Common Formative Assessments 2.0

About the Author Larry Ainsworth is the author or coauthor of 15 published books including Common Formative Assessments 2.0 (2015), Unwrapping the Common Core (2014), Prioritizing the Common Core (2013), Rigorous Curriculum Design (2010), Common Formative Assessments (2006), Unwrapping the Standards (2003), Power Standards (2003), Five Easy Steps to a Balanced Math Program (2000 and 2006), Student Generated Rubrics (1998), and Getting Started with Rigorous Curriculum Design: How School Districts Are Successfully Redesigning Their Curricula for the Common Core (2013). Currently an independent education consultant and author, Larry served as the Executive Director of Professional Development at the Leadership and Learning Center in Englewood, Colorado, from 1999 to 2013. He has traveled nationally and internationally to assist school systems in implementing best practices related to standards, assessment, curriculum, and instruction across all grades and content areas. Throughout his career as a professional developer, Larry has delivered keynote addresses and breakout sessions across North America and in Latin America and has worked regularly on-site in school systems to assist leaders and educators in understanding and implementing powerful standards-based practices: prioritizing and unwrapping state standards and Common Core standards, developing common formative assessments, designing authentic performance tasks, and creating rigorous curricular units of study in all content areas, prek 12. Drawing on 24 years of experience as an upper elementary and middle school classroom teacher in demographically diverse schools, Larry brings a varied background and wide range of professional experiences to each of his presentations. vii

Welcome to Common Formative Assessments 2.0 Presented by Larry Ainsworth CFA 2.0 Quality assessment design PLUS... An Integrated A System System That Intentionally Aligns. With Many Moving Parts Curriculum Data Analysis Instruction Ainsworth. All rights reserved 1

PARCC Common Formative Post- Assessment Assessment & Data & PLC Teams Process Process Effective Teaching Strategies with Quick Progress Monitoring Checks Checks Rigorous Curricular Unit of Study Based On Unwrapped Priority ILS Enrichment, Remediation, Intervention Prior to Next Curricular Unit Common Formative Pre- Assessment & Data PLC Teams Process Process Sequencing and Pacing of Curricular Units PRIORITY ILS and Supporting ILS Illinois Learning Standards Larry Ainsworth, Rigorous Curriculum Design, 2010 What s Today s Focus? Learning Intentions 1. See dramatic research supporting formative assessment and feedback to improve student learning. 2. Experience the new steps of the CFA 2.0 design framework. 3. Focus on the importance of explicit learning intentions and student success criteria. 4. Learn how to use established guidelines to critique CFA questions for quality. 5. Create the missing links in collaborative CFA design: learning progressions and quick progress checks. Ainsworth. All rights reserved 2

DRAMATIC Dramatic Research Support RESULTS Professor John Hattie Professor of Education Director of the Melbourne Education Research Institute University of Melbourne, Australia The research compiled information from across existing research studies: 800+ meta analyses 50,000+ studies 240+ million students Ainsworth. All rights reserved 3

Student Achievement Measuring Instructional Impact With Effect Size Any professional practice that can achieve a 0.40 effect size equates to approximately one year of growth in student learning. John Hattie, Visible Learning, 2009, pp. 2 3 Effect on student achievement over time One Year s Growth 0 0.40 1.00 Decreased Zero Enhanced Visible Learning PLUS Ainsworth. All rights reserved 4

One Year s Growth 0.40 Decreased Zero 0.90 Source: Visible Learning PLUS FORMATIVE EVALUATION One of The Most Powerful Influences on Student Achievement Formative evaluation ranks fourth among all positive influences on student learning, producing an overall effect size of 0.90 equivalent to more than two years of student gains within a single academic school year. John Hattie, Visible Learning, 2009, p. 181 The Impact of Formative Assessments Five reviews synthesizing 4000 research studies conducted over 40 years Conclusion? When well implemented, formative assessments can effectively double the speed of student learning. Dylan Wiliam, Education Leadership, December 2007/January 2008, p. 36 Ainsworth. All rights reserved 5

