1. Designing the Future of Assessment
March 31, 2017
#DeeperLearning
@SpaceLabCO
@edinitiativeCO
/thecoloradoeducationinitiative

2. Welcome! 

3. Who We Are
Amy Spicer- Director, Professional Learning
Christina Jean- Director, Next Generation Learning
Jon Blumenfield- Coordinator, SpaceLab
Tara Jahn- Senior Manager, SpaceLab

4. Who We Are 

5. Who We Are

7. Discussion
Talk about a time as a learner or educator that you had an assessment that was meaningful to you
Talk about a time as a learner or educator that you had an assessment that was not meaningful to you 

8. Assessment for, of, and as learning
Two “on-ramps” in Colorado
Common Assignment System and Learning Progressions
Competency-Based Systems

9. We believe that our schools should prepare all students for
college, career, and civic life

10. CO’s Vision = Deeper Learning
Master core academic content
Think critically and solve complex problems
Work collaboratively
Communicate effectively
Learn how to learn
Develop academic mindsets
CO’s Vision = Deeper Learning 

11. Competency-Based Systems in Colorado

12. Common Assignment System (CAS)

13. CAS Goals Unit Design and Use
Scale existing units to more educators in Colorado
Create new units in grades and subjects with high demand
Resources and Support
Establish processes to create and implement high-quality products using in-state resources
Further develop and refine new pathways to common assignment systems
Evidence of Student Learning
Create learning progressions that serve as student learning objectives in groups displaying readiness
Establish processes to scale SLOs to more existing units/modules

14. Design Thinking 

15. Learning progressions
Define the milestones that lead students towards mastery of critical knowledge and skills linked to standards in a grade/course.
Can be horizontal and vertical.
Are NOT strictly linear or set in stone.

16. 7th Grade Math LP

17. Learning progression descriptors
LP Level
Descriptors
7.4
Writing equations and expressions from problems in context
-Deconstruct and translate words into algebraic expressions/equations to use the formal procedure/process from 7.3 to solve a problem
7.3
Solving equations with rational numbers
-Enact formal procedure/process to solve equations through maintaining balance and inverse operations
-Display fluency in solving equations
7.2
Equivalency with algebraic expressions
-Simplify/re-write (distributive property and combine like terms) expressions to show they are the same
-Compare and determine value for equivalent expressions
7.1
Conceptual understanding of algebraic expressions and variables
-Demonstrate understanding that a variable represents a placeholder for one and only one unknown value (for now) that makes an equation/story true or equal

18. 7th Grade math LP Evidence Map Readiness RP Unit EE Unit
Outside evidence
6th grade EOY/7th grade pre
Formative
NS integer
7th grade task
Summative
EE/G angles & equations
Student reflection x
Temperature Change FAL

19. Student focus sessions
Teacher-led, student-focused
Timing based on when assessments are given

20. Early learnings

21. We believe innovation is not about technology, an MBA, or venture capital… it’s about solving an authentic problem.
— Emily McDowell

22. Create a Design Challenge
In an ideal setting, how could assessments be used to promote deeper learning?
What needs to change about your assessment system to get to your ideal setting? 

23. Let’s Design

24. Thank you! Tara: tjahn@coloradoedinitiative.org
Christina:
Amy: