1. Common Formative Assessments

2. Learning Objectives Improve assessment literacy through a deeper understanding of the assessment design process Understand how Common Formative Assessments (CFAs) are the centerpiece of an integrated standards and assessment system Explore the 10-step CFA process for improving instruction

3. Part 1: Assessment Literacy

4. Activating Learning: Mingling Activity

5.  How does the implementation of Common Formative Assessments (CFA) benefit teachers, administrators, and students? How can CFAs build confidence in teachers, administrators, and students?  How are Data Teams/PLCs organized in your district/school? How will or do CFAs enhance the work of these teacher-based teams ?  How does the implementation of Common Formative Assessments (CFA) benefit teachers, administrators, and students? How can CFAs build confidence in teachers, administrators, and students?  How are Data Teams/PLCs organized in your district/school? How will or do CFAs enhance the work of these teacher-based teams ?

6.  What school and district support is necessary for the development and implementation of well written CFAs? How can you encourage this support?  How do CFAs align with the other assessments and assessment practices in classrooms, schools, districts, and states?  What school and district support is necessary for the development and implementation of well written CFAs? How can you encourage this support?  How do CFAs align with the other assessments and assessment practices in classrooms, schools, districts, and states?

7. Think about your school. Why do teachers assess? To set education goals and standards To evaluate teaching To provide instructional feedback to students To grade student achievement To evaluate the curriculum To identify students’ educational needs

8. Engaging Instruction Maximizing Learning through Powerful Assessment Practices

9. Quotes and Reflections “The true purpose of assessment must be, first and foremost, to inform instructional decision making. Otherwise, assessment results are not being used to their maximum potential…”(p. 21-22). Ainsworth, L., & Viegut, D. (2006). Common formative assessments. Thousand Oaks, CA: Corwin Press.

10. What does the research say?

11. 250 research studies find that formative assessments make an impact on student learning! Inside the Black Box Black, P. and Wiliam, D., 1998

12. Assessment of and for Learning

13. District-Wide Tests/ Assessments School-Wide Assessments Priority Standards Assessments of and for Student Learning Alignment Data Teams: Common Formative Assessments Classroom Formative Assessments FormativeFormative Formative

14. Visible Learning “The biggest effects on student learning occur when teachers become learners of their own teaching and when students become their own teachers”(p. 22). Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.

15. What Are Common Formative Assessments? Not standardized tests, but rather teacher-created, teacher-owned assessments that are collaboratively scored and that provide immediate feedback to students and teachers.

16. Connecting Powerful Practices

17. Summary: Connecting Practices School-Based Common Formative (Pre-) Assessments Rigorous Units of Study with Authentic Performance Tasks and Scoring Guides Data Teams and Effective Teaching Strategies School-Based Common Formative (Post-) Assessments

18. Part 2 The 10-Step CFA Design Process

19. Big Ideas A Common Formative Assessment (CFA) is a tool or product to use as part of the formative assessment process. Assessment design is specific to the learning goals (prioritized, “unwrapped” standards). Common Formative Assessments are based on prioritized, “unwrapped” standards.

20. The 10 Design Steps  Building the Standards Foundation (Steps 1- 6)  Creating the Assessment Items (Steps 7-10)

21. Building The Standards Foundation 1.Determine the Unit of Study 2.Identify Matching Priority Standards 3.“Unwrap” Matching Priority Standards 4.Create Graphic Organizer 5.Determine the Big Ideas 6.Write the Essential Questions

22. Creating the Assessment Items 7. Write Selected-Response Items 8. Write Constructed-Response Items 9. Create Scoring Guides 10. Write Essential Questions

23. Step 1: Determine the Unit of Study This unit of study should represent approximately two to four weeks of instruction. 3 Types of Units: Topical Skills-based Thematic

24. A series of specific lessons, learning experiences, and related assessments – based on designated prioritized standards and related supporting standards – for a topical, skills-based, or thematic focus. Units of Study Defined

25. TOPICAL Units of Study Topical Examples Math: Estimation Reading: Story Elements Focus on a specific portion of a larger subject or discipline Science: Solids and Liquids

26. SKILLS-BASED Units of Study Skills-Based Examples Making Text Connections Editing and Revising Emphasize application Converting Fractions to Decimals

27. THEMATIC Units of Study Thematic Examples Social Studies: Impact of War Visual Arts: Art and Multimedia Emphasize connections to other topics within the same discipline or to completely different disciplines Science: Life Cycles

