1. Brain Stimulator
Type your one answer into a Padlet note by going to this internet address -
If you were an assessment what type of assessment would you be and why?
ACTIVITY SLIDE:
This slide is intended to get people talking and thinking about

2. Preparing Section III: Assessment Of The Honors Portfolio For Social Studies

3. The Honors Level Course Implementation Process Is An LEA Process
NC Standard Course of Study
Common Core and Essential Standards
Honors Level Course Implementation Guide & Rubric
Local Curricula Development (LEA)
PLCs and Lead Teachers
Classroom Implementation
Teacher Portfolio Development
(aligned with NCPTS & Evaluation System)
LEA Portfolio
Review
&
Approval
State-Level Portfolio Submission
NC Professional Teaching Standards (NCPTS) & Evaluation System
Locally Controlled Locally Determined Local Decisions Local Approval
Locally Controlled Locally Determined Local Decisions Local Approval
LEA Portfolio
Review
&
Approval
Many LEAs have requested examples of how to implement this honors process at the LEA level. The slide is a flow chart of the implementation process at the LEA level. How LEAs implement this process will vary dependent upon size of the school district. The flow chart offers suggestions.
LEA Curricula Developers will work with honors lead teachers or through PLCs to create an implementation plan that aligns with the Honors Level Rubric and Honors Level Implementation Guide. The honors portfolio is a way to document the course rigor of the honors level courses including student work samples. All Honors Level teachers are expected to complete a portfolio for the honors course they teach. Some areas of the portfolio may be common based on work through PLCs. However, there will be some differences in each teacher’s portfolio due to student work samples and the teacher’s creativity.
An advantage to completing the Honors Portfolio is that the honors level teacher may use the honors portfolio as an artifact for their teacher evaluation process as it is aligned with the NC Professional Teaching Standards. However, the NCDPI state-wide honors review process is not a required part of the teacher evaluation system.
Finally, The Honors Portfolio is a document submitted by LEAs during the NCDPI state-wide review process to ensure course fidelity and honors program improvement to meet the needs of advanced learners. A random selection by course code and content area per LEA will be conducted. In past honors course state-wide reviews, teachers were randomly selected for the honors portfolio review. However, LEAs have requested to select a representative portfolio for the honors course code assigned. LEAs will be notified of the course codes assigned which will assist the LEA in choosing the appropriate portfolio to submit for the state-wide review process. Remember, All Honors Level teachers are expected to complete a portfolio for the honors course they teach and the LEA will select a representative portfolio for the review process.
NCDPI state-wide review process for each LEA occurs once every 3 years. However, LEAs will work with honors level teachers through an ongoing process for continuous improvement.
State-Level Portfolio Submission

4. Purpose Of The Webinar
This Webinar Has Been Developed With Two Goals In Mind:
To increase the social studies educators’ knowledge and understanding of the components that must be addressed and included in the North Carolina honors portfolio as outlined in the Honors Implementation Guide, and why.
This webinar will focus on Section III: “Assessment”

5. The Implementation Guide
The Honors Level Course Rubric And The Honors Implementation Guide Will Serve As A Framework To Guide Teachers, Principals, And Local Education Agencies In Developing And Locally Reviewing Honors Level Courses.
The key to developing a great portfolio is following the Honors Course Implementation Guide and Rubric.
The Honors Course Implementation Guide and Rubric was developed to support LEAS in the development and implementation of honors level courses. It is intended to provide a state-wide framework for honors courses that maintains flexibility for course content differentiation at the local level while establishing guidelines for rigor required for honors credit weighting.
The Rubric Template IS The Implementation Guide & The Exemplar. USE IT!
SOCIAL STUDIES HOORS WIKI -

6. Structure and Content of The Honors Portfolio
Section I
Section II
Section III
The Honors Portfolio contains three (3) sections:
Curriculum Content
Instructional Materials and Methods
Assessment
As teachers begin to analyze the framework in which the Honors Portfolio has been designed they will find that the Honors Portfolio for all content areas observe the same structure. Each Honors Portfolio will ask teachers to focus on providing information, explanation and evidence for three primary sections:
Curriculum Content
Instructional Materials and Methods
Assessment

