Assessment for Learning
In the Era of the
Common Core
Standards
Network Meeting, January 11, 2012
Silicon Valley Mathematics Initiative
www.svmimac.org
Welcome!
Please….
• Sign in
–Find a table
•Greet your tablemates
AGENDA
• Overview and Norms
• Preparing for CCSS Assessments
– Standards for Mathematical Practice
– Four Claims
• Reflective Write
Lenses to Consider Today
Learner Lens
Teacher/Coach Lens
Norms
Norms for Professional Learning Communities
Working Together to Benefit Our
Students-Sharing of Norms
Professionals in the Cristo Rey Network…….
•
arrive on time.
•
attend the entire session.
•
listen with an open mind and an intent to understand.
•
demonstrate a positive, professional attitude.
•
participate actively. (Attend to the speaker, task.)
•
limit side conversations during presentations.
•
demonstrate respect and courtesy.
Remembering our Charge: To prepare
for the CCSS Assessments in 2014-2015
Goals of Assessment
“We must ensure that tests measure what is
of value, not just what is easy to test. If we
want students to investigate, explore, and
discover, assessment must not measure just
mimicry mathematics.”
Everybody Counts
Mathematical
Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
SMARTER – Balance
Content Specifications - CCSSM
A Match!
A Group Task
A Group!
• Join with your group members.
• Read your Claim and consider
what that Claim looks like and
sounds like in the classroom for
teachers and for students.
• Consider what mathematics
would highlight your Claim.
• The presentations will be done
in sequential order by Claim
Number.
A Group!
A Match!
A Group Task
A Group!
• Place your poster in sequential
order on the wall.
• Be prepared to present your
poster and your thinking to the
whole group.
• The presentations will be done
in sequential order by Claim
Number.
A Group!
Break
Supporting Role of Teacher Leader/Coach
Engaging More Deeply with the
CCSS Assessments
Goal #1: Create High-Quality
Assessments
Flexible
Early Assessment
•Early indicator of student
knowledge and skills to
inform instruction, supports,
and PD
Summative
assessment for
accountability
16
Mid-Year Assessment
•Performance-based
•Emphasis on hard to
measure standards
•Potentially summative
Formative assessment
Performance-Based
Assessment (PBA)
•Extended tasks
•Applications of concepts and
skills
ELA/Literacy
•Speaking
•Listening
End-of-Year
Assessment
•Innovative, computerbased items
Goal #1: Create High Quality
Assessments
• Summative Assessment Components:
– Performance-Based Assessment (PBA) administered as close to the end of the
school year as possible. The ELA/literacy PBA will focus on writing effectively
when analyzing text. The mathematics PBA will focus on applying skills,
concepts, and understandings to solve multi-step problems requiring abstract
reasoning, precision, perseverance, and strategic use of tools
– End-of-Year Assessment (EOY) administered after approx. 90% of the school
year. The ELA/literacy EOY will focus on reading comprehension. The math
EOY will be comprised of innovative, machine-scorable items
• Formative Assessment Components:
– Early Assessment designed to be an indicator of student knowledge and skills
so that instruction, supports and professional development can be tailored to
meet student needs
– Mid-Year Assessment comprised of performance-based items and tasks, with
an emphasis on hard-to-measure standards. After study, individual states may
consider including as a summative component
17
Types of Tasks in Mathematics
Novice – short items
focused on skills and routines
Apprentice – medium
performance tasks with
scaffolding
Expert – long tasks with
high cognitive load and/or
complexity.
Claim-Evidence-Warrant
A Model for Analyzing Arguments
(adapted from the work of Stephen Toulmin)
PARCC States
The Making of the Smarter Balanced
Assessments
The design elements are:
• Consider the CCSS and big
ideas in mathematics
• Write a Claim statement
about what students can
do.
• Write Evidence stating
exactly what student should
do (from content standards)
• Select performance tasks
that measure the evidence.
Work in Grade Level Groups
Write an Assessment Claim
• Consider a big idea at your grade level or course.
• Write a Claim statement about what students
should be able to know and do.
• For example a fourth grade claim may be:
“Develop understanding of fraction equivalence,
addition and subtraction of fractions, and
multiplication of fractions by a whole number.”
Write Evidence Statements from the
claim (CCSS language may be used)
• For example:
Student work is characterized by:
– demonstrating understanding of fraction equivalence
and operations with fractions.
– using knowledge of unit fractions to compose from
unit fraction, decompose fractions into unit fractions.
– using the meaning of fractions and the meaning of
multiplication to multiply a fraction by a whole
number.
– solving problems involving fractions applying
knowledge of unit fractions, equivalence and the
operations of addition and subtraction
Claim: Develop understanding of fraction
equivalence, addition and subtraction of fractions,
and multiplication of fractions by a whole number.
Evidence:
Student work is characterized by:
– demonstrating understanding of fraction equivalence and
operations with fractions.
– using knowledge of unit fractions to compose from unit
fraction, decompose fractions into unit fractions.
– using the meaning of fractions and the meaning of
multiplication to multiply a fraction by a whole number.
– solving problems involving fractions applying knowledge of
unit fractions, equivalence and the operations of addition
and subtraction
Next Steps
Report Out
and
Revisit Feedback
What is your biggest challenge?
What is going well in your work as a
teacher leader?
What do you hope is addressed at
this meeting?
Lunch