ascd 2017 edleader21 presentation

Assessment for Learning: Putting Students at the CenterMarch 27, 2017

© 2017 EdLeader21

Valerie GreenhillPresident, EdLeader21

Marisa Sarian Assistant Superintendent for Secondary Education, Pasadena Unified School District

Eric SchneiderAssistant Superintendent for Instruction, Minnetonka Public

Schools

Ch-Ch-Ch-Changes

Source: OECD

© 2017 EdLeader21

Which student would you choose?

Social Studies

.

Social Studies

English

Science

Math

Student A

Content Mastery

Critical Thinker

Effective Communicator

Effective Collaborator

Creative & Innovative

Financially Literate

Problem Solver

Globally Competent

Student B

© 2017 EdLeader21

ProfileofaGraduate.org

www.ProfileofaGraduate.org

Fairfax County

© 2017 EdLeader21


Communication

Collaboration

Creativity &Innovation

GlobalAwareness

Critical Thinking & Problem Solving

Productivity& Accountability

© 2017 EdLeader21

Virginia Student-Led Assessment NIC

10 Districts

© 2017 EdLeader21

PDSA Planning Change Idea: “Write 1 Question an 8th Grader Would have”Who is testing: Ms. Brown & Ms. Allen Goal of test: To evaluate potential misunderstandings in complex content

Questions: What do we want to learn

from this cycle?

Data: What data or information will you collect to answer

our questions?

Predictions: What do you think will happen?

Results: What were the results?

What did we learn?

Does using this strategy improve feedback loop compared to asking, “Any questions?”

Questions asked by students

Students will ask questions significantly more impactful toward conceptual understanding, allowing the teacher an opportunity to deepen understanding.

TBA

© 2017 EdLeader21

PDSA PlanningChange Idea: Develop and implement a protocol that will be used daily in student/teacher conferencingWho is testing: Sherell Hodge and Kim DraperGoal of test: Have an effective protocol that will allow kindergarten and 1st grade students to communicate their reading goal and strategies effectively.

Questions: What do we want to learn

from this cycle?

Data: What data or information will

you collect to answer our questions?

Predictions: What do you think will happen?

Results: What were the results?

What did we learn?

Does using this strategy improve feedback loop compared to asking, “Any questions?”

Questions asked by students

Students will ask questions significantly more impactful toward conceptual understanding, allowing the teacher an opportunity to deepen understanding.

TBA

PUSD GRADUATE PORTFOLIO & DEFENSE

Marisa Sarian, Ph.D.Assistant Superintendent, Secondary [email protected](626)396-3600 x.88216

“WHAT GETS MEASURED, GETS DONE”

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• Old way:– Teacher as Expert– ‘Content is King’– Assessment for evaluation– Standardized testing

• New way:– Teacher as Learning Guide– Deeper Learning competencies*– Non-cognitive skills & mindset– Assessment for learning– Performance Assessment

*http://www.hewlett.org/library/deeper-learning-defined/

DEFENSE DRIVES SCHOOL REDESIGN

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Portfolio

Grad Profile

Student Defense

Performance Assessments

Site Coordinator

Advisory Systems

Cycles of Inquiry

Project-BasedLearning

PART I: GRADUATE DEFENSE

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PART II: DEFENSE OF LEARNING: ORAL COMMUNICATION PRESENTATION

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IMPLEMENTATION MATRIX

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SITE COORDINATOR DUTIES & RESPONSIBILITIES

2016/2017 2017/2018 2018/2019

▪ Attend 2hr. Meeting after school once a month▪ Communicate expectations and outcomes w/ 9th

ELA and 10th World History▪ Become the expert on Graduate Portfolio and

defense requirements (including: uploading evidence to Naviance)

▪ Assist AP to coordinate calibration of scoring w/ rubrics

▪ Communicate with teachers regarding the Matrix (Including assignments that need to be scored with portfolio rubrics

▪ Work with department chairs to create implementation guide for using Senior Defense rubrics







▪ Review uploaded materials from Naviance w/ AP and Dept. Chairs

▪ During extra prep period(s), schedule meetings w/ ALL 11th graders to review portfolios (and create plan of action by the end of 1st semester)

▪ Meet w/ 11th grade students who were short at the end of 1st semester







▪ Schedule Senior Presentations▪ Organize Panel of Judges

Comprehensive High Schools*$2,000 stipend p/semester


*ONE release period per/200 students in the 12th grade


PLUS* ONE release period per/200 students in the 12th

grade

*Accommodations will be made tomeet the needs of Alternative Ed



RUBRIC #1 – RESEARCHScoring Domain Does Not Meet Standard Meets Standard (Pass)