28. Step 1: Choose a Unit of Study Examples Topical: Pebbles, sand, and silt (grade 2 science), Africa (grade 7 social studies), Literary elements (reading) Skills-based: Converting fractions, text connections, organization (writing) Thematic: Cycle of life (science), territorial expansion (social studies)

29. Step 2: Identify Matching Priority Standards Review the prioritized standards for your grade level and/or course. Identify those that match the focus for your unit of study based on the following criteria: Endurance Leverage Provides readiness for the next level of learning

30. Endurance Leverage Readiness Priority Standards

31. Assessment of ONLY the Highest Priority Standards “ It is critical that all of the assessed standards be truly significant. From an instructional perspective, it is better for tests to measure a handful of powerful skills accurately than it is for tests to do an inaccurate job of measuring many skills.” Popham, J., 2003

32. Priority Standards and Supporting Standards Like fence post holes, Priority Standards provide curricular focus to “dig deeper” and assure student proficiency. Like fence rails, supporting standards are curricular standards which connect to and support Priority Standards.

33. Determine a Unit of Study Identify Matching Priority Standards Steps 1 and 2 Activity

34. 34 Why is it important to match Priority Standards to your unit of study? Reflection

35. Step 3: “Unwrapping” the Priority Standards “Unwrapping” is a way to collectively analyze a standard to ensure shared understanding of the learning goal. “Unwrapping” is a process of deconstruction to clearly identify the skills and concepts represented in the standard.

37. Identify the key concepts (important nouns or noun phrases) by underlining them. Identify the skills (verbs) by circling them or making them All CAPS. Step 3: “Unwrap” Selected Priority Standards

38. Step 3: Country Mouse “Unwrapped” Priority Standard 7.1.3 Demonstrate the ability to summarize, paraphrase, analyze, and evaluate what he or she reads at grade level. 7.1.4 Demonstrate the ability to make predictions about stories.

39. Analyze the Priority Standards to determine exactly what students must know and be able to do. Underline the key concepts (important nouns and noun phrases). Circle the skills (verbs). CFA Template p. 22 Step 3 Activity: “Unwrap” Your Priority Standards

40. Step 4: Create Graphic Organizer Represents each of the “unwrapped” concepts and skills Reveals all the learning targets (concepts and skills) Focuses instruction and assessment Identifies level of thinking

41. Step 4: Create a Graphic Organizer Choose the type of organizer that works best for you. Outline Bulleted list Concept map T-Chart Other

42. SKILLSCONCEPTS (2) Demonstrate (2) Summarize (2) Paraphrase (4) Analyze (5) Evaluate (2) Make Ability to read What he or she reads Predictions “Unwrapped Standard”

43. Your State Standard

44. “Unwrapping” Guided Practice SKILLSCONCEPTS

45. Step 4 Activity: Create Your Graphic Organizer Create a graphic organizer for the “unwrapped” Priority Standards List each skill with its related concept(s) in parentheses Identify the approximate cognitive level of each skill

46. 46 Why is it essential to “unwrap” the priority standards? Reflection

47. Big Ideas “The deep end of the pool.” Ainsworth, L., 2003

48. What’s the

49. is What is the Big Idea Anyway? remember long after instruction endsFoundational understandings students will remember long after instruction ends What you want students to discover as a result of the learning experienceWhat you want students to discover as a result of the learning experience The larger concepts or main ideasThe larger concepts or main ideas

50. Big Idea Definitions –Broad: An open-ended, enduring idea that may apply to more than one area of study. –Topical: A content-specific concept that comes from an integrated understanding of the “unwrapped” standard(s). –The student’s answer or response to a related Essential Question

51. Broad Big Ideas Broad Big Ideas are the generalizations derived from one area of study that connect to and can be found in several subject matter areas. People can justify their conclusions with observable data.

52. Topical Big Ideas Topical Big Ideas relate primarily to the inherent understanding in a particular course of study or related standards. The position of a digit determines its value in a number.

53. Topical Big Ideas Writing Narratives need a specific setting and vivid details to advance plot. (Teacher) Stories need a place to happen with details that keep readers interested. (Student) Writing enhances learning. (Teacher) Writing makes me think. (Student)

54. Venn Diagram Activity TopicalBroad

55. Guidelines to Determine Big Ideas Will this Big Idea apply to more than one content area of learning? apply to more than one grade level? endure? be one that students remember long after instruction ends?

56. Attributes of Big Ideas Brevity – usually five to ten words Leverage – applies to more than one content area Enduring – a “timeless” idea that may apply to other fields of learning

57. Step 5 Activity: Determine the Big Ideas Review your “unwrapped” concepts/skills on the graphic organizer. Decide the essential understandings you want students to realize on their own. Write Big Idea in both teacher and student language.

