Disclaimer
Leadership for the Common Core in Mathematics (CCLM^2) Project
University of Wisconsin-Milwaukee, 2013–2014
This material was developed for the Leadership for the Common Core in Mathematics project through the
University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER).
This material may be used by schools to support learning of teachers and staff provided appropriate
attribution and acknowledgement of its source. You may not use this work for commercial purposes.
This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality
Program.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Assessment Development Cycle
Stages 4 and 5
Common Core Leadership in Mathematics (CCLM)
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Assessment Development Cycle
Stand up and move! 
Find a partner and describe the meaning of the first
four steps of the assessment development cycle.
Step 1: Partner A describes step; partner B paraphrases
and adds on.
Step 2: Partner B describes step; partner A paraphrases
and adds on.
Etc.
See pages 103-107 for support.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Keys to Quality Assessment: Sound Design
Key 1: Clear Purpose
Key 2: Clear Targets
Key 3: Sound Design
Key 4: Effective Communication
Key 5: Student Involvement
Sound Design: How to design assessments that
align with our targets and serve our purposes.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Assessment Development Cycle
Planning Stage
1. Determine who will use the assessment results and how they will use
them.
2. Identify the learning targets to be assessed.
3. Select appropriate assessment method or methods.
4. Determine sample size.
Development Stage
5. Develop or select items, exercises, tasks, and scoring procedures.
6. Review and critique the overall assessment for quality before use.
Use Stage
7. Conduct and score assessment.
8. Revise as needed for future use.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Learning Target
Learning Target:
Deepen understanding of the connection between
learning targets and quality assessments.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Homework from Last Session
Assessing the Learning Target:
Working with your November learning targets, either write your
own assessment item or find an assessment item from the
suggested resources that will reveal evidence of student
learning. At least one of your targets should be a reasoning
target. Consider the learning from Chapter 4 as you put
together your assessment item(s).
Online Resources:
http://www.illustrativemathematics.org/
http://www.ncpublicschools.org/acre/standards/common-core-tools/
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Target/Assessment Discussion
In pairs, examine and offer feedback to your partners on their
learning targets and assessment item(s).
Spend some time in your discussion on the:
1. classification of the learning target
2. student-friendly language
3. target as an activity or a learning
4. match of assessment method/learning target
5. assessment item(s)
6. answer one of the assessment items as a proficient
student and discuss evidence of student learning.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Learning Target – Assessment Method
Match
Selected
Response
Written
Response
Performance
Assessment
Personal
Knowledge
Good
Strong
Partial
Strong
Reasoning
Good
Strong
Partial
Strong
Skill
Partial
Poor
Strong
Partial
Product
Poor
Poor
Strong
Poor
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Communication
Teacher’s Role in
Assessment FOR Learning
1.
2.
3.
4.
5.
Identify the standard.
Deconstruct it to enabling targets.
Transform to student friendly version.
Create accurate classroom assessments.
Use with students to track growth.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Sound Design:
Conditions for Formative
Assessment Use
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Conditions for Formative Assessment Use
1. The assessment instrument/event is designed so that it
aligns directly with the content standards to be learned.
2. All of the instrument/event’s items or tasks match what has
been or will be taught.
3. The instrument/event provides information of sufficient
detail to pinpoint specific problems, such as
misunderstandings, so that teachers can make good
decisions about what actions to take and with whom.
4. The results are available in time to take action with the
students who generated them.
5. Teachers and students do indeed take action based on the
results.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Conditions for Formative Assessment Use
Turn to page 105, the conditions for formative use are listed.
Read carefully.
When you think about formative assessment practices in your
classroom, which conditions are you feeling confident in and
which conditions is still new learning for you?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Planning for Formative
Assessment Events:
An Assessment Blueprint
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Assessment Blueprint
Discuss the chart on page 306.
Questions to consider:
1. How is the chart set up?
2. What suggestions do you have for revision to
adapt to your grade level?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Assessment Blueprint
A Formative Assessment Blueprint, should include:
•
•
•
•
Learning targets
Type of Target
Description of lesson
Description of assessment
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Formative Assessment
Practices:
Student Involvement
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Learning Target
Learning Target:
Deepen understanding of the connection between
learning targets and quality assessments.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Student Involvement
Turn to page 115. With your teammates, discuss the ideas below and
what they might look like in classroom practice.
Assessment for Learning Using Assessment Blueprints
• Differentiate subsequent instruction after giving a quiz or test, by
grouping students according to which learning targets they had trouble
with.
• Share the blueprint with students at the outset to make the learning
targets clearer.
• Share the blueprint with the students and ask them to identify where
each day’s instruction fits.
• Share the blueprint with students and have them write practice test
questions periodically for each cell, as a form of focused review.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Homework
Choose one or two of the ideas below to imbed into your classroom
practice for your unit in November. Reflect on how you structured the
assessment ideas and how it impacted student learning. Be prepared
to share this in December. (Approx. 2-3 paragraphs)
Assessment for Learning Using Assessment Blueprints
• Differentiate subsequent instruction after giving a quiz or test, by
grouping students according to which learning targets they had trouble
with.
• Share the blueprint with students at the outset to make the learning
targets clearer.
• Share the blueprint with the students and ask them to identify where
each day’s instruction fits.
• Share the blueprint with students and have them write practice test
questions periodically for each cell, as a form of focused review.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Reflecting on Tonight’s Learning Target
In partners, explain steps 4 and 5 of the assessment
cycle.
In thinking about your November math lessons and
the assessment cycle …..
1) What do you look forward to in regards to
November’s math lessons?
2) What make you anxious?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014