Exceeds Standard (Pass with

Distinction) ✔

Argument

• Argument is unclear or underdeveloped• Makes unclear or irrelevant claims• Discussion of counter-claims is unclear or absent• Does not explain background and context of topic/issue• Does not draw conclusions

• Makes a clear, well developed, and convincing argument that demonstrates original critical thinking• Makes relevant and significant claims that support the argument• Acknowledges and responds counter- claims• Thoroughly explains background and context of topic/issue• Makes insightful connections, draws meaningful conclusions

Cites Sources(3 or more sources)

• Refers to evidence from few sources; some sources may not be relevant• Limited use of information and/or examples • Makes note of a general difference in perspectives on a topic without specific details (when appropriate)

• Refers to extensive and comprehensive evidence (print/digital) relevant to argument• Information and/or examples are used to illustrate and justify the argument• Weighs and evaluates inconsistent information and differences among authors on the same topic (when appropriate)

Evidence

• Restates information from multiple sources• Expresses broad agreement with a source's perspective without assessing the strength or limitation the source.

• Synthesizes and critiques evidence from multiple sources related to the argument• Assesses the strengths and limitations of most important sources to support or refute the argument or claims (when appropriate)

Organization

∙ Argument is unclear or not evident throughout the text • Ideas are disorganized, underdeveloped, or loosely sequenced• No transitions are used

∙ Argument is presented clearly and consistently • Ideas are fully developed and logically sequenced to present a coherent whole • Transitions guide the reader through the development and reasoning of the claim

Language

∙ Has limited control of syntax and vocabulary• Has an accumulation of errors in grammar, usage, and mechanics that distracts or interferes with meaning

• Has an effective fluent style with variety in syntax, precise word choice• Is free from errors in grammar, usage, and mechanics

RUBRIC #2 – CREATIVITY & INNOVATION

Scoring Domain

Does Not Meet Standard

Meets Standard (Pass)

Exceeds Standard (Passes with

Distinction) ✔

Point of View ∙ The product is characterized by an incomplete and limited application of the tools, material and artistic conventions of its particular artistic medium ∙ The student has not experimented with tools, materials or artistic conventions.

∙ The product presents a specific point of view∙ The student can clearly articulate the intent of the work orally or in written form.

Originality ∙The product relies on existing models, ideas, or directions; it is not new or unique ∙The product follows rules and conventions; uses materials and ideas in typical ways

∙The product is new, unique, surprising; shows a personal touch ∙The product may successfully break rules and conventions, or use common materials or ideas in new, clever and surprising ways

Value ∙The product is not useful or valuable to the intended audience/user ∙The product would not work in the real world; impractical or unfeasible

∙The product is seen as useful and valuable; it solves the defined problem or meets the identified need∙The product is practical, feasible

Style ∙The product is safe, ordinary, made in a conventional style ∙The product has several elements that do not fit together; it is a mish-mash

∙The product is well-crafted, striking, designed with a distinct style but still appropriate for the purpose ∙The product combines different elements into a coherent whole

Reflection ∙ The student describes her/his technique and method in a basic way. ∙ The student evaluates the work using only personal and emotional responses.

∙ The student uses appropriate vocabulary and principles to describe the work and the process of developing and creating the work or product ∙ The student evaluates the work using emotional response as well as cultural information, art practice conventions and/or arts standards.

RUBRIC #3 – WRITTEN COMMUNICATION

Scoring Domain Does Not Meet Standard Meets Standard (Pass) Exceeds Standard (Pass with Distinction) ✔

Argument ∙ Thesis is missing or unclear∙ Draws general or broad connections or conclusions

∙ Presents a clear and well-developed argument/thesis∙ Makes specific connections∙ Makes specific connections and draws logical conclusions that follow from the argument/thesis

Counter Claim ∙ One claim dominates the argument and alternative or counter-claims are absent

∙ Acknowledges questions, counter-claims, or alternative interpretations when appropriate

Thesis ∙ Relies on one or two reasons, examples, or quotations relevant to argument/thesis

∙ Refers to sufficient and detailed evidence (reasons, examples, and quotations) relevant to argument/thesis

Sources ∙ One source dominates the argument ∙ Information from source is presented as fact and source

∙ Compares the point of view of two or more sources∙ Evaluates points of view, purposes or other context information to assess credibility of sources

Organization ∙ Argument/thesis is unclear or not evident throughout the text ∙ Ideas are disorganized, underdeveloped, or loosely sequenced ∙ No transitions are used

