2. DEVELOPING
STUDENT VOICE AND
CHOICE IN
ASSESSMENT
Michael McDowell, Ed.D.

3. https://todaysmeet.com/st
udentvoice

4. My
story

5. Khan
• What can we infer about professional development
from the following findings?

6. • “Its unbelievable how much you don’t know about the
game you’ve been playing all your life”
- Mantle

7. Few points of reference
- 915 Meta-analysis
- 60,155 studies
- 245 million students
- 159,570 effect sizes reported
- This data set is for the purpose of discussion
- There are moderators

8. Daily Outcomes
• General
o Understand the variables that have a substantial impact on student learning
o Understand the purpose for identifying clear outcomes and success criteria for
students
o Understand the purpose for providing students with surface and deep level
knowledge
• Nuts and Bolts
o Process for identifying critical outcomes
o Tool for measuring student progress and proficiency on meeting critical outcomes

9. Why?

11. An example
• Homework- effect size = .29
• Rank 88th
• Number of Meta-analysis 5
• Number of studies 161
• Number of effects 295
• Number of people 105,282

12. • Exploring each variable-
• High school twice as large
• Short time periods are important
• Direct parent involvement had a negative
effect
• Lack of monitoring
• Difficulty
• Prescribing homework does not help
in time management skills

13. What’s the story?
• Teachers are among the most powerful influences on
learning

14. Teachers need to be directive, influential, caring, and
actively engaged in the passion of teaching and learning

15. “Teachers don’t teach.”
– They

16. • Teachers need to be aware of what each and every
student is thinking and knowing, to construct meaning
and meaningful experiences in light of this knowledge,
and have proficient knowledge and understanding of
their content to provide meaningful and appropriate
feedback such that each student moves progressively
through the curriculum levels

17. • Teachers and students need to
know
Where are we going?,
How are you going, and
what’s next?

18. • Teachers need to move from the single idea to multiple
ideas, and to relate and then extend these ideas such
that learners construct and reconstruct knowledge and
ideas. It is not the knowledge or ideas, but the learner’s
construction of this knowledge and these ideas that is
critical.

19. • School leaders and teachers need to create school,
staffroom, and classroom environments where error is
welcomed as a learning opportunity, where discarding
incorrect knowledge and understandings is welcomed,
and where participants can feel safe to learn, re-learn,
and explore knowledge and understanding.

20. Research Guidance
Strategy Effect
Teachers working together to evaluate their impact and responding to
that impact 0.93
Teachers conduct pre-assessments, utilizing data to inform instruction,
and providing students with a clear understanding of expectations for
meeting learning outcomes (Where are we going?, where are we now?,
and what’s next?
0.77
Teachers using practices in the classroom that values errors and trust 0.72
Teachers receive feedback on their impact on student learning 0.72
Teachers are providing an appropriate proportion of surface and deep
level knowledge 0.71
Providing students with challenge and practice at the right level 0.60

21. ToA
• If students are
o clear on the specific outcomes of learning,
o possess success criteria relating to surface and deep level learning,
o possess knowledge of their own performance, and
o have voice and choice in the learning process,
then students will substantially improve in their learning
and take responsibility over their learning.

23. Bumps in the road
• Students are rarely involved in the assessment
process
• Curriculum design rarely introduces questions, criteria,
and tasks for students to solve that require a range of
surface and deep level knowledge
• Student thinking is dramatically influenced by context
(rubrics and project expectations)
• Voice and Choice in tasks and assessments are rarely
accessible or limited in scope to students due, in large
part, to clarity.

24. Students are rarely
involved in the
assessment process

25. Teaching [and learning] in the dark is a questionable
practice” (Taba, 1966)

26. Where
are we?
What’s
next?
Where
are we
going?

27. Where
are we?
What’s
next?
Where
are we
going?
How are we ensuring voice and choice?
What’s working? What needs improvement?

28. Suggestions:
1. Create a language of learning that infuses the formative
assessment process
2. Create rubrics/scales that are context and task deficient
and span across surface and deep level understanding
3. Actively position learning as the central aspect of your
culture
.

