Summative Assessment: Traditional Test Book pgs. 9 - 12 Classroom Curriculum Assessment.

Slides:



Advertisements
Similar presentations
Making the Connection to Assessment. Three components: Common Core State Standards Excellent Matches to State Curriculum Essential Skills and Knowledge.
Advertisements

Provincial Report Cards Mathematics Grades 1 to 12.
Effective lesson planning and design Vallesha Adams EDU 650 Teaching learning and leading in the 21 st century Wendy Ricci November 11, 2013.
Summative Assessment: Performance Assessments Book pgs Classroom Curriculum Assessment.
Understanding by Design Ensuring Learning through Lesson Design
Understanding the Common Core Standards and Planning Lessons to Address The Standards.
Evidence Based Instruction & Grading in the Economics Classroom Sandra Wright PhD CEE Annual Conference 2014 Dallas, TX.
Understanding by Design Planning Instruction Stage Three Prepared for Mercer University EDUC621 by Sherah B. Carr, Ph.D Information adapted from training.
NIU ILAS 301 Michael Rice. I can articulate the 4 guiding questions of a Professional Learning Community I can explain the backward design curriculum.
Domain 1: Planning and Preparation
Oral Presentation Rubrics Standards-based Assessment of and for Learning.
MODULE 3 1st 2nd 3rd. The Backward Design Learning Objectives What is the purpose of doing an assessment? How to determine what kind of evidences to.
The mere imparting of information is not education. Above all things, the effort must result in helping a person think and do for himself/herself. Carter.
Common Core State Standards Getting to know the Fall 2010.
Consistency of Assessment
Teller Elementary Fall of Parents will:  understand what TCAP stands for and the new Colorado Academic Standards (CAS) it will assess.  begin.
Implementing the New Mathematics Integrated Resource Package (IRP) British Columbia Ministry of Education Webcast - April 5, 2007.
 Here’s What... › The State Board of Education has adopted the Common Core State Standards (July 2010)  So what... › Implications and Impact in NH ›
Understanding the Process and the Product Professional Development Spring, 2012.
Teacher Created Plans Using “Backwards Design”
Foreign language and English as a Second Language: Getting to the Common Core of Communication. Are we there yet? Marisol Marcin
Purpose Program The purpose of this presentation is to clarify the process for conducting Student Learning Outcomes Assessment at the Program Level. At.
Reporting to Parents’ Presentation for Primary Schools
WEEK SYNTHESIS Where have we been this week?. Week Synthesis: A Summary We said we would learn new language and structures in order to… 1. Work with colleagues.
The Framework for Teaching and the Student-Led Classroom
Understanding by Design
Summative Assessment Performance Assessments Book pgs Classroom Curriculum Assessment.
UNIT STRUCTURE Meeting the needs of struggling and succeeding students Book pgs
From Concept Components to Lesson Objectives A Differentiated Unit Structure for all Students Book pgs Classroom Curriculum Instruction Unit Cover.
EdTPA Teacher Performance Assessment. Planning Task Selecting lesson objectives Planning 3-5 days of instruction (lessons, assessments, materials) Alignment.
Lecture 7. The Questions: What is the role of alternative assessment in language learning? What are the Reasons.
PRINCIPAL SESSION 2012 EEA Day 1. Agenda Session TimesEvents 1:00 – 4:00 (1- 45 min. Session or as often as needed) Elementary STEM Power Point Presentation.
Achievethecore.org 1 Setting the Context for the Common Core State Standards Sandra Alberti Student Achievement Partners.
Fall Visit: Year 2 Please sit by Grade Levels within Team/Departments.
Using Understanding by Design
English Language Arts/Literacy Louisiana Textbook Adoption Publisher’s Orientation March 1, 2012.
Module 3: Unit 2, Session 1 MODULE 3: ASSESSMENT Adolescent Literacy – Professional Development Unit 2, Session 1.
UNIT GOALS Choosing the level of Critical Thinking Book pgs
FALCON Meeting #3 Preparation for Harnett County Schools Thursday, March 8, 2012.
Summative vs. Formative Assessment. What Is Formative Assessment? Formative assessment is a systematic process to continuously gather evidence about learning.
Common Core State Standards for Literacy in Technical Subjects.
PLC Team Leader Meeting
Common Core State Standards Introduction and Exploration.
CurriculumCurriculum Department of Curriculum & Testing March, 2011 A Look at the New Curriculum Guides & the Instructional Process.
Georgia will lead the nation in improving student achievement. 1 Georgia Performance Standards Day 3: Assessment FOR Learning.
What Are the Characteristics of an Effective Portfolio? By Jay Barrett.
Georgia will lead the nation in improving student achievement. 1 Georgia Performance Standards Day 3: Assessment FOR Learning.
SCIEMATICS. WHAT IS SCIEMATICS? A year-long course which combines science 10, math 10, and chemistry 20 Students earn 15 credits in the time they would.
A Framework for Integrating Technology Mark Grabe.
Student Assessment Workshop #5 CERRA National Board Candidate Support Workshop Toolkit WS
CREATING AN ACTIVE LEARNING ENVIRONMENT Using Inquiry and Primary Sources.
Determining the Benefits of an SAE. Common Core/Next Generation Standards Addressed! SL Integrate multimedia and visual displays into presentations.
Student Growth Goals Professional Learning Jenny Ray, PGES Consultant (KDE) 1.
Understanding the Common Core State Standards and Literacy Standards.
Performance Task and the common core. Analysis sheet Phases of problem sheet Performance task sheet.
Integrating Common Core State Standards (CCSS) Mathematics and Science.
New Lesson Plan Template 2012 Major Divisions of the Lesson Plan Objectives Assessment Methods Lesson Overview.
Welcome to the Central Campus Curriculum Night Intermediate Grades Reading
Academic Language: Standards, Domains, Objectives Session 5 March 3, 2016.
Common Core.  Find your group assignment.  As a group, read over the descriptors for mastery of this standard. (The writing standards apply to more.
The Unit Framework: Meeting the needs of all students Book pgs Classroom Curriculum Instruction.
The New Illinois Learning Standards
Differentiated Instruction
The New Illinois Learning Standards
Creating an Active Learning environment
The Unit Structure: A Crash Course
Statistical Analysis and Unit Improvement Plan Book pgs
Using the 7 Step Lesson Plan to Enhance Student Learning
Presentation transcript:

