Using Improvement Science to Support School-wide Formative and Summative Assessment Alignment to Improve Student Learning Outcomes
Rory Dippold, MYP Coordinator
Jaime Osborne, Individual & Societies Teacher
May 26, 2022
Recording on
Introductions
In the chat, please type your name, school(s), years with IB and a success and/or challenge with assessment practices at your school.
*We will discuss these successes and challenges in the breakout rooms.
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Today’s Agenda
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Session Outcomes
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Session’s Connection to IB Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.�
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Programme standards (2020)
Students and teachers use feedback to improve learning, teaching and assessment (Learning Standard, Approaches to assessment, 1).
Teachers use a variety of assessment methods that are connected to stated learning objectives and outcomes (Learning Standard, Approaches to assessment, 2.1).
The school implements and reviews processes that actively engage students in their own learning (Learning Standard, Lifelong learners 1.2).
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Context
Middle school and 9th grade are standards-based learning and grading ONLY
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Definitions
Standards-Based Grading & Learning:
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Definitions
Summative: Assessment of Learning
Formative: Assessment for Learning
Practice:
Assessment for Learning
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Context: Problems to Address
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IB School Goal / Programme Development Plan (PDP)
The PDP focused on teachers engaging in the inquiry cycle focused on formative and summative assessments. This goal was based on teacher discussions, researching best practices and aligning our practices to IB.
Objective: Using the inquiry cycle, teachers will improve teaching and student learning by revising at least one unit with a focus on formative and summative assessments by June 2021 and four units total by June 2022.
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IB School Goal / Programme Development Plan (PDP)
Inquiry is focused on teacher planning and starting with backwards design (beginning with the end in mind). This includes using a summative assessment checklist and task specific rubrics.
Action is focused on what teachers and students will be doing to support ongoing learning. This includes using a formative assessment checklist and focus on formative feedback.
Reflection is focused on the impact the inquiry and action has on student learning and teacher improvements.
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Improvement Science
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| Improvement Science Process |
Step 1 | Collect and collaboratively analyze data to identify PoP |
Step 2 | Tease out reasons for the PoP = tedious process for teachers to create high-quality assessments |
Step 3 | Research best practice = use of checklists |
Step 4 | Discuss theory of change starting with change idea and working backwards to goal |
Step 5 | Implement test (i.e. Checklist Version 1) with select group of teachers and collect data |
Step 6 | Collaboratively analyze data to see if change is an improvement |
Step 7 | Use data to inform next test cycle (i.e. Checklist Version 2) |
Step 8 | Cycle repeats…. |
Checklist
3 Focus Areas:
Summative Assessment Quality Checklist
Formative Assessment Quality Checklist
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Example of Modified Assessment
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IB MYP Unit Planner
Civilizations
Systems
Orientation in Time and Space
Despite time and space, the four river valley civilizations share common systems or patterns
Before Checklist vs. After Checklist
Results
Summative Assessment:
Formative Assessment
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Celebrations
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Evidence of Impact
1. Teacher reflections and feedback
“The formative and summative checklist allowed my department to thoroughly reflect on our current assessment practices and provided us with a roadmap to make improvements and adjustments for the future.”
“It has been very useful to go through the formative and summative checklists and reflect. We have been able to see where we are strong such as in aligning formatives to summatives and building task specific indicators and see where we need to improve such as giving students opportunities to put the criteria in their own words.”
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Evidence of Impact
2. Student data - Pre-and-post data
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Evidence of Impact
3. Teacher checklists were mainly 2s and 3s with feedback on the checklist put in the unit planners.
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Challenges
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Personal Reflection & Guiding Questions
4. Our school context (i.e. summatives count for 100%) demanded that we improve the alignment between formative and summative tasks. How might your specific school context inform your goal(s) for assessment?
5. If not assessment, what is an IB goal at your school that you might utilize improvement science?
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Small Group Discussion (Approximately 10 mins)
Group 1 - Stay with Rory in this Zoom
This Zoom link (original) -
https://zoom.us/j/95893532284?pwd=U04wTXdycll1VCtwV0NpUTdRMFdRQT09
Meeting ID: 958 9353 2284
Passcode: pTF7TT
Group 2 - Go to this Link with Jaime
https://us04web.zoom.us/j/71484571380?pwd=oQzQndT6S4HKEgZDPau8KNCTc3i9G7.1
Meeting ID: 714 8457 1380
Passcode: IBMYP
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Small Group Discussion (Approximately 10 mins)
Group 1:
Patricia
David
Jennifer
Deborah
Samantha
Lizbeth
Kimberly
Suhair
Group 2:
Kristin
Alina
Kirsten
Kristin
Valerie
Tiyonna
Kip
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Session Outcomes
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Questions?
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References
Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America's schools can get better at getting better. Harvard Education Press.
Schimmer, T., Hillman, G., & Stalets, M. (2018). Standards-based learning in action: Moving from theory to practice. Solution Tree Press.
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