Presented by: Diane Burtchin, Karlene
Fredericks, Tricia Hastings, Rachel Hinz, and
Christine Price
Rossford Exempted Village School District
Based on a curriculum that directly aligns with
the standards teachers must teach
 A series of formative assessments given over a
year
 A tool for instruction- by reviewing the test
result data teachers can identify strategies and
resources that led to student success
 Assessments that show what students can and
cannot do- teachers can provide detailed
feedback and adjust instruction to meet student
needs
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 To
determine whether a student has learned
what they are supposed to learn
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It is important to begin with the end in mind…So
what is the end?
Then we adjust our instruction to meet these
needs
 Understand
the state standards
 Understand the state assessment (layout,
format, content, scoring, vocabulary, etc.)
 Develop a pacing guide
 Develop the SCA’s
 Administer the SCA’s
 Analyze the data
 Adjust instruction accordingly
 Help
teachers find out exactly where each
student is with regard to the standards
 We get the information ahead of time so
remediation is an option
 SCA’s show a year’s growth by comparing
scores from year to year
 They require an enduring understanding of
the material being taught (just like the OAA)
 Show teaching strengths/areas of weakness
 SCA’s
give planned and purposeful exposure
to the benchmarks, indicators, etc.
 SCA’s build resilience and endurance for
students to sit through the test and work
through tough questions
 SCA’s help teachers develop expertise in
their abilities to ask higher-level questions,
make instructional decisions based on the
data, and collaborate both within and across
grade levels
 SCA’s empower students to become
responsible decision makers for learning
Short Cycle Assessment :
Improving Student
Achievement through
Formative Assessment
Authors: Susan Lang,
Todd Stanley, Betsy Moore
ISBN: 9781596670730
Grade range: K-12
This was our resource for
learning more about the
SCA process
Year One:
 Review standards
 Identify what a student would need to do in
order to demonstrate mastery
 Analyze the standard according to Bloom’s
Taxonomy
 Develop a Pacing Chart for the year
 Begin to look at curriculum alignment
 Develop questions for the assessments and
create the assessments
 Give assessments and make revisions
 Give
assessments
 Meet for Common Grading
 Meet for Data Analysis
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Identify best practices
Share resources
Continue to work to align curriculum to
standards
Identify questions that need revisions
Prepare for student feedback
 Continue
to align curriculum to standards
 Develop intervention programs
 Give assessments
 Meet for Common Grading
 Meet for Data Analysis:
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Identify questions students struggled with in
order to re-teach concepts
Identify questions that need revisions
Identify best practices
Share resources
Prepare for student feedback
Grade Level
1st Standard
for 6th
grade math
Numbered
indicator
This test
question
would be
labeled
6.1.2.
 Copies
of 6th grade standards will be
distributed
 With a partner or small group – number each
mastery item with grade level, standard, and
indicator
 Partial
copies of 6th grade math Short Cycle
Assessment will be distributed
 Identify the standard/indicator for each of
the questions assigned to you
 Number
of standards per quarter
 Degree of difficulty of standards each
quarter
 Textbook standards & their alignment with
the pacing chart
Curriculum
implementations
recorded
to enhance and
improve the
quality of student
success over time
 Intra-district
moves amongst students does
not impact content material covered at
previous/new school
 Quick and concise reference for teacher
review
 Pacing guides designed to follow lesson/skill
sequence in textbook series
 Ensures that no standards fall through the
cracks or are not addressed
 Allows teachers to see the big picture for the
school year
 Subject
content must be covered by specific
deadline – does not take into account reteaching that may be necessary for student
mastery
 Lack of flexibility in schedule/teaching
content
 Multiple
Choice Answers
 Short Answer (2 points)
 Extended Response (4 points)
 Similar Format
 Integrates all levels of Bloom’s Taxonomy
 Teachers
become knowledgeable about
standards and indicators
 Writing questions is a process of continuous
improvement and revision
 Challenges teachers to develop questions
involving higher levels of thinking
 Increased teacher understanding for mastery
of content
 Plagiarism
and Copyright
 Lack of effort/stakeholder buy-in
 Teacher disagreement can lead to
disengagement
 Process supports and facilitates discussion
regarding the quality of question
 Fidelity of questions
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Are we assessing what is intended by the
standard?
Does the question accurately measure student
knowledge/mastery?
 Establish
clear, objective answer rubrics in
order to sustain accuracy in scoring
 Increase collaboration amongst educators
with a collection of sample responses to
refer to as models prior to scoring
Question # 5:
Complete the following
Chart with the two missing
Numbers and identify the
Formula used.
Rubric:
2 points – Student correctly identifies the formula
AND both values for Y
1 point – Student correctly identifies the formula OR
identifies both values for Y
0 Points – Student does not identify the correct
formula and does not identify both values for Y
Formula: (y *2) – 2 = x
X= 30
Y=7
1
standard
 6 groups
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Each group will develop a SCA question utilizing
Bloom’s Taxonomy for the assigned standard
Create 1 multiple choice answer and 1 short
answer or extended response question
These questions must include a rubric
Pay attention to the format of the question since
it should mimic that of an OAA question
 Entire
grade level for a subject meets to
grade short answer and extended reponse
questions
 A few samples of student responses for each
question are shared, discussed, and
agreements of points earned is reached
 Grading proceeds. If questions regarding a
response occur it is shared with the group
 Notes are taken. If common errors are being
made we can look at the question during
data or instruction
 Where
the students are in their learning
 Where students need to go in their learning
 How to group students by readiness level
(not by subject) but by specific skills
 Who suffers from test anxiety
 Who has the ability but does not put forth
the effort
 What type or format of question students
struggle with the most
 Student needs that will inform instructional
decisions
 Creates
grade level/subject collaboration
 Increases involvement in
learning/understanding standards
 Allows for common grading time to establish
continuity of answer rubrics
 Teacher accountability
 Students practice format and prepare for
OAA throughout the year
 Sharing of experiences, ideas, resources
 Alignment within the district on what is
being assessed and therefore taught
 Time
consuming to create questions and
rubrics
 Increased teacher absence from school due
to analyzing data and grading during the
school day
 Teacher expectations for student
achievement vary
 Administering tests, reviewing of tests, and
re-teaching content from tests impedes
progression of instructional standards
 Concern of student test anxiety and
assessment inundation
 Please
feel free to contact us with questions:
 Diane Burtchin
dburtchin@rossfordschools.org
 Karlene Fredericks
karlene@classicimgs.com
 Trisha Hastings
thastings@rossfordschools.org
 Christine Price
cprice@rossfordschools.org