Summative Assessment: Traditional Test Book pgs Classroom Curriculum Assessment

Assessment Structure Traditional Tests Unit Assessments Formative Informal Formal Summative Traditional Test Performance Assessment Classroom Curriculum Assessment

Purpose of the Traditional Test Assess “Important to Know” knowledge from the Acquiring and Integrating Phase. Assess the idea- and concept-webs that make up the Unit Concept and Goal. Inform both teacher and student about areas for improvement. Classroom Curriculum Assessment

Test Structure and format A 100-point test could be constructed as follows: Classroom Curriculum Assessment

Test Structure and format A 100-point test could be constructed as follows: 45 pts Unsophisticated questions about the unit’s core concepts and skills and their “webbing” Classroom Curriculum Assessment

Test Structure and format A 100-point test could be constructed as follows: 45 pts Unsophisticated questions about the unit’s core concepts and skills and their “webbing” 15 pts 1 st semester: Unsophisticated questions connecting unit concepts to previous Enduring Understandings 2 nd semester: Questions that assess Course and T/D Outcomes Both Semesters: Unsophisticated Content Literacy questions Classroom Curriculum Assessment

Test Structure and format A 100-point test could be constructed as follows: 45 pts Unsophisticated questions about the unit’s core concepts and skills and their “webbing” 15 pts 1 st semester: Unsophisticated questions connecting unit concepts to previous Enduring Understandings 2 nd semester: Questions that assess Course and T/D Outcomes Both Semesters: Unsophisticated Content Literacy questions 20 pts Unsophisticated questions that assess Unit Goal/Concept achievement Classroom Curriculum Assessment

Test Structure and format A 100-point test could be constructed as follows: 45 pts Unsophisticated questions about the unit’s core concepts and skills and their “webbing” 15 pts 1 st semester: Unsophisticated questions connecting unit concepts to previous Enduring Understandings 2 nd semester: Questions that assess Course and T/D Outcomes Both Semesters: Unsophisticated Content Literacy questions 20 pts Unsophisticated questions that assess Unit Goal/Concept achievement Note: 80% of the traditional test is accessible to all students. Assuming a grading scale, even if students miss 10 points on this part of the test, they show achievement of the Unit Goal Classroom Curriculum Assessment

Test Structure and format A 100-point test could be constructed as follows: 45 pts Unsophisticated questions about the unit’s core concepts and skills and their “webbing” 15 pts 1 st semester: Unsophisticated questions connecting unit concepts to previous Enduring Understandings 2 nd semester: Questions that assess Course and T/D Outcomes Both Semesters: Unsophisticated Content Literacy questions 20 pts Unsophisticated questions that assess Unit Goal/Concept achievement 10 pts More challenging questions that address the Unit Goal/Concept Classroom Curriculum Assessment

Test Structure and format A 100-point test could be constructed as follows: 45 pts Unsophisticated questions about the unit’s core concepts and skills and their “webbing” 15 pts 1 st semester: Unsophisticated questions connecting unit concepts to previous Enduring Understandings 2 nd semester: Questions that assess Course and T/D Outcomes Both Semesters: Unsophisticated Content Literacy questions 20 pts Unsophisticated questions that assess Unit Goal/Concept achievement 10 pts More challenging questions that address the Unit Goal/Concept 10 pts Sophisticated questions that address the Unit Goal and Concept Classroom Curriculum Assessment

Test Structure and format: Sample Test Question – Kindergarten Music Questions that address Core Concepts and Skills Unit Goal: SWBAT describe situations in daily life where music is experienced. Orally with each student… Describe three times or places that you might hear music, other than in music class. What are some different types of music? Classroom Curriculum Assessment

Test Structure and Format Questions that address Core Concepts and Skills Sample Test Question – K-Music – Alternative format or tiered assessment. ACE Collaborative 2011 At the circusAt the library At a birthday party At church Circle the pictures that show a time or place where music may be experienced.

