Data Interpretation II Workshop

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Data Interpretation II Workshop
2008 Writing Assessment for Learning
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Purposes for the Day p. 2

• Deepen understanding about the writing assessment
  project results
• Initiate reflection and discussion among
  division-level staff members related to the
  writing assessment results
• Provide a range of tools and processes to support
  division-level staff in their work throughout the
  system related to school improvement and,
• Provide opportunity to discuss and plan around
  the data in the context of school improvement.

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Agenda

• Opening
• Assessment for Learning Writing Assessment
• Conceptual Framework
• Comparators
• The Reports
• Heres What
• The Data
• Processes to Support School/Division School
  Improvement
• Changing Contexts
• Building Capacity

• So What?
• Analysis of Data and Support Structures
• Role of Central Office in Supporting School
  Improvement
• Sustainability
• Now What?
• Using Goals to Inform Planning
• Monitoring Assessing Progress
• Linking goals and Assessment Data
• Identifying Interrelationships
• Evidence of Implementation
• Closure

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Magnetic Quotes

• In various locations around the room are
  statements regarding data use and school
  improvement.
• Take a moment to read each and then go to the
  sign with the statement that resonates most for
  you.
• Create a pair or trio with your colleagues and
  discuss why you connect with the statement and
  what it means to you.

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Assessment for Learningis a Snapshot

• Results from a large-scale assessment are a
  snapshot of student performance.
• The results are not definitive. They do not tell
  the whole story. They need to be considered
  along with other sources of information available
  at the school.
• The results are more reliable when larger numbers
  of students participate and when aggregated at
  the provincial and division level, and should be
  considered cautiously at the school level.
  Individual student mastery of learning is best
  determined through effective and ongoing
  classroom-based assessment. (Saskatchewan
  Learning, 2008)

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Depth and Specificityof Knowledge
.
In-depth knowledge of specific students
In-depth knowledge of systems
Assessments
From Saskatchewan Learning. (2006).
Understanding the numbers.
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Provincial Writing Assessment Conceptual
Framework p. 3

• Colourful Thoughts
• As you read through the information on the
  Provincial Writing Assessment, use highlighters
  or sticky notes to think about your reading

Wow! I agree with this.
Hmm! I wonder. . .
Yikes!
Adapted from Harvey, S. Goudvis, A. Strategies
that work, 2007.
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Comparators Types of Referencing

• Criterion-referenced Comparing how students
  perform relative to curriculum objectives, level
  attribution criteria (rubrics) and the level of
  difficulty inherent in the assessment tasks. If
  low percentages of students are succeeding with
  respect to specific criteria identified in
  rubrics, this may be an area for further
  investigation, and for planning intervention to
  improve student writing.
• (Detailed rubrics, OTL rubrics and test items
  can be sourced at www.education.gov.sk.ca)
• Standards-referenced Comparing how students
  performed relative to a set of professionally or
  socially constructed standards. Results can be
  compared to these standards to help identify key
  areas for investigation and intervention.
• (Figure .2b, .3c, .4a, .6b, .7b and .8b.)

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Comparators Types of Referencing

• Experience or selfreferenced Comparing how
  students perform relative to the assessment data
  gathered by teachers during the school year.
  Where discrepancies occur, further investigation
  or intervention might be considered. It is
  recommended that several sources of data be
  considered in planning.
• (E.g.. Comparing these results to current school
  data. The standards set by the panel.)
• Norm-referenced Comparing how students in a
  school performed relative to the performance of
  students in the division, region or project.
  Note cautions around small groups of students.
  Norm-reference comparisons contribute very little
  to determining how to use the assessment
  information to make improvements.
• (E.g.. Tables comparing the school, division and
  province.)

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Comparators Types of Referencing

• Longitudinal-referenced Comparing how students
  perform relative to earlier years performance of
  students. Viewed across several years,
  assessment results and other evidence can
  identify trends and improvements. (This data
  will not appear until the next administration of
  this assessment.)

