AGENDA
Schedule for Day
8:30-8:45: Address Questions
8:45-10:30: Mathematical Progressions
10:30-10:45: Break
10:45-12:00: The What, Why, and How of Assessment
12:00-12:45: Lunch
12:45-2:00: Creating Formative Assessments
2:00-2:15: Break
2:15-3:15: Analyzing Assessment Data/SAGE Information
3:15-3:30: Wrap up the day
QUESTIONS FROM YESTERDAY
TODAY’S LEARNING OBJECTIVES
Participants will…
• Understand why conceptual mastery of the core at each grade
level is critical to student progress.
• Understand vertical mathematical progressions in the core.
• Understand a variety of types and purposes of assessment.
• Create formative assessments.
• Learn strategies for analyzing assessment data.
• Understand key ideas around SAGE.
WHY PROGRESSIONS
JUST WHERE DO MY STUDENTS FIT VERTICALLY
IN MATH?
BREAK
WHEN I WAS INEFFECTIVELY ASSESSED…
• Think about a time in your life when you were
evaluated or assessed on a task or assignment and
felt like you did NOT receive useful or accurate
information back relating to your mastery of the
project or skill.
• Share your experience with your group.
• Chart- What are key characteristics in the experiences
with INEFFECTIVE evaluation and feedback?
WHEN I WAS EFFECTIVELY ASSESSED…
• In contrast, think about a time in your life when you
were evaluated or assessed on a task or assignment
and felt like you DID receive useful or accurate
information back relating to your mastery of the
project or skill.
• Share your experience with your group.
• Chart- What are key characteristics in the experiences
with EFFECTIVE evaluation and feedback?
ASSESSMENT PRACTICES
Ineffective
Effective
Discussion:
• What characteristics made our experiences with assessments,
evaluations, and feedback effective or ineffective?
• What makes math assessment practices in our classrooms
effective or ineffective?
CREATE A POSTER WITH YOUR GROUP
1. What is the definition of assessment?
2. What do we assess in mathematics?
3. What are the purposes of assessment?
4. How is assessment useful for teachers?
5. How is assessment useful for students?
6. What methods are used for assessment?
7. When do we assess?
GALLERY WALK
• Spend 1 minute with each poster
• Ask questions
• Add your ideas
• Highlight
• Check, star
• Etc.
DISCUSSION:
• What are some key ideas we should think of
when assessing?
• How do we make assessments fit in with the
three shifts in the core standards?
• How do the purposes of assessment change
with the shifts?
ASSESSMENT VOCABULARY SORT
TYPE
DEFINITION
PURPOSE
QUESTIONS ABOUT THESE TYPES OF ASSESSMENT?
Interim Assessment
Rubric
Common Assessment
Self- Assessment
Checking for Understanding
Assessment Data
Exit Ticket
Constructed Response
Quiz
Multiple-Choice
Unit Test
Tracking and Reflecting
SAGE Summative
Non-Traditional Item Types
Performance Assessment
Adaptive Testing
YEARLY ASSESSMENT OVERVIEW
DISCUSSION ON
TYPES AND PURPOSES OF ASSESSMENT:
• How do you use each of these types of
assessment in your classroom, school, and
district?
• What are the benefits and challenges of
assessing in a variety of ways in an ongoing
way?
Let's watch a video clip on using
Exit Tickets in the classroom.
SELF-ASSESSMENT TOOLS
EXIT TICKET
WITH STOP SIGN SELF-ASSESSMENT
EXIT TICKET
WITH PICTURE AND EQUATIONS
EXIT TICKET
KINDERGARTEN EXAMPLE
EXIT TICKET
4 PER PAGE
FORMATIVE ASSESSMENTS IN TEXTBOOKS
Math Expressions- First Grade Lesson on Understanding Tens and Ones
GO Math Standards PracticeSecond Grade Subtraction
FORMATIVE ASSESSMENTS IN TEXTBOOKS
GO Math Standards PracticeThird Grade Multiplication
Math Expressions- Fourth Grade Lesson on Decimals Greater Than One
FORMATIVE ASSESSMENTS IN TEXTBOOKS
GO Math Standards PracticeFifth Grade Evaluating Expressions
Math Expressions- Sixth Grade Lesson on Volume
OTHER IDEAS FOR QUICK FORMATIVE
ASSESSMENTS
•
•
•
•
•
Index Cards
Sticky Notes
Smart Response Clickers
Journal Reflections
What have you used in your classrooms?
