page
3
Keys to Quality Classroom Assessment
Accurate Assessment
Clear Targets
Clear Purposes
Assess What?
What are the learning targets?
Are they clear?
Are they good?
Why Assess?
What’s the purpose?
Who will use results?
Good Design
Assess How?
What method?
Sampled how?
Avoid bias how?
Sound Communication
Effectively Used
Communicate How?
How manage information?
How report?
Student Involvement
Students are users, too.
Students need to understand learning targets, too.
Students can participate in the assessment process, too.
Students can track progress and communicate, too.
a. The number of cavities the
sixth graders have?
b. The number of people in the
sixth graders’ families?
c. The ages of the sixth
graders’ mothers?
d. The heights of the sixth
graders in inches?
page
34
Think Pad is a
resource designed to:
• provide evidence of
understanding and
participation during
student-to student
dialogue
• facilitate student
reflection on their
thinking
Premise of the Workshop
As the United States continues to compete
in a global economy that demands
innovation, the U.S. education system
must equip students with the four Cs:
1.
2.
3.
4.
critical thinking and problem solving,
communication,
collaboration, and
creativity and innovation.
It’s All About:
THE SECOND QUESTION
page
36
Resources to Share:
flexiblecreativity.com
Components of a Focused Mathematics Program
Diagnostic
Varied
Assessment
Driven by Essential
Knowledge and
Essential Skills
Ongoing
Engaging
Teaching for
Mastery Reteach
& Reassess as
necessary
(CLT-driven*)
Ongoing to include
feedback on success of
implementation
Modeling
Spiraling
Learning
Differentiated based
on the needs of the
student
Student Focused
Mathematics
Program
Staff
Development
Data Driven
page 4
Identifies the
nonnegotiable
vocabulary
necessary to decode
the content
Pacing reflects Data
Analysis & SOL
Blueprints
Rigor
With Nurturing
(STEAM)
Curriculum
Targeting the
Essential
Knowledge and
Essential Skills
Provides College &
Career Ready
Skills
math learning strategies
Work collaboratively
(e.g., construct viable
arguments, critique,
agree) to identify key
words that capture the
essential elements of
strategies to assist
all students
understand math
with fidelity.
Enjoy working with
your new best friend.
Framework for
Instructional Planning
McREL, 2012
page 42
1. Create an Environment for Learning
– Helping students know what is expected of them, providing
students with opportunities for regular feedback on progress,
assuring students they are capable of learning content and skills
2. Helping Students Develop Understanding
– Integrating prior knowledge with new knowledge
– Procedural knowledge: constructing a model of the steps required
of the process and practicing its variations; using the process or
skill fluently or without any conscious thought
3. Helping Students Extend and Apply Knowledge
– Moving beyond ‘right answer’ learning to an expanded
understanding and use of concepts and skills in
real-world contexts.
SAMPLE
Pre-assessment
that includes
differentiation
PRE-ASSESSMENT TOOLS
pages
11 - 13
The
WHAT
Essential
Vocabulary
Essential
Skills
LEARNING
TARGET
Essential
Knowledge
VA Math Geometry Strand EKS:
Grades K through Alg2 Edition
1.
Determine and explain why plane figures are congruent or
noncongruent, using tracing procedures.
2.
Determine the congruence of segments, angles, and polygons given 6.12
their attributes.
3.
Evaluate algebraic expressions for a given replacement set to
include rational numbers.
1.
Describe the characteristics of triangles, squares, and rectangles,
including number of sides and number of angles.
1.
Compare and contrast attributes of the following quadrilaterals:
parallelogram, rectangle, square, rhombus, and trapezoid.
7.7
2.
Compare the slopes to determine whether two lines are parallel,
perpendicular, or neither.
G.3
3.
Identify the domain, range, zeros, and intercepts of a function
presented algebraically or graphically.
3.16
AI.1
K.11
AII.7
Effective Instruction:
focus on essential knowledge, skills, processes, & vocabulary
Three types of curricula exist in any classroom:
The Intended Curriculum: content/skill specified by the
state, division, or school at a particular grade level.