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Opportunity-to-Learn Elements as Reported by
Students

• Propensity to Learn
• using resources to explore models, generate ideas
  and assist the writing process
• Motivation, attitude and confidence
• Participation, perseverance and completion
• Reflection

• Knowledge and Use of Before, During and After
  Writing Strategies
• Home Support for Writing and Learning
• Encouragement and interaction
• Access to resources and assistance

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Opportunity-to-Learn Elements as Reported by
Teachers

• Availability and Use of Resources
• Teacher as key resource
• Teacher as writer
• Use of curriculum
• Educational qualifications
• Professional development
• Time
• Student resources

• Classroom Instruction and Learning
• Planning focuses on outcomes
• Expectations and criteria are clearly outlined
• Variety of assessment techniques
• Writing strategies explicitly taught and
  emphasized
• Adaptation

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Student Performance Outcome Results

• Demonstration of the
• writing process
• Pre-writing
• Drafting
• Revision

• Quality of writing product
• Messaging and content
• Focus
• Understanding and support
• Genre
• Organization and coherence
• Introduction, conclusion, coherence
• Language use
• Language and word choices
• Syntax and mechanics

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Standards

• To help make meaningful longitudinal comparisons
  in future years, three main processes will be
  implemented.
• Assessment items will be developed for each
  assessment cycle using a consistent table of
  specifications.
• The assessment items will undergo field-testing -
  one purpose of which is intended to inform the
  comparability of the two assessments.
• A process for setting of standards for each of
  the assessment items, so that any differences in
  difficulty between two assessments are accounted
  for by varying standards for the two assessments.

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Opportunity-to-Learn and Performance Standards

• In order to establish Opportunity-to-Learn and
  Performance standards for the 2008 Writing
  Assessment, three panels were convened (one from
  each assessed grade), consisting of teachers from
  a variety of settings and post-secondary
  academics including Education faculty.
• The panelists studied each genre from the 2008
  assessment in significant detail and established
  expectations for writing process, narrative
  products and expository products as well as
  opportunity to learn.

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Thresholds of Adequacyand Proficiency
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Thresholds of Adequacyand Proficiency
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Cut Scores

• On page 4 of the detailed reports you will find
  the cut scores detailing the percentage correct
  required for students to be classified at one of
  two levels

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Four Major Categories of Data Demographics

• Local Data
• Descriptive information such as enrollment,
  attendance, gender, ethnicity, grade level, etc.
• Can disaggregate other data by demographic
  variables.

• AFL
• Opportunity-to-Learn Data
• Family/Home support for student writing
• encouragement and interaction
• access to resources

Bernhardt, V. L. (2004). Data analysis for
continuous school improvement, 2nd Edition.
Larchmont, NY Eye on Education.
23
Four Major Categories of Data Student Learning

• Local Data
• Describes outcomes in terms of standardized test
  results, grade averages, etc.

• AFL
• Readiness Related Opportunity-to-Learn Data
• Using resources to explore writing
• Student knowledge and use of writing strategies
  (before, during, after)
• Student performance outcomes
• Writing 5,8,11 Narrative and Expository
• Writing process, Writing product categories
  within

Bernhardt, V. L. (2004). Data analysis for
continuous school improvement, 2nd Edition.
Larchmont, NY Eye on Education.
24
Four Major Categories of DataPerceptions

• Local Data
• Provides information regarding what students,
  parents, staff and community think about school
  programs and processes.
• This is data is important because people act in
  congruence with what they believe.

• AFL
• Readiness Related Opportunity-to-Learn Data
• Commitment to learn
• Using resources
• Motivation attitude
• Confidence
• Participation
• Perseverance completion
• Reflection
• Knowledge and use of writing strategies

Bernhardt, V. L. (2004). Data analysis for
continuous school improvement, 2nd Edition.
Larchmont, NY Eye on Education.
25
Four Major Categories of DataSchool Processes

• Local Data
• What the system and teachers are doing to get the
  results they are getting.
• Includes programs, assessments, instructional
  strategies and classroom practices.

• AFL
• Classroom Related Opportunity-to-Learn Data
• Instruction and learning
• Planning and reflection
• Expectations and assessment
• Focus on writing strategies
• Adaptations
• Availability and use of resources
• Teacher
• Time
• Resources for students and teachers

Bernhardt, V. L. (2004). Data analysis for
continuous school improvement, 2nd Edition.
Larchmont, NY Eye on Education.
26
Examining the Report

• Take a few minutes to look through the entire AFL
  report.
• Use the section on data in the chart in your
  handout package to guide your thinking and
  conversation.
• Note three or four areas of strength and areas
  for improvement.

