Transcript Assessment Literacy Trainingx

How Assessment Supports Teaching and
Learning
BARB WILLIAMS
[email protected]
Norms
• Active participation (questions welcomed!)
• Respect for all colleagues and students
• If you need to stand and stretch/move about, please do so.
Goals
• To identify how formative and summative classroom assessments
are integral to instruction.
• To identify how Balanced Assessment guides effective assessment
practice
• To review how classroom assessment practices support
district/state/national assessments
•
•
Examine actual summative assessment items in small groups
Revise assessments to reflect formative practices discussed
Goals
Goals
Goals
• To identify how formative and summative classroom assessments
are integral to instruction.
• To identify how Balanced Assessment guides effective assessment
practice
• To review how classroom assessment practices support
district/state/national assessments
•
•
Examine actual summative assessment in small groups
Revise assessments to reflect formative practices discussed
Tier 1
Definition of Formative Assessment
• What is the Purpose?
• To improve instruction and provide student feedback
• When is it administered?
• Daily, on-going throughout a lesson or unit of instruction without grades
attached
• How do students use the results?
• To self-monitor understanding and learning
• How do teachers use the results?
• To check for understanding and determine next steps
Formative Assessment
Formative or Summative Assessment
A. State assessment
B. College admissions
C. Classroom tests for report card grades
D. Quizzes
E. Exit cards
F. Questions during instruction
Summarize
• With 2 partners, write a three-sentence
summary of the role of assessment in effective
learning environments.
• 5 minutes
• Share
Balanced Assessment and Effective
Intervention Support
Goals
• To identify how formative and summative classroom assessments
are integral instruction.
• To identify how Balanced Assessment guides effective assessment
practice
• To review how classroom assessment practices support
district/state/national assessments and RT
•
•
Examine actual summative assessment in small groups
Revise assessments to reflect formative practices discussed
A Balanced Assessment System
Data
Analysis
Connecting
lines:
Continued,
Daily Formative
Assessment
Formative
Assessment
REQUIRES
Responsive
Teaching for
Impact
Curriculum, Instruction, Assessment
Curriculum
(What?)
Standards;
Curriculum;
Pacing
Guides
Instruction
(How?)
Assessment
(How Well?)
Strategies; RTI2;
Differentiation;
Collaboration;
Flexible
Grouping; etc.
Formative; Summative;
Common Assessments;
Benchmarks; State;
National
Discuss With a Partner
• What current assessment practices of yours align with the
Balanced Assessment graphics?
• What is one thing that you could change about your
assessment practice to align more closely to the Balanced
Assessment model?
Assessment in Your Classrooms
Goals
• To identify how formative and summative classroom assessments
are integral to instruction.
• To identify how Balanced Assessment guides effective assessment
practice
• To review how classroom assessment practices support
district/state/national assessments.
•
•
Examine actual summative assessment in small groups
Revise assessments to reflect formative practices discussed
Alignment of Assessment to Standard
Consider This
• “Research shows that teachers spend from a quarter to a third of their
professional time on assessment-related activities.
• Almost all do so without the benefit of having learned the principles of
sound assessment.”
Stiggins, R.J. (1999). Evaluating classroom assessment training in teacher
education. Educational Measurement: Issues and Practice, 18 (1), 23-27.
The Need for Assessment Literacy
• Selecting Purposeful Assessments
• Developing Local Assessments
• Balanced Assessments
• Effective Use of Data to Guide Instruction
• Measuring and Closing Achievement Gaps
• Student Mobility
• Computer-Based Assessments
Connections to Formative Instructional Practices (FIP)
• Using clear learning targets
• Collecting and documenting evidence of student
learning
• Providing effective feedback
• Student ownership of learning
Balanced Assessment System:
What do I know about my students?
Establishing Teacher Ownership & Commitment
When teachers work collaboratively to develop and use assessments, they
build a greater sense of ownership and commitment to thoughtful,
meaningful use of the results.
When used formatively by teachers, data generated from assessments
have high impact results on student learning.