Another Powerful Influence on Student Achievement The essence of formative interpretations is providing teachers with feedback from assessments about how they need to modify their teaching, and providing students with feedback so that they can learn how to self regulate and be motivated to engage in further learning. John Hattie, Visible Learning for Teachers, 2012, p. 126 One Year s Growth 0.40 Decreased Zero 0.75 Enhanced Source: Visible Learning PLUS FEEDBACK Ainsworth. All rights reserved 6

The Effective Use of Feedback The effective use of feedback ranks tenth, with an effect size of 0.75 and a nearly similar result as formative evaluation almost two years of student growth in one academic school year. John Hattie, Visible Learning for Teachers, 2012, p. 126 Grade and course level teacher teams collaboratively mine common formative assessment results in order to correctly interpret student learning needs and make instructional shifts to better meet those learning needs. New Research on Teachers Collective Efficacy Greater than all other influences on student achievement is teachers collective efficacy, showing an effect size of 1.57 equivalent to nearly four years of student gains within a single academic school year. John Hattie, Keynote Address at Visible Learning Conference, San Antonio, TX, July 13, 2015 Ainsworth. All rights reserved 7

Common formative assessments are aligned pre and post assessments within units of study that are collaboratively designed by a grade level or course level team and administered to students by each participating teacher throughout the year. CFAs assess student understanding of the particular learning intentions (standards or outcomes) that the grade level or course level educators are currently focusing on in a curricular unit of study. CFAs provide valuable feedback regarding what students currently know and what they yet need to learn with regard to the learning intentions for that unit. Ainsworth. All rights reserved 9

Standards (State, CCSS, Provincial) Unit Pre Assessment Priority Standards Design Fundamentals Unwrapped Concepts, Skills, Levels of Cognitive Rigor Unit Post Assessment Big Ideas and Essential Questions Copyright 2015, Larry Ainsworth CFA The Original Design Steps Identify the Unit Priority Standards and Supporting Standards Unwrap the Priority Standards and Create a Graphic Organizer Determine the Big Ideas and Essential Questions Create the Post Assessment Questions Construct the Scoring Guides Create the Pre Assessment Questions and Scoring Guides Common Formative Assessments, Larry Ainsworth and Donald Viegut, 2006 A Multiple Format Assessment Selected Response Big Idea Responses to Essential Questions Directly Aligned to Priority Standards Short Constructed- Response Extended Response Copyright 2015, Larry Ainsworth Ainsworth. All rights reserved 10

Why A New Edition? Learning Intention #2 The Ten Step CFA 2.0 Design Framework The 10 Design Steps Identify the Unit Priority Standards and Supporting Standards Unwrap the Priority Standards and Create a Graphic Organizer Determine the Big Ideas and Essential Questions Write the Unit Learning Intentions As Student Success Criteria Create the Post Assessment Questions Construct the Scoring Guides Create the Pre Assessment Questions and Scoring Guides Evaluate and Revise Assessment Questions for Quality Determine the Learning Progressions and Instructional Sequence Plan Quick Progress Checks to Coincide With the Learning Progressions Ainsworth. All rights reserved 11

Chapter 3 Overview of the CFA 2.0 Design Steps Pages 44 46 Chapter 6 Unit Learning Intentions and Student Success Criteria Chapter 9 Evaluating Quality of CFA 2.0 Questions Chapter 10 Learning Progressions and Quick Progress Checks Ainsworth. All rights reserved 12

The 10 Design Steps Identify the Unit Priority Standards and Supporting Standards Unwrap the Priority Standards and Create a Graphic Organizer Determine the Big Ideas and Essential Questions Write the Unit Learning Intentions As Student Success Criteria Create the Post Assessment Questions Construct the Scoring Guides Create the Pre Assessment Questions and Scoring Guides Evaluate and Revise Assessment Questions for Quality Determine the Learning Progressions and Instructional Sequence Plan Quick Progress Checks to Coincide With the Learning Progressions How do you currently communicate those learning intentions to your students? How do you currently determine the learning intentions for a unit of study? The Critical Role of Learning Intentions Learning intentions describe what it is we want students to learn in terms of the skills, knowledge, and values within any particular unit or lesson John Hattie, Visible Learning, 2009, pp. 162 163 Ainsworth. All rights reserved 14

