The Critical Role Of Curriculum And Learning Progressions .

The Critical Role of Curriculum and LearningProgressions in Balancing Assessment SystemsRebecca Kockler, Independent ConsultantJeri Thompson and Scott Marion, Center for AssessmentWebinar #2 of the Webinar Series: Developing and Implementing BalancedAssessment Systems to Support School Improvement and Student LearningCalifornia Collaborative for Educational ExcellenceApril 13, 2021

Introduction (This session is being recorded) This is the second of five webinars designed to support California districtleaders and others in designing, developing, and implementing balancedassessment systems. This webinar focuses on how to instantiate the coherence criteria throughimplementing high-quality curriculum and balanced classroom assessmentsystems We have written extensively about balanced assessment systems including thispaper well that you can download at: https://www.nciea.org/node/493April 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 20212

A Call for Balanced Assessment SystemsApril 13, 2021Assessments at alllevels—from classroom tostate—will work together in asystem that is comprehensive,coherent, and continuous. Insuch a system, assessmentswould provide a variety ofevidence to supporteducational decision making.Assessment at all levels wouldbe linked back to the sameunderlying model of studentlearning and would provideindications of student growthover time (NRC, 2001, p. 9).Center for Assessment and CCEE: Balanced Assessment Systems 20213

Criteria for Evaluating Balanced Assessment SystemsA balanced assessment environment should exhibit three properties(NRC, 2001):1. Comprehensiveness – “a range of measurement approaches should beused to provide a variety of evidence to support educationaldecision-making”2. Coherence – “the conceptual base or models of student learningunderlying the various external classroom assessments within a systemshould be compatible”3. Continuity – “assessments should measure student progress over time”April 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 20214

Coherence Vertical Coherence – conceptual base or models of studentlearning underlying the various external and classroomassessments within a system should be compatible Horizontal Coherence – alignment among curriculum,instruction, and assessment along a common set of learninggoalsApril 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 20215

Coherence – Based onModern Theories of LearningAssessments and assessment systemsmust be based on research-based modelsof learning.Adherence to outdated, naïve, and/orimplicit notions of learning are animpediment to assessment literacy andassessment reform.A huge PD issue!National Academies of Sciences, Engineering, and Medicine. 2018. HowPeople Learn II: Learners, Contexts, and Cultures. Washington, DC: TheNational Academies Press. https://doi.org/10.17226/24783.April 13, 2021Center forAssessmentand CCEE:Center for Assessment and CCEE: BalancedAssessmentSystems2021Balanced Assessment Systems 20216

Vertical coherenceAssessment at all levels shouldbe linked to the same underlyingmodel of student learning (NRC,2001).Very hard at the state level because oflocal control, so districts are theappropriate locus of control.April 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 2021From Pellegrino, 201977

Horizontal Coherence Vertical Coherence – conceptual base or models of studentlearning underlying the various external and classroomassessments within a system should be compatible Horizontal Coherence – alignment among curriculum,instruction, and assessment along a common set of learninggoalsApril 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 20218

A “Simple” Model for a Coherent and Coordinated System ofCurriculum, Instruction & Literacy AssessmentsFrom Jim Pellegrino, NCME 2019LiteracyStandardsLiteracy Learning:Theory &ResearchLiteracyCurriculaDistrict & School Choiceand ResponsibilityUnit & LessonPlanningDaily ClassroomInstructionState Summative(& Interim)AssessmentApril 13, 2021Local Summative(& Interim)AssessmentClassroom Interim& SummativeAssessmentCenter for Assessment and CCEE: Balanced Assessment Systems 2021Ongoing FormativeAssessment9

Learning Progressions and Curriculum The authors of Knowing WhatStudents Know and subsequentpublications referred to learningprogressions or trajectories forinstantiating these commonmodels of learning. We agree that learningprogressions are important, but itis more practical to focus oncurriculum that is built on qualitylearning progressions.April 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 202110

Let’s Hear From the ExpertsRebecca Kockler,Independentconsultant and formerLouisiana DeputyCommissioner forTeaching and LearningWhat is high-quality curriculumand why is it important as afoundation for learning andassessment systems?Jeri Thompson,Senior Associate,Center for AssessmentUsing high-quality curriculum asthe foundation for classroombalanced assessment systemsRebecca KocklerJeri ThompsonApril 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 202111

Curriculum'srole inAssessmentCoherenceApril 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 202112

Why start with high quality curriculum? Ensure more equitable instruction Bring concrete coherence to theclassroom Actively improve a teacher’spedagogy through their useApril 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 202113