The Implemented Curriculum: content/skill actually
delivered by the teacher.
The Attained Curriculum: content/skill actually learned
by the students.
Intended
Curriculum
Implemented
Curriculum
Attained
Curriculum
Change
”…is the law of life. And those who look only to the past or
present are certain to miss the future." - John F. Kennedy
page
18
page
38
page
26
Essential
Vocabulary
Essential
Skills
LEARNING
TARGET
Essential
Knowledge
Essential Vocabulary/Understandings
Essential Knowledge/Skills
High-Yield Instructional Strategies
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives & providing feedback
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
Identifying
Similarities and Differences
28
What processes can students engage in to
identify similarities and differences?
Comparing
The process of identifying and articulating
similarities and differences among items.
Classifying
The process of grouping things into definable
categories on the basis of their attributes.
Creating
Metaphors
The process of identifying and articulating
the underlying theme or general pattern in
information.
Creating
Analogies
The process of identifying relationships
between pairs of concepts (e.g.,
relationships between relationships).
page
35
WHY ACADEMIC VOCABULARY?
 Briefly share what you know about
photosynthesis.
 Tell a chain story about the process of
photosynthesis…
 …without using words that begin with:
P,
L,
T
Research on Imagery as Elaboration
Students who used imagery to learn
vocabulary, on average, performed
# of
studies
6
37 percentile pts. higher
than…
…students who kept
repeating definitions.
4
21 percentile pts. higher
than…
…students who were
using the terms in a
sentence.
Organizing Theme:
EDUCATIONAL
STAKEHOLDER
EDITION
Things someone
would say…
Cafeteria Worker
200 POINTS
Parent
Student
100 POINTS
100 POINTS
Principal
Superintendent
Teacher
50 POINTS
50 POINTS
50 POINTS
Geometry
TRAPEZOID
200 POINTS
CONGRUENT
100 POINTS
PLANE FIGURE
50 POINTS
CYLINDER
100 POINTS
VOLUME
50 POINTS
VERTEX
50 POINTS
http://etc.usf.edu/clipart/
Find a new friend in the room.
Try to seek a partner from a different grade-level/courses.
Find 2 comfortable seats and relax.
*Please bring your handout and a pen(cil)!
Premise of the Workshop
As the United States continues to compete
in a global economy that demands
innovation, the U.S. education system
must equip students with the four Cs:
1.
2.
3.
4.
critical thinking and problem solving,
communication,
collaboration, and
creativity and innovation.
pages
14 – 15
Targeting the
K – 12
Essential
Mathematics
Process
Standards
pages
35 - 36
This is what the process
standards ‘sound-like’…
High-Yield Instructional Strategies
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives & providing feedback
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
Name a value for the
slope of a line.
State and graph a line
that is perpendicular to
the line.
Name a value for the
y-intercept of the line.
Describe in words, then
graph the line.
Name a number for the
slope of a line.
Describe what you know
about your line.
Name the equation of a
line perpendicular to the
existing line. Explain
your process.
Name a number for the yintercept of a line.
Describe what you know
about your line.
Graph the line.
Explain your process.
Introduce your partner to the other people at your table.
Form groups of three (3) or four (4).
Note: This may require recruitment from a neighboring table.
Cooperative Problem Solving
Read carefully and follow directions. SHOW YOUR WORK.
A pilot wanted to know how many
kilometers she flew on her last 3 flights.
From NYC to London she flew 5,572 km.
Then, from London to Beijing she flew
8,174 km. Finally, she flew 10,996 km from
Beijing back to NYC. Round each number
to the nearest thousand, then find the sum
of the rounded numbers to estimate about
how many kilometers the pilot flew.
1
The cost of tuition at Cornell University is
43,000 per year when rounded to the
nearest thousand. What is the greatest
possible amount the tuition could be? What
is the least possible amount the tuition
could be?
3
Mrs. Smith’s class is learning about healthy
eating habits. The students learned that
the average child should consume about
12,000 calories each week. Kerry
consumed 12,748 calories last week. Tyler
consumed 11,702 calories last week.
