Aligning Assessments to Ohio
Social Studies Standards
Teaching American History Grant
Presentation
Group Activity
Understanding
Standards-Based Education
Activity
Begin With The End In
Mind
Activity Debriefing
• What caused the confusion among the
participants completing the task? What
information was lacking?
• What frequently-asked student questions
indicate when they don’t have a sense of
direction?
• How important is it for students to know
the ultimate expectation a teacher has
before that teacher begins the lesson
instruction?
• How is this simulation related to SBE
instruction and assessment?
Begin With The End In
Mind
Stages in Backward Design
I.
Identify desired results, including
expectations set forth in state
standards.
II.
Determine acceptable evidence of
student learning. Consider up front
how we will know what students know
and are able to do.
III.
Plan learning experiences and
instruction based on desired results
and anticipated evidence of learning.
Planning Components
Know and Identify Academic
Content Standards
Select, Evaluate and
Adapt Materials and
Resources
Determine Instructional
Strategies
Develop, Administer and
Analyze Standards-Based
Assessments
Plan and Revise
Instruction
Standards-Based Planning
I. Alignment to State Standards/Content
•
Curriculum Maps
•
Semester Exams and Classroom Assessments
•
Student Text and Resource Materials
II. Assessment Plan
•
Create an assessment plan for each unit of instruction to measure student performance, including the
assessment items, scoring guidelines, rubrics, and procedures.
•
Pre-Assessments
•
Formative Assessments (Daily Assignments, Quizzes, Projects, and Chapter Tests)
•
Post-Assessments (Unit Tests and Culminating Projects—based on Grade Level Indicators)
•
Summative Assessments (Semester Exams and OGT—based on Benchmarks)
•
Data Analysis, Diagnosis, Prescription, and Action (See student Evaluation Section below)
III. Instructional Approach
•
Preview Strategies and Assignments (Motivation)
•
Student Organization and Notetaking (Acquisition)
•
Problem Based Instruction, Skills Practice, and Processing (Acquisition and Extension)
•
Essential Questions (Extension)
•
Intervention and Enrichment Strategies
•
Incorporation of Technology
IV. Student and Teacher Materials
•
Student Text
•
Organization Tools (Interactive Notebooks, Notetaking, Graphic Organizers, Classroom Websites, etc.)
•
Supplemental Materials
•
Technology Components
•
Primary Resources
V.
•
•
•
•
Student Evaluation
Data Analysis
Diagnostic
Prescription (Modifications, Extensions, Reteaching, etc.)
Implementation / Action
Assume you are
teaching a teenager
how to drive.
Determine what information
you would need to know
before, during and after the
training sessions in order to
facilitate their learning.
PreAssessment
Check
Points
Record your ideas in
the appropriate
spaces in the graphic
organizer.
PostAssessment
Check
Points
Assessment
Purpose:
• To inform our teaching
• To provide information to help revise
instruction.
Types of assessment:
1. Pre-Assessment
2. Formative assessment
3. Post-Assessment
Pre-Assessment
• Provides a chance for a teacher to
gather data on a student’s prior
knowledge, skills and experiences.
This data can then be used by the
teacher to adjust instruction to
meet the student’s needs in
achieving the standards,
benchmarks and indicators.
Formative Assessment
• Serves as a checkpoint during the
learning process.
• Provides a teacher with
information on student learning
that can be used to adjust
instruction as necessary.
Post-Assessment
• Provides a teacher with
information on what learning
actually occurred.
• Did the student meet the goals
you expected?
• Is re-teaching necessary?
• Are we ready to move on to the
next step?
Aligning Assessments
When creating classroom assessments, we
need to be
careful that they align with both the
knowledge and skill(s) called for by the
indicator.
Activity
1.
2.
3.
Review Government Benchmark A, Indicator 1
for Grade 10.
Look carefully at the benchmark and indicator
on your handout.
With your small group, read through the
suggested assessments on the handout and
answer the questions for each one.
Aligning Assessments
Discussion Questions
• Which assessments are aligned?
• Which assessments are not
aligned?
• What is missing – knowledge
and/or skill?
• How could we make the
assessments aligned?
Rate-A-Waiter
Directions
1.
Write the criteria or expectations in the
first (blank) column of the rubric.
2.
Describe proficient achievement for each
criteria in the 15% Tip column.
3.
Complete the rest of the rubric with
descriptions of achievement for the 20%, 10
4.
% and 0% Tip columns.
5.
Compare criteria for each column of the rubric
and discuss relation between this activity and
rubrics for student assessment.
Rate-A-Waiter
• How does the criteria compare from one
column to another?
• Do you think you would get better service
if you gave this to a waiter ahead of time?
• How does knowledge of expectations affect
someone’s performance?
• Which parts of developing this rubric were the
easiest?
• What was difficult about it?
• How would you change the rubric to include
content as well as skill?
Creating Standards-Based
Examinations
1. Examine the Benchmarks and Indicators that apply to a particular Semester or Unit of
Instruction using the Academic Content Standards Book.
2. Examine the Curriculum Map and identify major themes and topics that align with the
Semester’s Benchmarks and Indicators and other important historical points, skills, and
content. The major focus is on the standards, but sometimes we need to go beyond the
Benchmarks and Indicators.
3. Create potential Assessment Items based on the Standards and Indicators using a variety
or resources. The key is to capture the knowledge and skills stated in the Benchmark
and Indicators (modifications to a past or published test items may be necessary).
4. Organize your questions into a Benchmark Organizer and appropriately label the
Benchmark and Indicator below each question for reference.
5. Reference the question ratio for each benchmark and test item type (M/C, S/A, and E/R) in
relation to the whole test to ensure that the appropriate numbers or question are asked
in each area (see the OGT Test Blueprint). Keep the length of your testing period in
mind, too.
6. Jury the questions that you and your department have complied to create a common
semester assessment.
7. Create/ type the final assessment in a exam template that models the OGT and / or state
achievement tests.
8. Collect Data to identify places to focus or questions to rework for future instruction.
Assessment Examples and
References
• http://www.ode.state.oh.us/aca
demic_content_standards/acs
socialstudies.asp
• http://www.edinformatics.com/
testing/testing.htm
• http://www.nysedregents.org/t
esting/hsregents.html