58. Why is it important to organize data?

59. Do opinion and persuasion mean the same thing?

60. Step 6: Essential Questions Questions, not statements, stimulate student curiosity to find the answers!

61. Guidelines for Writing Essential Questions Engaging Questions That Lead to Discovery Align with the Rigor in the Skills Open-Ended

62. Benefits of Essential Questions for Teachers Student Learning Goal Integrated Understanding Post in Classroom

63. Characteristics of Essential Questions Cannot be answered with a “yes” or “no.” Have no single obvious right answer. Cannot be answered from rote memory. Match the rigor of the “unwrapped” standard. Go beyond who, what, when, and where to how and why.

64. Essential Questions to Guide Instruction and Assessment EQ: What are literary devices? Why do authors use them? (BI: Literary devices enhance and deepen fiction’s impact upon the reader.) This is an example of a “one-two punch” question. The Big Idea in parentheses is an appropriate response to the second question.

65. Examples of Essential Questions with Big Ideas How is one group of objects different from another? (Objects can be compared, classified, and sorted by their different attributes.) How can an author “capture” an audience? (Knowing who one is writing for is essential to engaging the readers.) Why learn mathematical formulas? How do estimation and formulas work together? (Mathematical formulas and estimates both provide shortcuts for determining needed mathematical information.)

66. Step 6 Activity: Write Essential Questions 1.Review the Big Ideas. 2.What questions would lead to the discovery of your Big Ideas? 3.Can you include any “one-two punch” questions? 4.Litmus Test: Do your Big Ideas answer or respond to your Essential Questions?

67. 67 What are the benefits of using Big Ideas and Essential Questions? Reflection

68. Reflections: Steps 1-6 What new insights did I gain by working through the first six foundational steps? What are the key points I want to remember? What questions do I still have?

69. 2 + 1 Answer two Share one

70. Matching Assessment Items to the “Unwrapped” Standards 7. Write Selected-Response Items 8. Write Constructed-Response Items (extended and short) 9. Write Essential Question-Big Idea Directions 10. Create Scoring Guides for Constructed-Response Items

71. Designing Quality Assessments 1. Know your purpose. 2. Choose the right type of assessment. 3. Gain evidence of student learning. 4. Make accurate inferences to guide next steps.

72. First! Know Your Purpose The purpose of assessment is to find out what your students know and are able to do with regard to the standards you are teaching. The purpose of Common Formative Assessments, in particular, is to evaluate your students’ understanding of the Priority Standards.

73. Assessment Is “Inference Making” “ Teachers use test (results) in order to make inferences about their students’ cognitive status. Once those score- based inferences have been made, the teacher then reaches instructional decisions based (at least in part) on those inferences. Educational assessment revolves around inference making.” Popham, W. J. (2003). Test better, teach better, p. 60

74. Then… Determine the Evidence Needed to Make Inferences Ask the critical question: “What kinds of assessments will provide the best evidence as to whether students have met this singular purpose?”

75. Guidelines for Effective Item Writing Align with “unwrapped” standard(s) Higher-order objectives Application of knowledge vs. recall Include new material (i.e., read or interpret graph, solve problem, etc.) Be brief and clear – goal is to “test mastery, not ability to figure out what you’re asking.” Stiggins, R., 1997

76. Five Roadblocks to Effective Item-Writing Unclear directions Ambiguous statements Unintentional clues Complex phrasing Difficult vocabulary Popham, J., 2003, p. 64

77. The Two Major Assessment Formats Selected-Response Constructed-Response

78. Step 7: Selected-Response Items Students must select from the choices provided –Multiple Choice –True/False –Matching –Fill-in (answers provided)

79. Reasons FOR Selected-Response Better content domain sampling Higher reliability Greater efficiency Objectivity Measurability for higher-level thinking Mechanical scoring Haladyna, T. M. (1997). Writing test items to evaluate higher order thinking, p. 65-66

80. Reasons AGAINST Selected-Response Emphasis on learning of isolated facts (“Multiple choice testing can lead to multiple choice teaching.”) Inappropriate for some purposes (writing and creative thinking) Lack of student writing (unless part of assessment design) Haladyna, T. M. (1997). Writing test items to evaluate higher order thinking, p. 65-66