Round each to the nearest thousand to find
who consumed closer to the recommended
number of calories. Use pictures, numbers,
and words to explain.
2
A teacher asked her students to use
estimation to decide if the sum of the problem
below is closer to 4,000 or 5,000.
496 + 1,404 + 2,605 + 489 =
One student replied that she thinks the sum
is closer to 4,000. She used the estimation
shown below to support her reasoning:
0 + 1,000 + 3,000 + 0 = 4,000
Is the student’s reasoning correct? Use
numbers and words o explain why or why
not. If incorrect, explain a correct method.
4
This is you
This is the
person next
to you
“It's often the people that no one imagines anything of, that do the things no one
can imagine.” — The Imitation Game (2014)
Prepared for the Professional Learning Network of the
HENRY COUNTY PUBLIC SCHOOLS
by Dan Mulligan, Ed. D., flexiblecreativity.com
January 2015
Self-Assessment Tool
WHAT’S MY RULE?
Theme: Sports
YES
No
Strike
Stick
Split
Puck
Pin
Hoop
Gutter
Goal
Rule:
Bowling Terms
WHAT’S MY RULE?
Theme: Geometry
YES
No
Triangle
Cube
Rectangle
Pyramid
Square
Pentagon
Quadrilateral
Octagon
Rule:
Plane figures with less than 5 sides.
WHAT’S MY RULE?
Theme: _______________
YES
Rule:
No
_________________________
STUDENT CENTERED
pages
41 - 45
Enit or Enot…
that is the quetion
page
5–7
Curriculum Framework…modified…
Essential Knowledge, Skills, and Processes
Measurement
&
Geometry
Spin the Word
modified
• Remove the cards from the bag.
• Place the deck of cards face
down in the center of the table.
• Determine the order of playing
by each person rolling the die.
• Each card contains:
• Math vocabulary word, and
• Method of giving clues
• Remember:
• Each person has a turn,
• Each person has a lifeline!
• Enjoy!
Math
Math
History
Click on the arrow to
start and stop spinner.
KEY QUESTION: Why are common
assessments so important?
WHY do we ASSESS:
1. INFORM INSTRUCTIONAL
DECISIONS
2.
ENCOURAGE STUDENTS TO
TRY
“You can enhance or destroy students’ desire to succeed in school
more quickly and permanently through your use of assessment
than with any other tools you have at your disposal.”
Rick Stiggins, Assessment Trainers Institute
• Form a team of two (2) people…
• Determine the person with the most sisters
and send them to pick-up a grid sheet for
each person.
• Distribute a grid sheet to each team
member.
• One team-member will face the screen and
give directions. The other team member will
have their back to the screen and follow the
verbal clues provided by their partner
(clarifying questions are encouraged).
• NOTE: Team members should NOT be able
to see what each other is drawing.
Follow-up Debriefing
Each pair should share with your other team members
the method you used to graph the figure.
Discuss with your team:
– Which method appeals to you?
– Is there another method that you would prefer?
Prepare for a “pairs choice of method” with a new
graph.
Key Question
Did your performance on the
second attempt to complete the
grid exercise improve after having
an opportunity to self-assess your
initial strategy?
KEY QUESTION: Why are common
assessments so important?
WHY do we ASSESS:
1. INFORM INSTRUCTIONAL
DECISIONS
2.
ENCOURAGE STUDENTS TO
TRY
“You can enhance or destroy students’ desire to succeed in school
more quickly and permanently through your use of assessment
than with any other tools you have at your disposal.”
Rick Stiggins, Assessment Trainers Institute
• Form a team of two (2) people…
• Determine the person with the most sisters
and send them to pick-up a grid sheet for
each person.
• Distribute a grid sheet to each team
member.
• One team-member will face the screen and
give directions. The other team member will
have their back to the screen and follow the
verbal clues provided by their partner
(clarifying questions are encouraged).
• NOTE: Team members should NOT be able
to see what each other is drawing.