Complex Standards
Unpack, Unwrap, Deconstruct
Compare two three-digit numbers based on meanings of the hundreds,
tens, and ones digits, using >, =, and < symbols to record the results of
the comparison. (CCSS Math grade 2)
Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of
rhymes and other repetitions of sounds (e.g., alliteration) on a specific
verse or stanza of a poem or section of a story or drama.
Complex Standards
Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of
rhymes and other repetitions of sounds (e.g., alliteration) on a specific
verse or stanza of a poem or section of a story or drama.
Complex Standards?
• Compare two numbers between 1 and 10 presented as written
numerals. (CCSS)
• Capitalize dates and names of people. (CCSS)
• Distinguish the difference between goods and services. (TN)
• Kick a ball into the air or along the ground. (TN)
Foundations of Assessment Literacy
High-quality Assessment
High-quality Assessment
Alignment
Since our ultimate goal is to improve learning
and teaching through the use of the data
generated from student growth measures, the
assessments used must be closely aligned to
articulated standards taught in the classroom.
 Add in the Alignment visual: Slide 45 on the Ohio pdf
Alignment
What do I want my students to know and be able to do?
Content
Skills
Is this item aligned?
Is this item aligned?
Is this item aligned?
Is this item aligned?
Is this item aligned?
Review & Analyze an Assessment
Using the 3rd Grade mathematics test, identify which
standards are assessed and to what degree of
validity.
Is this item aligned?
(2) CCSS.Math.Content.3.NF*.A.2 Understand a fraction as a number on
the number line; represent fractions on a number line diagram.
[NF = Numbers and Fractions]
Is this item aligned?
(2) CCSS.Math.Content.3.NF*.A.2 Understand a fraction as a number on
the number line; represent fractions on a number line diagram.
Is this item aligned?
Ways to Improve Validity
• Eliminate assessment items that contain content unrelated
to what is intended to be measured.
• Ensure a representative distribution of assessment items.
• Ensure item alignment to both the content and the skill
levels.
• Ensure that demonstration of mastery of content and skills
being measured is not affected by content and skills not
being measured.
Webb’s Depth of Knowledge
Handout –Hess DOK
Webb’s Depth of Knowledge vs Blooms Taxonomy
• Bloom’s Taxonomy has been helpful to identify the level of rigor.
• Teachers were encouraged to pay attention to verbs to identify the level
of cognitive complexity.
• 4th Grade: Identify examples of effect.
• 6th Grade: Analyze examples of cause and effect.
Webb’s Depth of Knowledge vs Blooms Taxonomy
• Many new standards require teachers to look beyond the verb to determine
the level of cognitive complexity.
• 1st Grade: Describe characters, settings, and major events in a story using key
details.
• 2nd Grade: Describe how characters in a story respond to major events and
challenges.
• 3rd Grade: Describe characters in a story (e.g., their traits, motivations, or
feelings), and explain how their actions contribute to the sequence of events.
Hess’ Cognitive Rigor Matrix
Assessment Blueprints
Start With a Plan
• Record the prioritized learning expectations that will be on the
assessment.
• Identify the assessment methods to be used.
• Identify the level of complexity DOK of the learning expectations and
the assessment items.
• Determine how much “weight” each learning priority will receive.
• Balance the rigor of the assessment.
Assessment Blueprints
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Assessment Blueprints – Standards & DOK
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Assessment Blueprints – Selected Emphasis
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Assessment Blueprints – Type of item per standard
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Assessment Blueprints – Percentages: DOK & Standards
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Next Steps
How can your assessment items be improved?
 Practice blueprint for overall
 Practice with an item for specific improvement
K‒12 Mathematics VPG
How to Read a Vertical Progression for ELA
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ELA Staircase – Learning Progressions
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VPG Mathematics ‒ Key Terms
Key Terms, page 7
K‒8 Domain Codes, page 9
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Know the Grade-level (Academic) Vocabulary
K‒3, 3‒5 and 6-8 Vocabulary References
K‒3
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3‒5
6-8
Benefits of the Academic Vocabulary References, Grades
K‒3, 3‒5 and 6-8
 Includes all essential academic content vocabulary, verbs and verb
phrases in English Language Arts, Mathematics, Science, and Social
Studies.