DATA Heres What
School ImprovementHeres What
So What?
Now What?
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DATA Heres What
School ImprovementHeres What
So What?
Now What?
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A Changing ContextHargreaves Fink (2006)

• Old Basics
• Literacy
• Numeracy
• Obedience
• Punctuality

• New Basics
• Multiliteracy
• Creativity
• Communication
• IT
• Teamwork
• Lifelong Learning
• Adaptation Change
• Environmental Responsibility

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Saskatchewans Changing Context

• Old Paradigm
• Content-based curricula
• Teaching from activities
• Assessment sorts and selects
• Streaming
• Those who can, learn

• Evolving Paradigm
• Balance between content and process
• Outcome-based learning
• Assessment supports learning
• Adaptive Dimension
• Everyone learns

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Judith Warren Little

• In large numbers of schools, and for long
  periods of time, teachers are colleagues in name
  only. They work out of sight and hearing of one
  another, plan and prepare their lessons and
  materials alone, and struggle on their own to
  solve most of their instructional, curricular and
  management problems. Against this almost uniform
  backdrop of isolated work, some schools stand out
  for the professional relationship they foster
  among teachers. These schools, more than others,
  are organized to permit the sort of reflection .
  . . That has been largely absent form
  professional preparation and professional work in
  schools. For teachers in such schools, work
  involves colleagueship of a more substantial sort.

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• Professional Learning Communities
• Transform knowledge
• Shared inquiry
• Evidence informed
• Situated certainty
• Local solutions
• Joint responsibility
• Continuous learning
• Communities of practice

• Performance-Training Sects
• Transfer knowledge
• Imposed requirements
• Results driven
• False certainty
• Standardized scripts
• Deference to authority
• Intensive training
• Sects of performance

Hargreaves, A. (2003). Teaching in the knowledge
society Education in the age of insecurity. New
York, NY Teachers College Press.
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Building Capacity for Success Learning by Trial
and Evidence.

• In the article, note there are many examples of
  schools who have engaged in school improvement
  through a process of trial and evidence.
• In all cases the focus was on the questions
• What will students learn?
• How will teachers best support student learning?
• What are indicators of success?
• How will we measure success of the practices?
• What can we do to support students not meeting
  expectations?

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Building Capacity for Success Learning by Trial
and Evidence.

• Characteristics of improving schools
• A focus on achievement.
• Build in monitoring and measuring.
• Leadership.
• Involvement of all partners.
• Considered all students needs.

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Read and ExampleBuilding Capacity for Success
Learning by Trial and Evidence.

• Find a partner, decide who is A and who is B.
• Both partners read to the end of the questions on
  p.7 of the text, then stop.
• A summarizes the reading
• Pairs craft examples or non-examples from their
  experiences
• Both partners continue reading up to the end of
  p. 8.
• B summarizes the reading
• Pairs craft examples (or non-examples)
• Read to the end of p. 9.
• A summarizes the reading
• Pairs craft examples or non-examples from their
  experiences

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Reflection Questions

• What key lessons can be taken from this reading
  and applied to your context?
• In what ways are you gathering evidence of
  promising practices within your schools and
  school divisions?
• In what ways do goals reflect your school or
  divisions core values and beliefs?
• In what ways are you building community with your
  schools and school divisions?

DATA Heres What
School ImprovementHeres What
So What?
Now What?
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DATA Heres What
School ImprovementHeres What
So What?
Now What?
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Double-Loop ExerciseP. 10

• As a table group, use the provided double-loop to
  clarify the connections between the professional
  structures supporting school improvement and the
  information you are getting from the AFL data.
• In the top circle write out the current
  structures (PLCs, catalyst teachers, PD) and
  initiatives (literacy) already in place in your
  division.
• In the bottom circle write down 3-5 significant
  (strengths areas for improvement) indicators
  from the AFL data.
• Draw arrows from the items in the bottom circle
  that are connected to or could be supported by
  items in the top circle.

PLCs Catalyst Teachers Reading Group Writing
Strategies
Majority of students scored at proficient in
narrative writing. Students arent reporting use
of writing processes.
Lezotte, L. W. McKee, K. M. (2006). Stepping
up Leading the charge to improve our
schools. Okemos, MI Effective Schools Products,
Ltd.
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Double-Loop Exercise

• Once you have completed the diagrams, use the
  following questions to guide discussion at your
  table
• What current structures support areas where
  student performance was strong?
• What current structures could meet the needs
  identified for improvement?
• What new structures/initiatives may need to be
  considered?

