Using Rigorous & Relevant Standard Based Assessments to Evaluate Student Learning Kharma Banks Torrieann Dooley David Cox Road Elementary Drew Polly UNC Charlotte

We’ll share our school’s efforts of choosing essential NCSCOS standards and creating rigorous assessments to evaluate mastery. Teachers will examine work and create an assessment.

Goal Share our school’s efforts –Choose which NCSCOS standards are essential (primary) –Creating rigorous assessments –Examining student work

Rigor in Mathematics Challenge students Inquiry-based learning Encourages higher-order thinking Promotes problem solving skills Involves open ended activities Allows for a variety of strategies (open- middle or open-ended tasks) Provides multiple entry points for differentiation

Rigorous Assessments Guides teacher’s instructional decisions Desired performance NCSCOS Higher-level thinking (Bloom’s Revised) Assessed performance Instruction

Essential Standards “Umbrella” Standards The standards that cover other standards Main standards that encompass other objectives Our school chooses 7-8 objectives First we chose standards and then sequenced them

Choosing Essential Standards By the end of the school year, if you’ve chosen essential standards then, more than likely, you’ve met grade level goals as set by the standard course of study Students master content objectives

Choosing Essential Standards Prioritize on the NCSCOS that address major mathematics concepts Student work has been focused on major mathematical ideas

Steps to creating rigorous assessments 1.Identify which standard you will be teaching 2.Team members bring assessment ideas to begin the dialogue 3.As a team define the expectation for mastery of the standard 4.Create assessment 5.Create rubric/common scoring system 6.Use common assessment 7.Evaluate student learning 8.Evaluate effectiveness of common assessment

1. Identify which standard you will be teaching At our school we prepared assessments at least two weeks in advance Reference the sequenced order of the essential standards

2. Team members bring assessment ideas to begin the dialogue Each person is responsible for at least one idea We share ideas to help guide us to defining mastery for the standard

3. As a team define the expectation for mastery of the standard Each person’s interpretation of the standard is used to help create a common definition of the standard –In our school we have grade level norms established by team members in order to promote a collaborative working environment

4. Create assessment Needs to challenge students: –it should be greater than their current level of knowledge –It should be indicative of the expectation post teaching Should be rigorous Should not be time consuming to grade

VIDEO

fish lamb lion monkey eagle bat dragonfly Directions: 1.) In the empty box write a rule for each circle. 2.) Write a title for the graph: Write why the fish is outside the graph. Think of an animal. Write its name and draw its picture in the correct place on the graph. Write why you put it there.

5. Create rubric/common scoring system Create an answer key for acceptable responses Assign points or criteria for scoring the assessment

Assessment Scoring For teacher use only /7 classified shapes (2,4,5,6) /3 classified angles (1) /3 congruent & similar shapes (3,7)

6. Use common assessment Pretest students & discuss results in team planning –Look for common mistakes/errors among students –Bring questions about particular student assessment to the planning session Plan instruction based on students’ results –What does the child know? –What does the child need to know? –Where will you go next with this child? Teach unit & share techniques

7. Evaluate Student Learning Give post test and discuss results in team planning –What does the child know? –What does the child need to know? –Where will you go next with this child? Make a plan for students who did not master the objective

Looking at Student Work Examine the strategies students use in addition to solutions –Student process are at times more important than solutions in order to figure out how to further students’ learning

8. Evaluate effectiveness of common assessment Reflect on assessment and students’ results –Was it too hard? Too easy? –If many students are not mastering, does the assessment or expectation for mastery need to change? Document suggested changes to improve assessment

Activity Directions: 1.Look at an assessment 2.Edit the assessment to make sure it is relevant, rigorous, and matches the standard

Standards 2.N.1.1 Illustrate whole numbers to 1,000 in groups of ones, tens, hundreds, and thousands by composing and decomposing flexible groups 2.N.1.4 Understand counting by 10s, and 100s on and off the decade 2.N.1.5 Compare whole numbers less than 1,000 with symbols and words 2.N.2.1 Remember addition and related subtraction facts (sums to 20) to develop fluency 2.N.2.2 Use properties of addition to solve multi-step, two-digit story problems 2.N.2.4 Apply strategies to compose and decompose when adding and subtracting whole numbers less than A.3.1 Understand that patterns grow or repeat

Solve the problems. 1. _______ + ________ = ______ + _________ = Which number string equals 12 ____ + ___ + _____ = 12 A B C = _________ = ________ = ________ = ________ 8. Show two different ways to get the answer = _____

9. Circle all that equal = 12+ 4= nineteen 10. Write these numbers A. 16 __________________________________ B. 8 ___________________________________ C. 11 _________________________________ 11. Fill in the blanks A _________ = 8 B ________ = Finish the patterns: A. 2, 4, 6, 8, 10, 12, _______, __________, __________ B. 5, 10, 15, 20, 25, _______. __________, __________ C. 10, 20, 30, 40, _________, __________, __________ D. 80, 70, 60, 50, _________, __________, ___________

Contact Information Kharma Banks Torrieann Dooley Drew Polly –