Discussion:
What information could you gain about your
students’ understanding by having them complete
exit tickets or quick formative assessments during
or after lessons?
CREATING FORMATIVE ASSESSMENTS:
CHECKING FOR UNDERSTANDING WITHIN A LESSON
EXAMPLE:
Math Standard: 3.OA.1: Interpret products of whole numbers
(e.g., interpret 5 x 7 as the total number of objects in 5
groups of 7 objects each). For example, describe a context
(story situation) in which a total number of objects can be
expressed as 5 x 7.
Lesson Objective: Today we are learning to describe products
in multiplication as the total number of objects in equal
groups.
CREATING FORMATIVE ASSESSMENTS:
CHECKING FOR UNDERSTANDING WITHIN A LESSON
EXAMPLE:
Quick Checks for Understanding during the Lesson
1) There are 4 cookies on 3 plates. Show me a picture
on your white boards of the total number of cookies in
the equal groups.
2) Draw a model of 5 equal groups with 6 objects in each
group. Explain what the product is to your neighbor.
I’m going to call on a few students to share with the
class.
CREATING FORMATIVE ASSESSMENTS:
CHECKING FOR UNDERSTANDING WITHIN A LESSON
EXAMPLE:
Quick Checks for Understanding during the Lesson
3) Hold up 1, 2, or 3 fingers in front of your chest. Show
me 3 if you feel very confident that you understand
how products are found from equal groups of objects
and you could explain this to the class or another
student. Show me 2 if you feel like you understand
how products are found from equal groups of objects,
but you need some more practice. Show me 1 if you
feel confused or still need a lot of practice to
understand products and equal groups.
CREATING FORMATIVE ASSESSMENTS:
CHECKING FOR UNDERSTANDING WITHIN A LESSON
EXAMPLE:
EXIT TICKET
LUNCH
CREATING FORMATIVE ASSESSMENTS:
CHECKING FOR UNDERSTANDING WITHIN A LESSON
• Think of the task you
created yesterday.
• Use this form to create a
plan to check for
understanding during the
lesson.
DISCUSSION ON CREATING FORMATIVE
ASSESSMENTS
• What was challenging as you thought through
checking for understanding during your task or
lesson?
• How could thinking through how you will check for
understanding benefit the quality of the task’s or
lesson’s administration?
• What resources are in your basal to support you with
this?
PERFORMANCE ASSESSMENTS AND RUBRICS
Performance Assessment:
A test in which the test taker actually demonstrates the skills the test is
intended to measure by doing real-world tasks that require those skills,
rather than by answering questions asking how to do them. Typically,
those tasks involve actions other than marking a space on an answer
sheet or clicking a button on a computer screen. A pencil-and-paper test
can be a performance assessment, but only if the skills to be measured
can be exhibited, in a real-world context, with a pencil and paper.
Rubric:
A set of rules for scoring the responses on a constructed-response item
(or performance assessment). Sometimes called a "scoring guide."
Definitions retrieved from: https://www.ets.org/understanding_testing/glossary/
DISCUSSION:
• What information can a performance
assessment give teachers and students
that multiple-choice or constructed
response assessments cannot give?
• What makes a performance assessment
high-quality?
LOOKING AT STUDENT WORK FROM
PERFORMANCE ASSESSMENTS
• Look at the performance assessment student
work samples.
• Analyze the task and student work.
• What information about student
understanding of the learning target can be
gained from students completing the task?
WHERE DO WE FIND
PERFORMANCE ASSESSMENTS?
•
Some basal programs come with performance assessments built into units.
•
USOE Curriculum Guides http://schools.utah.gov/CURR/mathelem/Core.aspx
•
Illustrative Mathematics http://www.illustrativemathematics.org/standards/k8
•
Inside Mathematics
http://www.insidemathematics.org/index.php/mathematical-content-standards
•
NYC Dept. of Ed
http://schools.nyc.gov/Academics/CommonCoreLibrary/TasksUnitsStudentWor
k/default.htm
•
See the sheet “Resources for Mathematical Tasks”
•
Are there any other sources you use?
BREAK
ANALYZING DATA TO GUIDE INSTRUCTION
So… we’ve looked at a variety
of ways to give assessments,
how do we look at the data
and use it in meaningful
ways?
DISCUSSION:
• What do you do with results when
your students take assessments?
• In what formats do you compile or
receive data?
