March 5 2015 Todays Objectives Define expectations for staff and students related to testing and test preparation Explain the basics of Visible Learning Explain ILC 3 Test Success Part 1 ID: 211431
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Slide1
Sexton Staff PD
March 5, 2015Slide2
Today’s Objectives
Define expectations for staff and students related to testing and test preparation
Explain the basics of “Visible Learning”
Explain ILC #3: Test Success, Part 1 (Multiple Choice)
Recognize testing windowsDiscuss expectations and test preparationList parts of ILC #3Compare/contrast ILC #3 with last semester’s ILC
Content
LanguageSlide3Slide4
AIMS Web
– April
27
L-STEP – grades 7, 8, 9 – ELA & math - Feb. 2-17Practice ACT – Feb. 18ACT &
WorkKeys – grade 11, March 3-4M-STEP – 7th grade: April 27-May 15; 8th grade: April 13-May 1; 11
th grade: April 13-June 5AIMS Web – May 8AP Exams - May
Sexton’s Testing WindowsSlide5Slide6Slide7Slide8
Test Preparation
ALL
teachers are expected to do weekly test prep February through April – guidelines and resources will be provided when possible
Some teachers will be scheduled in computer labs so students have a chance to practice with online testing formatSlide9
Our work during the ILC should help our students avoid this kind of reaction to the tests…Slide10
Straight-forward
Specific to your content area
Emphasis on multiple choice questions
3 standards on which to focus3 test-taking strategies to practice: identifying distractors, answer the question before looking at choices, process of eliminationStudents will track their own progress
toward proficiencyILC #3 – Test Success, Part 1Slide11
Choose three (3) standards to focus on – aligned with areas of concern and your curriculum
Create a pre-test with at least 9 questions (three per standard)
Determine what constitutes “proficient,” “partially proficient,” and “not proficient”
Practice each test-taking strategy with 2-3 sample problems per week
ExpectationsSlide12
Identifying “
distractors
”
Answer the question before you look at the answer choicesUsing the “process of elimination”
Test-Taking StrategiesSlide13
Results of pre- and
post-tests, list of your standards
Participation in online
discussions (2)Online surveyExit ticketsCopies of your pre- and post-tests
Evidence CollectionSlide14
ELA teachers
:
sexton.coassess.org
Everyone else: jwsexton.weebly.com/forum.htmlFor directions, go to:
http://youtu.be/u8xwg_NwlMgOnline DiscussionSlide15
Visible Learning
Hattie’s effect size research
“We need a barometer of what works best, and such a barometer can also establish guidelines as to what is excellent… excellence is attainable: there are many instances of excellence, some of it fleeting, some of it aplenty.” -
John HattieSlide16
https://vimeo.com/114932030
Intro to John Hattie’s WorkSlide17
The idea was try to take almost everything that has happened in education that relates to student achievement and put it along a
continuum
to answer the following questions:
What are the things that enhance student achievement? What are the things that had some effect on student achievement?What are the thing that have a negative effect on student achievement?
Why a Barometer?Slide18
The term, “
innovation
” is used to describe the things that fall on the continuum
Innovation can be used to define a practice, program, strategy, etc.There are 150 innovations that are included on the barometer
Defining TermsSlide19
The 150 innovations were categorized into domains:
Child -
some
of these are out of our controlCurricula Home - some of these are out of our controlTeaching
TeacherSchoolDomainsSlide20
Hattie took data from thousands of studies that focused on student achievement and converted that data into a common metric (effect size) so they can be put along a scale (barometer
)
An
effect size is a measure of strength (of a program, practice, intervention, phenomena, etc.)
The Effect SizeSlide21
The average effect size for all innovations attempted = 0.4
Coincidentally looks like the bell shaped curve
Almost
everything “works” (or has above a zero effect size)95%-97% of all the things we do in education have positive effects (influences) in achievement
Overall FindingsSlide22
Label the different sections of the barometer on your handout.
BarometerSlide23Slide24
Hattie’s analyses haven’t
stopped
Approximately
1,200 meta-analyses have been reviewedThe effect sizes haven’t really changedNew innovations were added to the effect size list in 2012
Updates Since 2009Slide25
Directions
: Based on your experience, rank the
innovations/influences
in education on your handout in order, one being the most effective in increasing student achievement to 12 being the least effective.Ranking of Influences in EducationSlide26
Assessment-Capable Learners
Assessment-capable learners
are students who:
Know about their learning and can plan their next learning steps with a teacher (or a peer)Are active in their learningUnderstand the assessment tools being used and what their results mean
Understand the learning intentions of each lessonUse success criteria to know if they have achieved the learning intentionsCan peer-assess against success criteria and give feedback based on the criteriaCan set smartER goals, then self-monitor their progressCan answer: Where am I going? How am I going? Where to next?
Are able to track their progress using rubrics and/or exemplarsSlide27
Directions
: At your table, discuss how a tool like this can be used to help students become assessment capable. (What can I do with the tools I have right now to assist assessment capable learners?) Be ready to share with the larger group.
Student Assessment TemplateSlide28
Using effect sizes in the classroom
Mindframes
Next time:Slide29
Stretch, stretch, stretch it out!
(quickly!)Slide30
Using SIOP for Test Prep
How can SIOP components and features be used to help prepare students for the upcoming standardized tests?Slide31
SIOP Glossary of Strategies & Activities:
http
://
www.fresno.k12.ca.us/divdept/sscience/siop/siop_docs/InstructionalStrategiesActivities.pdfSIOP Components & Features Chart: http://siopwiki.cmswiki.wikispaces.net/file/view/ShelteredInstructionStrategiesChart%2Bfrom%2BIvanna.pdf/278120784/ShelteredInstructionStrategiesChart%2Bfrom%2BIvanna.pdf
SIOP Components & Features: http://www.fresno.k12.ca.us/divdept/sscience/siop/siop_docs/SIOPstrategiesActivities.pdf
SIOP ResourcesSlide32