“The last thing I remember, I was sitting in a
professional development meeting.
Apparently, I died from boredom.”
Special Ed
Read
Math
02-03 5th
NA
NA
6th
33.3
16.7
03-04 5th
NA
NA
6th
35.7
35.7
40
NA
6th
33.3
16.7
05-06 5th
23.1
0
6th
27.3
0
06-07 5th
41.2
58.8
6th
61.5
61.5
07-08 5th
69
67
6th
67
80
04-05 5th
Goals and Objectives
1. To define and describe the differences between
Common Assessments and Short Cycle Assessments.
2. To introduce and explain the importance of a wellthought-out pacing guide.
3. To understand how quality assessments can drive
instruction, re-teaching and intervention.
4. To understand how to write higher level questions
for quality assessments.
5. To introduce a format for short cycle assessments
that has been successful in improving students’
achievement.
6. To further investigate the difference between
Assessment for Learning and Assessment of
Learning.
7. To expose the participants to the Ohio Center for
Essential Reform’s Data Base and Question
Generator.
8. To complete short cycle assessments ready for use
for the 2008-09 school year.
To define and describe the differences between
Common Assessments and Short Cycle
Assessments.
Short/Common Cycled Assessments
What Are They?


Assessments given periodically throughout
the school year to see “where students are”
with regard to the Academic Content
Standards
Assessments that model the content, format,
vocabulary and administration of the Ohio
Achievement Tests and the Ohio
Graduation Test



Focused Collaboration effort that will
provide systemic improvement
Increase Confidence in students learning
of standards.
Build Capacity on using data that is
meaningful during the year.
Most teachers use exams, quizzes, and
assessments to assign grades. The formative
assessment should be the essential learnings
blueprint and viewed before instruction begins.
The results from the formative assessment
should provide the teacher with information on
what and how to teach and re-teach.
Examine
Formal
Assessment
for Essential
Learnings
Teach
Essential
Learnings
Differentiate,
Re-teach or
Intervention
Administer
Assessment
Professional
Dialogue
Data
Analysis
The Number of Assessments
Reported in Marzano (2005), The Art and Science of Teaching
Short Cycle Assessments
Look like OAT
Same Font
To introduce and explain the importance of a
well-thought-out pacing guide.
Curriculum Pacing Chart
Grade 6 English Language Arts
SCA #1
SCA #2
SCA #3
SCA #4
End of
Year
2-1
2-3
2-6
2-8
3-1
3-4
3-5
3-6 lit
3-7
2-2
3-2
3-4
3-8
3-6
4-1
4-2
4-4
4-6
4-8
5-1
5-7
2-4
2-8
3-5
3-6
3-9
3-10
4-3
4-7
3-4
2-4
2-5
2-7
2-8
3-3
3-4
3-6
4-4
4-8
5-2
5-5
4-4
4-5
4-8
5-2
5-3
5-4
To understand how to write higher level
questions for quality assessments.
Lower Level Questions
Lower level, or recall questions, involve
those questions which require the
students to identify basic, literal
concepts.
According to Bloom’s Taxonomy
Level 1 is Remembering
Level 2 is Understanding
Level 3 is Applying
What is the setting of the book, To Kill a
Mockingbird?
A.
B.
C.
D.
a big city in the west
a small town in the south
a ranch in the southwest
a fishing village in the northwest
Higher Level Questions
Higher level, or thinking questions,
involve those questions which require
the students to interpret, evaluate,
critique and analyze information.
According to Bloom’s Taxonomy
Level 4: Analyzing
Level 5: Evaluating
Level 6: Creating
If the setting of the book, To Kill a
Mockingbird had been in the north
instead of in the south, how might that
have changed the plot of the story?
Explain your answer.
Format of Questions
Found on the
Ohio Achievement Tests and
the
Ohio Graduation Test
Multiple Choice Questions





select the correct response from a list of four
are scored as one item and given one point
can be lower level, or higher level
approximately 2/3 of the questions on the OGT
and Achievement Tests are multiple choice
(about 14 per 20 questions)
there are not enough points on the multiple
choice for a student to pass, even if they score
100%
According to the story, what will probably
happen the next time Heather sees a dog?
A.
B.
C.
D.
She will pet it.
She will walk past it.
She will take it home.
She will run away from it.

require students to generate a written response

require a brief response, usually a few sentences or a
numeric solution to a straight forward problem

may be lower level or higher level

may take up to five minutes to complete and student
responses receive a score of 0, 1, or 2 points

approximately ¼ of the questions on the OGT and the
Achievement Tests are short answer (about 5 per 20
questions)
Referring to the chart above, the largest
percentage of students are “Lazy/don’t
study/didn’t prepare”. Would you agree with
this chart? Explain your answer.

