1. Assessment Literacy

2. Big Ideas  Assessment is driven by purpose.  Formative assessment involves both process and product.  Assessment design is specific to the learning goals (prioritized, “unwrapped” standards).

3. Visible Learning “The biggest effects on student learning occur when teachers become learners of their own teaching and when students become their own teachers”(p. 22). Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.

4. What Are Common Formative Assessments? Not standardized tests, but rather teacher-created, teacher-owned assessments that are collaboratively scored and that provide immediate feedback to students and teachers.

5. Building The Standards Foundation Steps 1-6 1. Determine the Unit of Study 2. Identify Matching Priority Standards 3. “Unwrap”or Study Matching Priority Standards 4. Create Graphic Organizer 5. Determine the Big Ideas 6. Write the Essential Questions

6. Studying the Standards  Apply and extend previous understandings of multiplication and division to divide fractions by fractions.  6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?. 6.NS.1

7. Studying the Standards  What will students do? (verbs)  What is the level of BLOOMS?  How will students demonstrate understanding?  Strategies  Models (Concrete, Representational, Abstract)

8.  INTERPRET and COMPUTE quotients of fractions, and SOLVE word problems involving division of fractions by fractions, e.g., by USING visual fraction models and equations to REPRESENT the problem. For example, CREATE a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to EXPLAIN that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.

9.  North Carolina Deconstructed Standards North Carolina Deconstructed Standards  www.illustrativemathematics.org www.illustrativemathematics.org  KY Deconstructed Standards KY Deconstructed Standards Studying the Standards

10. Matching Assessment Items to Standards Foundation Steps 7-10 7. Write Selected-Response Items 8. Write Constructed-Response Items (extended or short) 9. Create Scoring Guides for Constructed-Response Items 10. Write Essential Questions