1. Assessments Matching Assessments to Standards

2. Agenda ● Welcome ● What do you think of assessment? ● Overview of all types of evidence ● Performance Tasks ● Other types of assessments

3. Learning Outcomes By the end of our time together, you will… ● understand the purpose of assessment and how each type informs instruction ● know what a performance task is and how to use it to evaluate student progress ● know the four types of assessments

4. What comes to mind… …when you hear the word assessment? Beliefs about Mathematics Assessments  What would be considered unproductive beliefs about math assessment?  What would be considered productive beliefs?

5. Creating A Park

6. Sound Classroom Assessment Practice skill in gathering accurate information + effective use of information and procedures = sound classroom assessment practice

7. Student as User of Assessment Information In order to answer the question: Students must: Where am I going?Know what high quality looks like Where am I now?Be able to objectively compare their work to the standard How can I close the gap?Have a store of tactics to improve work based on their observations

8. Putting the Pieces Together

9. Key 2: Clear Targets Assess What?

10. Key 2: Clear Targets Assess what?

11. Learning Targets  Any achievement expectations we hold for students.  Statements of what we want students to learn.

12. Provide a clear statement of the learning target  Convert complex or unfamiliar targets to student-friendly language (keeping key vocabulary)  Post them or have students keep them  Connect the learning targets to specific activities

13. Teacher Decisions  Design lessons that will lead to the learning target.  Use instructional strategies that will best meet the needs of the students.  Develop a set of formative assessments for students to use to set goals (consider DOK and RBT)  Design a sound summative assessment based on what was taught

14. Clear Targets  Know what kinds of targets are represented in the curriculum  Know which targets each assessment measures

15. Without clear targets, we can’t…  Know that the assessment adequately covers and samples what we taught  Correctly identify what students know and don’t know and their level of achievement  Plan next steps in instruction

16. Without clear targets, we can’t…  Give detailed, descriptive feedback to students  Have students self-assess or set goals likely to help them learn more  Keep track of student learning target by target or standard by standard  Complete a standards-based report card

17. Key 3: Sound Design Assess How?

18. Key 3: Sound Design Assess How? Assessments fall into one of four basic categories: 1. Selected response and short answer 2. Extended written response 3. Performance assessment 4. Personal communication

19. Selected Response Students select the correct or best response from a list provided:  Multiple choice  True/False  Matching  Short Answer  Fill-in Questions For selected response questions, students’ scores are figured as the number or proportion of questions answered correctly.

20. Extended Written Response Requires students to construct a written answer in response to a question or task rather than select one from a list and is at least several sentences in length:  Compare pieces of literature, solutions to environmental problems, or economic events  Analyze art work, forms of government, or solutions to problems  Interpret music or scientific information Students are typically scored using a rubric.

21. Performance Assessment Students complete a performance or product:  Playing a musical instrument  Carrying out the steps in a science experiment  Designing a zoo with the maximum space for the animals  Creating a lab report  Creating a work of art Students are typically scored using a rubric or scoring guide.

22. Personal Communication We find out what students have learned by interacting with them:  Looking at and responding to students’ comments in journals and logs  Asking questions during math games  Conferring with students  Listening to students as they participate in class Students’ scores may be decided similarly to the other assessments depending upon the questions and communication.

23. Assessments Four categories: 1. Selected response and short answer 2. Extended written response 3. Performance assessment 4. Personal communication

24. Performance Tasks Authentic Assessment What is the “game” for each unit?

25. A performance task is not… ● interviewing a family member and “writing about it.” ● summarizing the book you’ve read and some kind of prop that you’ve created to represent the book ● making an igloo out of sugar cubes, or a fort out of popsicle sticks, or a diorama, or a mobile, or a mask, or a model of a castle...

26. Performance Task Traits ● Read page 154 and the accompanying vignettes. ● Try to visualize a performance task for one of the units you teach. How might that look in your classroom? Wiggins, G. & McTighe, J. (2006). Understanding by design (2nd ed., pp.154, 158-160). Upper Saddle River, NJ: Pearson.

27. Performance tasks…...must be aligned to the essential questions and demonstrate their enduring understanding....enable the students to demonstrate the knowledge and skills gained in the unit.

28. Personal Communication

29. Stage 2: Assessment Expectations Each unit will include:  A performance task  3 additional assessments in any combination of the other 3 types of assessment