1. Pattern Blocks
Use the blocks at your table to make a pattern. Describe your pattern to your group.

2. Georgia Performance Standards
K-2 Mathematics
Day 2:
Learning to Assess and
Assessing to Learn

3. Days of Training Implementation Year One Implementation Year Two
Day One: Standards-based Education
Day Two:  Assessment
Day Three: Instruction
Day Four: Unit Design
Implementation Year Two
Day Five: Differentiation
Day Six: Examining Student Work
Day Seven: Putting It All Together

4. First Grade Takes a Test
Think About:
What do we assess?
Why do we assess?
How do we assess?

5. Table Discussion What should we assess? Why should we assess?
How should we assess?

6. Stephen Covey Quote
“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now and so that the steps you take are always in the right direction.”

7. Today’s Assessment
Develop a performance task to gather evidence of what students will know and be able to do related to the standard(s) you chose.

8. Performance Tasks & Assessments
* often occur over time
* result in a tangible product or observable performance
* encourage self-evaluation and revision
* require judgment to score
* reveal degrees of proficiency based on criteria established and made public prior to the performance
* sometimes involve students working with others

9. According to Grant Wiggins…
What is to be assessed must be clear and explicit to all students.
NO MORE SURPRISES!
Rubrics must accompany all major assignments and assessments.

10. A rubric … Shows levels of quality Communicates standards
Tells students expectations for assessment task
Is NOT a checklist (yes or no answers)
Includes dimensions (criteria), indicators and a rating scale.

11. Today’s Assessment Rubric

12. Essential Question 1
What should we assess?

13. Is it 15? The area of the green triangle is one.
Can you make two different designs with an area that equals exactly 15?

14. What We Should Assess What mathematics is involved in this task?
What standards/elements are addressed?

15. Is This a Good Task? Decide whether this is or is not a good task.
Justify your answer.

16. Criteria for Good Tasks
Involves significant mathematics
Can be solved in a variety of ways
Elicits a range of responses
Requires communication
Stimulates best performance
Lends itself to a scoring rubric

17. Standards Based Education Model
GPS
Stage 1
Identify Desired Results
(Big Ideas) Enduring Understandings 
Essential Questions 
Skills and Knowledge
(one or more)
Standards
Elements
Stage 2
Determine Acceptable Evidence
(Design Balanced Assessments)
(To assess student progress toward desired results)
All above, plus
Tasks
Student Work
Teacher
Commentary
Participant’s Guide, page 8
Stage 3
Plan Learning Experiences and Instruction
(to support student success on assessments,
leading to desired results)
All above

18. Looking for Big Ideas
M2N5. Students will represent and interpret quantities and relationships using mathematical expressions including equality and inequality signs.
b. Represent problem situations where addition, subtraction or multiplication may be applied using mathematical expressions.
Converting problem situations into mathematical expressions
K Standard
Share the book, The Grouchy Ladybug.

19. From Understandings to Questions
Students will understand how to use pictures, words, and symbols interchangeably to represent problem situations.
How do pictures, words, and symbols relate to each other in given problem situations?
How do I know when to add, subtract, or multiply?

20. Skills and Knowledge KNOWLEDGE (declarative) SKILLS (procedural) Facts
Concepts
Generalizations
Rules, Laws, Procedures
Skills
Procedures
Processes
Participant’s Guide, page 13
KNOWLEDGE
(declarative)
SKILLS
(procedural)

21. Skills and Knowledge
Addition (putting together)
Subtraction (comparing/difference and taking away)
Multiplication: repeated addition, arrays, multiples (skip counting),
Properties: commutative, associative, identity
Terminology: sum, difference, product, factors, multiples
Symbols: +, -, X

22. Concept
Development
Abstract
Semi-
Abstract
Semi-
Concrete
Concrete

23. Multiple Representations
Pictures
Tables
Words
Symbols
Graphs
Demonstrate activities that can be used to support the given standard:
Arrays (Pictures)
Collections (Words)
Repeated Addition (Symbols)
Multiplication Table (Tables)
Function/ Input-Output Chart (Graphs)

24. Essential Question 2
Why should we assess?

25. Boots and Hats
I saw 6 kindergarten students lined up to go outside to play in the snow. Everyone was wearing boots, and everyone was wearing a hat. How many boots and hats did you see?

26. Why We Should Assess
What could you learn about students based on their performance on this task?

27. Accountability The purpose of the Georgia Testing Program is to
measure the level of student achievement of the standards
identify students failing to achieve mastery of content
provide teachers with diagnostic information
assist school systems in identifying strengths and weaknesses in order to establish priorities in planning educational programs.

28. Testing
CRCT Information

29. Essential Question 3
How should we assess?

30. Bikes and Trikes
At the beginning of the party, there were 7 wheels in his driveway.
At the end of the party, there were 15 wheels.

31. How We Should Assess Which standard does this task assess?
What are the desired results?
How does this task assess the desired results?

