1. Introducing the MAC

2. Overview Several ISDs/RESAs proposed working together in 2008 to create products and services to meet common needs Assessment development Professional development opportunities Awareness of innovative assessment Group proposed to create the Michigan Assessment Consortium (MAC) to meet those needs Presentation- current as of April 2010

3. Rationale for the MAC Local districts often do not have the resources to carry out these activities by themselves If they try to develop their own, the quality of the assessment materials and resources may be low Duplicative work is wasteful of staff and financial resources – there aren’t enough resources to waste Working collaboratively could increase quality while reducing costs Newer models of assessment can be more readily implemented by working together

4. Our MISSION …is to improve student learning and achievement through a system of coherent curriculum, balanced assessment and effective instruction. We do this by collaboratively:  Promoting assessment knowledge and practice.  Providing professional development.  Providing and sharing assessment tools and products.

5. Our VISION Formative assessment and a balanced assessment system are valued components of Michigan education All Michigan educators understand and implement a system of coherent curriculum, balanced assessment, and effective instruction A network of assessment coaches and partners, function effectively, to support the implementation of sound, balanced assessment practices

6. Our VISION All teachers and administrators graduating from higher education are adequately prepared in formative assessment practices and balanced assessment systems Michigan educational entities actively seek to collaborate with other entities on the development of assessment products and services Information on assessment products and services is readily available, in an organized manner, to Michigan educators.

7. Our BELIEFS We Believe….  Collaboratives and consortia advance the work  Balanced assessment is a valued enterprise  Students are the most important users of classroom assessment data  Teachers and administrators must engage students in the assessment process

8. Our BELIEFS We Believe….  All educators can learn to implement a balanced assessment system  Teachers and principals and central office must be assessment literate  Development and use of a coherent system (CIA) ensures quality for each student  An effective assessment system includes a balance of school, district, and state measures and uses a variety of methods

9. Organizing Partners Initial organizing partners have included: ISDs and RESAs Michigan Dept of Education (OEAA & OEII) MSU (Center for Assessment Research and Development, plus other universities Statewide professional associations (e.g. MASCD, MSTA) Other groups & individuals interested in improved curriculum, instruction, and assessments

10. Current & Future Projects Assessment Development Social Studies Assessments – collaborate with MC3 to develop unit-level assessments beginning with World History Common Assessment Professional Development – samples would be shared.

11. Current & Future Projects Professional Development Formative Assessment Process Coaches – formative assessment in the classroom, showing teachers how they can incorporate assessment process and strategies that will help them improve learning. Using a model of training coach/facilitators with learning teams in a formative culture (MDE and MSU)

12. Current & Future Projects Professional Development (continued) Statewide video conferences February 8, 2010 “Formative Assessment: What It Is and What It Isn’t” with Sara Bryant, Measured Progress February 24, 2010 “Unpacking the Standards: Making Them Work for You” with Karen Bailey, Sungard Public Sector May 10, 2010 “Grading for Learning” with Ken O’Connor, Educational Consultant

13. Current & Future Projects Professional Development (continued) Training to build and use common assessments Statewide training delivered via video conference, in 3 parts: Overview of quality assessments & using common assessments Developing the common assessments Implementing/monitoring/refining Coaches will be trained across the state, with the assessments as developed and implemented being evaluated and refined

14. Current & Future Projects Professional Development (continued) Training to build and use common assessments – Module titles include: Determining the purpose of your common assessment Determining the targets of the assessment Matching the assessment method to the learning target Ways of assessing student outcomes Putting together the test blueprint Writing multiple choice, constructed response, performance and portfolio assessments And many, many more!

15. Current & Future Projects Knowledge and Practice Build awareness of innovative assessment practices Assist policy makers such as state and local boards of education and school administrators to see the value of formative assessment and PD on formative assessment Build awareness of the MAC Assist state, intermediate, and district administrators to see that the MAC is a viable organization to assist with common assessment development and PD needs

16. What are we learning from our projects? “ Formative assessment is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.” -W. James Popham, 2008 Other sources include: Stiggins, Black & Wiliam, Sadler, Sheppard

17. CCSSO Draft Definition of Formative Assessment Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. FAST/SCASS Austin, Texas October 2006

18. Formative Assessment is a PROCESS It’s Not Formative Unless.. Teachers have a plan before they walk into the classroom. The Learning Targets are clear and linked to every part of the Formative Assessment Process. Feedback for Learning is actionable. Teachers analyze student assessment evidence as a way to revise their instruction. Coaches are key. Coaches and their Learning Teams to focus on monthly themes.

19. Current & Future Projects

20. Intentions & Guiding Structure of the MAC Want to be inclusive vs. exclusive Want to capitalize on and share good work currently being done Want to connect with folks who currently provide assessment services and products Want a statewide effort Want the work of the consortium informed by its membership

21. Current Structure We have a board of directors We have three working committees (Knowledge and Practice, Professional Development and Assessment Development) We are developing partnerships to start up projects and professional development We have an E-Newsletter & a Web site

22. Current Structure The MAC Board of Directors has created and adopted a set of BY-Laws under which it is now operating Each Board member has a 1-, 2-, or 3-year term (can be re-nominated) New Board members can also be nominated Membership in the MAC is now possible, and several ISDs are currently members – ALL should be Individual memberships are also available Levels of membership – and cost of membership – is up to the individual or organization – how much of the work of the MAC worth?

23. Current MAC Board of Directors Kathy Dewsbury-White, president, Ingham ISD Ed Roeber, secretary, MSU Kimberly Young, treasurer, Ionia County ISD Judy Backes, board member Macomb ISD Robby Cramer, board member MSTA Bruce Fay, board member, Wayne RESA Mary Alice Galloway, board member, MDE-OEII Karen Mlcek, board member, Wexford-Missaukee ISD

24. Current MAC Board of Directors continued…… Joseph Martineau, board member, MDE-OEAA Pat Mc Neil, board member, MASCD Terri Portice, board member, Kent ISD Dodie Raycraft, board member, St. Joseph County ISD Michelle Ribant, board member, Eastern UP ISD Rochelle Rubin, board member, MSTA Michael Yocum, board member, Oakland ISD

25. How to get involved in the MAC Email Kimberly Young to receive the e-newsletter Contact committee chairs to join one of the three working committees Assessment development – Bruce Fay Professional Development – Kimberly Young Knowledge and Practice – Kathy Dewsbury-White Speak to any MAC Board member about existing or future projects Go the MAC website-print the membership form – submit to become a member.

27. MAC Web site www.MichiganAssessmentConsortium.org

28. For More Information Kathy Dewsbury-White Ingham Intermediate School District (517) 244 – 1254 Email: kdwhite@inghamisd.org Edward Roeber Michigan State University (517) 432-0427 Email: roeber@msu.edu Kimberly Young Office of Educational Assessment & Accountability (517) 373-0988 Email: youngk1@michigan.gov