7. Section I
Section II
Section III
Assessment

8. Section III: Assessment
Section III of the rubric has four (4) areas of focus:
Teacher Rationale for how assessment will be used to guide instruction and determine mastery for advanced learners
Assessment Practices that will be used in the honors course (Hint: Many of these practices should be able to be tied back to things that can be observed in documents uploaded in Section 1 & Section 2 of the portfolio.)
Assessment Samples of some of the assessment tools or methods used (Hint: These samples should be tied directly back to the one completed unit, one sample lesson plan, and at least one assignment/learning experience.)
Student Work Assessment Samples
Several Key Questions On Which You Want to Focus As You Develop Section III are…
How will the objectives, topics, extensions, lessons, and assignments for the honors course be assessed?
What assessment strategies will be used to assess the learning of advanced learners?
What type of assessment practices will be used to provide on-going feedback to both the teacher and the learner throughout the course?
How and why are your choices of the types of assessment practices, tools, strategies and data that will be used in this course appropriate for determining the needs of advanced learners?
The third and final major section is Assessment. The honors portfolio should provide evidence that best practices for assessment are utilized in the course. There should be evidence of pre-assessment, formative and summative assessment. The use of authentic assessments and ongoing student self- and peer- assessment to adjust and improve learning are important for advanced as well as struggling learners.
Again, this section begins with the “Teacher Rationale” where assessment practices that are listed in the second section are explained. Assessment samples and student work samples exemplify the practices listed.

9. Think About Your Rationale
Why Do You Assess Students In Your Honors Course?
For What Are You Assessing Them?
Are your assessment choices about how the practices, strategies and tools for assessment are used created to provide on-going feedback to both the teacher and the advanced learner, in order to develop and improve student learning?
If it is about learning then this part of the Assessment Section should focus on providing explanations that allow the evaluator to read a detailed narrative illustrating that the choices you make about the assessment practices used in the honors course are really designed…
1) to assess the learning of advanced students
2) for the learning of advanced students; and
3) to improve the learning for advanced students
Or, are your assessment choices more about how students get graded, the types of tests, quizzes, essays, etc. that you assign?
If your narrative for the Teacher Rationale for Assessment is all about the tests and quizzes you give, the essays, research papers and DBQs assigned, and that you use rubrics and scoring guides, performance tasks and pre/post assessments you are not providing the right information for the Teacher Rationale.
If the information in the Teacher Rationale for Assessment is not about how the practices, strategies and tools for assessment are used to provide on-going feedback to both the teacher and the advanced learner, in order to develop and improve student learning, then you will receive a “NOT MET” status for the Teacher Rationale for Assessment.
“Teacher Rationale for Assessment Practices for Advanced Learners” should provide a reflective narrative explaining the teacher’s choice of assessment practices and must include…
The teacher’s detailed explanation of how pre-assessment is used to determine prior knowledge of advanced learners.
The teacher’s detailed explanation of how the assessment practices documented in this portfolio address the standards and measure student mastery.
The teacher’s detailed explanation of how the performance tasks documented in the Instructional Materials and Methods section of this portfolio are used in this Honors Level Social Studies course.
The teacher’s detailed explanation of how criteria are communicated to the students prior to the assessment.
The teacher’s detailed explanation of how the assessment data is used to guide student learning and inform instructional practices.
The teacher’s detailed explanation of how you incorporate ongoing feedback through the use of formative and summative assessment.

10. ACTIVITY SLIDE:
You may find these stages of teaching at -

11. Section III, Part 1 Teacher Rationale for Assessment
The Teacher Rationale for Assessment MUST Include:
A detailed narrative explaining the teacher’s choice of assessment practices and how the teacher uses assessment (formative, summative and benchmark) for the teaching and learning of advanced students.
An explanation of how the assessment practices address the standards and measure student mastery
An explanation of how pre-assessment is used to determine prior knowledge of advanced learners.
An explanation of how post-assessment is used to measure the learning as a result of the instructional learning experiences provided.
An explanation of how authentic and performance task(s) uploaded in the Instructional Materials and Methods section of this portfolio are used to assess learning in this Honors Level Social Studies course.
An explanation of how criteria are communicated to the students prior to the assessment.
An explanation of how the assessment data is used to guide student learning and to inform the teacher’s instructional practices and decisions.
An explanation of how on-going feedback through the use of both formative and summative assessment is incorporated and used throughout the course.
“Teacher Rationale for Assessment Practices for Advanced Learners” should provide a reflective narrative explaining the teacher’s choice of assessment practices and must include…
The teacher’s detailed explanation of how pre-assessment is used to determine prior knowledge of advanced learners.
The teacher’s detailed explanation of how the assessment practices documented in this portfolio address the standards and measure student mastery.
The teacher’s detailed explanation of how the performance tasks documented in the Instructional Materials and Methods section of this portfolio are used in this Honors Level Social Studies course.
The teacher’s detailed explanation of how criteria are communicated to the students prior to the assessment.
The teacher’s detailed explanation of how the assessment data is used to guide student learning and inform instructional practices.
The teacher’s detailed explanation of how you incorporate ongoing feedback through the use of formative and summative assessment.

