers select the best reporting option( grades, narratives, portfolios, conferences) for each context (learning targets and users). · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Teachers interpret and use standardized test results correctly. · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Teachers effectively communicate assessment results to students. · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Teachers effectively communicate assessment results to a variety of audiences outside the classroom, including parents, colleagues, and other <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">stakeholders.

<span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 0.5in; tabstops: list .5in; text-indent: -0.25in;">5. Strategies to involve students in their own assessment · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Teachers make learning targets clear to students. · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Teachers involve students in assessing, tracking, and setting goals for their own learning. · <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Teachers involve students in communicating about their own learning.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">If this were a district initiative I would show the data in our building and how the Stiggins' model could move students to higher achievement. I would set aside some of the staff meetings for collaboration. By opening dialog about assessments and sharing Stiggins handouts I believe that staff could have an engaged, self driven dialog about assessment strategies and techniques.
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">2. Scenerio: __**
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">You are a new principal of a K-5 school. How will you introduce Stiggins’ 5-step assessment model to your faculty? __**

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">I would have staff involved in the data retreat process and other in house staff development. The best way to learn about data is to actually crunch the numbers with teachers. By analyzing the data teachers will be able to make hypotheses, find the issues and set goals for improvement. Through progress monitoring and evaluation of all students, improved student achievement can occur. By involving students in the process through self-reflection and individualized goals they will have more ownership in their success.
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">3. What professional development activities will you need to provide to insure: __**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">a. Teacher buy-in to the process? b. Improved student achievement results? **

__**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">4. Interview at least three teachers and one administrator and observe how assessment practices are developed in your current school. **__ __**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">How do teachers use daily assessment data?Do they use the Stiggins model? Would they consider its use if they do not currently use it? **__ <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">I interviewed teachers and administrators at my school and in the school district. Assessment at the district level such as universal screeners, benchmark assessment, and common assessments are developed and adopted by a committee. Currently the district utilizes the Fountas and Pinnell Benchmark Assessment System. For this assessment a team of teachers, pupil service﻿ personnel, administrators, etc. was assembled to make the recommendation of Fountas and Pinnell. Common assessments are typically developed by a department.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">The expectation by administrators that were interviewed is that teachers use formative assessment data to inform daily instruction. The assessments are not designed as summative, but rather to identify gaps that students have that can be addressed in daily instruction. The test that is given contains concepts that students need to know at the end of the year for their grade level. By doing this, teachers can see what concepts most students know and those concepts that need extra attention. Students that score significantly below their peers are identified and targeted for small group intervention. An example would be elementary teachers conducting running records and using that data to inform reading instruction for each student. One administrator stated that some of Stiggins work was introduced many years ago in the district for curriculum work, but it was not mandated. This model would be considered as it had been used in the past.
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Administrators' Perspective __ **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">The teachers that were interviewed had similar answers in most regards.The teachers do not use an assessment model such as Stiggins on a school-wide basis. They have not used a lot of school wide assessments, with the exception of WKCE, so it is a rather new concept for most teachers. In the past, assessment has been mainly summative, and within the confines of individual classrooms. This new form of testing provides the opportunity to educate teachers on becoming more familiar with what defines a well done and effective form of assessment. Testing outside the classroom is a process, and the NJSD is in the beginning stages of this process. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 10pt;">One teacher is also on the NJSD math committee which is moving toward an RTI model, and an integral part of RTI is fluidity of students that require support. The goal of the assessment that they wanted was to identify the struggling learners, get them into math support and when they made adequate progress, to release them from the program. To achieve this goal they needed both a Universal screener and progress monitoring: a universal screener to identify students that were below grade level and then progress monitoring this group to ensure that the interventions that were put into place were working. However, as they began to look for a tool, they realized that they were either not matching the NJSD curriculum or were price prohibitive. Therefore the committee made the decision for the math team to create their own assessment. They used the core curriculum and curriculum based measurement to design an assessment that they felt met the guidelines they had set. The committee created 3 universal screeners, given in September, January and May. Progress monitoring assessments are given only to those who identified on the Universal screener and are given in October, November, December, February and March. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">
 * __<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teachers' Perspective __ **