Frank Philips Assessment
As you get farther away from that moment the assessment gets less effective.
The most effective comes in that moment to moment exchange between teacher and student.
Contrasts w summative assessment
All assessment can be called either depending on how it is used.
He has sent the powerpoint and the one page definition of formative assessment.
Refers to one page handout.
Formative Assessment defined – see definition.
More of a process, an instructional tool…
Especially in the arts, formative assessment has always been used as we walk around and talk with students as they work with projects. In good arts education we see that on a regular basis. We want to make sure that other classroom teachers
What do you look for in assessment that is formative? What is good formative?
9-week benchmarked assessment does not give you the ability to change assessment on a moment to moment basis.
#2 Standards based and scaffolded.
Purpose is to change the instructional process
#3. Not a gotcha assessment, not intended to sort students out but informs them about how they are doing and informs the teacher on what they need to be doing next
What you do for assessment needs to give you good information about what you nee to do next.
#4 describing vs judgment information give to the student in a way they understand how things are going
#5 Engagement of students in the process is very important. They need to be able to enter into the conversation so that they can feel in control of the learning process, accept more responsibility about the learning and what they still need to know.
Bemajim in Bloom research on formative assessment ???
Students engaged in formative assessment perform better on summative assessments.
Stiggins and Williams wrote this assessment page.
Rick made a statement last year: “Assessment for learning is a lot different from assessment of learning.”
Bloom in 1984
Black and William in 1988?
A wonderful substitute for the type of testing NCLB has been promoting.
With this initiative they hope to give states some guidance
Pam: CCSSO Plans do they plan on using this working draft to share with Chiefs? How will this new initiative
Frank: This new initiative. This fall they will be putting together a new task force of chiefs. CCSSO will be making some well defined recommendations on the NCLB. This new task force
Mega SCASS meeting in
Next summer, they will have a conference on classroom based assessment. Two prongs: one on the policy-making process who makes policies on professional development, they hope to supplant some of the traditional choices for assessment with formative assessment choices. The other side will be professional development, what is happening in terms of formative assessment…they will start some training of teachers, etc.
Specific studies – he’ll get us those citations.
He encourages us to use this powerpoint as a point of discussion, and their point is to determine what is effective formative assessment.
Pam: Are the arts being used as an exemplar? Stiggins does not seem to use the arts as an example.
Frank: Rick Stiggins is an MSU grad. Dylan has talked about the arts people being the experts.
If we came up with some vignettes about how arts people use this and have always used this, perhaps videos, then teachers will get it better.
Ana:
Frank: Formative assessment is not in the interest of testing vendors. They can’t supply materials that are relevant. They are out in the cold. This big bonanza that they thought might have been there is not there for them.
Stateside a lot of money has gone into state tests. State assessment folks are not seeing much return in what is a punitive model. They don’t see the payback in the curriculum. Some of the state assessment stuff will be put further back on the burner. State assessment folks may be our best allies. They didn’t
Dale: Follow up on Pam’s line of questions. Do you have a way for gathering these examples so that the arts are part of the examples.
Frank: As we do this teacher training, this year’s SCASS assisted with training teachers… where??? We can work with some of those teachers to demonstrate that classroom level assessment and process and capture it on film. Get some high quality tapes on line. Where it is working and where it is kept is somewhere that is accessible to many people and it should be part of the training. The content is not the issue it is the process.
Frank: He did not receive the results from Pam or Rusty. He wants to go through the questions and get feedback.
- Vision
without a coherent vision it drops off the table.
he’ll be gathering all that info
technical difficulties with Ann Rene
Ann Rene has a state arts test,
Frank: that is an important piece the question has to do with state policy and how they see their assessment system as spanning from large scale to classroom level.
Beth: a local assessment system in the regulations.
How does the state see classroom level assessment: the districts need to delineate how they will assess those areas outside of the state plan.
Has your state done anything with teacher training in formative assessment?
At their summer institute they teach formative and summative assessment and they have samples on the web.
Dale: We’re moving toward a heavier reliance on formative assessment. All districts must use formative assessment as part of their reporting. We don’t tell them how to but we are doing training in formative assessment. In our statewide plan there is more talk on formative assessment and we’re beginning to work with Grant Wiggins on imbedded assessment. We’re not as far along as we’d like to be we’re piloting in 38 schools.
Frank: Have you seen what Grant does?
Dale: It’s really outcomes based it’s along the same lines of thinking.
