1. SLS: Eknowledge Series March 7, 2012 UNIT PLANNING AND FORMATIVE ASSESSMENTS Facilitators: Lynn Radicello, OCM BOCES Curriculum, Instruction, and Assessment Auddie Mastroleo, OCM BOCES Network Team

2. Board of Ed Superintendents Principals Teachers CCLS DDI APPR The Big Picture

3. READINESS GUIDE Awareness Connections Integration

4. QUALITY UNIT DESIGN

5. QUALITIES OF UNIT DESIGN Begin by selecting the standards to teach Standards are addressed with essential questions and guiding questions Incorporates both formative and summative assessment Assessment criteria communicated to learners prior to beginning the work Knowledge and skills are identified Instructional strategies carefully and purposefully planned

6. Which ones to teach? PRIORITIZING THE STANDARDS

7. Criteria Prioritizing the Standards Does the value extend beyond a single test? Endurance Is the value multi- disciplinary? Leverage Necessary for success in the next grade? Readiness for the next level of learning

8. Criteria Prioritizing the Standards Does the value extend beyond a single test? School Is the value multi- disciplinary? Life Necessary for success in the next grade? State Test

9. Prioritizing the Standards Endurance Leverage Readiness School Life State Test What do your students need for success – in this school year, next year, and so on (leverage; readiness), in life (endurance), and on your state tests?

10. Guiding Questions for Prioritizing Standards What essential understandings and skills do our students need? Which standards and/or indicators can be clustered or incorporated into others?

11. A Protocol for Prioritizing Standards Identify the standards/indicators that are non-negotiable On your own Compare choices Note similarities/differences Reach initial consensus Talk with your colleagues Grade Above & Grade Below Align all grade spans Vertical Alignment

12. Prioritize the Standards in the Unit WITH YOUR GROUP…. First, independently identify non-negotiable standards Compare choices and reach a consensus Align standard selections by comparing a grade above and below (vertical alignment)

13. LINKED TO STANDARDS Essential Questions Guiding Questions

14. When is war justified? What makes art art? Are numbers real? Essential Questions A universal question that has no definitive answer Provides a compelling and relevant “hook” into the student’s experience Encourages multiple perspectives as well as ongoing inquiry and interest

15. What were the causes and consequences of 20 th century American wars? What are the effects of erosion on our beaches? Guiding Questions Specific and answerable questions Support inquiry based instruction linked to the essential question Provides the cohesive thread in the unit’s lessons

16. What do students need to know and be able to do? IDENTIFY KNOWLEDGE AND SKILLS

17. Analyze standards forCONTENT what students need to know SKILLS what students need to be able to do UNWRAPPING

18. Let’s unwrap RL6-8.1! Underline the nouns Circle the verbs Enter these into the unwrapping template Bloom’s or DOK? UNWRAPPING

19. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Underline the nouns Circle the verbs Enter these into the unwrapping template Bloom’s or DOK? UNWRAPPING

20. SKILLS (verbs)CONCEPTS (nouns)BLOOM’S/DOK Students need to be able to do… Students need to know about… What kind of thinking? Cite Support Draw (prior knowledge) Textual evidence Analysis of explicit text Inferences (prior knowledge) DOK 3 Bloom’s 3-4 Topics/Big Ideas/Essential Questions Supporting analysis with details and examples How does textual evidence support and strengthen our thinking? UNWRAPPING TEMPLATE

21. Unwrapping the Standards in the Unit WITH YOUR GROUP…. Select a priority standard to unwrap Underline nouns and circle the verbs Select level of thinking and key vocabulary

22. Instructional Strategies Required Knowledge Required Skills Opportunities to make meaning Real world connections Rigor and complex thinking skills Provides scaffolding and extension

23. ASSESSMENT TYPES

24. DATA RESOURCES

25. LET’S BE CLEAR Assessment for Evaluation Assessment for Instruction SummativeFormative

26. vs. Summative AT YOUR TABLES…. Brainstorm Craft a definition for each Share

27. A science teacher has students complete a graphic organizer identifying the different parts of a cell. He grades the assignment and returns it to students. He speaks privately with a few students (who did not pass) to tell them that they’ll need to study more since this information will be on the unit test at the end of the chapter. FORMATIVE? SUMMATIVE?

28. A Kindergarten teacher asks her students to write their first name and draw a self-portrait. She identifies those students who can’t spell their name and targets them for specific sound/letter instruction. FORMATIVE? SUMMATIVE?

29. Each student in Jazz Band played an on-demand musical piece as part of their final exam. The score was factored in and became a part of their final average. FORMATIVE? SUMMATIVE?