∙ Argument/thesis is presented clearly and consistently throughout text ∙ Ideas are developed and logically sequenced ∙ Transitions connect ideas

Language Use ∙ Has limited control of syntax and vocabulary ∙ Language and tone are inappropriate to the purpose and audience ∙ Has an accumulation of errors in grammar, usage, and mechanics that distracts or interferes with meaning

∙ Demonstrates varied syntax and effective word choice∙ Language and tone are appropriate to the purpose and audience ∙ Is generally free of distracting errors in grammar, usage, and mechanics

Cites Sources ∙ Textual citation is missing, incorrect or inappropriately used

∙ Cites textual evidence appropriately, consistently and accurately

RUBRIC #4 – ORAL COMMUNICATION/ PRESENTATION

Scoring Domain Does Not Meet Standard Meets Standard (Pass) Exceeds Standard (Pass with

Distinction) ✔

Explanation of Ideas &

Information

∙ Does not present information, arguments, ideas, or

findings clearly, concisely, and logically; argument lacks supporting evidence; audience cannot follow the line of reasoning

∙ Uses a style or information that is inappropriate to the purpose, task, and audience (may be too much or too little information, or the wrong approach)

∙ Does not address alternative or opposing perspectives (if applicable)

∙ Presents information, findings, arguments and

supporting evidence clearly, concisely, and logically; audience can follow the line of reasoning

∙ Selects information, develops ideas and uses a style appropriate to the purpose, task, and audience

∙ Addresses alternative or opposing perspectives (if applicable)

Organization

∙ Does not meet requirements for what should be included in the presentation

∙ Does not have an introduction and/or conclusion, ∙ Uses time poorly; the whole presentation, or a part

of it, is too short or too long

∙ Meets all requirements for what should be included in the presentation

∙ Has a clear introduction and conclusion ∙ Organizes time well; no part of the

presentation is too short or too long

Eyes & Body

∙ Does not look at audience; reads notes or slides ∙ Lacks poise and confidence (fidgets, slouches,

appears nervous) ∙ Wears clothing inappropriate for the occasion

∙ Keeps eye contact with audience most of the time; only glances at notes or slides

∙ Looks poised and confident∙ Wears clothing appropriate for the occasion

Voice

∙ Mumbles or speaks too quickly or slowly∙ Speaks too softly to be understood∙ Frequently uses “filler” words (“uh, um, so, and,

like, etc.”)∙ Does demonstrate command of formal English

∙ Speaks clearly; not too quickly or slowly∙ Speaks loudly enough for everyone to hear;

changes tone and pace to maintain interest ∙ Rarely uses filler words (“uh, um, so, and,

like, etc.”)∙ Demonstrating command of formal English

Presentation Aids

∙ Does not use audio/visual aids or media ∙ Attempts to use one or a few audio/visual aids or

media, but they do not add to or may distract from the presentation

∙ Uses audio/visual aids or media to enhance understanding of findings, reasoning, and evidence, and to add interest

∙ Seamlessly audio/visual aids or media into the presentation

Response to Audience Questions

∙ Does not address audience questions (goes off topic or misunderstands without seeking clarification)

∙ Answers audience questions clearly ∙ Seeks clarification, admits “I don’t know” or

explains how the answer might be found when unable to answer a question

© 2017 EdLeader21

Insert Eric’s Slides Here■Minnetonka’s “Profile of a Graduate” is called the Minnetonka Teaching and Learning Instructional Framework

■For each of our eight dimensions, there is a definition, four levels of complexity, and a guiding document with examples from various content areas and school levels

Profile of a Graduate

Eric SchneiderAssistant SuperintendentMinnetonka Public [email protected]

https://capturevideo.wistia.com/medias/cbyozsagbd

Link to Authentic and

Real-World Learning

Guide

Link to Overview Document

https://drive.google.com/file/d/0B8kSRSge6kaodzdyWm5sTXEwTEU/view?usp=sharing

https://drive.google.com/file/d/0B8kSRSge6kaoc0dKVFZEUHhQdmM/view?usp=sharing

Semester at a Glance

Link to Minnetonka’s UbD template

Link to Minnetonka’s UbD rubric*

*Still in beta!

https://docs.google.com/document/d/14SbU03D9DwBAR-bh4wgEPctGxMVLtRNp7zyG6rVk5OI/copy

https://docs.google.com/document/d/1wFzUay2DhQ6jLHLTtFrHDBOaIVQTWMiwCozB9Ea-bqI/copy

© 2017 EdLeader21

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