Frank: It’s a little difference.
AJoseph: We have arts ClassroomBased Performance Assessments in dance, music, theatre, and visual arts. We are training all of the teachers to do this work at state and district/local conferences and professional development. We will begin two years of voluntary piloting in districts from 2006-2008. In 2008-2009, districts are required by state law to submit an annual report regarding progress in all four arts. We are in the process of sampling various reporting forms, and we will develop a form from the state, with input from the field, to have validity and reliability of the scores to improve teaching and learning in the arts at grades 5, 8, and 10. The law requires the same for Social Studies and Health and Fitness, too. AnnRene' Joseph
Bethpa: UBD is leading alot of our PA work.
- Who sets assessment policy ?
Who needs to know more about assessment to make good decisions about assessment?
Pam: 5 states sets policy. In 3 cases it is the legislature.
Frank: They are interested in setting up a policy branch to help
Ana: shared responsibility
Frank: Shared responsibility is much more promising.
- What drives pd at the state and district level?
Ana: Higher ed and teacher preparation?
Frank: Higher ed is highly resistant to change. We have some people who are highly respected by higher education.
Your idea of certification is a big piece of making the change.
- Best role for arts ed in the context of NCLB
Frank: What might be the most effective way of framing the legislation to ensure that things will happen in the states?
What is effective PD in the states?
AJoseph: 150 hours of Continuing Professional Development must be completed by teachers and administrators, every five years for renewal of certification, and every 8 years for superintendents. The State Agency, the regional education service districts, and higher ed can provide these credits/clock hours, through approved programs and approved providers (instructors). The Arts CBPA development and all of our trainings are approved and are being used to renew certification for our teachers. The response has been very enthusiastic. Those involved in the development of the Arts CBPAs in WA State earned their certificate renewal over the past three years with me. I agree with
Title IIA
Incentive for teachers based on student improvement.
Where we have a cohort of teachers over a series of years is the most responsive.
Beth. Portfolios and we lost control….we need to think about what we can provide to the whole field in terms of what we learn.
Frank: Cumulative, cohort….
AJoseph: We use titles I, II, V, and IX for arts CBPA training and for attendance at state, local, and national conferences for our teachers since 2002.
dschmid: We too have used Title II Funds to train a cadre of teachers in formative and summative assessement practice
Admin wants to stay the course. But there are many who think this is not the way to go and make some substantive changes. The chiefs in their meeting were very adamant about being more aggressive with congress and so they’ve done quite a bit and seen no returns. One of the changes we’d like to see is about formative assessment. and see the change to formative and local assessment that we can see and demonstrate.
With all the money that the states and congress are putting in how are we going to convince them about the impact of formative assessment?
It won’t shift
Formative vs portfoloio? And I’m concerned that we take the best and educate the rest.
BThere is universal acknowlegdement that that arts know how to work one on one and there is acknowledgement …
It will be different in each state
Ssshould we be asking for something different, in terms of the reauthorization.
Back to the AEP white paper… the only thing they talk about is improving the Fast Survey and the NAEP. We haven’t been able to leverage the NAEP results and we should we be changing our ask.
NAEP is sexier.
we need to be able to tell the feds…
I think the white paper is meant to inform other conversations. We may have other opportunities
AEP – they talked about it at the AEP Steering Committee meeting last week. It’s meant about some of the primary points and benefits of the arts.
It is directed to Congress. Meant to be the foundation for other local efforts – a framework for further discussion.
The whole idea is to go with methods tht have been proven and have data. We know that NCLB was put together without any data.
In
There is convincing data on the
Beth – put up the NAEP data. If you were teaching this music or art class was how would you use this to improve their instruction. They are going to use this… this data is up on the KeyArts website.
What are the qualities of formative assessment within the frame of the arts that we can put forward to other fields?
An excellent first step.
They have to be examples that are telling, that can used by other disciplines.
Don’t frame it as counter to….
Don’t accuse NCLB as bad. It does certain things but doesn’t do other things. Accountability is
Balanced by other things at other levels.
Policy side is how do you balance the large scale and
Have some of the funding reshuffled so that it is also curriculum, teaching and learning divisions.
The federal dollars go into assessment and accountability and evaluation reports. Funding for instruction is in reading. All of the funds have beenput into AYP.
Article one pager is on science and math and what they have to do is push creativity and innovation.- she’ll send that out to us.
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