Action Research Presentation

Biology Formative Assessment Data

Biology Formative Assessment Data 2014 - 2015

Geometry Formative Assessment Data

Geometry Formative Assessment Data 2014 - 2015

Sample Geometry Common Planning Time Discussion

Common Formative Assessment Research Project -
Geometry Notes from discussion of formative assessments 

• We begin each CPT session with a discussion of the rubric. Each teacher scores one set of quizzes. Then we discuss the results of what we observed while we were correcting. 

Congruency unit: Formative Assessment # 1 

• This quiz required students to identify the 6 corresponding congruent angles and sides given a congruence sentence and a picture. 
•  CCSS: G-CO.7 Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. 

Observations: 

• Students had problems with notation, forgetting the segment and/or angle symbols. 
• It appeared the students were not reading the congruence sentence, they were just looking at the picture. A lot of the students who did well labeled the picture. Many did not label the picture. 
• It appeared some students looked at the picture as a transformation and did not recognize it as a reflection.
•  Several teachers had a group of quizzes that were either a 100 or a very low grade – the students either got it or didn’t, not much middle ground. 
• Students needed to label one angle with three vertices and many did not. 

Action Steps:

• Teachers must go over notation again.
•  Teachers must emphasize that the students label the picture with the given information. 
• Since we just finished the transformations unit, there appeared to be some confusion. We need to have teachers emphasize that the congruence sentence will tell them how the figures are related. 
• Teachers must go over naming an angle with three vertices again. 

Congruency unit: Formative Assessment # 2

• This quiz required the students to use corresponding parts of congruent figures to set up algebra equations to solve for missing sides of figures. 
• CCSS: G-SRT.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures. 

Observations:

• Students didn’t seem to actually look at the diagram they just set the expressions equal to each other or they added the expressions and set them equal to 180.
• Students had trouble solving the algebra equations. 

Action Steps:

•  Make sure students understand the markings on the diagrams. 
•  Remind students they must look at the markings on the diagram to decide how to set up the algebra equation. 
• Students need more instruction solving linear equations with variables on both sides.

Sample Biology Common Planning Time Discussion

12/1/14 Common Planning Time

Notes from post assessment discussion

• Biology Teachers met during CPT to discuss the results of the first formative assessment for the cell unit and to work on creating the next assessment.

• Observations

• One teacher gave the assessment twice to his honors class, surprised by how poorly they did the first time
• Used the assessment as a quiz grade after teaching the material
• Reviewed the assessment after it was graded.
• Some students either didn't label parts or even the whole diagram.
• The same diagram was used in class as part of the unit, yet students did not label correctly (why?)  Need work on study skills
• Teachers have students create organelle flip-books, notecards.  
• Should we have students quiz each other (suggested)
• Grades on the assessments were consistent for almost all students, Paula noted one anomaly..
• Class time spent talking about the organelles and even comparing them to a school and factory. Uses of graphic organizers as well as video clips seemed to help most.

Action Steps

• Agree on how the assessment will be used in the classroom
• Suggest: everyone count the assessment as a quiz grade
• Use graphic organizers:  develop or use a common graphic organizer to help students organize organelle structure and function
• Research and share study skills strategies
• Share video clips
• Teacher’s must use the same cell diagrams, graphic organizer, structure and function descriptions

Next Assessment #2: Cell Unit: Cell cycle and mitosis

• Needs to be a DOK 2 Question: Stay away from memorizing
• NGSS
• HS-LS1-4:  Use a model to provide evidence of cellular division (mitosis) and differentiation in producing and maintaining complex organisms
• LS1.B:  Growth and development of organisms
• Possibilities include giving students the diagram and have them describe what is happening

Assessment Literacy Reflection

Tolman High School is in the process of conducting an action research project to determine if the use of common formative assessments will impact student success on summative assessments. We conducted our research with one core content area class in Math and Science. Teams of Geometry and Biology teachers developed common formative assessments. As teams, teachers identified priority standards and established specific learning targets developed the formative assessments for each unit. Each of the common formative assessments were administered to all Geometry and Biology students. During common planning time, we collected data and engaged in collaborative conversations regarding the results. We recorded our observations and developed action steps for teachers to implement before administering the unit assessment. We used results from the first unit assessments as our baseline data and we tracked pass rates for each formative assessment as well as each unit assessment. 

