1. Standards-Based Assessment Design MCLA PRACTICAL PROFICIENCY OCTOBER 27, 2014 HEIDI MCGINLEY, EXECUTIVE DIRECTOR, DIRECTOR@MAINECLA.ORG

2. Outcome Explore a four-step standards-based assessment design/alignment process.

3. Two key concepts 1. It’s only about the standard. 2. It’s all about fairness to students.

4. Assumptions 1.Assessment is essential in the teaching and learning process. 2.The principles of valid assessment design and use apply in a proficiency-based system. 3.How student evidence is generated and evaluated matters in determining proficiency.

5. Process Developed nationally in the late 1990’s Used to develop the Smarter Balanced Assessment Consortium Assessments Experience a complete sequence Identify the implications for your own work

6. Steps in SB Assessment Design/Alignment Step 1. Unpack the indicator. Step 2. Write the scoring guide. Step 3. Determine what methods/types of demonstration will allow students to provide the required evidence of proficiency. Step 4. Write/align the assessment.

7. How are the four steps similar and different than what you’re currently doing?

8. Step 1. Unpack the indicator. What exactly are we measuring?

9. Identify the main ideas or concepts and the supporting details in informational text. 1. Content domain, strand 2. Level of demand (verbs) 3. Types/kinds

10. Identify the main ideas or concepts and the supporting details in informational text. 1. Content domain, strand ◦Informational text 2. Level of demand (verbs) 3. Types/kinds

11. Identify the main ideas or concepts and the supporting details in informational text. 1. Content domain, strand ◦Informational text 2. Level of demand (verbs) ◦Identify 3. Types/kinds

12. Identify the main ideas or concepts and the supporting details in informational text. 1. Content domain, strand ◦Informational text 2. Level of demand (verbs) ◦Identify 3. Types/kinds ◦Main ideas/concepts ◦Supporting details for each main idea

13. Step 2. Write the scoring guide. Why a four-point scale?

14. Rhetorical Essay Grading Checklist 1. Introductory paragraph and thesis statement20 points 2. Organization and coherence produce a coherent whole15 points 3. Support for the main idea.20 points 4. Conclusion15 points 5. Voice15 points 6. Conventions15 points

15. Step 2. Write the scoring guide. 1234 The student: Identifies: 1.the main ideas/concepts 2.the supporting details for each main idea.

16. Step 2. Write the scoring guide. 1234 The student: Identifies: 1.the main ideas/concepts in informational text. (How many main ideas? What kind of text?) 2.the supporting details for each main idea. (How many supporting details?)

17. Step 2. Write the scoring guide. 1234 The student: Identifies fewer than ___ main ideas/concepts and provides accurate supporting details for those identified. OR Identifies the required main ideas and provides few or inaccurate supporting details for some or all. The student: Identifies: 1.the main ideas/concepts in informational text. (How many main ideas? What kind of text?) 2.the supporting details for each main idea. (How many supporting details?)

18. Step 2. Write the scoring guide. 1234 The student: Identifies fewer than _____ main ideas with few/no relevant details. The student: Identifies fewer than ___ main ideas/concepts and provides accurate supporting details for those identified. OR Identifies the required main ideas and provides few or inaccurate supporting details for some or all. The student: Identifies: 1._____ main ideas/concepts in informational text. (How many main ideas? What kind of text?) 2.the supporting details for each main idea. (How many supporting details?) The student identifies all main ideas and all supporting details.

19. Step 3. Determine what methods/types of demonstration will allow students to provide the required evidence of proficiency. Why does the demonstration matter?

20. Fair Opportunity to Demonstrate 1.The method must allow students to demonstrate. 2.Last best demonstrations are counted. Evidence collected before the student is ready (or has had opportunity to learn) are not. 3.Evaluation of student evidence is uniform by all scorers. The scoring guide! 4.Student work is often the best indicator of fairness/unfairness.

21. Step 3. Determine what methods/types of demonstration will allow students to provide the required evidence of proficiency. Read a new informational text with:  More than 1 main idea.  Ample supporting details for each main idea.  Appropriate level of text complexity. AND the student must:  Be provided with a way to communicate the main ideas and their associated details without re-writing the text.

22. Go to http://mainecla.org/practical-proficiency- 2014/http://mainecla.org/practical-proficiency- 2014/ Password: FALL2014 Open Porky 1

23. Confirm with student work… Open Porky 2

24. SBA Design Principles 1.Assessing student proficiency of an indicator is a literal process. 2.The scoring guide is aligned with the requirements of the indicator. 3.The range of acceptable student responses is clearly stated at each score point and determined by what the indicator requires. 4.One demonstration of proficiency must allow students to demonstrate at all score points. 5.Methods of demonstration are aligned with the requirements of the indicator.

25. What are the implications of the four-step model? For students?For teachers?

26. What is alignment? Target Demo/ Assess

27. What is alignment? Target: Fluently add and subtract 1 digit numbers. 1.Beth says that 2 + 4 = 6. Explain why Beth is correct. 2.Jason says that 4 - 3 = 1. Explain why Jason is correct. Do these items assess the target?

28. Fluently add and subtract 1 digit numbers. 1.2 + 4 = ____. 2.4 - 3 = ____.

29. What are the implications of standards being measured indicator by indicator?