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Please return at 1250
Id trade, but peanut butter sticks to my tongue
stud.
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The Role of Central Office

• Focus on Alignment
• Equipping staff with the knowledge and skills for
  aligning school improvement processes.
• Provide multiple opportunities for staff to
  collaborate around current literature and best
  practices.
• Model and encourage reflective practice aligning
  improvement efforts requires time for reflection.

Adapted from - Mooney, N. J. Mausbach, A. T.
(2008). Align the design a blueprint for school
improvement. Alexandria, VA ASCD.
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The Role of Central Office

• Supporting Alignment Initiatives
• Link data to the goals and strategies already in
  place.
• Keep improvement goals front and center.
• Engage staffs in discussion about improvement
  initiatives.

Adapted from - Mooney, N. J. Mausbach, A. T.
(2008). Align the design a blueprint for school
improvement. Alexandria, VA ASCD.
42
The Role of Central Office

• Getting to Goal
• Recognize and address alignment problems.
• Support all schools in aligning improvement
  plans.
• Sustain the plan until . . .

Adapted from - Mooney, N. J. Mausbach, A. T.
(2008). Align the design a blueprint for school
improvement. Alexandria, VA ASCD.
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Sustainability

• Sustainability is the capacity of a system to
  engage in the complexities of continuous
  improvement consistent with deep values of human
  purpose. (Fullan, 2004)
• Sustainability does not simply mean whether
  something can last. It addresses how particular
  initiatives can be developed without compromising
  the development of others in the surrounding
  environment, now and in the future. (Hargreaves
  Fink, 2000)

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Challenges to SustainabilityP. 11

• In your handout package is a template with five
  common challenges to sustainable collaborative
  work.
• In groups of 3-6 brainstorm possible solutions
  for each challenge.

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Supporting Improvement

• So what meaning are you making about this
  information about data and school improvement?

DATA Heres What
School ImprovementHeres What
So What?
Now What?
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Goals to Inform PlanningP. 12

• What are your school or division goals?
• What structures and supports do you have in place
  to support sustainable improvement towards that
  goal?
• What kinds of data are you gathering to inform
  decision making and progress?

DATA Heres What
School ImprovementHeres What
So What?
Now What?
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Progress Measure AreasP. 13
Goal Types Improvement Goals Proficiency Goals
Assessing Progress
Student Data Short-Term Medium-Term Long-Term
Evidence of Implementation
From Boudette, City, Murnane (2005) and Holcomb
(2004).
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Improvement and Proficiency

• GROWTH
• Improvement refers to students growth on a given
  assessment within a specified period of time.
• A student or group of students may experience
  great growth but still fall short of set
  proficiency goals.

• COMPETENCE
• Proficiency refers to how many students will
  achieve a certain level of performance within a
  specified period of time.
• Proficiency goals dont measure student growth
  they measure how many have reached a set standard
  or benchmark.

Boudette, K., City, E. A., Murnane, R. J.
(2005). Data wise A step-by-step guide to using
assessment results to improve teaching and
learning. Cambridge, MA Harvard Education Press.
49
Improvement and Proficiency

• Attending to both improvement and proficiency
  ensures that students grow academically and have
  achieved degrees of competence in their studies.
• Thinking of growth and competence compels us to
  consider in what ways all students will grow
  (weak, average, and gifted) and what levels of
  competence are desired for all.

Boudette, K., City, E. A., Murnane, R. J.
(2005). Data wise A step-by-step guide to using
assessment results to improve teaching and
learning. Cambridge, MA Harvard Education Press.
50
Goal Types

• In what ways do your school division goals
  reflect improvement?
• In what ways do your school division goals
  reflect proficiency?

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Monitoring and Assessing Progress

• An integral part of every action plan is the
  detailed plan to ensure that progress is being
  made.
• It is important to gather data from a variety of
  sources that clearly demonstrate the plan is
  being implemented, change in instruction is
  occurring, and student learning is improving.

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Short-, Medium-, andLong-Term Data

• Short-Term Data
• Gathered daily or weekly via classroom
  assessments and/or observations.
• Medium-Term Data
• Gathered at periodic intervals via common
  department, school, or division assessments.
  These are usually referred to as benchmark
  assessments.
• Long-Term Data
• Gathered annually via standardized provincial,
  national, or international assessments.

