TULLY CENTRAL
SCHOOLS
May 16 2012
DAY Three
8:00-10:0010:15-12:151:00-3:00-
OVERVIEW- FIVE DAYS





Oval One: Follow -up to prioritization and begin unwrapping
Oval One: Essential and guiding questions
Oval Two: Assessments
Task Analysis- Follow up with unwrapping
Oval Three: Learning Experiences - Unit Design
OUTCOMES
 All will be familiar with process for prioritizing and
unwrapping standards
 All will be familiar with developing essential and guiding
questions to match unwrapped standards
 All will be familiar with process to match cognitive levels of
unwrapped standards and assessment items
 All will develop a lesson/unit based on priority, unwrapped
standard
THE
QUESTION!
1st
What should
students know
and be able
do?
2nd
How will the
students and I
know when
they are
successful?
Task
Analysis
3rd
What learning
experiences will
facilitate student
success?
4th
Based on data,
how do I refine
the learning
experiences?
SBE
PLANNING
PROCESS:
THE OVALS
LAST SESSION:




Welcome- Review of Agenda, Focus, Norms
Plan for continuation product
Connect back with unwrapping
Essential understandings, questions, ideas
TODAY:





Grounding : Review of process, outcomes and norms
Summative and Formative Assessments
Creating clear learning targets
Matching cognitive levels
Connecting lesson objectives and assessment
NEXT SESSION
 The focus of the next session is to create a series of lessons
or unit aligned with priority, unwrapped standards
 You will have approximately one hour to start work – please
bring what you will need: computer, text, etc.…..
 We will also review and refine assessment items drafted today
NORMS
What worked well?
What might need
attention?
WHAT DO YOU REMEMBER…
 Refer to posted charts
 Explain to your group
your work from last
time
 If you worked
individually, find
another individual
 Find someone from
another group and
share your thinking and
work from last session
LOOKING AT ASSESSMENT
PURPOSE OF ASSESSMENT
 Identify if students have
mastered concepts or skills in
standard
 Evaluate the ef fectiveness of
instructional strategies
 Motivate students to be more
engaged in learning
 Help students learn content
through application and other
reasoning skills
 Help students develop positive
attitudes toward a subject
 Communicate expectations to
students
 Give students feedback about
what they know and can do
 Show students what they need
to focus on to improve their
under standing
 Encourage student self evaluation
 Determine repor t card grades
 Communicate to parents what
students presently know and
can do
 Larry Ainsworth, Common
Formative Assessments
LET’S BE CLEAR
Assessment
for
Evaluation
Assessment
for
Instruction
SETTING THE STAGE FOR
COMMON ASSESSMENTS
Formative
vs.
Summative
What does
common
mean?
Putting it
all together
SETTING THE STAGE FOR
COMMON ASSESSMENTS
Formative
vs.
Summative
AT YOUR TABLES….
Brainstorm
Craft a definition
for each
Share
Formative
vs.
Summative
FORMATIVE? SUMMATIVE?
A science teacher has students complete
a graphic organizer identifying the
different parts of a cell. He grades the
assignment and returns it to students. He
speaks privately with a few students (who
did not pass) to tell them that they’ll need
to study more since this information will
be on the unit test at the end of the
chapter.
FORMATIVE? SUMMATIVE?
A Kindergarten teacher asks her
students to write their first
name and draw a self-portrait.
She identifies those students
who can’t spell their name and
targets them for specific
sound/letter instruction.
FORMATIVE? SUMMATIVE?
Each student in Jazz Band
played an on-demand
musical piece as part of
their final exam. The score
was factored in and became
a part of their final average.
An assessment is formative if it…
Occurs during the
learning process
Identifies students
experiencing
difficulties
Results are used to
inform & modify
instruction
(assessment for
learning)
Informs teachers as
to the effectiveness
of instruction for
current students
Provides feedback to
students on their
progress toward
becoming proficient
Typically are NOT
used to assign
grades
Formative
vs.
Summative
Exit/Entrance
Slips
Journals
Questioning
Discussions
Observations
Whiteboards
Examples of
Formative
Assessments
An assessment is summative if it…
Occurs after the
learning process has
ended (assessment
of learning)
Is not used to
improve students’
understanding of
content
Results are used to
inform stakeholders
of individual student
achievement
Informs teachers as
to the effectiveness
of instruction for
future students
Informs students
about their
academic standing
in relation to others
Assigns a grade to
indicate student
progress at a
specified point in
time
Formative
vs.
Summative
End of Unit or
Chapter Tests
State
Assessments
*Benchmark
Assessments
Final Exams