QUIZ DATA TEMPLATE
UNIT TEST DATA TEMPLATE
PERFORMANCE ASSESSMENT DATA TEMPLATE
2ND GRADE SAMPLE QUIZ DATA
• In this sample data, what
do we know about the
class overall?
• Which concepts did the
class do well on?
• Which concepts did the
class struggle with?
• Which individual
students should the
teacher be concerned
about?
• What should the teacher
do to intervene?
3RD GRADE SAMPLE QUIZ DATA
• In this sample data, what
do we know about the
class overall?
• Which concepts did the
class do well on?
• Which concepts did the
class struggle with?
• Which individual
students should the
teacher be concerned
about?
• What should the teacher
do to intervene?
6TH GRADE SAMPLE QUIZ DATA
• In this sample data, what
do we know about the
class overall?
• Which concepts did the
class do well on?
• Which concepts did the
class struggle with?
• Which individual
students should the
teacher be concerned
about?
• What should the teacher
do to intervene?
SAMPLE KINDERGARTEN
PERFORMANCE ASSESSMENT DATA
• In this sample data, what
do we know about the
class overall?
• Which concepts did the
class do well on?
• Which concepts did the
class struggle with?
• Which individual
students should the
teacher be concerned
about?
• What should the teacher
do to intervene?
SAMPLE FOURTH GRADE
PERFORMANCE ASSESSMENT DATA
• In this sample data, what
do we know about the
class overall?
• Which concepts did the
class do well on?
• Which concepts did the
class struggle with?
• Which individual
students should the
teacher be concerned
about?
• What should the teacher
do to intervene?
SAMPLE FIFTH GRADE
PERFORMANCE ASSESSMENT DATA
• In this sample data, what
do we know about the
class overall?
• Which concepts did the
class do well on?
• Which concepts did the
class struggle with?
• Which individual
students should the
teacher be concerned
about?
• What should the teacher
do to intervene?
STATE-WIDE ASSESSMENT: UCAS
Utah’s Comprehensive Accountability System provides a
straightforward determination of school performance
and supports the goals of public education in Utah by
valuing performance on state tests, prioritizing
individual student growth toward meaningful
achievement targets, promoting equity for lowperforming students, and incentivizing attainment of
graduation and college/career readiness.
STATE-WIDE ASSESSMENT: SAGE
Student Assessment for Growth and Excellence
is Utah’s new computer adaptive assessment
system, aligned to the state’s English
language arts, mathematics, and science
standards. This comprehensive testing system
includes summative, interim, and formative
components.
STATE-WIDE ASSESSMENT: SAGE
SUMMATIVE ASSESSMENT
• Administered at the end of the school year
• Begins Spring 2014
• Online adaptive assessment will replace the CRTs
• SAGE will include writing, graphing, virtual labs, and
other meaningful measures of student achievement.
STATE-WIDE ASSESSMENT: SAGE
INTERIM ASSESSMENT
•
Optional interim assessments (District’s decide)
•
Will help parents, teachers, and students know whether students are on
the right trajectory for end-of year success.
FORMATIVE ASSESSMENT
•
Formative assessment guides teachers’ day-to-day instruction.
•
Each student’s Formative SAGE results will link to instructional
resources to help teachers target and individualize instruction.
•
Teachers can access existing assessment items or create their own to
develop formative assessments that align with their instruction.
•
Formative assessment system will present items in a manner that
matches the interim and summative assessment systems.
TESTING LANGUAGE
• Item: question and answer options
• Stem: problem or question being asked
• Stimulus: passages, graphics, table,
charts
• Response options: the way the student
answers the item
ITEM TYPES
• Multiple Choice (Single Select and Multiple Select)
• Constructed Response
• Drag and Drop
• Hot Spot
• Equation Editor
• Graphic Response
• Matching
HELPFUL LINKS
Item Demo Site
http://demo.tds.airast.org/AIRAssessment/
SAGE Portal
http://sageportal.org/teachers/
(Includes training resources and access to SAGE
Formative. Teachers should have received login
information from their districts).
DISCUSSION
• How is the SAGE Summative assessment different
from traditional standardized testing?
• How can teachers use the SAGE Formative system to
guide their instruction and prepare students for the
summative assessment?
• How can teachers prepare students for the cognitive
complexity with the various Depths of Knowledge?
• How can teachers prepare students for the various
item types?
REFLECTION QUESTIONS
Day 4
Write on the following reflection prompts:
• This week something that shifted in my
thinking regarding math instruction is…
• These are things I want to try or ways I want to
improve my practice…
THANK YOU!