Collaborative Teams Network
Pulling it all together
with PLC’s
Collaborative
Teams
Network
West Virginia Department of Education
Kim Bailey
kbailey4learning@me.com
Our goals for the next 2 days...
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Dig a little deeper into the notion of
aligned & accurate assessments
Examine processes and practices for
looking at the results of CFAs
Discuss how we respond to the data/use
the results
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Job alike discussion with guiding questions
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Reflect on the journey thus far...
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TMI: =
TMB: =
AYTMTB =
PAL =
BL =
GAS =
IHA =
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Kim Bailey Solution Tree
1
Collaborative Teams Network
Garbage-in,
Garbage Out Paradigm
Garbage
Data
Effective
Model
Garbage
Results
Perfect
Data
Garbage
Model
Garbage
Results
Accurate &
Meaningful
Data
Effective
Model
Kim Bailey Solution Tree
Results
that
make a
difference
2
Collaborative Teams Network
“Standards are
meaningless until you
define how you will
assess them.”

Understand and use ratios,
proportions, and percents in
a variety of situations.
Understand and use ratios, proportions, and
percents in a variety of situations.
 Identify
50% of 20
 Identify 67% of 81
 Shawn got 7 correct answers out
of 10 possible answers on his
science test. What percent of
questions did he get correct?
Kim Bailey Solution Tree
3
Collaborative Teams Network
Understand and use ratios, proportions, and
percents in a variety of situations.
J.J. Redick was on pace to set an
NCAA record in career free throw
percentage. Leading into the NCAA
tournament in 2004, he made 97 of
104 free throw attempts. In the first
game, he missed his first 5 throws.
How far did his percentage drop from
before the tournament to right after?
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Example by Paul Bambrick-Santoyo
Driven by Data: A Practical Guide to Improve
Instruction
Instructionally
actionable
data
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What do accurate assessments
look like?
Can yyou come up
p with an example
p
(non academic) in life in which data
may not be accurate?
Kim Bailey Solution Tree
4
Collaborative Teams Network
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Aligned to the targets
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Rigor
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Steps along the way
Depth of knowledge
Context/Format
Evaluating the Quality of an
Assessment (Gareis and Grant, 2008, Stiggins, 2004)
Is It Valid?
Assessment Planning
Item Planning
1. Specific Learning Targets have been identified
2. The level of rigor has been determined for each target
1. The items match the cognitive demand of the learning target.
2. Students know which items match each learning target.
3. The type of assessment to be used Th t
f t t b d will provide good information for that level of thinking
Is It Reliable?
1. There are a sufficient number of items depending on the type of assessment being given.
2. Multiple measures may be used to assure reliability.
1. The reading level of the questions won’t interfere with the assessment.
2. There are no “give aways” on selected response items.
3. There are no ambiguous answers
on selected response items.
4. There is a context, when appropriate for constructed response items
Kim Bailey Solution Tree
5
Collaborative Teams Network
Assessment Planning
Is It Valid?
Is It Reliable?
1. Specific Learning Targets have been identified
2. The level of rigor has been determined for each target
3. The type of assessment to be used will provide good information for that ill
id
di f
i f h
level of thinking
1. There are a sufficient number of items depending on the type of assessment being given.
2. Multiple measures may be used to assure reliability.
Item Planning
Is It Valid?
1. The items match the cognitive demand of the learning target.
2. Students know which items match each learning target.
Is It Reliable?
1. The reading level of the questions won’t interfere with the assessment.
won’t interfere with the assessment
2. There are no “give aways” on selected response items.
3. There are no ambiguous answers on selected response items.
4. There is a context, when appropriate for constructed response items
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In a multiple choice question, the
options define the rigor
In an open-ended
open ended question,
question the rubric
defines the rigor
Good assessments combine various
forms of items
Kim Bailey Solution Tree
6
Collaborative Teams Network
Developing Item Accuracy
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Individually review the guidelines for
item development
Form a triad, and discuss which of the
guidelines was most enlightening or
surprising.
How might you incorporate these
guidelines into your item design with
your team?
Fix this item:
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Beginning at 7 a.m., two cars travel
north. One car averages 42 miles per
hour and the other car averages 38
miles per hour. At what time will they
be 24 miles apart?
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a.6 p.m.
b.9 p.m.
c.1 a.m.
d.1 p.m.
e.6 a.m.
Fix this item:

Beginning at 7 a.m., two cars travel
north. One car averages 42 miles per
hour and the other car averages 38
miles per hour. At what time will they
be 24 miles apart?





c.1 a.m.
e.6 a.m.
b.9 p.m.
d.1 p.m.
a.6 p.m.
Kim Bailey Solution Tree
7
Collaborative Teams Network
Fix this item:
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Democracy in modern Japan resulted
primarily from
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Shinto and Buddhist beliefs about equality and
justice
reforms imposed by the United States after
World War II
a history of imperial justice under the
constitution of the Emperor
the diffusion of ideas and practices from China
and Korea
Fix this item:

Which of the following describes the main
cause of modern Japan’s shift toward
democracy?




Shinto and Buddhist beliefs about equality and
justice
The reforms imposed by the United States after
World War II
A history of imperial justice under the
constitution of the Emperor
The diffusion of ideas and practices from China
and Korea
"What was the Great Awakening?" a question
from one of Campbell's most recent tests
reads. “
(a) Coffee and a bagel
bagel,
(b) The name given to FDR's evening radio
addresses,
(c) 'C'mon, Mom! Let me sleep five more minutes!'
or
(d) A dramatic religious revival in Anglo-American
history."
Kim Bailey Solution Tree
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Collaborative Teams Network
Kim Bailey Solution Tree
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