This session with Marzano is entitled: Developing Standards-Based Schools One Teacher at a Time
There is a growing movement to change the way we allow students to show what they have learned. So many things are beginning to come together sometimes the terminologies get confused, but we’ll get that sored out. New book coming out about formative assessment…formative assessment is at the crest of the wave of change that we are beginning to see.
We need to make a distinction beween forms of assessment and uses of assessment. Forms of assessment: obtrusive, unobtrusive, and student generated. Obtrusive: instruction stops and assessment begins – the traditional paper-pencil test, student presentations. There are a lot of ways to get information about what students know. Unobtrusive – instruction doesn’t stop – Phys ed teacher shows kids to throw and then watches and makes observations. Student Geenerated is the most powerful. Student says “let me show you what I know”. It allows students to guide there learnign.
Uses of assessment: Formative scores, summative scores and instructional feedback. Formative scores can be derived from any one of the previous forms of assessment, are scored in some fashion and recorded and can/should be used to track student progress over time. Summative are pretty much the same except the represent a student’s final status after some interval – this can be derived or informed by a series of formative scores. When students track theri own progress there is a 36% gain. instructional Feedback – derived from obtrusive and unobtrusive, can be scored but usually not, not recorded, but used to provide students and teachers with information that should change their behavior. These can use these to inform summative scores.
Students can usually accurately tell you what score they should receive. If they give you a score that you can’t justify you should ask them to demonstrate their knowledge. Students need rubrics and multiple assessments in order to get the correct feedback for this. Tests aren’t necessarily accurate nor do they show you student learning over time. Teachers need to take scores and use their judgment of how the student has progressed over time to determine what the grade should be.
Eventually a district or school has to address the issue of report cards with rigor and courage. Perhaps the sacred cow that is the report card needs to be changed. Changing your report cards to standards based instruments will be a bumpy road. Scores with letter grades are arbritary. There is no logic associated with this type of grading. Students and their parents need to know where the student started at a certain point of time and the knowledge that they gained over the period of time that is being reported. Then they can look and see the student’s rate of growth over that period and identify if there is a problem with the student’s rate of learning. If a student comes into the time period with a certain level of knowledge in a subject area and leaves without gaining any additional knowledge (if it has been presented) there is a problem.
Performance based VS Time based educational systems: Performance based does not require students to figure out teacher rules from year to year. Requires student to take control of their learning.
Individual teachers can operate a standards based classroom.
- Map out the curriculum (District should give this to you)
- Teacher the required topice for first quarter and report scores
- Allow students to work in small groups or individually a few times during the week during second quarter to increase their learning on quarter 1 topic while introducing Quarter 2 topics.
- Quarter 3 introduce new topics while giving students the opportunity to go back to the previous 2 quarters information in small groups and individually.
- Continue the same for fourth quarter.
This will change the paradigm of instruction. Changes:
- Students understand what the overall structure of the course will be and the info they will be required to demonstrate.
- Student will be able to demonstrate increased understanding at any time in the school year. They have the option of going back at any time.
- Topics are organized into measurement topics
- students can demonstrate competency any time they think they can
- Students have the responsibility for their progress.