30. Formative vs. Summative Occurs during the learning process Identifies students experiencing difficulties Results are used to help students continue to learn (informs instruction) Informs teachers as to the effectiveness of instruction for current students Informs students in regards to progress in becoming proficient (provides feedback) Typically are NOT used to assign grades An assessment is formative if it…

31. Examples of Formative Assessments Exit/Entrance Slips Journals QuestioningDiscussions ObservationsWhiteboards

32. Formative vs. Summative Occurs after the learning process has ended Is not used to improve students’ understanding of content Results are used to inform stakeholders of individual student achievement Informs teachers as to the effectiveness of instruction for future students Informs students about their academic standing in relation to others Assigns a grade to indicate student progress at a specified point in time An assessment is summative if it…

33. Examples of Summative Assessments End of Unit or Chapter Tests State Assessments *Benchmark Assessments Final Exams Placement Tests Achievement Tests

34. WHAT ARE SOME WAYS YOU USE FORMATIVE AND SUMMATIVE ASSESSMENTS?

35. Balanced Assessment Common Summative Formative

36. What does common mean? The 5 th grade team collaboratively designs an assessment that is focused on common learning goals. Each teacher grades his/her own assessments & they reconvene to discuss the results. During the analysis, one teacher reveals she gave an additional week’s worth of instruction to students prior to administering it because she felt they needed more time to master the material. COMMON? NOT COMMON?

37. What does common mean? Three English 7 teachers each develop a section (accompanied by an answer key or rubric) for a short story unit assessment and combine them into one. All students will take the assessment, but some of the assessment items are generic so the teachers can modify them to fit the stories taught. COMMON? NOT COMMON?

38. What does common mean? COMMON? NOT COMMON? A team of 10 th grade Geometry teachers agree to administer the quiz located at the end of each chapter to all students. They don’t teach the same units at the same time, but all the units are taught before the end of the year. COMMON? NOT COMMON?

39. What does common mean? Is developed collaboratively by teachers who teach the same grade level or content Uses a common process for determining the criteria for quality work Measures the same learning targets no matter the teacher Administered systematically and timely to all students enrolled in a course or grade Results are scored and analyzed collaboratively Facilitates a systematic, collective response to struggling students An assessment is common if it…

40. Teach, test, and hope for the best Spray and pray I taught it, they just didn’t learn it. SOUND FAMILIAR?

41. Putting It All Together The more you teach without finding out who understands the information and who doesn’t, the greater the likelihood that only already-proficient students will succeed. Grant Wiggins, 2006

42. Balanced Assessment System WHERE DO INTERIM ASSESSMENTS FIT?

43. Hallmarks of Interim Assessments Developed collaboratively & may mimic high- stake tests Given quarterly (not unit tests) to all students enrolled in a course or a grade Aligned with standards/state tests/college readiness Cumulative (reassess previously taught standards) Collaboratively scored and analyzed Result in action planning Involve students in the process Are the starting point of instruction

44. Balanced Assessment System In-the-moment Formative Provides a link between the two Larger year-end goal Interim Summative

45. DESIGNING QUALITY ASSESSMENTS

46. Designing Quality Common Assessments A Seven Step Process Decide What to Assess Decide How to Assess Develop Assessment Plan Determine the Timeline Write the Assessment Review the Assessment Set Proficiency Criteria/Gather Data

47. Step 1 DECIDE WHAT TO ASSESS Examine your learning targets Which targets are most likely to cause certain students difficulty? Which targets are prerequisite skills for information to come later in the unit? Which targets are absolutely necessary for students to know?

48. Clear? (student-friendly language) Focused?Appropriate? LEARNING TARGETS

49. Identify the type of learning target KnowledgeReasoningSkillProduct LEARNING TARGETS

50. Understands Knows Understanding… …”Understanding” Know Your Learning Targets

51. Knowledge ReasoningSkillProduct Know List Name Identify Tell Examine Recognize Explain Understand Describe Define Compare Contrast Distinguish Analyze Organize Infer Deduce Predict Interpret Hypothesize Sort Evaluate Prove Judge Support Justify Classify Play Do Use Observe Measure Explore Demonstrate Carry out Model Listen Perform Question Conduct Speak Make Generate Design Construct Invent Produce Draw Write Create Develop

52. KnowledgeReasoningSkillProduct ELA Recall details and examples from a text Compare and contrast the point of view in different stories Write an opinion piece on a topic. Produce clear and coherent writing EXAMPLES OF LEARNING TARGETS

53. Step 2 DECIDE HOW TO ASSESS Determine your assessment strategy Selected Response Constructed and extended written response Performance assessment

54. Step 2 DECIDE HOW TO ASSESS Assessment Strategy Considerations Accurately measure the intended LT at the level of thinking it was taught? Provide timely turnaround? Require a rubric?