32. Matching Assessments with Standards
ASSESSMENT FORMAT
ACHIEVEMENT TARGET
Selected Response
Constructed Response
Performance Tasks
Informal Assessment
Knowledge/
Informational
Skills/Process
Thinking and Reasoning
Communication
Other:
Can assess mastery of specific elements of content knowledge
Short answers allow students to apply content knowledge
Not a good choice for this target; other options preferred
Teacher can ask questions, evaluate answers, and infer mastery; but this may not be time-efficient
Can assess application of some patterns of reasoning
Can observe and evaluate skills as they are being performed
Strong match when skill is oral communication
Written descriptions of complex problem solutions can provide insight into reasoning proficiency.
Can watch students solve some problems or examine some products and infer reasoning proficiency
Can ask students to “think aloud” or can ask follow-up questions to probe reasoning
Can observe and evaluate oral & written communication portions of performance tasks.
Strong match with some communication skills, especially oral communication
Can assess under-standing of the steps of a process, but not a good choice for evaluating most skills
Not a good choice for this target; other options preferred.
-Adapted from Marzano and Stiggins

33. Types of Classroom Assessment
Selected Response
Constructed
Response
Performance Assessment
Informal Assessment
Multiple Choice
True-False
Matching
Fill-in-the-blank (words, phrases)
Essay
Short answer (sentences, paragraphs)
Diagram
Web
Concept Map
Flowchart
Graph
Table
Matrix
Illustration
Presentation
Movement
Science lab
Athletic skill
Dramatization
Enactment
Project
Debate
Model
Exhibition
Recital
Oral questioning
Observation
Interview
Conference
Process description
Checklist
Rating scale
Journal sharing
Thinking aloud a process
Student self-assessment
Peer review

34. Assessment vs. Grading
Student 1 receives mostly As and high Bs in the beginning; but his/her performance drops off considerably, and s/he receives an F on the final performance test.
Student 2 is erratic, receiving an equal number of As and Fs.
Student 3 is clueless at the beginning, but by the last few sessions, s/he catches on and performs flawlessly on the final performance. His/her grades are, in order from the first test to the last, F, F, F, F, C, B, A, A, A.

35. Assessing for Learning vs Grading
Continuous process
Provides feedback to improve student achievement
May be formative or summative
Provides a means of collecting evidence of student mastery of the standards
Provides a photo album of student progress through which student growth can be observed
Grading
A means of assigning numerical or alphabetical grade to a student’s work to inform students, parents and other stakeholders
May be formative or summative
Provides an attempt to quantitatively describe student achievement
Provides a snapshot of student progress

36. “What Shape Am I?”
Analyze the four pieces of student work to this task using the steps for “Analyzing Student Work”.

37. Analyzing Student Work
Complete the assignment or task.
Identify the standards addressed by this assignment.
Specify the criteria of the assignment.

38. Analyzing Student Work
Generate a rough rubric or scoring guide based on the standards addressed and the criteria for this assignment.
Score the work or provide feedback on the work, using the rubric/scoring guide.
Plan a strategy for improving student performance based on the work.

39. Rubrics
Holistic
Analytical
Longitudinal

40. Advantages of Using a Rubric
Lowers students’ anxiety about what is expected of them
Provides specific feedback about the quality of their work
Provides a way to communicate expectations and progress
Ensures all student work is judged by the same standard
Disengages the “halo” effect and its reverse
Leads students toward quality work.

41. Basic Rubric Template Scale Criteria Indicator Indicator Indicator

42. Ugly Rubrics
Too wordy so that no one can understand, let alone use them for a fair grade
Checklists – Have it, don’t have it
Judge the wrong thing so student can just jump through hoops to get a good grade.

43. Pretty Rubrics Are tools
Show level of quality of a performance or task
Communicate standards clearly and specifically
Are given to students to set expectations
Show what to avoid and addresses misconceptions
Are consistent and reliable
Use content that matches standards and instructional emphasis

44. Small group discussion: What has to happen?
If you know what a student must understand, how do you check to see if that student understands?
What evidence will you use to evaluate the level of understanding?
What will you do in your classroom based on the evidence you collect?

45. Today’s Assessment
Develop a performance task to gather evidence of what students will know and be able to do related to the standard(s) you chose.

46. Work in small groups.
Choose standard(s) and/or element(s) you have used to identify the desired results.
Focus on each understanding and write how a teacher could use assessment to find evidence of the student’s understanding.
Develop a culminating task and rubric.

47. Self-Assessment Setting a Goal

48. Field Assignment Redeliver Day 2.
Use the assessment you created today with students. Collect work samples to share with the group.
Bring student work samples of your task to Day 3.
Bring resources to help you develop your unit.

49. Days of Training Implementation Year One Implementation Year Two
Day One: Standards-based Education
Day Two:  Assessment
Day Three: Instruction
Day Four: Unit Design
Implementation Year Two
Day Five: Differentiation
Day Six: Examining Student Work
Day Seven: Putting It All Together

50. Contact Information
Lisa Bryan
Georgia Department of Education
1754 Twin Towers East
Atlanta, Georgia 30334
Office Phone: (404)
Office