12. Go To The Download For Larger Image
A Sample Exemplar Of Section III, Part 1 – Teacher Rational For Assessment
Click To Download Exemplar Sample For Section III: Assessment (Bottom of Page)
Go To The Download For Larger Image

13. Section III, Part 2 Assessment Practices
Assessment Practices MUST Include:
This part of Section III should be prepared with a brief narrative explaining the teacher’s choice of assessment practices. Then the teacher should provide a list of the assessment practices used in the course. The list should address and seek to answer the following questions in some way:
What types of grading practices are used and how are students graded in this Honors Level Social Studies course? (Is your grading system reflective of a course given to advanced learning and challenging work or does your grading system look like any standard grading system?) – NOTE: Higher grading percentages for grade categories does not make your course an honors level course.
Is pre-assessment used and if so, how are the pre-assessments/diagnostic assessments used before instruction?
Is post-assessment used and if so, how are the post-assessments/diagnostic assessments used to measure learning after the instruction?
What types of formative assessment strategies are used and how do they help the teacher make decisions about instruction for advanced learners?
Is student self-assessment and peer-assessment used in this Honors Level Social Studies course and if so, how does the teacher use this to make decisions about the learning? How does the teacher use this as feedback for the students?
How are authentic and performance tasks used in this Honors Level Social Studies course to make decisions about the learning of advanced students?
Are rubrics and scoring guides used in this Honors Level Social Studies course and if so, how does the teacher use them as a means to help inform students of the expectations in the learning?
“Teacher Rationale for Assessment Practices for Advanced Learners” should provide a reflective narrative explaining the teacher’s choice of assessment practices and must include…
The teacher’s detailed explanation of how pre-assessment is used to determine prior knowledge of advanced learners.
The teacher’s detailed explanation of how the assessment practices documented in this portfolio address the standards and measure student mastery.
The teacher’s detailed explanation of how the performance tasks documented in the Instructional Materials and Methods section of this portfolio are used in this Honors Level Social Studies course.
The teacher’s detailed explanation of how criteria are communicated to the students prior to the assessment.
The teacher’s detailed explanation of how the assessment data is used to guide student learning and inform instructional practices.
The teacher’s detailed explanation of how you incorporate ongoing feedback through the use of formative and summative assessment.

14. A Sample Exemplar Of Section III, Part 2 –Assessment Practices
Click To Download Exemplar Sample For Section III: Assessment (Bottom of Page)
Go To The Download For Larger Image

15. Type your one answer into the chat box.
Brain Stimulator
Type your one answer into the chat box.
If you were an assessment what type of assessment would you be and why?
ACTIVITY SLIDE:
This slide is intended to get people talking and thinking about

16. ASSESSMENT: MORE THAN JUST ASSIGNMENTS, QUIZZES, TESTS & GRADES
Assessment is about more than just giving assignments/tasks, quizzing, testing and giving grades. The results of assessments provide data and information about student competence at a particular time. Information can be acquired about a student’s achievement, ability, readiness, motivation and aptitude. This information can in turn be used to:
Diagnose a student's strengths and weaknesses - diagnostic assessment
Provide him/her with feedback about how he/she is doing - formative assessment
Provide a formal recognition of accomplishment or competence - summative assessment
On-going communication with and continuous feedback to students provides an opportunity for the teacher to gauge opinions, track levels of comprehension and to identify areas of readiness or confusion.
Interactive class work or presentations ensure students can demonstrate their learning, exchange ideas and display their own level understanding. In order to develop and improve student learning, feedback is an integral part of the assessment process. Assessment exercises also indicate to the teacher if their instruction has been successful and can help identify areas of work that might need to be altered or delivered in a different format.
Source: Learner Centered Methodologies Written by Rhonda Wynne, Ireland
Are You Looking To Grow Your Knowledge Of Assessment & How To Use It?
Visit -
ACTIVITY SLIDE:
This slide is intended to get people talking and thinking about the differences between HOW they plan assignments and use materials and methods in an honors course to make it go beyond the standard level course to provide advanced learners more in depth and complex work assignments and experiences in the instruction.

17. Section III, Part 3 Assessment Samples
Assessment Samples MUST Include:
Examples of the assessments for the practices that were listed in the Assessment Practices section.
One sample Formative Assessment(FA) Plan
Two different types of summative assessments
One sample pre-assessment
One sample post-assessment
One sample of a performance task
Assessment samples should be from the submitted unit and lessons.
The formative assessment plan used within the unit and the summative assessments for the unit must be included in the portfolio.
Student work samples from these assessment samples are submitted in the following the Student Work Assessment samples component.
EVIDENCE SUBMISSION NOTE: Part 3 of the Assessment Section requires evidence of the examples to be submitted. The evidence samples MUST be submitted as separate attachments. DO NOT COPY AND PASTE YOUR ASSESSMENT SAMPLES INTO THE TEMPLATE. EVIDENCE MUST BE SUBMITTED AS WORD OR PDF DOCUMENTS. NO HYPERLINKED WORK WILL BE REVIEWED.