29. - Where is the learner now?
#vlconf2014

30. SOLO- Structure of the observed learning
outcome
• Extended- Requires a learner to transfer their
understand of single, multiple, and relational content to
outside contexts.
• Relational- Requires a learner to relate single/multiple
ideas together to further understand core content
• Single/Multiple- Requires a learner to understand single
or multiple ideas related to the core content standards
TUHSD

31. Score Description
4 Extension
Applying Understanding
3 Relational
Making Meaning
2 Single/Multiple
Building Knowledge
1 Direct Support
Proficiency
Not Yet
Proficiency

32. Score Description
4 Extension
Applying Understanding
3 Relational
Making Meaning
2 Single/Multiple
Building Knowledge
1 Direct Support
DEEP
SURFACE

34. A tale of two tools
Rubric 1.0 Rubric 2.0 (scale)
Multi-dimensional Uni-dimensional
Context-rich Context-poor
Task oriented Learning oriented
Substantial criteria per level minimal criteria per level
Progression levels dictated
by rubric purpose
Progression levels dictated
by learning taxonomy
Limits autonomy Enhances autonomy
Compliance orientation Performance orientation
* This is typical , not always the case

35. Create discipline
centered questions for
surface and deep level
understanding

36. Create rubrics/scales
that are context and task
deficient and span
across surface and deep
level understanding

37. Know thy Impact

38. Connections
Limited Growth
(0.0-0.39)
Expected Growth
(.40 +)
Not Yet Proficient
(0.0-2.25)
Proficient
(2.5-4.0)

39. Limited Growth
(0.0-0.39)
Expected Growth
(.40 +)
Not Yet
Proficient (0.0-
2.25)
Make A Change!
• Review & Make Changes
to Instructional Strategies
Keep it up!
• More Time
• Same Instructional
Program
• Celebrate Success
Proficient
(2.5-4.0)
Cruising
• Review & Make Changes
to Instructional Strategies
Success
• Capture
Instructional
Strategies
• Celebrate Success
• Continue Practices

40. Limited Growth
(0.0-0.5)
Expected Growth
(1.0 +)
Not Yet
Proficient (0.0-
2.25)
Make A Change!
• Review & Make Changes
to Instructional Strategies
Keep it up!
• More Time
• Same Instructional
Program
• Celebrate Success
Proficient
(2.5-4.0)
Cruising
• Review & Make Changes
to Instructional Strategies
Success
• Capture
Instructional
Strategies
• Celebrate Success
• Continue Practices

41. A culture & climate conducive to improving teaching
and learning

42. Be honest with where I am at on learning progressions. I
definitely am honest with where I am in this class. This way of
assessment has completely made me feel alright with being
in the pit because I know that I am not stuck there and that I
can get myself out of it. I really appreciate all that you have
done to make us feel comfortable with progress.

43. Be open to struggling…Before this class I was not open to
struggling at all, so this took me a while to get used to.
Now I know that I can get myself out of the pit, so I feel
comfortable being in it! I just wish it was this way in the
rest of my classes. ):

44. My annotations and thoughts on written pieces were at
about a 1 level at the beginning of the semester, but with
guidance in class and a lot of practice I have grown to
getting a four on the last annotation. Next semester I
hope to grow further.

45. THE OTHER
BUMPS IN THE
ROAD

46. Bumps in the road
• Students are rarely involved in the assessment
process
• Curriculum design rarely introduces questions, criteria,
and tasks for students to solve that require a range of
surface and deep level knowledge
• Student thinking is dramatically influenced by context
(rubrics and project expectations)
• Voice and Choice in tasks and assessments are rarely
accessible or limited in scope to students due, in large
part, to clarity.

47. Suggestions:
1. Create discipline centered questions for surface and
deep level understanding
2. Identify a myriad of contexts that can be used to extend
student learning across disciplines
3. Determine degree of autonomy related to context and
tasks.

