1. Balanced Assessment Systems for Mathematics
Sara Schafer, KSDE
Kyle Consolver, CETE

2. Learning Goals
From today’s presentation you will understand the three components of a balanced assessment system in mathematics.
I like to start each presentation with a learning goal. This is what I want my audience to know by the end of the presentation.

3. Success Criteria
I can describe a balanced assessment system for mathematics.
I can explain the three parts of the formative process.
I can give examples of each type of assessment in a balanced system.
The success criteria is different than the learning goals. Success criteria are what my audience can say, do, make or write by the end of the presentation.

4. What school factors affect achievement the most?
Discussion Question
What school factors affect achievement the most?
Turn to your shoulder partner and discuss what school factors affect achievement most. Start with the person who has the most feet in their household. (include pets) Make sure to introduce yourself to the person sitting next to you especially if you do not know each other.
Give the audience the opportunity to share out.
Did any one say that the summative state assessment affects achievement most?
Probably not

5. Balanced Assessment System
With the passage of ESSA and the boards vision and outcomes, we are seeking as an agency to emphasize a balanced assessment system.
During the NCLB era, it was all about the state test. We took practice tests, we taught to the test, we intervened with those kids who were just below the cut score. I still remember that seventh grade had a cut score of 57. It mattered that much.
A balanced assessment system is not equal focus on each type of assessment. A balanced assessment system is grounded in classroom practice. What is the teacher doing in the classroom each day to help students learn.
Formative assessment is the meat and potatoes of balanced assessment system.
Positive results on the state assessment are the result of formative assessment work in the classroom.
I will try to model this chart by spending the most time on this presentation in formative assessment and the least time talking about summative assessment.

6. Formative Assessment Definition
“Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.” FAST SCASS (2007)
Formative assessment for students and teachers state collaborative on assessment and student standards

7. Formative Assessment Process
Three Guiding Questions:
Where are we headed?
Where are we now?
How to close the gap?
Formative assessment is a process not a thing. It is a verb and not a noun.

8. 10 Dimensions of Formative Assessment
Learning Goals
Criteria for Success
Evidence Gathering Opportunities
Questioning
Self-Assessment
Extending Thinking
Descriptive Feedback
Peer Feedback
Collaborative Culture of Learning
Using Evidence to Inform Instruction
Heritage 2016 T

9. Where are we headed? Learning Goals Criteria for Success
Evidence Gathering Opportunities
Questioning
Self-Assessment
Extending Thinking
Descriptive Feedback
Peer Feedback
Collaborative Culture of Learning
Using Evidence to Inform Instruction
Heritage 2016

10. Where are we now? Learning Goals Criteria for Success
Evidence Gathering Opportunities
Questioning
Self-Assessment
Extending Thinking
Descriptive Feedback
Peer Feedback
Collaborative Culture of Learning
Using Evidence to Inform Instruction
Heritage 2016
The evidence gathering opportunities are the tasks that take place during your lesson that are designed in such a way to allow you to gather evidence about student understanding. Questioning is one process many teachers already use to determine “where are we?” when thinking about student learning.
Self assessment is a process that students go through to think metacognitively about their learning.

11. How to close the gap? Learning Goals Criteria for Success
Evidence Gathering Opportunities
Questioning
Self-Assessment
Extending Thinking
Descriptive Feedback
Peer Feedback
Collaborative Culture of Learning
Using Evidence to Inform Instruction
Heritage 2016
Extending thinking are those opportunities in the lesson to take students beyond the learning goal. To deepen their understanding.
Descriptive feedback is not a number on a paper. 12/13 is not descriptive feedback. Descriptive feedback should not include a grade. Research shows that when you include both a grade and descriptive feedback, students look at the grade and disregard the feedback.

12. Overarching Steps Learning Goals Criteria for Success
Evidence Gathering Opportunities
Questioning
Self-Assessment
Extending Thinking
Descriptive Feedback
Peer Feedback
Collaborative Culture of Learning
Using Evidence to Inform Instruction
Heritage 2016
This is what needs to happen and be present throughout the learning process. The classroom culture is about learning. Culture is huge. A culture of mutual respect is necessary for the formative assessment cycle to work. And the teacher is using evidence to inform instruction through the process.
I can think of two steps of the process that will not be effective without a positive classroom culture. Self assessment and peer feedback.

13. Feedback Loop for Formative Assesment
Heritage, 2016

14. Example Formative Assessment Tools
Sample formative assessment tools available from:
Click on Math Tools
Available for grades 5-8
Will be expanded each year of the Enhanced Learning Map Grant
Go to website and show 6 EE 6-7 Solving Equations and Developing the Foundations for proofs
Show Learning Map
Show Lesson 1 and Student Activity

15. Interim Assessment

16. Interim Assessment Available through the KITE Educator Portal
Any student with a TASC record uploaded can test
Can be used to inform instruction
Reports contain item level data
Have Kyle share out the demo of the interim system.

17. Summative Assessment Summative cut score remains 300 for Level 3
Multi Disciplinary Performance Task/ Math Performance Task moved to:
60% reduction in footprint:
One fixed form
One adaptive portion

18. Success Criteria
I can describe a balanced assessment system for mathematics.
I can explain the three parts of the formative process.
I can give examples of each type of assessment in a balanced system.
The success criteria is different than the learning goals. Success criteria are what my audience can say, do, make or write by the end of the presentation.

19. Self Assessment

20. Contact info
Sara Schafer
Kyle Consolver