18. Back to previous slide.

19. A Sample Exemplar Of Section III, Part 3 –Assessment Samples
Click To Download Exemplar Sample For Section III: Assessment (Bottom of Page)

20. Section III, Part 4 Assessment Samples Of Actual Student Work
Assessment Samples of Student Work MUST Include:
This student work that a teacher will attach to this portfolio as evidence must be examples of assessments for practices listed in the Assessment Practices section.
One example from the Formative Assessment (FA) Plan submitted in Part 3 of the Assessment Section. The example should show the student’s and the descriptive feedback the teacher gave (Hint: This will be a task from the “Collecting Evidence” portion of the FA Plan.
Two different types of summative assessments aligned to the content standards.
One example of a pre-assessment and one example of a post-assessment that was taken and completed by a student. (Add a note on the student work of how you used the pre/post assessment to inform teaching and learning.)
One example of the work done by a student to complete a performance task. (Remember to include the rubric you used to score.)
NOTE: The student work examples help provide the reader/evaluator with an idea of how well the student mastered the intended learning objective(s).
Sometimes in life we just have to chuckle.
The assessment practices that were listed in the Assessment Practices component under III.2 must be included when you provide the Student Work Assessment Samples.
If the assessments are summative the grading should be on the work sample.
Formative assessment samples should include student feedback but no grade.
Two to three actual student assessments for the practices that were listed in Section III.2.
At least one actual performance task that has been completed by the student must be provided as well as the rubric used to score the performance.
Black out student names on all work samples submitted.
EVIDENCE SUBMISSION NOTE: Part 4 of the Assessment Section requires evidence of the work the student performed on the sample submitted. The evidence of student work samples MUST be submitted as separate attachments. DO NOT COPY AND PASTE ANY STUDENT ASSESSMENT SAMPLES INTO THE TEMPLATE. EVIDENCE MUST BE SUBMITTED AS WORD OR PDF DOCUMENTS. NO HYPERLINKED WORK WILL BE REVIEWED.

21. A Sample Exemplar Of Section III, Part 4 – Student Work Assessment Samples
Click To Download Exemplar Sample For Section III: Assessment (Bottom of Page)

22. Recapping Section III: Assessment
The focus of the Assessment section of the Honors Portfolio MUST be on showing how the practices, strategies and tools for assessment are used to provide on-going feedback to both the teacher and the advanced learner to improve and advance student learning.
Assessment Methods
Assessment Practices
Assessment Tools & Strategies
Assessment Processes
Formative Assessment Plan
How and why are the assessment practices, tools, strategies and data selected to be used in this course appropriate for determining the needs of advanced learners as they go through the honors level course curriculum?
This slide has been added to sum up the various ways teachers may extend beyond the Standard Course of Study.

23. Let The Research Help You When Thinking About Assessment, Why You Assess and How To Assess
Helpful Links to resources addressing Assessment….
Assessing Advanced Learners (excerpted from Understanding Advanced Learners) data/43432_Pages_from_Smutny_ch1.pdf
Assessment
How to Assess Students’ Learning and Performance
Pre- and Post- Testing
What are some types of classroom assessment and what student evidence can they generate?
Take a Deeper Look at Assessment for Understanding
Formal vs. Informal Assessments
What Are the Different Forms of Authentic Assessment?
Good Teaching
Function and Importance of a Pre and Post Test of-EFL-Students
Lesson 7 – Assessment Instruments
High Achiever, Gifted Learner, Creative Thinker
Types of Classroom Assessments
Research Report/How Performance Assessments Affect Teaching and Learning leadership/nov95/vol53/num03/-How-Performance-Assessments-Affect-Teaching-and-Learning.aspx
What is Performance Assessment?
How Do Rubrics Help?
Self and peer assessment – advantages and disadvantages
Helpful Links for Assessment

24. For Information On The Honors Implementation Process Contact:
Section I
Section II
Section III
For Social Studies Specific Questions…
Michelle McLaughlin
NCDPI Honors Committee Members
Anna FrostEnglish Language Arts\
Jami Inman, Science
Denise Shulz, Mathematics
Michelle McLaughlin, Social Studies
Burt Jenkins, Healthful Living
Slater Mapp, K-12 Curriculum(Arts Education
Carol Short, Career & Technical Education
Deborah Seehorn, Career & Technical Education
Sneha Shah-Coltrane, AIG/IB Educational Programs
Dr. Robin McCoy, Academic and Instructional Services