One Year s Growth 0.40 Decreased Zero 0.75 Enhanced Source: Visible Learning PLUS TEACHER CLARITY Key Points About Learning Intentions Learning Intentions Are Not Just Standards Ainsworth. All rights reserved 15

Activity Design Step 4 Complete the Student Success Criteria Chart Chapter 6 Page 104 Introducing the Unit Success Criteria To Students Debrief and Discuss Where to Next with Learning Intentions and Student Success Criteria? Ainsworth. All rights reserved 17

Share Out Ideas, Insights, Questions Learning Intention #4 Use Established Guidelines to Critique CFA Questions for Quality Are Your Classroom Assessments As Good As They Could Be? Ainsworth. All rights reserved 18

What Kind of Quality Control Checks Do You Use to Evaluate Your CFAs Now? Assessment Is Inference Making Teachers use test (results) in order to make inferences about their students cognitive status. Once those score based inferences have been made, the teacher then reaches instructional decisions based (at least in part) on those inferences. Educational assessment revolves around inference making. W. J. Popham, Test Better, Teach Better, 2003, p. 60 It s All About Inferences How can we make accurate inferences about what students understand? Inferences are only as good as the evidence we collect. The source of that evidence must be of high quality. Ainsworth. All rights reserved 19

The 10 Design Steps Identify the Unit Priority Standards and Supporting Standards Unwrap the Priority Standards and Create a Graphic Organizer Determine the Big Ideas and Essential Questions Write the Unit Learning Intentions As Student Success Criteria Create the Post Assessment Questions Construct the Scoring Guides Create the Pre Assessment Questions and Scoring Guides Evaluate and Revise Assessment Questions for Quality Determine the Learning Progressions and Instructional Sequence Plan Quick Progress Checks to Coincide With the Learning Progressions Critiquing the Assessment Questions for Quality Fairness, RELIABILITY and Ainsworth. All rights reserved 20

Design Step 8 Practice Checking Multiple Choice Questions for Alignment and Quality Design Team Success Criteria Chapter 12 Mismatch of Internal and External Assessments Students are often unable to transfer their understanding of a concept or skill they have learned to a new and unfamiliar testing format with unfamiliar language and vocabulary. Ainsworth. All rights reserved 22

Align CFAs with External Test Formats Teacher teams write their CFA questions to align with the formats of state and national assessments so students have ongoing opportunities to demonstrate what they are learning in the ways they will be expected to respond on standardized tests. Where to Next? Ainsworth. All rights reserved 23

Learning Intention #5 Learning Progressions and Quick Progress Checks How Do You Currently Plan Your Instructional Sequence Within a Unit of Study? Learning Progressions The Instructional Pathway to the Learning Intentions Ainsworth. All rights reserved 24

The 10 Design Steps Identify the Unit Priority Standards and Supporting Standards Unwrap the Priority Standards and Create a Graphic Organizer Determine the Big Ideas and Essential Questions Write the Unit Learning Intentions As Student Success Criteria Create the Post Assessment Questions Construct the Scoring Guides Create the Pre Assessment Questions and Scoring Guides Evaluate and Revise Assessment Questions for Quality Determine the Learning Progressions and Instructional Sequence Plan Quick Progress Checks to Coincide With the Learning Progressions Learning Progressions Defined Learning progressions are the smaller, sequenced building blocks of instruction that lead students to understand the learning intentions. They help educators know where and when to adjust instruction. Learning Progressions Build To The Learning Intention LEARNING PROGRESSIONS LP 1 LP 2 LP 3 LP 4 LEARNING INTENTION Ainsworth. All rights reserved 25

