1. Designing Common Core Assessment Questions for Educators Creating Type II and Type III Assessments

2. PERA and JTEC Type II and Type III Assessments Rigor Common Core Alignment PARCC Item Types

3. Performance Evaluation Reform Act (PERA) www.isbe.net/pera/ Joint Teacher Evaluation Committee (JTEC)

4. Student Growth http://www.isbe.net/peac/pdf/student-growth-component- guidebook.pdf The evaluation plan shall include the use of at least one Type I or Type II assessment At least one Type III assessment

6. Planning Assessments and Lessons: 1.Determine which essential standards the students should be able to demonstrate by the end of the prescribed time. 2.Develop a test blueprint. 3.Create or find tasks that elicit that evidence; develop a pre-assessment to measure current levels of proficiency. 4.Develop post-assessment to ensure instruction and test validity are aligned (test what you teach). 5.Design units and lessons to scaffold the instruction. 6.Use formative assessment strategies to work through challenges.

8. The assessment should contain a variety of question types (not all multiple choice). Questions should also address higher levels of complexity (not all factual recall). For an abbreviated explanation of Webb’s Depth of Knowledge research, see http://www.edutopia.org/blog/webbs-depth-knowledge-increase-rigor-gerald-aungst. http://www.edutopia.org/blog/webbs-depth-knowledge-increase-rigor-gerald-aungst Develop an Assessment Plan:

9. Depth of Knowledge Level 1 Recall Recall of a fact, information, or procedure. Level 2 Skill/Concept Use information or conceptual knowledge, two or more steps, etc. Level 3 Strategic Thinking Requires reasoning, developing plan or a sequence ofsteps, some complexity, more than one possible answer. Level 4 Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem. Wisconsin Center of Education Research University of Wisconsin-Madison -- http://wat.wceruw.org/

10. Question Type Count of Depth of Knowledge Levels DOK Level 1 DOK Level 2 DOK Level 3 DOK Level 4 True / False Matching Multiple Choice (one correct answer) Multiple Choice (multiple correct answers) Multi-step Multiple Choice Fill-in-the-Blank Short Answer (no justification required) Short Answer (with justification required) Open Response (with scaffolding/support) Essay Error Analysis Tally Problem Solving Single-Step Calculations or Analysis Multi-Step Calculations and Analysis

12. Mirrored assessment sets are a series of comparable assessments that can measure and monitor learning over 2 or more points in time. They are designed with the same form, content, and level of complexity. See more at: http://kidsatthecore.com/mirrored-assessments/http://kidsatthecore.com/mirrored-assessments/ Mirrored Assessments

13. Two identical tests An unbalanced assessment (for example, all recall information). See more at: http://kidsatthecore.com/mirrored-assessments/http://kidsatthecore.com/mirrored-assessments/ Mirrored Assessments are NOT...

14. Questions

15. 1.Choose a standard (or several standards) to assess. 2.Write at least three questions that you might use to assess student proficiency of the standard(s). Task 1: Creating Questions ** Do NOT label the standards or the questions. **

17. 1.Find a partner and compare the questions that you created. 2.Identify the standards which your partner chose to assess. 3.Classify your partner’s questions according to Webb’s Depth of Knowledge (or comparable system). Does your partner assess the standard with varying question types? How or how not? Task 2: Evaluating Questions

19. Alignment Process  Identify Standards and Assessments  Select 6-8 Reviewers (Content Experts)  Train Reviewers on DOK Levels  Part I: Code DOK Levels of the Standards/Objectives  Part II: Code DOK Levels and Corresponding Objectives of Assessment Items