1. July 30 th – August 2 nd, 2012 ASSESSMENT DEVELOPMENT SESSION Renee M. Burnett rburnett@ocmboces.org OCM BOCES Network Team Facilitator

2. Who are we?

3. Work Flow

4. How did I end up here?

5. How will my work be shared?

6. Your Task

7. Working Agreement

8. APPR POINTS 60% Multiple Measures 20% Student Growth 20% Student Achievement

9. SLO Summative Assessments

11. Which Standards?

12. Designing Quality Common Assessments A Five Step Process

13. Decision Point 1

14. Examine the Standards

15. Steps 1 & 2

16. Step 3 PRIORITIZING THE STANDARDS

17. The Case for Prioritizing Standards “The sheer number of standards is the biggest impediment to implementing the standards.” Robert Marzano, 2001

18. What are Power Standards?

19. Prioritization, Not Elimination

20. Criteria Prioritizing the Standards

21. Criteria Prioritizing the Standards

22. Guiding Questions for Prioritizing Standards

23. A Protocol for Prioritizing Standards

24. FAQ’s

25. Let’s Get Dirty!

26. Decision Point 1

27. Common Core Standard

28. Assessment Items

29. Assessment Big Idea POWER OF THE

30. Assessment Big Ideas

31. Food for Thought

32. UNWRAPPING THE STANDARDS Step 4

33. The Case for Unwrapping Power Standards Larry Ainsworth, Unwrapping the Standards

34. UNWRAPPING

35. Protocol for Unwrapping Power Standards

36. Why do we need to identify the level of thinking at which a standard is taught?

37. Assessment Items

38. Bloom’s or Webb’s Depth of Knowledge (DOK) WHICH LEVEL?

39. LET’S UNWRAP RL.6-8.1!

40. UNWRAPPING RL.6-8.1

41. SKILLS (verbs)CONCEPTS (nouns)BLOOM’S/DOK Students need to be able to do…Students need to know about…What level of thinking? Cite [with specificity] Support Textual evidence Analysis of primary and secondary sources Author’s intent/reliability DOK Level 3 Bloom’s 3-4 Topics/Big Ideas/Essential Questions Supporting analysis of primary and secondary sources with evidence How does textual evidence support and strengthen our thinking? How do primary and secondary sources differ in their interpretation of an event? Language of Instruction(What language would you use to teach this standard?) Primary source Secondary source Textual evidence Analysis Intent & reliability UNWRAPPING TEMPLATE

42. Task Analysis of RL.6-8.1

44. Decision Point 1

45. Where do Learning Targets come from?

46. LEARNING TARGETS

47. LEARNING TARGETS IN STUDENT- FRIENDLY LANGUAGE

48. Strong Alignment

50. 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. Know Your Learning Targets

54. Designing Quality Common Assessments A Five Step Process

55. Decision Point #2

56. DECIDE HOW TO ASSESS

58. 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

59. DECIDE HOW TO ASSESS

60. Designing Quality Common Assessments A Five Step Process

61. DEVELOP THE ASSESSMENT PLAN

62. Triangulate

64. Designing Quality Common Assessments A Five Step Process

65. Write the Assessment

66. Tools to Assist in Creating the Assessment

68. WRITE THE ASSESSMENT

69. MULTIPLE-CHOICE QUESTIONS

70. 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?

71. 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

72. 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

73. 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

74. 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

75. WRITING QUALITY SELECTED RESPONSE QUESTIONS

77. WRITING QUALITY CONSTRUCTED RESPONSE QUESTIONS

79. Designing Quality Common Assessments A Five Step Process

80. REVIEW THE ASSESSMENT TAKE THE ASSESSMENT

81. What does success look like?

82. Where do you go from here?

83. Designing Quality Common Assessments A Five Step Process

84. Thank you! CONTACT INFORMATION Renee Burnett rburnett@ocmboces.org Thank you! Thank you!