Leadership for the Common Core in Mathematics (CCLM^2) Project Disclaimer Leadership for the Common Core in Mathematics (CCLM^2) Project University of Wisconsin-Milwaukee, 2013–2014   This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes. This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.

Keys to Quality Classroom Assessment: Sound Design Part II Common Core Leadership in Mathematics (CCLM)

Homework from Last Week First: Read Chapter 9 pages 297 - 307. Second: Looking ahead …… Choose the unit you will be teaching in November. Read three lessons and write learning targets for these lessons. Targets will be discussed in small groups. Consider: Type of target, student friendly language, embedded math idea not a math activity When we left off last week, we asked you to work on writing learning targets (in draft form) for three lessons you will teach in November.

Target Discussion In Triads, examine and offer feedback to your partners on their learning targets. Spend some time in your discussion on: the classification of the learning target the student-friendly language the target as an activity or a learning

Writing a Learning Target Grade Level groups (Triads) Read the designated lesson. Individually: choose the standard that aligns best to the lesson. List the activities students will do. From the activities write a learning target. Classify your target. 3. Share and discuss your target with your triad. 4. If time, share you target with another grade level group.

Teacher’s Role in Assessment FOR Learning Identify the standard. Deconstruct it to enabling targets. Transform to student friendly version. Create accurate classroom assessments. Use with students to track growth. These are the 5 points that Stiggins makes for our roles in assessment FOR learning. The point is, we have a serious role of what we need to do for students. This is where the hard work of formative assessment is. No discussion.

Learning Targets Learning Target: Explain how your planning process includes formative assessment practices.

Building on Big Ideas Reread the our Graffiti Chart from last week. Questions: What ideas do you want to build into your own classroom assessment system? How will you enrich your own assessment system? Have 3 different colored markers and chart paper. Vignette, content chp 4, tchart

Sound Design: Big Ideas

Keys to Quality Assessment: Sound Design Key 1: Clear Purpose Key 2: Clear Targets Key 3: Sound Design Key 4: Effective Communication Key 5: Student Involvement Sound Design: How to design assessments that align with our targets and serve our purposes. Refer to chart on page 88 in book. This chart is at the beginning of each chapter. Highlight where we have been and where we are going.

Four Assessment Methods Selected Response Written Response Performance Assessment Personal Communication All four methods are legitimate options, but only when their use is closely matched with the kind of learning target to be assessed and the intended use of the information. (p. 89) Participants go back to notes – 8 min We are describing the four assessment methods. Turn to your partner what do you know about the 4 assessment methods – 2 mins to discuss with partner before start conversation whole group conversation – how should be matched to learning target – what do you know how might they be connected to learning targets? Clarify what they heard when would we use each one? Intended use – clarify this Share out whole group

Learning Target – Assessment Method Match Selected Response Written Response Performance Assessment Personal Communication Knowledge Good Strong Partial Reasoning Skill Poor Product What is the importance of the assessment method? We are explaining how to choose which method to use for any given learning target. What connections are you making between the learning targets and assessment methods that you might not have had when making previous assessments? Explain to your partner – then answer question

Learning Target - Assessment Method Match “Varying assessment methods to give students practice or to accommodate learning styles is a thoughtful consideration. However, assessment methods are not interchangeable. To ensure accurate assessment results, the overriding criterion for selection of method is consideration of the type of learning targets to be assessed.” (p. 87)

Assessment Development Cycle Planning Stage Determine who will use the assessment results and how they will use them. Identify the learning targets to be assessed. Select appropriate assessment method or methods. Determine sample size. Development Stage 5. Develop or select items, exercises, tasks, and scoring procedures. 6. Review and critique the overall assessment for quality before use. Use Stage 7. Conduct and score assessment. 8. Revise as needed for future use. We are outlining the steps in assessment planning and development. We have focused on #1 and 2 in previous classes. Tonight we are talking about #3. Give some examples of what is meant by #4.

Sound Design: Assessment “Even if you are using an already-developed test, we recommend that you review it with each of the first six steps in mind. When we rely on textbook test writers to do the planning and development, we may have high-quality items, but we may have a partial or poor match to what we taught or to the relative balance of importance of each learning target in our curriculum.” (p. 113)

Reflecting Back

Learning Targets Learning Target: Explain how your planning process includes formative assessment practices.

Homework Assessing the Learning Target: Working with your November learning targets, either write your own assessment item or find an assessment item from the suggested resources that will reveal evidence of student learning. At least one of your targets should be a reasoning target. Consider the learning from Chapter 4 as you put together your assessment item(s).   Online Resources: http://www.illustrativemathematics.org/ http://www.ncpublicschools.org/acre/standards/common-core-tools/ Point to poster on wall and Seven Strategies of Assessment for Learning on the back of the binders.