Research demonstrates high quality instructional materialsmatter to student outcomesStudents in an integrated improvementmodel gained an estimated four months oflearning over two years relative to studentsin the comparison group, 41% of which wasattributable to instructional materialsResearch demonstrates high qualityinstructional materials has the largesteffect size of selected interventions onstudent test scores.Source: 1) Joseph A. Taylor et al., “An Efficacy Trial of Research-Based Curriculum Materials with Curriculum-Based Professional Development,” American Educational Research Journal, 2015, 2) Matthew Chingos and Grover “Russ” Whitehurst, “Choosing Blindly:Instructional Materials, Teacher Effectiveness,” Brookings Institution, 2012April 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 202114

Research suggests teachers often use their own materials73% of teachers reportusing materials foundonline more frequentlythan packagedinstructional materials,although use varies bycontent area and gradelevel. More than 93% ofteachers reportfrequently using theirown or locallydeveloped materials.April 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 202115

Teacher developed materials are often below grade levelOf teachers who created/selected their owninstructional materials, assignments tended to be lowerquality than what the district or state provided. Forexample, only 20% of assignments were on grade level.Where do teachers findmaterials?94% sayGoogleApril 13, 2021TNTP Opportunity MythCenter for Assessment and CCEE: Balanced Assessment Systems 202187% sayPinterest16

For internal discussion onlyApril 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 202117

For internal discussion onlyIn 2017, RAND published findings from a study on standards implementation across five states.On a number of indicators, Louisiana’s educators showed signs of increased understanding.Louisiana ELA teachers at higher percentages were more accurate in their identification of practices to the College andCareer Readiness Standards (CCRS), and thought about their instruction in ways that were aligned with CCRS morethan when compared to other teachers.April 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 202118

For internal discussion onlyRAND also found that moremathematics teachers in Louisiana,compared to teachers in otherstates, identified the CCRS-alignedmathematics standards topics attheir grade level.Secondary mathematics teachersin Louisiana were also more likelythan those in other states toengage students in some CCRS forMathematical Practice.April 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 202119

What makes a curriculum high quality?High-quality materialsthat are aligned tothe standardsSupport students inaccessing grade-levelworkMaterials that affirmthe diverse identitiesof the nation’sstudentsCurricula that balanceconcepts,procedures, andapplicationsComplex texts on thesame topic to buildknowledgeQuality, integratedassessmentsApril 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 202120

Ed Reports and the Louisiana Department of Education have reviewedcurriculum for quality and are helpful resourcesApril 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 202121

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Classroom Assessment SystemA classroom assessmentsystem is the collection of theformative assessmentprocesses and summativeclassroom assessmentsadministered over the courseof a year to gather evidence ofstudent learning.April 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 2021Teach to thestudent’szone ofproximaldevelopment26

Classroom Assessment SystemHow do you know if youhave a random collectionof assessments, or acoherent classroomassessment system?April 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 202127

Defining Formative Assessment Process“ a planned, ongoing process used by all students andteachers during learning and teaching to elicit and useevidence of student learning to improve studentunderstanding of intended disciplinary learning outcomesand support students to become self-directed learners.”Council of Chief State School Officers (2018, p. 2). Revising the Definition of Formative Assessment. Retrieved finition-formative-assessmentApril 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 202128

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Embedded Formative Assessment StrategiesWiliam, D. (2018). Embedded formative assessment, 2nd ed. Bloomington, IN: Solution Tree Press.April 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 202130

Embedded Formative Assessment StrategiesBig Idea:“Evidence about student learning is usedto adjust instruction to better meetstudents’ needs. In other words, teachingis adaptive to the learner’s needs.”Wiliam, D. (2018). Embedded formative assessment, 2nd ed. Bloomington, IN: Solution Tree Press, p. 52.April 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 202131

Classroom Summative Assessment Audits Assessment audits are intended to facilitate discussionsabout the features of balanced assessment systems andthe ways the collection of assessments in the classroomlayer may need to be changed to support a high-qualitysystem of assessments. You can think of classroom assessment maps like anassessment scope and sequence.What are the interacting set of classroom summative assessments you are using togather evidence about students’ learning relative to the state content standards?April 13, 2021Center for Assessment and CCEE: Balanced Assessment Systems 202132

Assessment maps are meant to be a flexible tool.What do you notice?Some Unit of Time(Semesters, Months, Quarters, Etc.)Consider:Will these assessmentsprovide different types ofinformation aboutstudent learning?Why do we care if theyprovide different, or thesame information?Does this assessmentsystem appear coherentwith learning theory andcomprehensive in nature?Short Summative shorter classroom summative assessmentPBA performance-based assessmentUnit Test longer classroom summative assessment33