81. Criteria for Writing Selected-Response Items Write clearly in a “sharply focused manner.” Ask a question with only one best answer. Write items consistent with grade-level reading expectations. Eliminate clues leading to correct answer. Make response options brief. Stiggins, R. J. (2001). Student-centered assessment

82. “Best” Answer Preferable to “Correct” Answer Clear, best answer Test critical thinking, ability to evaluate When you ask for best answer, it implies that ALL of the distracters are correct, but student has to choose the best one. When you use the correct answer, it implies there is only one correct answer and the rest are wrong. Hattie & Popham

83. Distracters Plausible answers Identifies common errors or misconceptions Provides valuable information to adjust instruction All “wrong” answers should be plausible

84. Checklist to Evaluate Selected-Response Item Quality (See pages 47 and 48 in the manual.)

85. Let’s review some examples related to the guidelines…

86. Incomplete Question Stem John said that _______ would not allow him to be happy. A B C D

87. Negative Question Stem Which of the following is NOT allowed under the constitution: A B C D

88. Unintentional Clues? A pachyderm is an a. Parrot b. Elephant c. Hog d. Monkey

89. A Question to Ponder… The difference between two numbers is always equal to or less than the larger number. –True –False

90. Matching – Select the appropriate branch of government for each function below. You will use an answer more than once. _____5. Ratifies foreign treaties a. Executive _____6. Creates laws b. Legislative _____7. Has veto power c. Judicial _____8. Decides if laws are working fairly _____9. Represents U.S. in the world Grade 5 Government: Explain the basic principles of the U.S. government, including structures and functions of the federal government.

91. PLACE HOLDER! Multiple Choice testing leads to multiple choice teaching

92. Country Mouse A Reading Passage with Sample Comprehension Item-Set Questions Read folktale in the manual on page 49.

93. Distracters: Inform Both Teacher and Student The correct answer is D. What do incorrect choices help me infer? A. Read too fast – analysis of text issues B. Missing MAIN IDEA – analysis of text issues – used final sentence “viscerally” C. Analysis of text issues D. Best describes

94. Step 7 Activity: Write Selected-Response Items 1.Create at least two types of selected response items directly linked to specific “unwrapped” skills or concepts (e.g., MC, T/F, M, FIAC). 2.Try to include distracters which offer useful insights for inference-making.

95. 95 What are three important considerations when designing selected-response items? Reflection

96. Step 8: Constructed-Response Items Students must generate a response to a question. –Short Constructed-Response: Word, phrase, sentence, single problem –Extended Constructed-Response: More complex response demonstrating an integrated understanding – essay, multiple problems

97. More Valid Inferences from Constructed Response “Because a student really needs to understand something in order to construct a response based on that understanding, students’ responses to these sort of items will better contribute to valid inferences (about their actual levels of mastery) than will students’ answers to selected-response items.” Popham, W. J. (2003). Test better, teach better, p. 87

98. Constructed-Response Key Points Items are open-ended Require students to create response Students must demonstrate an integrated understanding Items match level of rigor of “unwrapped” standard Scoring guide required

99. Constructed-Response Items Pros Student “thinking” is revealed Better inferences for next steps Real-life application of learning Critical thinking Several Power Standards can be measured in one item Cons Challenge to score (reliability) Time to score Students may have writing challenges

100. SHORT ANSWEREXTENDED RESPONSE Examples: Fill-in the blank without answer choices provided A single operation in math Examples: Several paragraphs Essay Multi-step operations Problem-solving Attributes: A single response (word, phrase, sentence, paragraph, number) Student-generated answer Used to measure recall or understanding Requires scoring guide or answer key Attributes: Demonstration of integrated understanding Student-generated answer Used to measure higher- order understanding and critical thinking Requires scoring guide

101. Table Talk… Constructed-Response Item Types: Short or Extended

102. Item Writing Guidelines Checklist: Constructed-Response Item Quality Guidelines

103. Step 8: Extended-Response Question is directly correlated to “unwrapped” concepts, skills, and levels of Bloom’s Taxonomy. Level 2—SUMMARY Level 5—EVALUATE Which statement best summarizes the story (moral)? (Summary/evaluation) A. The town mouse has a better life because he has more things. B. The country mouse is happier at his house because he doesn’t need as much. C. At times, some may be happier having less – especially if they have less stress. D. Having more can be more stressful – but that can add excitement as well.

104. Step 8: Extended-Response Items Student Directions: In two or more sentences, summarize the story “The Town Mouse and the Country Mouse.” State your choice and three reasons to support it using examples from the tale. Then write one or more paragraphs supporting your choice for the multiple choice question above.