require students to generate a written response

demonstrate understanding in greater depth, provide
a more in-depth response, or solve a more complex
multiple step problem or task

may be lower level or higher level

may require 5 to 15 minutes to complete, and
responses receive a score of 0, 1, 2, 3, or 4 points

approximately 1/9 of the questions on the OGT and the
Achievement Tests are extended response (about 1
per 20 questions)
After reading the selection “A Glimpse into the Past,”
what conclusions can you draw about the author’s
attitude about preserving your personal history? How
does the author feel about preserving your memories in
a time capsule? If the author’s main purpose is to
persuade the reader to create a time capsule, rate
his/her effectiveness on a scale of 1 – 10, with 10 as the
highest. Explain why you gave it this rating.
To introduce a format for short cycle
assessments that has been successful in
improving students’ achievement.
o 2/3 multiple choice
o 4-5 short answer
o 1 extended response
o Reading- always selections
from poetry, non-fiction and
fiction
o 50% higher level





1. One Multiple Choice Low level
2. One Multiple Choice High level
3. One Short Answer Low Level
4. One Short Answer High Level
5. One Extended Response High Level
To understand how quality assessments can
drive instruction, re-teaching and
intervention.
Short Cycle/Formative/Summative Assessments
Achievement Scores
Student Growth
Qualitative Data/Surveys
Examine
Formal
Assessment
for Essential
Learnings
Teach
Essential
Learnings
Differentiate,
Re-teach or
Intervention
Administer
Assessment
Professional
Dialogue
Data
Analysis
To further investigate the difference between
Assessment for Learning and Assessment of
Learning.
For Students on Winning
Streaks (Gets A’s and B’s on
Assessments)
For Students on Losing
Streaks (Gets D’s and F’s)
Assessment results provide
Continual evidence of success
Continual evidence of failure
The student feels
Hopeful and optimistic
Hopeless
Empowered to take productive
action
Initially panicked, giving way to
resignation
The student thinks
It's all good. I'm doing fine.
This hurts. I'm not safe here.
See the trend? I succeed as
usual.
I just can't do this . . . again.
I want more success.
I'm confused. I don't like this—
help!
School focuses on what I do
well.
Why is it always about what I
can't do?
I know what to do next.
Nothing I try seems to work.
Feedback helps me.
Feedback is criticism. It hurts.
Public success feels good.
Public failure is embarrassing.
The student becomes more likely to
Seek challenges.
Seek what's easy.
Seek exciting new ideas.
Avoid new concepts and
approaches.
Practice with gusto.
Become confused about what to
practice.
Take initiative.
Avoid initiative.
Persist in the face of setbacks.
Give up when things become
challenging.
Take risks and stretch—go for it!
Retreat and escape—trying is too
dangerous!
These actions lead to
Self-enhancement
Self-defeat, self-destruction
Positive self-fulfilling prophecy
Negative self-fulfilling prophecy
Acceptance of responsibility
Denial of responsibility
Manageable stress
High stress
Feeling that success is its own
reward
No feelings of success; no reward
Curiosity, enthusiasm
Boredom, frustration, fear
Continuous adaptation
Inability to adapt
Resilience
Yielding quickly to defeat
Strong foundations for future
success
Failure to master prerequisites for
future success
To expose the participants to the Ohio Center
for Essential Reform’s Data Base and
Question Generator.



OASIS is a web based data collection and
analysis system.
OASIS creates individual and systemic
accountability.
OASIS provides information and data to
drive decision-making.
Highly effective teachers have learned how to
efficiently monitor the progress of individual
students. This ongoing formative assessment is
crucial in facilitating the appropriate learning rates
for all students.
This skill is one of the most crucial aspects of
highly effective classroom teaching.
Knowing when to re-teach certain students;
knowing how to monitor retention of previous
skills and concepts which have been taught are
major contributors to highly effective learning
rates for students.
ArmadilloLeadership.com
ArmadilloLeadership.com
ArmadilloLeadership.com
ArmadilloLeadership.com
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ArmadilloLeadership.com
ArmadilloLeadership.com
The New York Times science pages
recently told the story of 23 heart
surgeons in Maine, New Hampshire and
Vermont, who agreed to observe each
other regularly in the operating room
and share their know-how, insights and
approaches.
ArmadilloLeadership.com
In the past two years after their ninemonth project, the death rate among
their patients fell by an astonishing 25
percent. Merely by emphasizing
teamwork and communications instead
of functioning as solitary craftsmen, the
study showed, all the doctors brought
about major changes in their individual
and institutional practices.
ArmadilloLeadership.com
For teachers who, like heart surgeons,
have traditionally worked as isolated
professionals, the experiment holds a
valuable lesson. If the goal of teachers
is to lower the “death rate” of young
minds and to see students thrive, many
educators now empathetically believe
they can do better working together
than by working alone.
ArmadilloLeadership.com
ArmadilloLeadership.com
To complete short cycle assessments ready for
use for the 2008-09 school year.
Goals and Objectives
To define and describe the differences between Common Assessments and Short
Cycle Assessments.
To introduce and explain the importance of a well-thought-out pacing guide.
To understand how quality assessments can drive instruction, re-teaching and
intervention.
To understand how to write higher level questions for quality assessments.
To introduce a format for short cycle assessments that has been successful in
improving students’ achievement.
To further investigate the difference between Assessment for Learning and
Assessment of Learning.
To expose the participants to the Ohio Center for Essential Reform’s Data Base and
Question Generator.
To complete short cycle assessments ready for use for the 2008-09 school year.