Placement
Tests
Achievement
Tests
Examples of
Summative
Assessments
SETTING THE STAGE FOR
COMMON ASSESSMENTS
What
does
common
mean?
COMMON? NOT COMMON?
The 5th grade team collaboratively
designs an assessment that is focused
on common learning goals. Each
teacher grades his/her own
assessments & they reconvene to
discuss the results. During the analysis,
one teacher reveals she gave an
additional week’s worth of instruction
to students prior to administering it
because she felt they needed more
time to master the material.
What
does
common
mean?
COMMON? NOT COMMON?
Three English 7 teachers each
develop a section (accompanied by
an answer key or rubric) for a short
story unit assessment and combine
them into one. All students will take
the assessment, but some of the
assessment items are generic so the
teachers can modify them to fit the
stories taught.
What
does
common
mean?
COMMON? NOT COMMON?
A team of 10th grade
Geometry teachers agree to
administer the quiz located
at the end of each chapter to
all students. They don’t teach
the same units at the same
time, but all the units are
taught before the end of the
year.
What
does
common
mean?
SOUND FAMILIAR?
Teach, test,
and hope for
the best
I taught it,
they just
didn’t
learn it.
Spray and
pray
The more you teach
without finding out who
understands the
information and who
doesn’t, the greater the
likelihood that only
already-proficient
students will succeed.
Grant Wiggins, 2006
Putting It
All
Together
SETTING THE STAGE FOR
COMMON ASSESSMENTS
Putting
it all
together
WHERE DO INTERIM
ASSESSMENTS FIT?
Balanced
Assessment
System
Formative
In-the-moment
Interim
Provides a link
between the two
Summative
Larger year-end goal
Balanced
Assessment
System
Developed
collaboratively &
mimic high-stake
tests
Given quarterly (not
unit tests) to all
students enrolled in
a course or a grade
Aligned with
standards/state
tests/college and
career readiness
Cumulative
(reassess previously
taught standards)
Collaboratively
scored and analyzed
Result in action
planning
Involve students in
the process
Are the starting
point of instruction
Hallmarks of
Interim
Assessments
Decide What to
Assess
Set Proficiency
Criteria/Gather
Data
Review the
Assessment
Decide How to
Assess
Develop
Assessment Plan
Write the
Assessment
Determine the
Timeline
Designing
Quality
Common
Assessments
A Seven
Step
Process
Examine your
learning targets
Which
targets are
most likely
to cause
certain
students
difficulty?
Which
targets are
prerequisite
skills for
information
to come
later in the
unit?
Which
targets are
absolutely
necessary
for students
to know?
Step
1
DECIDE
WHAT
TO
ASSESS
DONE WITH PRIORIT Y AND UNWRAPPED
STANDARDS WITH BLOOM’S OR DOK
Determine your
assessment strategy
Selected
Response
Constructed
and
extended
written
response
Performance
assessment
Step
2
DECIDE
HOW TO
ASSESS
Assessment Strategy
Considerations
Accurately
measure
the
intended
LT at the
level of
thinking it
was
taught?
Provide
timely
turnaround?
Require
a
rubric?
Step
2
DECIDE
HOW TO
ASSESS
DESIGNING QUALITY
ASSESSMENTS
Learning
Target
Assessment
Method
ASSESSMENT METHODS
Method
Ideal for assessing
Selected
Response
Knowledge-level
learning targets
Examples
Multiple Choice
Fill-in-the-blank
T/F
Matching
Extended written
response
Chunks of knowledge
that interrelate &
student reasoning
Essay
Short Answer
Playing an instrument
Performance
Assessment
Learning best achieved
through observable
actions (skills) or the
development of
products
Changing the oil in a car
Conversing in a foreign
language
Scoring
Number or
percent of points
Rubric
CHOOSING AN APPROPRIATE ASSESSMENT
Type of
Assessment
Selected
Response
Constructed
Response
Performance
Examples
Advantages
Disadvantages
Application or
comments
 Select the type of assessment that best matches the RIGOR or
expected thinking level of the target and that will be the most
ef ficient for your intervention.
Design the
Assessment
Measure
what you’ve
taught
(identified
learning
targets)
Assess
student
learning at
the cognitive
level the
information
was taught
Step
3
DEVELOP THE
ASSESSMENT
PLAN
Consider the
sample size
How many
items do I
need to
accurately
assess a
learning
target?
Step
3
DEVELOP THE
ASSESSMENT
PLAN
Triangulate
Revisit your priority,
unwrapped
standard… use the
level of thinking
(blooms or DOK) to
draft 3-4 items
matching the
standard
GALLERY WALK
Tape your items to
the existing charts
Using the post its
provide feedback on
the assessment
items
NEXT SESSION
 The focus of the next session is to create a series of lessons
or unit aligned with priority, unwrapped standards
 You will have approximately one hour to start work – please
bring what you will need: computer, text, etc.…..
 We will also review and refine assessment items drafted today
DATA RESOURCES