 As we are writing this blog, we are still in the process of administering assessments, collecting data and engaging in data analysis and collaborative conversations. While we do not know if our project will achieve our intended overall goals, we can reflect on our progress and share our observations thus far. The project has fostered collaboration and reflection among our Geometry and Biology teachers. Much of the math and science department’s common planning time has been focused on this project. Conversations during meetings have been positive, productive and insightful. Teachers have been honest and open with respect to sharing their instructional strategies. Prior to this, we rarely had discussions regarding specific instructional strategies teachers used to teach a particular concept. As we discussed the student results of the formative assessments, we not only identified common errors made by the students but shared ideas about how best to present topics and correct those errors. We have a wealth of resources right in our own building and we were not fully making use of them. This project has had a positive impact on our math and science departments. Now we hope the same holds true for our students.

 If you are planning to try a similar project in your school, we have a few suggestions. First, take time to carefully choose the problems on the common formative assessments. We found that some problems we chose did not adequately measure if a student had mastered a concept. Make sure you are using quality problems. Planning is very important. Second, teachers must be at very similar points in the curriculum for this to be successful. If one or two teachers are ahead of the pack and several are behind, it is extremely difficult to collaboratively discuss results, develop action steps and have teachers implement those action steps in a timely manner. This worked well with the teachers that were in sync but basically left out the others. We wanted this to be a collaborative effort but it was not reasonable to expect that all teachers were always moving at the exact same pace. The purpose of this project was to increase student performance and improve instructional strategies. We believe we have improved instructional strategies now we hope that our data will show that we also increased student performance.

Action Research Sustainability Plan

Action Research Plan

Area of Focus: Sustaining and/or Enhancing Data Use in Your Context

Analyze

Pattern of Need:  Improve student performance on end of unit assessments. What is the pattern of need you want your action research project to address? Ensuring all students can achieve each standard taught in the course. Improving and aligning classroom instruction. Using data to drive instructional practices. What data sources did you use to find your pattern of need? NECAP Data

Research Question: What is your action research question? How can we increase student learning using end of unit assessment data to ensure all students are making progress.

Information Sources: What books, authors, articles, or sources of information (e.g. ERIC, internet websites, workshops) will you consult to find out more about the topic you are researching? Balanced Assessment from Formative to Summative by Kay Burke (2009)

Alignment: How does your Action Research Question align with other related initiatives (e.g. your personal goal from Day 1, School Level Objectives, School Improvement Plan, other RTTT initiatives or other school/district wide initiatives, etc.)? Aligns with school transformation plan Aligns with district PLC initiative Teachers meet by department once every 6 days for 70 minutes

Strategize

Data Collection: What data do you need to answer this question? Unit assessment data by teacher and by course. What data do you have access to already that may help you answer this question? NECAP scores What other sources of data will you use in your data collection (e.g. surveys, focus groups, interviews, student work, etc.)? Remember, you may utilize both qualitative and qualitative data. Teacher formative assessment data. How will you choose to display your data? Data can be collected and recorded in a spreadsheet and display on butcher block paper in the PD room.

Implementation Steps and Timeline: What are the steps you need to take to implement your action research project, and when will you complete those steps? Common unit assessments have been created this year. Unit assessments need to be aligned to the standards (Common Core, GSE’s, NGSS) (Fall 2013) Collect data from teachers after each unit assessment has been administered. (School year 2013-2014) Analyze data to identify strengths and weaknesses (School year 2013-2014) Participate in data conversations to share best practices

Resources: Who will be involved? School Principal School Data Leadership Team (SDLT) Department Chairs Teachers What materials will you need to access or create?      Align standards to all end of unit assessments Data collection tool (spreadsheet) (Google Drive)

Documentation: How will you document your progress? All departments have created common unit assessments during common planning time (CPT) this year that are used by teachers in the same content area. Data in the form of unit assessment scores will be collected and compared by classroom and standard. What visual data display will you utilize? Google presentation to departments Graphs

Analyzing Data: How are you going to analyze your data from your data collection? Collect data from classroom teachers Work in teams during common planning time When are you going to analyze your data? At particular intervals? During common planning time after each unit, when all assessments have been administered.

Act

Assess: How will you know if it is working? Unit assessment scores improve

Reflect and Share Results: What stakeholders would be interested in your research? Teachers Administrators Where could you share your results? (e.g. staff meetings, PTA meetings, etc.) Faculty Meetings Leadership Team Meetings PD & CPT What visual data display will you choose to share with stakeholders? Presentation with Graphs

Plans for Next Steps: Review all end of unit assessments and align to standards (Common Core, GSE’s, NGSS) Administer unit assessments at the end of each unit and collect data from teachers Record data in spreadsheets Analyze data during CPT Discuss data and instructional strategies