Boudette, K., City, E. A., Murnane, R. J.
(2005). Data wise A step-by-step guide to using
assessment results to improve teaching and
learning. Cambridge, MA Harvard Education Press.
53
Short-, Medium-, andLong-Term Assessments p. 14

• Your school or school division has set a goal to
  improve students quality of writing,
  particularly as it relates to organization and
  coherence.
• Teachers in-class assessment strategies provide
  formative feedback to students in these areas
  writing effective introductions and conclusions,
  as well as transitions.
• Writing prompts are developed for each grade
  level in the school and administered at the end
  of each reporting period. Teachers
  collaboratively grade the papers using the
  rubrics from the Assessment for Learning program
  and analyze the results together.
• Following the common assessment, students who
  have not achieved the set benchmark receive
  additional instruction and formative assessment
  as they work towards the goal.
• In 2010 students are again assessed on their
  writing with the provincial AFL program.

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Short- and Medium-Term Assessments

• Referring to your identified goals, indicate what
  types of short- and medium-term assessments would
  best measure the progress of students as they
  work toward the goal.
• It may be useful to plan the medium-term
  assessments first to provide a framework within
  which short-term assessments would fit.
• Use the provided Short- and Medium-Term
  Assessment Planning template to plan when these
  might be administered.
• You will also want to consider Long-Term
  Assessments at some point.

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Short- and Medium-Term Assessments

• In what ways might you support staff as they
  design their learning improvement plans?
  Consider sustainability as you identify the types
  of assessments needed to provide data to support
  decision making.

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To Consider . . .

• Using the frame of short-, medium-, and long-
  term data, where do improvement and proficiency
  goals fall?
• What would be the nature of the assessments used
  to address improvement goals?
• What would be the nature of the assessments used
  to address proficiency goals?

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Identifying Starting PointsInterrelationship
Diagramming(Wellman Lipton, 2003)

• Interrelationship diagrams reveal critical
  relationships among the elements in a system.
  The intent is to coordinate decision-making to
  determine choices and starting points for
  improvement plans.
• This tool is most effective when implemented with
  a group with a variety of roles and experiences
  in order to examine multiple perspectives.

Wellman, B. Lipton, L. (2004). Data-driven
dialogue. Mira Via, LLC.
58
Interrelationship Diagramming

• First, the group identifies all of the issues
  related to a process, area or goal they are
  working on.
• For exampleimproving student writingwhat are
  the related issues and how might they be
  categorized?
• Teacher Knowledge About Writing
• Teacher Instructional Practices
• Student Interest/Motivation
• Resources to Support Writing
• Etc
• Brainstorm a list of issues related to a goal you
  are working on in your school division.
• Categorize the issues into 6-8 broad categories.
  Place the titles of categories on sticky notes.

Wellman, B. Lipton, L. (2004). Data-driven
dialogue. Mira Via, LLC.
59
Creating anInterrelationship Diagram

• Take the sticky notes and place them in a circle
  with the issue as a header above

Goal
Wellman, B. Lipton, L. (2004). Data-driven
dialogue. Mira Via, LLC.
60
Identifying Effects and Drivers
Interrelationship Diagramming

• Then the group needs to separate drivers (causes)
  from effects.
• For example, in the area of student writing

Driver
Effect
Teacher Instructional Practices
Student Interest
Arrows moving away from boxes indicate
drivers, while arrows moving into boxes indicate
effects.
Wellman, B. Lipton, L. (2004). Data-driven
dialogue. Mira Via, LLC.
61
Creating anInterrelationship Diagram

• Select one category as a starting point.
• Ask two-way questions to determine whether this
  category is a driver or effect of each of the
  other categories. For example, Does teacher
  content knowledge influence (or drive) teacher
  instructional practices (effect)? Or, do teacher
  instructional practices influence or (drive)
  teacher content knowledge? Draw arrows from the
  drivers to the effects.
• Continue in this way through each of the
  categories.
• NO two-headed arrows! Decide which category
  dominates the other.

Arrows moving away from boxes indicate
drivers, while arrows moving into boxes indicate
effects.
Wellman, B. Lipton, L. (2004). Data-driven
dialogue. Mira Via, LLC.
62
Creating anInterrelationship Diagram

• DRIVERS
• Drivers are indicated by the number of arrows
  going away from a category.
• Count the number of arrows going away from each
  category.
• Rank the drivers from highest to lowest.

• EFFECTS
• Effects are indicated by the number of arrows
  pointing towards a category.
• Count the number of arrows pointing towards each
  category.
• Rank the effects from highest to lowest.