Missing Links Learning Progressions You must be able to assess each learning progression. If the learning progression seems too big, break it down into two smaller ones. If the learning progression seems too small, combine it with another small one. Limit the total number of learning progressions for each learning intention only to those that are essential for student understanding. Examples Ainsworth. All rights reserved 26

Activity Design Step 9 Determine the Learning Progressions and Instructional Sequence How Do You Currently Plan Your Quick Progress Checks Within a Unit of Study? Quick Progress Checks Immediate Feedback to Educators and Students Ainsworth. All rights reserved 27

Assessment for Learning Assessments for learning happen while learning is still underway. These are the assessments that we conduct throughout teaching and learning to diagnose student needs, plan for next steps in instruction, provide students with feedback they can use to improve the quality of their work, and help students see and feel in control of their journey to success. Stiggins, Arter, Chappuis, & Chappuis, Classroom Assessment For Student Learning: Doing It Right Using It Well. 2006, p. 31. The 10 Design Steps Identify the Unit Priority Standards and Supporting Standards Unwrap the Priority Standards and Create a Graphic Organizer Determine the Big Ideas and Essential Questions Write the Unit Learning Intentions As Student Success Criteria Create the Post Assessment Questions Construct the Scoring Guides Create the Pre Assessment Questions and Scoring Guides Evaluate and Revise Assessment Questions for Quality Determine the Learning Progressions and Instructional Sequence Plan Quick Progress Checks to Coincide With the Learning Progressions Quick Progress Checks Defined A quick, informal, ungraded check for student understanding needs to occur immediately after each learning progression. Planned in advance by the teacher team, quick progress checks provide immediate feedback to educators and students about students understanding of the learning progression and where to go next instructionally. Ainsworth. All rights reserved 28

Learning Progressions and Quick Progress Checks LEARNING PROGRESSIONS LP 1 LP 2 LP 3 LP 4 LEARNING INTENTION Quick Progress Checks Instruction Assessment Connections Pre- CFA TEACH THE UNIT Post- CFA Informal Quick Progress Checks Aligned to Post-CFA Examples Ainsworth. All rights reserved 29

Activity Design Step 10 Plan Quick Progress Checks to Coincide with the Learning Progressions CFA 2.0 Building a Collection of Exemplars with Student Assessments* Kindergarten ELA Grade 2 Math Grade 3 ELA Grade 5 ELA password: performance Middle School Math Middle School Science Middle School Social Studies High School Integrated Math High School Biology High School English High School Spanish *Available to CFA 2.0 Workshop Participants Questions? Ainsworth. All rights reserved 30

Feedback from CFAs and quick progress checks shows students how well they are proceeding in their understanding of the targeted learning intentions, and where they need to go next. Adjusting Instruction and Learning Based on FEEDBACK From Quick Progress Checks Teach-Assess-Interpret-Adjust Teach LP 1; Quick Progress Check Teach LP 2; Quick Progress Check Teach LP 3; Quick Progress Check Teach LP 4; Quick Progress Check Post CFA and Adjust and Adjust Mid Unit Team Check In Copyright 2015, Larry Ainsworth Interpret and Adjust Team Analyzes Post CFA Results Team Plans for Bridge Instruction Ainsworth. All rights reserved 31

Collaborative Scoring and Analysis of CFA Results Planning for the Bridge Between Units The Bridge Between Units UNIT Bridge UNIT For Remediation and Enrichment THE RESULT? Ainsworth. All rights reserved 32

Know Thy Impact The ultimate requirement is for teachers to develop the skill of evaluating the effect they have on their students, that is, to know thy impact! Visible Learning, Session 2: Gathering the Data, Key Messages Teacher teams engage in the collaborative design of COMMON FORMATIVE ASSESSMENTS Ainsworth. All rights reserved 33

that move toward a focus on STUDENT CENTERED ASSESSMENT Use CFAs to Know Thy Impact Student responses to high quality CFA questions provide educators with credible evidence as to the degree of their instructional effectiveness and their impact on student learning and achievement. What Are Your Next Steps In Implementing CFAs? Ainsworth. All rights reserved 34