Part I - Building Background Knowledge about Student Achievement Goal Setting The research is clear: Teachers matter. What happens—or does not happen—in classrooms everyday impacts student learning. When we look at school-based factors, teacher quality has the most influence on student achievement. Teachers are the critical component for the learning that impacts student learning. How do we measure learning? Historically, the measurement has been student achievement at the end of the year, regardless of the academic level of the student when he/she entered the teacher's classroom in August/September. However, if we do not know where the student began, it is difficult to measure teacher impact on student learning. Measuring a student’s academic level when he/she enters the classroom allows for a comprehensive assessment of learning as the student progresses through the curriculum. Additionally, student growth analysis becomes possible. For these reasons, student growth is an integral component of student achievement goal setting. In this section, student achievement goal setting is explained and the following questions are answered: What is student achievement goal setting? What is the purpose of student achievement goal setting? What does research say about the process of student achievement goal setting? Under what conditions does student achievement goal setting work best? What are the advantages and disadvantages of student achievement goal setting? What Is Student Achievement Goal Setting? Student achievement goal setting is a process that begins with a pre-assessment to pinpoint students’ current performance level on skills or depth of content knowledge in relation to the curriculum they will be learning in the classroom during the length of the course. When the pre-assessment has been analyzed, the teacher has the information necessary to devise a learning goal that reflects mastery of the curriculum content and skills. Thus, the teacher uses the pre-assessment data to create a student achievement goal. Once the goal is created, instructional strategies are selected that will be most effective in helping students attain the goal. Then, upon implementation, these instructional strategies are implemented and monitored for effectiveness. They are refined or revised, as necessary, based upon student performance and progress. At the end of the course or year, a post-assessment is administered to ascertain whether the goal has been achieved. What Is the Purpose of Student Achievement Goal Setting?
Figure 2.9. Goal Setting Implementation Rubric Before Implementation Highly Effective In addition to the Effective rating... Effective Developing Basic Technical Assessments We have assessments that can assess student progress in both content AND skill application. We have a variety of valid and reliable assessments that measure student progress for each teacher’s subject area. We have a limited number of valid and reliable assessments that measure student progress for each teacher’s subject area. We have few or no valid and reliable assessments that measure student progress for each teacher’s subject area. Alignment We have created assessments we believe to be valid and reliable and thoroughly aligned to the state standards and division curriculum. Our assessments align directly to the state standards and division curriculum. Our assessments are mostly aligned with the state standards and division curriculum. Our assessments only marginally align with the state standards and division curriculum. Personal Training Key staff members can serve as trainers for others new to the process. All necessary staff members have attended training on goal setting. Key leadership personnel have attended the training on goal setting. Few personnel have attended the training on goal setting. Organizational Supports Staff members have a clear way to express concerns and questions that can be shared with the staff overall when necessary. Staff members are organized into collaborative groups to support one another through the process. Staff members have loosely organized themselves into collaborative groups to support one another through the goal-setting process. Staff members are not organized into collaborative groups. Structures Staff members have a forum to meet collectively to discuss the process, including questions, concerns, and successes. Staff members have the resources they need to engage in effective goal setting, such as common planning times or access to curriculum experts. Staff members have limited resources to engage in effective goal setting or access to curriculum experts. Staff members do not have the resources they need to engage in effective goal setting. Figure 2.10. Goal Setting Implementation Rubric During Implementation Highly Effective Effective Emerging Not Ready
S Is the goal focused as to content area and students' needs? Yes, continue. No, clarify the elements. M Is the instrument you will use to measure student achievement of the goal identified? Yes, continue. No, identify the specific instrument. A Is the learning outcome appropriate to the student achievement goal? Yes, continue No, make needed adjustments. R Is the goal realistic in terms of achievement, but also rigorous? Yes, continue. No, make needed adjustments. T Is the time frame to conduct the assessment of student progress clearly stated? Yes, continue. No, identify timeframe for assessing progress.
K-12 or Multiple Content Areas Assessment Description Appropriateness for SAGS Rationale Publisher Pre- and Post-Tests Textbook publishers oftentimes provide pre- and post-tests for use. Yes and No These assessments may allow for pre-assessment, progress monitoring, and post-assessment. If so, then they are appropriate for student achievement goal setting. However, care must be taken to ensure curricular aims are addressed, materials are aligned with the Virginia SOL, and that these are tested in the Skills Checklist Skills checklists can serve to measure mastery learning when administered as pre- and post-assessments Yes Checklists allow for pre-assessment, progress monitoring, and post-assessment. Therefore, they are appropriate for student achievement goal setting. SOL Released Tests The Virginia Department of Education issues released tests from previous years of administration. Yes Released tests can be used to pre-assess what students know and are able to do. Therefore, they are appropriate for student achievement goal setting. Teacher Developed Pre- and Post-Tests Teachers may develop pre- and post-tests addressing specific curricular aims or areas of focus. Yes (with explanation) These assessments may allow for pre-assessment, progress monitoring, and post-assessment. Therefore, they may be appropriate for student achievement goal setting. However, careful test construction is crucial for valid and reliable assessment results. Teachers should work in teams to develop assessments and must ensure that assessments align with curricular aims and follow best practice in test construction.
Student 10 6.6 Student 11 6.8 Student 12 6.8 Student 13 6.8 Student 14 7.0 Student 15 7.2 Student 16 7.4 Student 17 7.6 Student 18 7.7 Student 19 7.7 Student 20 8.0 Teacher S: Student Baseline Data Visual Communication and Production Cultural Context and Art History Judgment and Criticism Aesthetics TOTAL QUESTIONS 10 possible 7 = Proficient 10 possible 7 = Proficient 10 possible 7 = Proficient 10 possible 7 = Proficient 40 possible 28 = Proficient Student 1 0 0 0 0 0 Student 2 0 0 1 0 1 Student 3 1 0 0 1 2 Student 4 0 1 1 0 2 Student 5 1 1 1 0 3 Student 6 1 1 2 0 4 Student 7 0 1 2 1 4 Student 8 1 2 1 0 4 Student 9 2 0 1 1 4 Student 10 1 0 2 1 4 Student 11 1 2 0 1 4 Student 12 1 2 0 1 4 Student 13 2 0 1 2 5 Student 14 2 1 2 0 5 Student 15 3 2 0 1 6 Student 16 3 1 0 2 6 Student 17 2 1 2 1 6