Using Rigorous & Relevant
Standard Based Assessments
to Evaluate Student Learning
Kharma Banks
Torrieann Dooley
David Cox Road Elementary
Drew Polly
UNC Charlotte
We’ll share our school’s efforts
of choosing essential
NCSCOS standards and
creating rigorous assessments
to evaluate mastery.
Teachers will examine work and
create an assessment.
Goal
• Share our school’s efforts
–Choose which NCSCOS
standards are essential (primary)
–Creating rigorous assessments
–Examining student work
Rigor in Mathematics
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Challenge students
Inquiry-based learning
Encourages higher-order thinking
Promotes problem solving skills
Involves open ended activities
Allows for a variety of strategies (openmiddle or open-ended tasks)
• Provides multiple entry points for
differentiation
Rigorous Assessments
• Guides teacher’s instructional decisions
NCSCOS
Higher-level thinking
(Bloom’s Revised)
Desired
performance
Assessed
performance
Instruction
Essential Standards
• “Umbrella” Standards
• The standards that
cover other standards
• Main standards that
encompass other
objectives
• Our school chooses
7-8 objectives
• First we chose
standards and then
sequenced them
Choosing Essential Standards
• By the end of the school year, if you’ve
chosen essential standards then, more
than likely, you’ve met grade level goals
as set by the standard course of study
• Students master content objectives
Choosing Essential Standards
• Prioritize on the NCSCOS that address
major mathematics concepts
• Student work has been focused on major
mathematical ideas
Steps to creating rigorous
assessments
1. Identify which standard you will be teaching
2. Team members bring assessment ideas to
begin the dialogue
3. As a team define the expectation for mastery
of the standard
4. Create assessment
5. Create rubric/common scoring system
6. Use common assessment
7. Evaluate student learning
8. Evaluate effectiveness of common assessment
1. Identify which standard you will
be teaching
• At our school we prepared assessments at
least two weeks in advance
• Reference the sequenced order of the
essential standards
2. Team members bring assessment
ideas to begin the dialogue
• Each person is responsible for at least one
idea
• We share ideas to help guide us to
defining mastery for the standard
3. As a team define the expectation
for mastery of the standard
• Each person’s interpretation of the
standard is used to help create a common
definition of the standard
– In our school we have grade level norms established by team
members in order to promote a collaborative working
environment
4. Create assessment
• Needs to challenge students:
– it should be greater than their current level of
knowledge
– It should be indicative of the expectation post
teaching
• Should be rigorous
• Should not be time consuming to grade
VIDEO
Directions:
1.) In the empty box write a rule for each circle.
2.) Write a title for the graph:
fish
lamb
bat
lion
eagle
dragonfly
monkey
Write why the fish is outside the graph.
Think of an animal. Write its name and draw its picture in the correct place on the graph. Write why you put it
there.
5. Create rubric/common scoring system
• Create an answer key for acceptable
responses
• Assign points or criteria for scoring the
assessment
Assessment Scoring
For teacher use only
/7 classified shapes (2,4,5,6)
/3 classified angles (1)
/3 congruent & similar shapes (3,7)
6. Use common assessment
• Pretest students & discuss results in team
planning
– Look for common mistakes/errors among students
– Bring questions about particular student assessment to the
planning session
• Plan instruction based on students’ results
– What does the child know?
– What does the child need to know?
– Where will you go next with this child?
• Teach unit & share techniques
7. Evaluate Student Learning
• Give post test and discuss results in team
planning
– What does the child know?
– What does the child need to know?
– Where will you go next with this child?
• Make a plan for students who did not
master the objective
Looking at Student Work
• Examine the strategies students use in
addition to solutions
– Student process are at times more important
than solutions in order to figure out how to
further students’ learning
8. Evaluate effectiveness of
common assessment
• Reflect on assessment and students’
results
– Was it too hard? Too easy?
– If many students are not mastering, does the
assessment or expectation for mastery need
to change?
• Document suggested changes to improve
assessment
Activity
Directions:
1. Look at an assessment
2. Edit the assessment to make sure it is
relevant, rigorous, and matches the
standard
Standards
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2.N.1.1 Illustrate whole numbers to 1,000 in groups of
ones, tens, hundreds, and thousands by composing and
decomposing flexible groups
2.N.1.4 Understand counting by 10s, and 100s on and
off the decade
2.N.1.5 Compare whole numbers less than 1,000 with
symbols and words
2.N.2.1 Remember addition and related subtraction
facts (sums to 20) to develop fluency
2.N.2.2 Use properties of addition to solve multi-step,
two-digit story problems
2.N.2.4 Apply strategies to compose and decompose
when adding and subtracting whole numbers less than
300
2.A.3.1 Understand that patterns grow or repeat
Solve the problems.
1. _______ + ________ = 15
2. ______ + _________ = 18
3. Which number string equals 12
A. 6 + 6 + 6
B. 6 + 4 + 2
C. 6 + 2 + 3
____ + ___ + _____ = 12
4. 8 + 3 = _________
5. 9 - 6= ________
6. 18 - 12 = ________
7. 5 + 9 = ________
8. Show two different ways to get the answer.
5 + 4 + 6 = _____
9. Circle all that equal 19
9+ 10 =
12+ 4=
10. Write these numbers
A. 16 __________________________________
B. 8 ___________________________________
C. 11 _________________________________
11. Fill in the blanks
A.
11 - _________ = 8
B.
12 + ________ = 18
14. Finish the patterns:
A. 2, 4, 6, 8, 10, 12, _______, __________, __________
B. 5, 10, 15, 20, 25, _______. __________, __________
C. 10, 20, 30, 40, _________, __________, __________
D. 80, 70, 60, 50, _________, __________, ___________
nineteen
Contact Information
• Kharma Banks
– kharma.banks@cms.k12.nc.us
• Torrieann Dooley
– torrieann.dooley@cms.k12.nc.us
• Drew Polly
– Drew.Polly@uncc.edu
– http://elemath.pbworks.com