 Serves educators as a desk reference.
 Developed with teachers.
 Helps educators:
 Build vocabulary and help students develop comprehension.




Develop sound assessments using verb phrases.
Align curriculum.
Improve Formative Instructional Practices.
Inform professional learning and collaboration.
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Three Tiers of Words
Tier 1 Words
 Everyday
speech
 Usually
learned in
early grades
Outlined by Beck, McKeown, and Kucan (2002, 2008)
Tier 2 Words
 Referred to as general academic words
 More likely to appear in written texts than
in speech
 Appear in many types of texts:
• Informational texts (formulate,
accumulate)
• Technical texts (calibrate, itemize)
• Literary texts (misfortune, dignified)
• Often includes verbs and verb
phrases
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Tier 3 Words
 Referred to as domain-specific
words
 Specific to a field of study (lava,
carburetor, legislature,
circumference, aorta)
 Closely connected to academic
content knowledge
 Key to understanding a new
concept
 Far more common in
informational texts than in
literature
Collage: Unit Organizers and Bundled Standards Cards
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Unit
 For the organizers, a unit is considered to integrate content.
 ELA ‒ Reading, Writing, Language, Listening/Speaking, Literacy and crosscurricular connections
 Math ‒ Major, Supporting, and Additional Clusters plus Mathematical
Practices and cross-curricular connections
 Flexible duration, usually 3–9 weeks allows to pace instruction.
 ELA may have 4–6 units; math may have 6–12 units.
 Be comparable to other structures and terminology, such as a
“module” or “block.”
 Part of a long-term learning path (learning progression) that
connects knowledge, concepts, and skills.
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Battelle for Kids’ Common Core Teacher Planning Tools
Academic Vocabulary
References
1.
2.
3.
4.
K–3 Vocabulary Reference (includes ELA, Math, Science, Social Studies)
3–5 Vocabulary Reference (includes ELA, Math, Science, Social Studies)
6-8 Vocabulary Reference (includes ELA, Math, Science, Social Studies)
Vocabulary Reference User Manual
Vertical Progression
Guides
5. K–12 ELA
6. K–12 Mathematics
7. K–3 ELA & Mathematics with Pre-K Learning Standards (Ohio, Tennessee, Florida)
8. Vertical Progression Guide (VPG) User Manual
Unit Organizers and
Bundled Standards
Cards
9. K–11 ELA Unit Organizer
10. K–11 Mathematics Unit Organizer
11. Grade-Level Cards (Grades K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11)
12. Unit Organizer User Manual
13. Unit Organizer Poster (ELA or Mathematics)
Training support:
User PowerPoint slide deck (for lead teachers, principals, curriculum directors)
BFK Store:
All tools are in the BFK Store: http://store.battelleforkids.org
Amazon.com:
Most tools are available on Amazon.com
YouTube:
Districts YouTube video series using Common Core tools during planning & collaboration time:
http://www.youtube.com/playlist?list=PLaX65IrrQuf0PfBlr-kq_YmOkObZx6UQP
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District Video Samples on the BFK YouTube Channel
Battelle for Kids K-12 Planning Tools - You Tube BFK Playlist
14 Examples, May 2014
See grade level teams implement Common Core during collaborative planning
times in the 3-8 minute clip-its listed on the BFK YouTube Channel.
http://www.youtube.com/playlist?list=PLaX65IrrQuf0PfBlrkq_YmOkObZx6UQP
Check back periodically for additional grade-level teams clip-its.
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Resources
TNCore.org – sign up for updates
http://www.parcconline.org/ - The latest on instruction & assessment for
Tennessee about CCSS!
www.battelleforkids.org/Tennessee Each school has an access code, but you can
get to some resources without it. The FIP training modules (code required) go into
depth on the all Formative Instructional Practices – New Modules as of July 1,
2013.
http://ati.pearson.com/tools-resources/index.html (Pearson -- integral to TN
assessment)
Open Education Resources http://www.oercommons.org
Questions?
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