Assessment 101 The Link Between Standards and Instruction

Homework 1. (PARKING LOT) Return with your best take-away in each of the following categories : Standards, Assessment, Instruction 2.(PARKING LOT) Return with one burning question in each of the following categories: Standards, Assessment, Instruction 3.(DISCUSSION) Watch the following 3 YouTube videos and answer this question…….What is the educational connection?

Rigorous Curriculum Design Design your course – Identify your standards – Prioritize your standards – Name your units of instruction sequentially – Assign standards to each unit Design each unit within the course – Deconstruct priority standards for essential skills and concepts – Develop essential questions and big ideas – Develop CFAs and/or performance assessments – Develop lessons, tasks and daily formative assessments that prepare students for each scaffolded assessment

Objectives for the Day – Review the purpose for deconstructing priority standards for essential skills and concepts – Develop essential questions and big ideas – Evaluate Assessment items as they relate to prioritized standards – Develop assessment items for traditional CFAs and performance assessments

Deconstruct Priority Standards for Essential Skills and Concepts - to find the VERBS (skills) and NOUNS (concepts) - to fully understand what students are expected to KNOW and be able to DO - to enable teams to assigning a level of BLOOM’s TAXONOMY to the verbs or DOK to the overall task or standard(s) - to ensure fidelity, high ALIGNMENT and appropriate level of rigor between standards and assessments - to find the VERBS (skills) and NOUNS (concepts) - to fully understand what students are expected to KNOW and be able to DO - to enable teams to assigning a level of BLOOM’s TAXONOMY to the verbs or DOK to the overall task or standard(s) - to ensure fidelity, high ALIGNMENT and appropriate level of rigor between standards and assessments

CCSS.ELA-LITERACY.RI.6.4 CCSS.ELA-LITERACY.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. CCSS.ELA-LITERACY.RI.6.9 CCSS.ELA-LITERACY.RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person). CCSS.MATH.CONTENT.8.NS.A.2 CCSS.MATH.CONTENT.8.NS.A.2 Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π 2 ). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations. Deconstruct Priority Standards for Essential Skills and Concepts

Develop Essential Questions and Big Ideas Essential Questions Typically begin with how or why Are broad and overarching Bring relevancy to the core concepts of a unit Help students see connections to other topics and concepts Are both content and skills focused Can be used in or as the Post-Assessment

Develop Essential Questions and Big Ideas Essential Questions (Practice) Think of a unit you teach What is it that is essential for students to walk away with by the end of the unit? Why should they care? Form a relevant EQ for content Form a relevant EQ for skill

Develop Essential Questions and Big Ideas Big Ideas Are student responses to the Essential Questions Include all of the relevant critical attributes necessary to demonstrate proficiency relevant to standards Can be used in or as a rubric or scoring guide

Develop Essential Questions and Big Ideas Big Ideas (Practice) Think of your EQs that you just created What are the essential standards or components needed in order for students to demonstrate proficiency in answering the EQ? List them in bulleted format

Develop CFAs and/or Performance Assessments Types of CFAs – Traditional Pre/Post Model (Identical) – Traditional Pre/Post Model (Mirrored) – Performance Tasks (Unrelated Series) – Performance Assessment (Related, Sequenced and Scaffolded Tasks) – Traditional/Performance Hybrid

Develop CFAs and/or Performance Assessments Traditional Pre/Post Model – Pros and Cons? – The Quadrant System

Develop CFAs and/or Performance Assessments Performance Tasks (Unrelated Series) – Pros and Cons? – Engaging – Can lack cohesiveness

Develop CFAs and/or Performance Assessments Performance Tasks (Related, Sequenced and Scaffolded Tasks) – Pros and Cons? – Engaging – Cohesive – Answer EQs – Increase in the level of rigor – (cell phone example)

The Critical Consumer of Assessments “What kinds of assessments and assessment items will provide the best evidence as to whether students have met the singular purpose of proficiency in a standard or portion of a standard.”

The Major Assessment Formats Selected Response – Multiple Choice – True/False – Matching – Fill in the blank (when answers are provided) Constructed Response – Short Answer – Essay – Working Problems Out Performance Assessment – Series of Tasks/Activities (typically 1-10 days each) – Presentations – Product Creation

Evaluating a CFA Using a rubric (see 5 th grade sample assessment)

Connection????

RatingAttributes of Quality Standards-Aligned Assessment or Rubric Excellent Assessment has all of the attributes of a proficient assessment PLUS at least one of the following: Standards are listed (either by number or in full) next to each item. Assessment items are largely (70 %) constructed response. Many assessment items are highly engaging performance tasks. Proficient All assessment items are directly correlated with a standard. All assessment items represent the intended level of rigor (Bloom's and/or DOK). This refers to the level intended by those who wrote the standard. All assessment items represent the appropriate level of rigor (Bloom's and/or DOK). This refers to the level intended by the teachers as they scaffold curriculum throughout the course/unit, potentially lowering the intended level of rigor temporarily. All assessment items aligned to the same standard provide the collective evidence that students are proficient in the intended skill or concept or are at the level determined by the teacher(s). This refers to every item throughout the course, unit, and/or assessment aligned to a particular standard. Assessment designers should ask themselves this question: "If my students completed all of these assessment items (correlated to the same standard) correctly, would it give me a high level of confidence that they are proficient in the skills and concepts defined in the standard?" Assessment items provide an answer key for selected response items and a scoring guide or rubric for constructed response items. All assessment items follow the "Effective Item Writing Guidelines" research document. DevelopingAssessment has most, but not all of the attributes of a proficient assessment. BasicAssessment has some, but not most of the attributes of a proficient assessment.

Garnering Standards-Aligned Evidence with a Traditional Model Choose ONE of the following standards and garner evidence by: – selecting an appropriate amount of assessment questions/items – using the optimal assessment format for each question/item (constructed/selected etc.) CCSS.MATH.CONTENT.3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). 1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. 2 CCSS.MATH.CONTENT.3.MD.A.2 CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.RL.2.2

Assessment on Steroids!!!

Garnering Standards-Aligned Evidence with a Performance Assessment Model Choose SEVERAL of the following standards and garner evidence by: – selecting an appropriate amount of performance tasks through which to create an engaging scenario – using the SQUARED and SCRAP method to briefly describe the series of tasks and the engaging scenario CCSS.ELA-LITERACY.RI.6.6 CCSS.ELA-LITERACY.RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. CCSS.ELA- LITERACY.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA- LITERACY.RI.6.1 CCSS.ELA-LITERACY.RI.6.7 CCSS.ELA-LITERACY.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. CCSS.ELA-LITERACY.W.6.1 CCSS.ELA-LITERACY.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-LITERACY.W.6.1.A CCSS.ELA-LITERACY.W.6.1.A Introduce claim(s) and organize the reasons and evidence clearly. CCSS.ELA-LITERACY.W.6.1.B CCSS.ELA-LITERACY.W.6.1.B Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-LITERACY.W.6.1.C CCSS.ELA-LITERACY.W.6.1.C Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

Homework 1.Return with your best take-away in each of the following categories : Deconstructing Standards, Assessment Formats 2.Return with one burning question in each of the following categories: Deconstructing Standards, Assessment Formats 3.Group 1 - Return with your best formative assessment (that can be used quickly and easily within 2-3 minutes) 4.Group 2 - Return with your best hook/bellringer/anticipitory set (that can be used quickly and easily within 2-3 minutes)