Test Structure and Format Questions that address Core Concepts and Skills Sample Test Questions: HS Intro to 3-D Art SWBAT create a standing, balanced sculpture following design criteria. Explain the design criteria that you will use in designing your sculpture. Define what is meant by the term “balanced” in reference to a balanced sculpture. The questions relate directly to the unit concept and are leading towards the performance, which will come later. The are unsophisticated and represent material covered in class. ACE Collaborative 2011

Test Structure and format: Sample Test Question – HS Intro to 3D Art Questions that connect core concepts with Previous Enduring Understandings Unit Goal: SWBAT create a standing, balanced sculpture following design criteria. In the last unit we created a clay box utilizing elements of design. In this unit we will be creating a balanced sculpture. Compare and contrast the design elements used for these two projects. Classroom Curriculum Assessment

Test Structure and format: Sample Test Question – HS MUSIC Questions that assess Course and T/D Outcomes T/D Outcome: SWBAT critique live and pre-recorded musical performances. Explain what qualities you listen for when critiquing a piece of music. Complete the descriptions in the graphic organizer to indicate the qualities that one uses when critiquing a piece of music. ACE Collaborative 2011

Test Structure and format: Sample Test Question – HS MUSIC Unsophisticated content literacy questions T/D Outcome: SWBAT critique live and pre-recorded musical performances. Explain what qualities you listen for when critiquing a piece of music. Content Literacy Standards: Make arguments or claims and support those with the use of data, evidence, and reason Apply domain-specific vocabulary through writing exercises unique to each discipline ACE Collaborative 2011

Test Structure and format: Sample Test Questions Unsophisticated Questions that address the Unit Goal/Concept Unit Goal SWBAT analyze how a theme is expressed differently through the lens of various artists. Describe how the theme of love is expressed in BB King’s Ask Me No Questions as compared to I’ve Got a Woman by Ray Charles. Classroom Curriculum Assessment

Test Structure and format: Sample Test Questions Unit Goal SWBAT analyze how a theme is expressed differently through the lens of various artists. Analyze the lyrics of I’ve Got A Woman by Ray Charles and Ask Me No Questions by BB King. Citing 3 sets of lyrics, explain how each song speaks of love and show evidence to support your claims. Classroom Curriculum Assessment Sophisticated Questions that address the Unit Goal/Concept

Writing Test Questions Adapt Publisher-created Tests Develop a library of questions from multiple textbooks Choose questions that assess your Unit Goal/Concept Ensure that the test includes unsophisticated and sophisticated questions Create Your Own Questions Think about alternative question types Concept Maps Diagrams, Maps, Political Cartoons Questions based on previous labs or demonstrations Classroom Curriculum Assessment

Test Components that Benefit All Students Focus on the Unit’s “Knowledge Important to Know” Begin with questions that instill confidence in students Assess Unit Goal achievement at different levels of sophistication Gauge a comfortable test length Focus on content rather than reading Classroom Curriculum Assessment

Unhelpful Test Components Too many “Nice to Know” Questions Too few questions at the Unit Goal level “Extra Credit” questions “Retests” for partial credit Classroom Curriculum Assessment

Knowledge Important to Know Knowledge Nice to Know Enduring Understanding Wiggins & McTighe (1998) Designing a Quality Test Compare the ratio of “Nice to Know” vs. “Important to Know” Questions Trade tests with and provide feedback for other content area teachers

Test Grades and Formative Assessments What if you or the student is surprised by a low test grade? The teacher did not provide enough or effective formal formative assessments. Or The student did not take advantage of the information provided by the formative assessments Test results may require adjustments to the E&R lesson plans to address student needs. The Performance Assessment gives students another opportunity to demonstrate Unit Goal achievement.

Test Grades and the Unit Structure What if you are surprised by low test grades? The teacher did not provide enough or effective formal formative assessments Or Students did not take advantage of the information provided by the formative assessments Test results may require adjustments to the E&R lesson plans to address student needs. The Performance Assessment gives students another opportunity to demonstrate Unit Goal achievement. Classroom Curriculum Assessment

Take Home Points Traditional Tests need not be long, just focused on core concepts and the Unit Goal. When appropriate, tests should measure content achievement, not reading ability. Traditional tests should give all students the ability to show mastery of the Unit Goal at different levels of sophistication. Classroom Curriculum Assessment

Traditional Test Goal Questions For the 2 nd Diocesan Unit Goal, develop Two unsophisticated TT questions that assesses Basic Proficiency of Goal achievement One challenging TT question that assesses Proficiency of Goal achievement One sophisticated TT question that assesses Advanced Proficiency of Goal achievement From 2 nd grade upward, all Goal questions involve writing in some way. Classroom Curriculum Assessment

Traditional Test Goal Questions For the 2 nd Diocesan Unit Goal, develop Classroom Curriculum Assessment 20 pts BASIC 10 pts CHALLENGING 10 pts SOPHISTICATED