1. Classroom Assessment for Student Learning March 2009 Assessment Critiquing

2. Today’s outcomes Review new ISS learning triangle Review Key 3: Sound design: Stages of Assessment development Understand bias, how bias looks in an assessment Critique an assessment (CFA) for sound design Pre-HYIS input re: graphic organizers

4. Keys to Quality Classroom Assessment Clear Purposes Why Assess? What’s the purpose? Who will use results? Clear Targets Assess What? What are the learning targets? Are they clear? Are they good? Good Design Assess How? What method? Sampled how? Avoid bias how? Sound Communication Communicate How? How manage information? How report? Accurate Assessment Effectively Used Student Involvement Students are users, too. Students need to understand learning targets, too. Students can participate in the assessment process, too. Students can track progress and communicate, too.

5. Overview of Stages in Assessment Development All assessments, regardless of method selected, go through the same five stages of development: 1. Planning 2. Developing 3. Critiquing 4. Administering 5. Revising

6. Stage One - Planning Assess WHY? Determine the intended use of an assessment Identify the learning targets to be assessed Select the proper assessment method

7. Stage Two - Developing Select or create test items or tasks Select or create scoring mechanisms (rubric, scantron, etc.) **we used the test planning document for this.

8. Stage Three - Critiquing Evaluate to avoid bias or misrepresentation Today’s focus!

9. Today’s focus: Critique A Working Definition Going back over the assessment to see if you have completed or addressed all the necessary components of sound assessment design.

10. Looking for Bias Working Definition of Bias Anything in the assessment, or the conditions under which the assessment was given, including student barriers, that would lead to inaccurate measurements of student learning. See handout

11. Critiquing activity Get with your PLC members. **If you’re in a virtual PLC, find another VPLC person to work with or sit in with a small PLC group. Each PLC should use one check-off sheet to critique your CFA. (VPLC—use a sep. sheet)

12. Basic Components of Sound Assessment Design 1. Are the student learning targets that are being measured by the assessment stated? Clear? 2. Is there a match between the stated learning targets and what is ON the assessment? 3. Does the method used match the target being assessed? 4. Does the number of items for each target give you the information that you need to determine student mastery of the target? 5. Is the amount of instructional time spent on each target reflected in the assessment? 6. Is there anything in the assessment or conditions under which administered that could lead to inaccurate estimates of student learning? 7. Will accommodations made for diverse student characteristics result in any distortions in the final judgment of student learning? 8. Are instructions present, clear, concise?

13. Question 1 Are the student learning targets measured by the assessment stated? Are they clear? Look at samples provided. Now look at YOURS. If the answer is yes, put a check in the box. If it’s no, then make notes as to how you will make corrections.

14. Question 2 Is there a match between the stated learning targets and what is ON the assessment? Look at samples provided. Now look at YOURS. If the answer is yes, put a check in the box. If it’s no, then make notes as to how you will make corrections.

15. Question 3 Does the method used match the target being assessed? Look at the test planning document and your curriculum guide. Now look at your CFA. If the answer is yes, put a check in the box. If it’s no, then make notes as to how you will make corrections.

16. Question 4 Does the number of items for each target give you the information that you need to determine student mastery of the target? Look at samples provided. Now look at YOURS. If the answer is yes, put a check in the box. If it’s no, then make notes as to how you will make corrections.

17. Planning Backwards: Utilize Your “Planning To Assess” Document to ensure proper Sampling, representation and balance

18. You can also take a look at the key with the objectives connected to the answers or the test itself to see if there is a match. DASH reports also give you good information on this question as well!

19. Question 5 Is the amount of instructional time spent on each target reflected in the assessment?

20. Question 6 Is there anything in the assessment or conditions under which administered that could lead to inaccurate estimates of student learning? Bias? (see handout)

21. Question 7 Will accommodations made for diverse student characteristics result in any distortions in the final judgment of student learning Bias? (see handout)

22. Question 8 Are instructions present, clear, concise?

23. Stage Four - Administering Simply administer the assessment to students This will happen between this session and our April CASL training session scheduled for 4.28.09

24. Stage Five - Revising Problems with questions Problems with tasks Problems with scoring This will happen during our last CASL training session on April 28 th.

25. CASL Content Connects to the Following NC Professional Teaching Standards: Standard II b Standard III a, b Standard IV a, b, c, h Standard V a, b, c

26. Standard II b - Teachers strive to understand how a student’s culture and background may influence her school performance. Knowing how to assess - Assessment should be sensitive to cultural bias/be careful of wording on assessment (possible example: writing prompt on American Patriotism - ESL students could not write to this prompt because they were not born in America and came when they were much older, so they could not write to the prompt because it would not be meaningful to them.) Assessment bias is the focus on our CASL session in March.

27. Standard III a –Teachers develop and apply strategies. Assessment development is a strategy teachers use to help students understand performance on requirements and is a strategy used to inform instruction. Standard III b – Teachers know there subject beyond what they are required to teach. Teachers know their content when they are able to design an assessment that accurately measures student achievement levels on identified content, reviews previously learned content, and previews content not yet taught.

28. Standard IV a – Teachers keep abreast of evolving research about student learning. They adapt resources to address to address the strengths and weaknesses of their students. CASL is a research based best practice on how to improve assessment development, analysis, and providing feedback. With CASL, we are learning how to identify strengths and weaknesses in our own assessments, adapting our own resources to better inform ourselves and our students regarding their academic achievement.

29. Standard IV b – Teachers use a variety of data sources short and long term based on NCSCOS. Teaches engage students in the learning process. Teachers understand that instructional plans must be consistently monitored and modified to enhance learning. CASL helps teachers develop assessments that engage learners. If students are involved in the creation and development of assessments from the beginning, their performance on the assessment increases. CASL provides information on how monitoring timely and corrective feedback on assessment enhances student learning.

30. Standard IV c- Teachers choose the methods and techniques that are most effective in meaning as they strive to eliminate achievement gaps. This refers to identifying and communicating clear learning targets, types of targets, and target/method match Standard IV h – Teachers use a variety of methods to assess what each student has learned, 21st century knowledge, skills, performance, and dispositions and to use the assessment information to adjust their instructional practice. This is the basis of all CASL content.

31. Standard V a -Teachers think systematically and critically about student learning in their classroom and school: why learning happens and what can be done to improve achievement. CASL provides the research to support data analysis and classroom instructional practice at classroom and school level. Standard V b Teachers participate continued, high quality professional development that reflects global view of educational practices ….that meets the needs of students and their own personal growth. CASL helps to apply and implement knowledge gained from professional development that impacts student learning.

32. Standard V c – Teachers adapt their practice based on research and data to best meet the needs of their students. CASL equips teachers to use assessment results as information that drives instruction. Assessment results are the data that informs teaching and learning.

33. Pre-HYIS planning Please put a dot on each consensogram to indicate your knowledge level of the specified thinking maps/graphic organizers. Thank you!

34. Plus, delta, Rx Please leave feedback as you depart. Have a wonderful day!