Wellman, B. Lipton, L. (2004). Data-driven
dialogue. Mira Via, LLC.
63
Creating Action PlansBased on Drivers

• Select the top 3-5 drivers.
• The drivers are the effective intervention points
  and thus provide the best opportunities to align
  all the elements of school/division improvement
• goals,
• professional development,
• assessment,
• data collection
• You will want to consider the role of research
  and literature in providing background
  information for this activity or its role as
  follow up to the activity.

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Evidence of ImplementationP. 15 16

• Once teachers have decided on teaching/ learning
  strategies to use to improve student learning, it
  is important to identify implementation
  indicators.
• On the following slides are two examples of ways
  to gather evidence of implementation.

Boudette, K., City, E. A., Murnane, R. J.
(2005). Data wise A step-by-step guide to using
assessment results to improve teaching and
learning. Cambridge, MA Harvard Education Press.
65
Boudette, K., City, E. A., Murnane, R. J.
(2005). Data wise A step-by-step guide to using
assessment results to improve teaching and
learning. Cambridge, MA Harvard Education Press.
66
Indicators of School Based Application of
Assessment for Learning

• How are teachers checking to see what has been
  learned and what needs to be learned next?
• How are teachers ensuring that students have
  access to specific and descriptive feedback, in
  relation to criteria that is focused on
  improvement?
• How are teachers finding ways to reduce
  evaluative feedback?
• How are teachers involving students the people
  most able to improve the learning deeply in the
  assessment process?

Davies, A., Herbst-Luedtke, S. Parrot Reynolds,
B. (2008). Leading the way to make classroom
assessment work. Courtenay, B. C. Connections
Publishing.
67
Indicators of Classroom Application using
Assessment for Learning

• Consider a division goal within a curricular area
  (eg. Literacy)
• Descriptions of success learning destinations
  within the course of study are posted in the
  classroom or handed out to students and parents.
  These descriptions reflect the standards or
  learning outcomes and express them in simple
  terms that everyone can understand.

Davies, A., Herbst-Luedtke, S. Parrot Reynolds,
B. (2008). Leading the way to make classroom
assessment work. Courtenay, B. C. Connections
Publishing.
68
Indicators of Classroom Application of Assessment
for Learning

• Look for
• Students are able to answer the question What
  do you need to know to be successful? by
  articulating the important ideas (or referring to
  a handout which does so) and describing how this
  knowledge or set of skills will be useful outside
  of school.

Davies, A., Herbst-Luedtke, S. Parrot Reynolds,
B. (2008). Leading the way to make classroom
assessment work. Courtenay, B. C. Connections
Publishing.
69
Indicators of Classroom Application of Assessment
for Learning

• Look for
• Teachers are able to summarize the learning
  destination and explicitly describe how the
  activity, assignment, or range of activities and
  assignments help all students learn.
  Furthermore, teachers can show plans for how
  student evidence or proof of learning will
  account for all the standards or outcomes.

Davies, A., Herbst-Luedtke, S. Parrot Reynolds,
B. (2008). Leading the way to make classroom
assessment work. Courtenay, B. C. Connections
Publishing.
70
Indicators of Classroom Application of Assessment
for Learning

• Look for
• In response to the question What does quality
  look like? students will refer to models,
  exemplars, or criteria.

Davies, A., Herbst-Luedtke, S. Parrot Reynolds,
B. (2008). Leading the way to make classroom
assessment work. Courtenay, B. C. Connections
Publishing.
71
Evidence of Implementation

• Using either template provided, discuss and write
  down what data would need to be gathered as
  evidence that each of the indicators is being
  actualized in an effective manner, i.e. the
  strategies are being used as designed as opposed
  to interpretations of the strategy.
• Who will collect the data?
• How will it be collected?
• When will it be collected?

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Advancing Assessment Literacy Modules

• 17 Modules designed to facilitate conversations
  and work with data for improvement of
  instruction.
• www.spdu.ca
• Publications
• Advancing Assessment Literacy Modules
• Download a PDF of a PowerPoint and accompanying
  Lesson Plan for use by education professionals in
  schools.

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Reflection

• Partner Interviews
• Select a one-word summary for today.
• Why did you choose that word?
• What commitments are you making to yourself?

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Evaluation

• Deepen understanding about the writing assessment
  project results
• Initiate reflection and discussion among
  division-level staff members related to the
  writing assessment results
• Provide a range of tools and processes to support
  division-level staff in their work throughout the
  system related to school improvement and,
• Provide opportunity to discuss and plan around
  the data in the context of school improvement.