1. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Foundations of Assessment Design

2. RATE YOUR experience in designing Assessments... TEACH OTHERS DONE SOMESTUDIED ITNOT MUCH

3. When I design buildings, I think of the overall composition, much as the parts of a body would fit together. On top of that, I think about how people will approach the building and experience that space. Tadao Ando

4. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Our Work Together... A Consistent and Balanced System, where each part sees its relationship to the whole

5. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Our Work Together... Collective Understanding of the Work of Adults and the Student Work

6. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Our Work Together... Collaboration: Developing Consistency and Cohesion within the same grade and courses

7. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com

8. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Our Work Together... Design that Emphasizes the Rigor and the Relevance of the Standards

9. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Our Work Together... A Consistent and Balanced System: Checking our Vertical Alignment Collective Understanding of the Work of Adults and the Student Work Collaboration: Developing Consistency and Cohesion within the same grade and courses Design that Emphasizes the Rigor and the Relevance of the Standards

10. Design in 5 Phase 1. Choose the standards & plan engagement. Phase 2. Sketch out learning goals Phase 3. Create an Assessment Plan Phase 4. Create or Revise the Assessment Phase 5. Determine student investment and reporting method HO p. 2 Design in 5: Essential Phases to Create Engaging Assessment Practice, N. Vagle, 2014, Solution Tree Press

11. Design in 5 Phase 1. Choose the standards & plan engagement. Phase 2. Sketch out learning goals Phase 3. Create an Assessment Plan Phase 4. Create or Revise the Assessment Phase 5. Determine student investment and reporting method HO p. 2 Design in 5: Essential Phases to Create Engaging Assessment Practice, N. Vagle, 2014, Solution Tree Press

12. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Phase 1. Choose Standards and Plan Engagement. Choose the standards to be assessed. Determine the big idea, relevant connection or essential question. Informed by curriculum maps, pacing calendars, and other supplemental documents.

13. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com College and Career Anchor Standards for Reading and Writing (selected, HO p.3) R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and then integrate the plagiarism. information while avoiding

14. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com HO page 3

15. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com An Enduring Understanding Knowing the value of money, and how to add and subtract money, helps me make smart choices about how to spend and save. Adapted from Design in 5: Essential Phases to Create Engaging Assessment Practice, N. Vagle, 2014, Solution Tree Press

16. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com 1. 2. 3.

17. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Phase 1 Template HO p. 6 Adapted from Design in 5: Essential Phases to Create Engaging Assessment Practice, N. Vagle, 2014, Solution Tree Press

18. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Phase 2. Sketch out the Learning Goals Analyze (Unpack) the standards. 1. Circle Verbs 2. Underline key concepts, vocabulary and context How do your grade level standards change from the previous grade and then to the next grade? 3. Write out learning goals. 4. Put learning goals in cognitive order. HO p. 8

19. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com HO p. 5 RI.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. W.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. W.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. W.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W.1e Provide a concluding statement or section that follows from and supports the argument presented. W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Grade 9-10

20. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com HO p. 5 RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. W.1 Write arguments to support claims with clear reasons and relevant evidence. W.1a Introduce claim(s) and organize the reasons and evidence clearly. W.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. W.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. W.1d Establish and maintain a formal style. W.1e Provide a concluding statement or section that follows from the argument presented. W.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Grade 6

21. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com HO p. 3 RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. W.1 Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.8 Recall information from experiences or gather information from provided sources to answer a question. Grade 2

22. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com HO p. 3 RI.2 IDENTIFY the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI.7 EXPLAIN how specific images (e.g., a diagram showing how a machine works) CONTRIBUTE to and CLARIFY a text. W.1 WRITE informative/ explanatory texts in which they INTRODUCE a topic, USE facts and definitions to DEVELOP points, and PROVIDE a concluding statement or section. W.8 RECALL information from experiences or GATHER information from provided sources to ANSWER a question. Grade 2

23. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Grade 9-10 HO p. 5 RI.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. W.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. W.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. W.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W.1e Provide a concluding statement or section that follows from and supports the argument presented. W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

24. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Grade 9-10 HO p. 5 RI.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. W.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. W.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. W.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W.1e Provide a concluding statement or section that follows from and supports the argument presented. W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

25. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com HO page 3 How do your grade level standards change from the previous grade and then to the next grade?

26. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Write TWO Learning Goals from your analysis. SAMPLES – Learning goals must include a verb and then some explanation I can identify the main topic of a multi- paragraph text. I can gather information from a provided source to answer a question.

27. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com HO p. 8 Learning Goals Ladder

28. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Using the Learning Goals you developed, put them in cognitive order from simple to complex.

29. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com 9 th – 10 th Grade Reading Standards I can use my argument to provide information for an authentic situation or to contribute a solution to a local or global problem. I can use valid reasoning and relevant and sufficient evidence to support a claim. I can develop a claim and counterclaims fairly. I can analyze multiple accounts of a subject told in different mediums. This means I can describe the similarities and differences in the details provided between or among accounts. I can provide an objective summary of the text. I can analyze the development over the course of a text. I can identify and explain the specific details that support the central idea of a text. I can determine a central idea of a text.

30. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com 9 th -10 th Grade Writing Standards I can write for an authentic audience using information from multiple texts. I can use a formal style of writing. I can use an objective tone in my writing. I can integrate information in the text to maintain the flow of ideas. I can create clarity and cohesion in my writing by using words to link section and sentences. I provide a concluding statement that follows from my argument. I gathered relevant information from multiple authoritative print and digital sources. I can cite my information using a standard format.

31. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Pause & Ponder Why are phases 1 and 2 so essential to the design process? Planning engagement: Why plan engagement? What would be the benefit of doing this process? When could it be embedded in your work? HO p. 7

32. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Phase 3. The Assessment Plan HO p. 11

33. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Matching Target to Method I can explain how specific images clarify a text. Multiple choice? Short answer? Essay? Create a game Present a speech

34. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com HO p. 12

35. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com

36. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com HO p. 22- 24

37. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Pause & Ponder How could phases 1, 2 and 3 inform your assessment design? When would you use this process? What would be the benefit of doing this process? When could it be embedded in in your work? HO p. 15

38. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Reviewing and Revising a Current Assessment HO p. 13-14

39. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Sample Assessments to Critique HO p. 13-14 2nd Grade Language Arts p. 16-21 3rd Grade Language Arts p. 22-24 5th Grade Language Arts p. 25-28 Middle School Language Arts: 7th Grade Gift of the Magi p. 29-33 Middle School Math p. 34-36 High School: Is Conspiracy Ever Justified? P. 37-38 Middle School: Hurricane Sandy p. 39 High School: Stadium Mess p. 40

40. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Other Sessions to Consider to Deepen this Work… Phases 1-3 Analyzing Reading Standards and Assessment Plan Analyzing Math & Assessment Plans Phase 3 Choosing the Right Assessment Method Phase 4 Analyzing the Rigor of PARCC Items Rigorous Selected Response Rigorous Constructed Response Creating High Quality Rubrics Phase 5 Grading Collaboratively Scoring Student Work

41. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com

42. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Guiding Your Learning with an Exit Ticket…

43. in-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Tom Hierck @thierck thierck@gmail.com Thank you.@gmail.com