1. Developing High Quality Student Learning Objectives
The Assessment Plan
Classroom Teacher Training
September 2014
Session for the learning goal component begins here.

2. Assessments (This Presentation) Expected Targets
SLO 4 Key Components
Learning Goal
A description of what students will be able to understand, know, and do at the end of the interval of instruction
Assessments (This Presentation)
Measurement of students' understanding of the learning goal (9/17/14 Training)
Expected Targets
The expected student outcome by the end of the instructional term
Instructional Strategies
The strategies that will address student needs and that have been shown to be effective (9/24/14 Training)

3. Focus on Assessment Plan of the SAMPLE
ACTIVITY: As a group, analyze the assessment plan and decide,
What does the assessment plan component include?
US Hist Handout
Sample
Facilitator: Engage the participants in using sample 1 to identify and describe the attributes or qualities of the assessment component. Ensure teachers have access to the assessment and rubric that accompanies sample #1.
Purpose- The intent of this sample is to provide a clear and understandable vision of an acceptable quality assessment plan. Through analyzing this SLO, participants will begin to develop and/or deepen their understanding of the assessment component. Hopefully, most of the attributes that they come up with are similar or along the lines of the indicators on the rubric. For this activity, use the terminology and language of the participants- they will have an opportunity to compare and make connections from what they came up with to the language on the rubric.
Procedure- small group discussion to agree on the attributes of an acceptable quality component, record agreed upon attributes on the recording sheet (7min)

4. What is the main content of the Assessment Component?
Whole Group Sharing
What is the main content of the Assessment Component?
Have a designated recorder to chart what is shared. If participants are hesitant to share, then go around and have each table group share something that they came up with and recorded on their organizer.
Through this we are beginning to developing a group (common) understanding of the assessment component.

5. How will I know if my students have met the learning goal?
Your Assessment Plan
Think about the class
you will write your SLO for:
How will I know if my students have met the learning goal?
Jot down some notes!
This is the guiding question for this component: How will I know if my students have met the learning goal?
Share that this question is referring to both along the way AND at the end of the interval of instruction.

6. Planning Document P. 10 Assessment Plan:
Bottom Left Box
Assessment Plan:
Describe each formative and summative assessment opportunity that will be used to measure student learning in relationship to the SLO Learning Goal.
What are the formative assessments that you will use to monitor student learning throughout the interval of instruction?
How often will it be collected?
What summative assessment/s will be utilized to measure mastery or proficiency levels of the learning goal?
Does your assessment plan include multiple types of evidence such as products, observations, and conversations?
Do you have scoring guides or criteria that defines levels of proficiency of the learning goal?
Now that we have developed an understanding of what the assessment component entails, we are going to familiarize ourselves with the planning document and use it to guide our thinking about the assessment component.
We will be reviewing the planning document one cell (box) at a time. The process that will be used to get acquainted to the planning document will be repeated for all the parts (cells) of the assessment component:
Interpreting the planning doc- Have participants read the contents of the cell. (the contents on the slide is straight from the corresponding cell on the planning document. If any of the statements or questions need clarification then address it.
Depending on the content of the cell- there may be slides that follow that provide additional information/explanation/clarification

7. Formative and Summative Assessments must be listed in your
New This Year
Formative and Summative Assessments must be listed in your
Assessment Plan
This is the guiding question for this component: How will I know if my students have met the learning goal?
Share that this question is referring to both along the way AND at the end of the interval of instruction.

8. Do Now: Planning Document
Page 11
Learn about Formative Assessments by reading the definition and examples
Any questions?

9. Formal and Informal Examples of Formative and Summative Assessments
Evaluate Student Learning
Statewide HSA “Bridge” / SBAC
ACT
End-of-Course Exams
Etc…
Chapter/Unit Tests
Projects
Performance Tasks
FORMATIVE
Inform Teaching
Inform Learning
Formal
Informal
Quizzes
Presentations
Kinesthetic Assessments
Student Portfolios
Student Conference
Etc…
Observations
Discussions
Exit Slips
Graphic Organizers
Think Pair Share
Formal
Informal
An acceptable quality assessment plan includes both formative and summative assessments. The graphic is “heavier” on the formative side because formative assessments are done daily, weekly…more frequently than summative assessments. Your assessment plan should reflect multiple ways that you plan to monitor progress of the learning goal along the way. It also needs to include the assessment/s that will be utilized at the end of the interval of instruction.
1. Formative assessment:
Assessment FOR learning occurs when teachers use inferences about student progress to inform their teaching
2. Summative Assessment:
Assessment OF learning occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards

10. An acceptable quality assessment plan reflects multiple instruments (of various types) that will be used throughout the SLO interval.
PRODUCTS:
Concept maps and frames
Science notebooks
Lab reports
Quizzes
Biological drawings
Science Example
Triangulation Of
Data
OBSERVATIONS:
Science lab skills
Appropriate selection and safe use of science equipment
Attention and focus during demonstrations
CONVERSATIONS:
Group discussions about the digestive system
Oral presentations
Reflections in science notebook (conversation with self/teacher)
Use of scientific vocabulary
Science Sample
- multiple forms of overlapping, diverse pieces of evidence and perspectives.
You need a preponderance of evidence. Not just one shot deal.
Proof of learning collected over time.
Collected Over Time

11. Making your Planning Document make sense!
Do Now:
On the top of P. 11 (*See Table below) change the word “below” to “page 12”
P. 11
Refer to the Quality Assessment criteria. Allow participants time to look through this document and circle a couple of criteria that they may have questions or need clarification on

12. Planning Document Quality Assessment Criteria Checklist
ACTIVITY: As a table group, read and discuss the Quality Assessment Criteria Checklist.
Any Questions?
P. 12
Now take a look at the sample to ensure that the assessments/ assessment plan reflects the guiding questions on the planning document as well as the rubric criteria

13. Scoring “Rules” Yellow Handout: SLO Quality Check Rubric
Assessments, Acceptable Quality, Read the 3rd point.
How should teachers determine a student’s performance of the SLO when combining multiple measures (3+ summative assessments).
Is the last assessment worth more?
Is it an average of all assessments?
See Planning Doc page 11 (very top). This description is the last thing you write for your Assessment Plan

14. Do Now: US History Sample P. 2 “Scoring Guide” section
US Hist Handout
Sample
Look at the SLO US History Sample and discuss:
How did the US History Data Team decide to use their summative assessments for a final SLO score/attainment level?
Discuss with your Data Team: How will you combine YOUR summative assessments to show attainment of SLO?

15. Work Session
ACTIVITY: IN your data teams use these resources to revise or develop your SLO Assessment Plan.
The rest of the time will be for participants to work on their assessment plan. If they already have one from last year, then they can cross-check it with the rubric and planning doc and make any necessary revisions.

16. Thank You!
Please contact your CIA team if you need any help or clarifications. Next Wednesday’s PD will be more SLO training excitement. Please join us!