55. DESIGNING QUALITY ASSESSMENTS Learning Target Assessment Method

56. ASSESSMENT METHODS MethodIdeal for assessingExamplesScoring Selected Response Knowledge -level learning targets Multiple Choice Fill-in-the-blank T/F Matching Number or percent of points Rubric Extended written response Chunks of knowledge that interrelate & student reasoning Essay Short Answer Performance Assessment Learning best achieved through observable actions ( skills ) or the development of products Playing an instrument Changing the oil in a car Conversing in a foreign language

57. Step 3 DEVELOP THE ASSESSMENT PLAN Design the Assessment Measure what you’ve taught (identified learning targets) Assess student learning at the cognitive level the information was taught

58. Step 3 DEVELOP THE ASSESSMENT PLAN Consider the sample size How many items do I need to accurately assess a learning target? Triangulate

59. Step 4 DETERMINE THE TIMELINE Frequent assessment Increased student achievement Time to plan Time with students Time to turnaround Time to intervene TIME!

60. Step 5 WRITE THE ASSESSMENT General Guidelines Selected Response Items Constructed Response Items

61. Advantages Can measure a variety of objectives Easy to score Can cover lots of material efficiently Carefully crafted distracters can provide diagnostic information Disadvantages Multiple-guess Can be difficult to identify plausible distractors MULTIPLE-CHOICE QUESTIONS

62. WRITING QUALITY MULTIPLE CHOICE QUESTIONS #1 Keep the wording simple Not this… When scientists rely on magnets in the development of electric motors they need to know about poles, which are? But rather this… What are the poles of a magnet called?

63. WRITING QUALITY MULTIPLE CHOICE QUESTIONS #2 Ask a full question in the stem (the part that precedes the options) Not this… Between 1950 and 1965 a.Interest rates increased. b.Interest rates decreased. c.Interest rates fluctuated greatly. d.Interest rates didn’t change. But rather this… What was the trend of interest rates between 1950 and 1965? a.Increased only b.Decreased only c.Increased, then decreased d.Remain unchanged

64. WRITING QUALITY MULTIPLE CHOICE QUESTIONS #3 Eliminate clues to the correct answer within the question Not this… All of these are examples of a bird that flies, except an a.Ostrich b.Falcon c.Cormorant d.Robin But rather this… Which of the following is an example of a bird that can NOT fly? a.Ostrich b.Falcon c.Cormorant d.Robin

65. WRITING QUALITY MULTIPLE CHOICE QUESTIONS #4 Highlight critical, easily overlooked words i.e., NOT, MOST, LEAST, EXCEPT Not this… Which of the following is an example of a bird that cannot fly? a.Ostrich b.Falcon c.Cormorant d.Robin But rather this… Which of the following is an example of a bird that can NOT fly? a.Ostrich b.Falcon c.Cormorant d.Robin

66. WRITING QUALITY MULTIPLE CHOICE QUESTIONS #5 Remove repetitive words within each option; instead, reword the stem Not this… Between 1950 and 1965 a.Interest rates increased. b.Interest rates decreased. c.Interest rates fluctuated greatly. d.Interest rates didn’t change. But rather this… What was the trend of interest rates between 1950 and 1965? a.Increased only b.Decreased only c.Increased, then decreased d.Remain unchanged

67. WRITING QUALITY MULTIPLE CHOICE QUESTIONS Reduce the “guessing” games Eliminate “throw away” choices Put choices in a logical order such as alphabetical or small to large Avoid equal- sized lists in matching questions Choose distractors carefully; plausible, yet illuminate errors in thinking

68. WRITING QUALITY CONSTRUCTED RESPONSE QUESTIONS Provide context for student answers Environmental issues can have social, economic, and political effects on our country. For example, the 2010 oil spill in the Gulf of Mexico affected our economy through the tourism industry – an economic effect. The greenhouse effect has resulted in many new laws reducing car emissions – a political effect. Choose one environmental issue that has such an impact and explain what the social, political, and economic impact was.

69. WRITING QUALITY CONSTRUCTED RESPONSE QUESTIONS Novel Prompt Describe the effects of the Civil War on the economy of the South. Recall? OR Applying to a new situation?

70. Step 6 REVIEW THE ASSESSMENT Are the directions clear? Will students understand what you are asking them to do and why? Are the learning targets accurately assessed and represented? Are the questions written according to best practice?

71. Step 7 SET PROFICIENCY CRITERIA AND DECIDE HOW TO GATHER DATA What does proficiency look like for each learning target being assessed?

72. IS IT VALID? ValidityAccuracy We identified specific learning targets. We determined the level of rigor for each target. We matched the assessment to the identified level of thinking.

73. IS IT RELIABLE? ReliabilityConsistency We used a sufficient number of questions. We agree on proficiency levels & how items will be scored.

74. Step 7 SET PROFICIENCY CRITERIA AND DECIDE HOW TO GATHER DATA How will the data be gathered? Target Students needing intervention Students needing more practice Students needing enrichment Target One Target Two

75. Designing Quality Common Assessments A Seven Step Process Decide What to Assess Decide How to Assess Develop Assessment Plan Determine the Timeline Write the Assessment Review the Assessment Set Proficiency Criteria/Gather Data

76. SO NOW WE KNOW What students should know and do How teachers and students will know they are successful