Using Assessment in a PLC to
Increase Student Learning
BIG IDEAS
WINDOW
MIRROR
Kim Bailey
1
CTN Jan. 2011
Step 1: Identify
Power Standards
Adjust Instruction based
on collaborative,
ongoing data-analysis,
including examination of
student work.
Step 4: Participate
in ongoing datadriven decision
making
How do we respond when they
aren't
learning, or if they already
know it?
Design lessons to support
attainment of power
standards. Consider student
engagement, researchbased practices, studentinvolved assessment.
Kim Bailey
“Unwrap”
Standards, Identify
Big Ideas & Essential
Questions
What do we really want
students to
know and be able to do?
A Process for
Alignment of
Curriculum,
Instruction, and
Assessment
Step 3: Design &
Deliver Effective
Instruction
Step 2: Design/Use
Assessments for
Learning
How will we know students are
learning
(before it’s too late)?
Develop
performance
assessments, rubrics,
and common
formative
assessments
What are research-based
practices that will lead to
student learning of power
standards and beyond?
2
CTN Jan. 2011
Implementation of
Effective Assessment Practices
Level 1: Teachers’ Instructional Adjustments
Teachers gather evidence to adjust their teaching strategies
Level 2: Students’ Learning Tactic
Adjustments
Students use results to adjust their learning strategies
Level 3: Classroom Climate Shift
Classroom shifts from comparison dominated to learning
dominated
Level 4: Schoolwide Implementation
Systematic implementation through professional development
James Popham, Transformative Assessment, p. 49
Kim Bailey
3
CTN Jan. 2011
Depth of Knowledge (DOK) Levels
Define
Identify
Draw
Memorize
List
Label
Illustrate
Who,
What,
When,
Where,
Why
Measure
Arrange
Name
State
Tabulate
Repeat
Report
Infer
Use
Tell
Design
Recall
Quote
Categorize
Recognize
Recite
Match
Collect and Display
Connect
Identify Patterns
Level
Graph
One
Organize
Synthesize
(Recall)
Classify
Construct
Separate
Level
Level
Apply Concepts
Describe
Modify
Cause/Effect
Two
Four
Explain
Predict
(Skill/
(Extended
Interpret
Estimate
Critique
Concept)
Thinking)
Interpret
Compare
Level
Distinguish
Analyze
Relate
Calculate
Three
Use Context Cues
(Strategic Thinking)
Create
Prove
Revise
Apprise
Assess
Develop a Logical Argument
Construct
Make Observations
Use Concepts to Solve Non-Routine Problems
Summarize
Show
Compare
Explain Phenomena in Terms of Concepts
Formulate
Investigate
Draw Conclusions
Hypothesize
Differentiate
Cite Evidence
Critique
Level One Activities
Level Two Activities
Level Three Activities
Level Four Activities
Recall elements and details of story
structure, such as sequence of
events, character, plot and setting.
Identify and summarize the major
events in a narrative.
Support ideas with details and
examples.
Use context cues to identify the
meaning of unfamiliar words.
Use voice appropriate to the
purpose and audience.
Conduct a project that requires
specifying a problem, designing and
conducting an experiment, analyzing
its data, and reporting results/
solutions.
Solve routine multiple-step problems.
Identify research questions and
design investigations for a
scientific problem.
Conduct basic mathematical
calculations.
Label locations on a map.
Represent in words or diagrams a
scientific concept or relationship.
Perform routine procedures like
measuring length or using
punctuation marks correctly.
Describe the features of a place or
people.
Kim Bailey
Describe the cause/effect of a
particular event.
Develop a scientific model for a
complex situation.
Identify patterns in events or
behavior.
Determine the author’s purpose
and describe how it affects the
interpretation of a reading
selection.
Formulate a routine problem given
data and conditions.
Organize, represent and interpret
data.
Apply a concept in other contexts.
4
Apply mathematical model to
illuminate a problem or situation.
Analyze and synthesize
information from multiple sources.
Describe and illustrate how common
themes are found across texts from
different cultures.
Design a mathematical model to
inform and solve a practical
or abstract situation.
CTN Jan. 2011
Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. <http://www.wcer.wisc.edu/WAT/index.aspx>.