48. Art ExampleGoal- Student understands the relationship between historical
events and artistic expression
Extended- Understand how art represents human behavior that
stands the test of time.
Relational- Understands the relationship between the creation or
expression of art and the events of the time.
Single/Multiple- Understand how compositional principles are
identified in famous pieces of art
TUHSD

49. Art Example
TUHSD
Goal- Student understands the
relationship between historical events
and artistic expression
Academic Question
Extended- Understand how art
represents human behavior that stands
the test of time.
Relational- Understands the
relationship between the creation or
expression of art and the events of the
time.
Single/Multiple- Understand how
compositional principles are identified
in famous pieces of art
How does this painting relate to
contemporary time?
How does this piece connect to the time
of its creation? Or, What do you consider
the author was saying through his
painting?
Who created the following piece? What
is the name of the piece? What are two
compositional principles that the artist
used in the piece?

51. Identify a myriad of
contexts that can be
used to extend student
learning across
disciplines

52. Art Example
McDowell, Ed.D.
Goal Academic Question Application
Questions
Extended- Understand how art
represents human behavior that stands
the test of time.
Relational- Understands the
relationship between the creation or
expression of art and the events of the
time.
Single/Multiple- Understand how
compositional principles are identified
in famous pieces of art
How does this painting
relate to human behavior as
expressed in contemporary
events?
How does this piece connect
to the time of its creation?
Or, What do you consider
the author was saying
through his painting?
Who created the following
piece? What is the name of
the piece? What are two
compositional principles
that the artist used in the
piece?
Should we use art as a
way to understand the
causes and effects of
violent acts in the middle
east?

54. • The student will initiate and participate effectively in a
range of collaborative discussions (one on one, in
groups, and teacher led) with diverse partners on grade-
appropriate topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively
(SL. 11-12.1)
• The student will draw skillfully across various sources of
influence to motivate and enable vital behaviors so that
important personal, social, and organization goals are
accomplished.

56. Determine degree of
autonomy related to
context and tasks.

57. Assessment Types
Unobtrusive Obtrusive
Student
Generated
Applying
Understanding
Making Meaning
Building
Knowledge

58. Novice
Intermediate
Advanced

59. Daily AfL

60. What’s the story?
• Teachers are among the most powerful influences on
learning

61. “Teachers don’t teach.”
– They

62. Teachers need to be directive, influential, caring, and
actively engaged in the passion of teaching and learning

63. Single/Multiple Ideas- What instructional approaches
will support students in understanding foundational
knowledge (e.g. facts, vocabulary terms) related to
learning outcomes?
Relating ideas- What instructional approaches support
students in connecting and contrasting ideas? What
are generalizations and principles that can be made
about these ideas?
Extending ideas- What instructional approaches support
students in applying the learning outcomes to other
contexts
Next Steps- Teachers

64. Single/Multiple Ideas- What strategies am I using that
will support me in building knowledge and skills (e.g.
facts, vocabulary terms) related to learning outcomes?
Relating ideas- What approaches appear to be working
or I should attempt to connect and contrast ideas? How
am I going as related to making generalizations and
principles?
Extending ideas- What approaches support me in
applying the learning outcomes to other contexts?
Next Steps- Students

65. Math Strategies
Below Average
• Counting all 22%
• Counting on 72%
• Known facts 6%
• Derived facts/Number
Sense 0%
Above Average
• Counting all 0%
• Counting on 9%
• Known facts 30%
• Derived facts/Number
Sense 61%

66. Aligning “High Probability Strategies” from
the Art and Science of Teaching to Progression
Levels.
Outcome Questions Activities
Applying
understanding
What do I typically do
to engage students in
cognitively complex
tasks involving
hypothesis generation
and testing?
Experimental-inquiry
tasks
Problem-solving tasks
Making meaning What do I typically do
to organize students
and deepen
knowledge?
Venn diagrams
Comparison matrix
Building knowledge What do I typically do
to identify critical
information?
Identifying critical
input experiences