WEBINAR Assessing Field-level Change: Lessons from the Evaluation of the Assessment for Learning Project September 17, 2020
Welcome • Introduce yourselves. • Share who you are, where you are from, and one hope you have for this school year. • Ask and answer questions. • Use the chat function to pose questions of our panelists. All attendees are encouraged to respond. • We will leave time for our panelists to answer questions. • Share your learning. • Tell your colleagues what you are learning. Use #Aurora2020 on Twitter and mention @Aurora_Inst. • We are recording and archiving the webinar. • The slides and video will be available on aurora-institute.org . 2
Asse sess ssing F g Fiel eld-level el C Change: e: Less ssons from t the E e Evaluation of the As e Asse sessm ssment for Learning P Projec ect September 17, 2020 Heather Lewis-Charp, SPR Daniela Berman, SPR Dr. Ann Jaquith, SCOPE 3
Welcome and introductions Overview of Assessment for Learning Today’s Project (ALP) Agenda Field Frameworks Approach to field- Social Network Analysis (SNA) building evaluation Storytelling and story catching Questions & answers 4
Hea eather er L Lew ewis-Cha harp Dan aniela B a Berman an Dr. A Ann J Jaquith Director of Philanthropy, Equity & Assistant Director of Education Executive Director of SCOPE Youth Division at SPR Division at SPR 5
Poll: Who is with us? Which option best describes your role? • Researcher • Teacher • Administrator • Other educator • Policy maker • Funder • Other 6
Where are you? 1. On your Zoom screen, go to “View Options” 2. Select “Annotate” 3. Hover over “stamp” and select the star 4. Use the stamp to show us where you are! Outside the US? Use the Annotate tool to type below where you are: 7
Share in the chat! What drew you to this session? What do you hope to learn? 8
The Assessment for Learning Project (ALP) • Launched in 2015 by Hewlett & Gates Foundations and a coalition of leadership partners: • Center for Innovation and Education • Next Generation Learning Challenges • 2Revolutions • Focused on “ret ethinkin ing a asses essmen ent” in service of educational equity • Broadening definitions of student success • Promoting student and educator agency • Supporting authentic demonstrations of learning • Advancing systems change 9
• Unifying conceptual framework Our • Multi-method approach Approach to • Social network analysis Evaluating • Story telling and story catching • Formative and summative Field • Documents outcomes Building • Informs field development 10
• Understand the growth of a field Using • Assess the strengths and Frameworks to needs of a field Measure Fields • Address gaps in field- building efforts 11
Strong Field Framework Leadership & Funding & Policy Shared Identity Standards of Practice Knowledge Base Grassroots Support Support • Leaders share a • There are influential • Assessment for • There is a well- • The field is actively common vision of and exemplary learning has a clear, developed helping to develop how assessment can organizations codified set of knowledge base new policies and be used to empower working to advance principles and values about what makes systems of student agency and the assessment for for quality assessment for • There are recognized engagement in learning field assessment learning guidelines and best learning • This knowledge base • There is sufficient • There is a broad base practices to ensure • Members of the field of constituencies quality of is understood by funding for the share information (educators, students, assessments for teachers and other assessment for and collaborate families) engaged in learning school stakeholders learning field to improving achieve its goals • Leaders focused on • There are well- assessments for assessment for developed training learning learning feel like they and professional are part of a broader development field programs to support practitioners to use assessment for learning 12
Results 13
Assess the field! Read the statement under each selected component of the framework. Assess the field of personalized learning for each statement along a continuum of Strongly Disagree to Strongly Agree. Use the Annotate and Stamp feature to drop a star where you think the field is along the continuum. 14
Leadershi hip & p & Grassroots S Suppo upport There is a broad base of constituencies (educators, students, families) engaged in personalized learning. Strongly Disagree Agree Strongly Disagree Agree Standa dards ds o of P Practic ice There are well-developed training and professional development programs to support practitioners around personalized learning. Strongly Disagree Agree Strongly Disagree Agree Kno nowle ledg dge B Base The knowledge base around personalized learning is understood by teachers and other school stakeholders. Strongly Disagree Agree Strongly Disagree Agree 15
Using Social Network Analysis to Evaluate Field Building Valuable for documenting changes in the field or in networks • Size • Composition • Quality of connections • Influencers or “bridges” 16
• Study of social relations among a set of actors • “Maps the network” by measuring relationships between individuals within a Node given group • Identifies patterns and structures that can be graphically represented 17
ALP Grantees ALP Funders ALP Leadership/Advisors Other Overall Size of Network 2018 2020 189 members 738 members The map reveals some clustering of ALP leadership ALP grantees are clearly established in the center of and advisory members in the center of the the network. Between 2018 and 2020, the network network , demonstrating how closely they work added 549 additional members and over 5,000 new together and how vital they are to the ALP network. relationships. 18
Post-Secondary Institutions State Education Agency Funder/Grantmaker School, District or Charter System Policy/Research or TA/Professional Learning Other Organizational Composition 2018 2020 (125 organizations) (354 organizations) The network included a diverse, integrated group of As the ALP network expanded beyond the core organizations that could play different roles in group, an additional 67 schools, districts, or charter building the field. At this point in the network’s systems and 8 state education agencies joined the development , post-secondary institutions play a network . At the same time, post-secondary peripheral role in the network. institutions have become more central to the network. 19
Influencers Movement toward diversified leadership within the network 20
Storytelling & Story Catching: Different Perspectives 21
Key ey Q Que uestions ns • To what extent are changes in assessment practices and beliefs occurring? • How are these changes affecting student and Gathering teacher experiences? Stories Des esign D Dec ecisi sions from the • Whose story to tell? Field • Observations of assessment for learning practices in use • Keep the assessment users at the center • Stay alert to opportunities for learning
Share in the chat! What questions would you like to explore further in your own work? 23
Assessment For Learning Stories Storytelling and story catching became… A meaning- An opportunity A way to see, A way to An opportunity making process to develop recognize, value, document to cultivate shared and describe ongoing work reciprocal knowledge educators’ ways relationships of knowing
• Why assessment for (rather than of) learning • Big ideas and insights The Form • An assessment for learning practice story • Challenges worth considering • Reader reflection questions
“In teaching us to learn from the past, stories are told to shape the future.” — Mehana Blaich Vaughan, KAIAULU: Gathering Tides
Questions? 27
Contact Information HEATHER LEWIS-CHARP DANIELA BERMAN DR. ANN JAQUITH DIRECTOR OF PHILANTHROPY, EQUITY & ASSISTANT DIRECTOR OF EDUCATION EXECUTIVE DIRECTOR OF THE STANFORD YOUTH DIVISION AT SOCIAL POLICY DIVISION AT SOCIAL POLICY RESEARCH CENTER FOR POLICY AND OPPORTUNITY RESEARCH ASSOCIATES (SPR) ASSOCIATES (SPR) FOR EDUCATION (SCOPE) HEATHER@SPRA.COM DANIELA_BERMAN@SPRA.COM AJAQUITH@STANFORD.EDU 28
Quick Feedback One-Minute Survey: https://www.surveymonkey.com/r/AuroraWebinar_9-17-20 29
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