A Balanced Assessment Plan For Petoskey Public Schools

Common Findings in Successful Schools Aligned Curriculum & Pacing Professional Learning Communities Focus on learning (using multiple assessments & data analysis) Use of research-based instructional practice Motivated by improvement for all students Of all, the teacher is the most important ! (Schmoker, Fullan, Reese, Stiggins)

A Balanced Assessment Approach Summative- OF Learning Formative- FOR Learning Interim- OF & FOR Learning Working Together to Improve Learning

The Garden Analogy Summative Measuring the height of the plant to see how fast it is growing Formative Watching & analyzing the fertilizer & water to know how much to give the plant for the best growth

Common Assessments Common Assessments: More Interim in Nature FOR Learning (Formative) OF Learning (Summative)

All Assessments Summative, Interim, & Formative: Are interconnected Impact learning Involve feedback Effect the quality of teaching Are defined by timing, audience, interpretation of data, & use.

Assessment Examples Summative - MEAP/MME, end of unit tests, final products & performances Interim - Common assessments, NWEA, DIBELS, teacher created, practices… Formative - Quick checks for understanding, grand conversations, conferencing, journaling, coaching (for immediate instructional changes)…

Common Assessments

Common Assessments Have the Same: Measured Outcomes- WHAT? Curriculum (GLCEs/HSCEs) Pacing Purpose(s)- WHY? Audience- WHO? Format/Procedures- WHEN? HOW?

Common Assessments Purpose- Diagnose areas of weakness, guide instruction, provide intervention & differentiation (usually not used for a grade) Audience- Teacher, student(s), & PLC members

Common Assessment Steps Choose a Topic. (or Strand) Example- Reading Choose a Domain. Example- Comprehension #1#2

Common Assessment Steps Read Through the GLCEs/HSCEs In That Domain (your grade/course level) Identify the Power Standards Examples: Extended GLCEs/HSCEs (MDE) Kent ISD (on TLC Webpage) Prof. Expertise (within PLCs) Report Cards (K-5 th ) Released Items (MDE) #3#4

Common Assessment Steps “Unwrap” the Power Standards 1. Circle & discuss the GLCE/HSCE verbs. 2. Underline the key concepts. Determine the “Big” Ideas What are the main ideas or essential understandings? #5#6

Common Assessment Steps Compare the verbs used in the Power Standards (GLCEs/HSCEs) with the Cognitive Taxonomy Circle. (Bloom) Student Targets What questions could you ask that would lead students to these Power Standards or learning goals? #7#8

Common Assessment Steps Select the Assessment Type EXAMPLES: Selected Response Constructed Response Products Performances Process-focused (See Framework Guide.) Construct the assessment instrument to match your “big ideas” & student targets with the appropriate level- rigor of skills. #9 #10

Common Assessment Steps Create Assessment Guides Answer Keys Rubrics Scales Scoring Guides Timing of Test Timing of PLC Data Review A Circular Process A good Idea that is poorly implemented is a BAD idea. A good idea that is well- implemented is a GOOD idea! Writing Common Assessments is a Process (not an Event)! #11 #12 Leadership & Learning, 2007

Research Supports “Research suggests that, if done well, genuine assessments FOR learning can produce among the largest achievement gains ever reported for educational interventions (Olson, 2007).”