1. Benchmark Lesson #2: Types and Purposes of Assessments
PLC Year 2 Day 1
Benchmark Lesson #2:
Types and Purposes of Assessments

2. “If you are not looking at data, you are not doing Professional Learning Communities (PLCS)” - Chris Christoff and Richard Dufour
How can PLCs in Pasco County systematically analyze and make decisions based upon student and instructional data?
In our training, you will learn how to facilitate the following activities in a Professional Learning Community:
Gather evidence of student learning
Develop a common formative assessment
Collect and analyze student evidence of learning
Facilitate the inquiry cycle to identify the most effective teaching strategies and develop action plans for all students

3. 2014-15 PLC Facilitator’s Training
Day 1 Learning Scale
Gathering Evidence of Student Learning
PLC Planning
4.0
I can use common formative assessments to inform my PLC team planning for instruction for all students, including students with disabilities.
3.0
I can share assessment information with my PLC.
I know how to make a formative assessment common for all students, including students with disabilities.
I can facilitate creating common formative assessments with my PLC.
2.0
I can identify district common assessments.
I can locate resources for common assessments.
I can define key vocabulary terms such as common, summative, and formative assessment.
I can distinguish between formative and summative assessment.
1.0
I can do 2.0 content with assistance

5. Step 0: Choose Common Assessments and Standardize Administration
What types of common assessments will we give throughout the year?
What assessments are already provided for us?
What questions do these assessments help us answer?
When will the assessments occur?
Which assessments will we develop and discuss collaboratively?

6. Question #2: How will we know when and if they have learned?
What assessments will help us understand if and when students are learning essential standards as skills?
When, in this Unit or Chapter is appropriate to check for student learning?
What formative assessments should we create together?

7. “The most valuable commodity I know of is data”.
Chris Christoff – Director of the Office for Professional Development and School Supports
Gordon Gecko - Wallstreet

8. Characteristics of Assessment
Dimension:
Notes:
Format
How assessment is presented to students and how students interact with the assessment.
Rigor
Pertains to complexity of task and the cognitive process required for student success.
Response Type
How students respond to the task (e.g., multiple choice, extended response, performance/demonstration).
Sensitivity to change
Pertains to how sensitive an assessment is to incremental changes in skill. More sensitive assessments show growth faster.
Standardized vs. Non Standardized
Pertains to how the assessment is given to students. Standardized assessment is administered consistently (e.g., time, procedures, scaffolding). Non-Standardized assessments vary in administration.

9. Assessment Rigor
When focusing on PLC Question #1 (What do we want students to learn?)…
It is important to pay attention to the rigor of the standard.
Examine verbs and conditions in the Standard utilizing a taxonomy.
When focusing on PLC Question #2 (How will we know if they’ve learned it)…
It is important to match the rigor of the standard to the assessment.
Ensure that the verbs and conditions in the standard(s) match the verbs and conditions required by the assessment.

10. Aligning Rigor among Curriculum, Assessment, and Instruction
Expectation of Standard
Desired Outcomes for College Career and Life Readiness
Curriculum
Instruction
Assessment

11. Types and Purposes of Assessment
Types of Assessment
Questions Addressed
Summative
Assessment of Learning. Did students learn what we planned for them to learn?
Formative
Assessment for learning. Are students learning what we planned for them? What instruction do students need next?
Pre-Test
What pre-requisite skills do students already have?
Progress Monitoring
Are students gaining skills over time?
Diagnostic
What skills are students missing?
Evaluative
Which students are proficient?
Benchmark
Are students progressing to learning end of semester/year standards and/or learning goals?
Norm-Reference
How did students perform relative to other students?
Criterion Reference
Did students learn what we planned for them to learn?
Note: Assessments often answer multiple questions, depending on how they are utilized.

12. One Measure, Multiple Uses
Did students learn the standards we have already taught?
Discovery Education Benchmark Assessment
Are students progressing to learning end of unit/chapter/year targets/learning goals?
What pre-requisite skills do students already have?

13. “If we have data, let’s look at data
“If we have data, let’s look at data. If all we have are opinions, let’s go with mine.”
Chris Christoff – Director of the Office for Professional Development and School Supports

14. Formative Assessments
Assessment for Learning

15. Formative Assessment, Instruction, and Decision-Making
Instructional Decision Making and Inquiry for Meeting the Needs of All Students

16. Text-Based Discussion
Independently Find two Resources
Read the First Two Sections of the Formative Assessment Article Located in Canvas. (The Formative Assessment, and The Teacher’s Role Sections).
Review Two PowerPoint Slides:
Step 0: Choose Common Assessments and Standardize Administration
Question #2: How will we know when and if they have learned?
2. Discuss the following with your home team:
What types of evidence of student performance (or data) do you collect and discuss with your PLC?
What are opportunities for your school related to assessments in PLCs?

17. Morning Scheduling Time Allotted: 10am-1pm
3 Total Activities (2 optional, 1 Required)
Optional Activity #1: Locating District Resources for Common Assessments
Optional Activity #2: Creating a PLC Resource Map
Required Activity: Develop Assessment Information Plan for your PLC
Activities can be completed as a Home Team, or in the Cave.
Please schedule your own time for lunch!

18. You schedule your own late morning/early afternoon time!
Make sure you schedule for lunch!
Remind teams about roles and norms.