105. Step 9: Create Scoring Guides The scoring guide is a specific criteria describing different levels of student proficiency relative to assessments. Ainsworth, L., 2011

106. Terminology Scoring Guide (Rubric) A set of general and/or specific criteria used to evaluate student performance on a constructed-response task Describes “proficiency” in specific terms as the level of performance students must meet to demonstrate attainment of particular standards upon which a task is based Identifies degree or level of proficiency student achieves at time of scoring

107. Scoring Guides Help All Students Succeed! Performance criteria shared before students begin work Contain specific language understood by all: students, teachers, parents Referred to frequently during completion of task Used to assess completed task Expedite the evaluation of student work and help provide timely feedback on student performance!

108. Scoring Guide Attributes Provides quality feedback for students Specificity is critical! Reliability comes from consistency in wording and format Clearly linked to standards and assessment items/tasks Scoring guide and task requirements should fit “hand-to-glove”

109. Two Kinds of Criteria Quantitative criteria Proficient = 3 supporting details Exemplary = 4 or more supporting details Qualitative criteria Proficient = Identifies main character Exemplary = Relates main character to self or another character in story, noting similarities and differences

110. Two Formats Holistic Scoring Guide –Looks at whole piece of student work for overall quality –One score assigned for entire product or performance Analytic Scoring Guide –Focuses on individual categories within product or performance –Scores each category separately

111. Task 1 Favorite Place Task 2 15% vs. 20%

112. Tipping Rubric Activity 1.Choose your restaurant – family style or elegant dining? 2.What would your server need to do to earn a 15 percent tip? 3.Now, what would s/he need to do to earn a 20 percent tip? 4.Take 3 minutes to write your criteria, and then share.

113. Avoid Subjective Language 4 Demonstrates Complete Understanding Demonstrates internalized understanding of major content and concepts Communicates clearly and with originality 3 Demonstrates Adequate Understanding Demonstrates general understanding of most major content and concepts Communicates successfully

114. Avoid Subjective Language 2 Demonstrates Limited Understanding Demonstrates partial understanding of major content and concepts Communicates on a limited basis 1 Little or No Understanding Demonstrates little or no understanding of major content and concepts Attempts to communicate Avoid words like some, few, good, many, most, little, creative, etc.

115. Strive for Objective Language Language that is specific Language that is measurable Language that is observable Language that is understandable Language that is matched to task directions

116. Begin With “Proficient” Level Because the goal for students is to demonstrate proficiency, first decide criteria for that level. Review the task requirements and list those criteria under “Proficient” on the scoring guide. Scoring guide criteria should mirror what task requires (hand-to-glove fit).

117. Constructed Response Directions Translate to Scoring Guide Directions: In two or more sentences, summarize the story “The Town Mouse and the Country Mouse.” State your choice and three reasons to support it using examples from the tale. Then write one or more paragraphs supporting your choice for the multiple choice question above.

118. Matching Scoring Guide Criteria To Task Directions Proficient ❑ States answer choice ❑ Supports answer choice with three examples from story ❑ Summarizes the tale in two or more sentences ❑ Writes one or more paragraphs to support choice

119. Important Benefit of “Exemplary” Level A great tool for differentiating instruction! Exemplary-level criteria invite students who need a challenge to delve deeper into the task. Enables students to show “all that they know” relative to given task.

120. “Progressing” and “Basic” Categories Since the goal is proficiency, design the criteria for the remaining two categories in relation to proficiency. This keeps student attention focused on the “proficient” criteria, not the minimum they must do!

121. Step 9 Activity: Create Scoring Guide Review the “unwrapped” standards being assessed Agree on the specific expectations for proficiency Start with “proficient” description Complete different performance levels – exemplary, progressing, basic

122. 122 How can students use scoring guides? Reflections

123. Step 10: Write Essential Question- Big Idea Directions Ask students to respond in writing to your Essential Questions with their own Big Ideas. Ask them to explain their thinking using any of the “unwrapped” concept vocabulary terms that they can. Students who are not yet writing, who are just learning English, or who have special needs may respond orally or in other ways deemed appropriate.

124. Step 10 Activity: Write Essential Question Copy your Essential Questions into the template Use (or rewrite) the assessment directions for students

125. Know Thy Impact Our business is learning! “ Our fundamental role is to constantly evaluate the impact we have on kids. We must be willing to be exposed based on evidence; we must have the conversations. We are change agents.” Hattie, J., 2011

126. Questions and Discussion Presenters Andre M. Dukes & Katherine A. Gehr St. John’s High School