Mastery of Common Core Assessments

© 2012 School Improvement Network

Mastery of Assessment For and Of

Common Core Understanding


Welcome


Connection



Learning 360 Framework

Design Learning Targets

Aligned Assessment

Intentional Instruction

© 2012 School Improvement Network © 2012 School Improvement Network


Assessment



Learning Targets

1. Align assessment types based on the Common Core State Standards.

2. Connect Formative Assessment strategies to the Common Core State Standards.

3. Develop student Self-Assessment strategies.



Assessment FOR Learning • Promote achievement,

ongoing student growth, help meet CC Standards

• Students • Specific QLT • A process during learning • Insight for closing gaps • Learning is achievable

Assessment OF Learning • Document mastery of

standards • Others • CC Standards • An event after learning • Certify and promote • Threat of punishment,

promise of rewards

Formative vs. Summative


Teacher • Administer with care • Use results to meet

standards • Interpret results for

parents • Build assessments for

report card grading

Student • Study to meet CC

Standards • Take the test • Strive for highest score • Avoid failure

Summative


Teacher • Visible, student-friendly

classroom targets • Build assessments • Adjust teaching • Descriptive feedback • Involve students in

assessments

Student • Self-assess and keep

track • Set goals • Act on classroom

assessments and improve

Formative


Assessment

Assessment Question:

If students really understood ________________,

…what could they do? What would

be valid evidence?



Assessment Indicators

• Can explain in their own words/use visuals

• Can apply/use to solve a problem • Can transfer to a new situation or

context • Can create questions about

it/manipulate variables • Can use in a variety of strategies



Assessment Alternatives

Multiple choice, true/false, matching Multiple choice with think clouds or

explanations Constructed response (open-ended) Essays, learning logs Observations/Checklist Products, projects, demonstrations,

presentations Rubrics Student self-evaluations Portfolios

Choose

Construct © 2012 School Improvement Network


Measurement and Data

• 2nd grade. MD. 7.

Tell and write time from an analog and digital clocks to the nearest 5 minutes, using a.m. and p.m.



Assessment Possibilities

• Compare and contrast the time shown to the nearest 5 minutes on an analog and digital clock.

• Construct an analog clock showing the time, and identify life events from both the morning and the evening.



Reading: Literature

6. Assess how point of view or purpose shapes the content and style of a text.



Writing

• 4.W.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.



Geometry

• Understand congruence and similarity using physical models, transparencies or geometry software.

• 1. Verify experimentally the properties of rotations, reflections, and translations.



Reading

Grade 5 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.



Formative Strategies

• Quiz for Learning • Answer First • Thumbs/Fist to 5 • Whiteboards • Colored Cards



Quiz For Learning

Quiz Students check their own quiz “Mark” answers as correct/incorrect Support/justify/prove ALL answers and

have a partner verify. (Correcting to 100%) Summarize: What did I change/improve? Summarize: What did I learn?



Impact

• Student responsibility/ownership • Teacher as facilitator • Less paper checking • Shapes direction of instruction • Intrinsic motivator



Reality Check

Students think it is cheating Students resistant to doing more Not for a grade, why do it? Different reactions

*Solution: Intentional Discussions*



Formative Strategies

• Think-Pair-Share • Personal Communication • Sentence Stems



Open-Ended Extenders

Is… Is not…. Is like… Is different from… Has… Doesn’t… Acts like… Could be…



Can be compared to… Can be symbolized by… Can be identified by… Might… Has many… Sounds like… Could be used for




Reminds me of… Cannot be… Is made up of… Would change… if… Could be changed into… if… If I were to create a new… If I could change one thing about it, I

would change…




Hour Glass Strategy

Model Students brainstorm

words/phrases Evaluate and choose the best

responses Create Hour Glass



Hour Glass Example

representative • government • assembly• Congress • Senate • liberty •

freedom • justice • vote• Power of the people•

By the people• Trial by jury •

Make their own laws•

Democracy Is

Not… To enslave•

To give power to a few • To oppress

the citizens of a country • Communism • monarchy •

oligarchy • tyranny • injustice lawless • minority • perfect

Democracy Is…



Hour Glass: Math Example

Is…. Is not…. A Prime Number is…. A Prime Number is NOT… A Polynomial is…. A Polynomial is NOT…



Questions that Improve Any Assessment

• The way I would explain ____________is… • The connection I’ve made in my mind

about _____________ is…. • The way I understand ________now is…



Self-Assessment

• Where am I headed? • Where am I right now? • How do I get to the target?



Strategies

• Goal Setting • Narrative Reflections • Student Surveys • Portfolios



6th Grade Science

• Geographical Formations

• Integrate information presented in different media or formats (visually or quantitatively), as well as in words to develop a coherent understanding of a topic or issue.



Writing

• 6W1. • Write arguments to support claims with

clear reasons and relevant evidence.



Assessment

What impact would does backward design have on learning?




•Can explain in their own words/use visuals •Can apply/use to solve a problem •Can transfer to a new situation or context •Can create questions about it/manipulate variables •Can use in a variety of strategies



Single Point Analytical Rubric

Areas that Need Work (Let’s talk about these):

Criteria For This Performance:

Areas in Which you Truly Excel:

Evidence and Concerns: The order of the sentence makes sense. Evidence:

Evidence of “going beyond”:

Evidence and Concerns:

Transitions clearly show how ideas connect. Evidence:

Evidence of “going beyond”:



Assessment Design

Assessment design creates a “blueprint” for instructional design.



Assessment

Assessment Question:

If students really understood ________________,

…what could they do? What would

be valid evidence?




• Can explain in their own words/use visuals

• Can apply/use to solve a problem • Can transfer to a new situation or

context • Can create questions about

it/manipulate variables • Can use in a variety of strategies



Questions for Success

What do we WANT? Evidence

What do we KNOW? Alignment, Sequence

What do we BELIEVE?

When Targets and Assessment are aligned, learning will improve.



Home Learning

• Collaborate with colleagues and evaluate Summative Assessments for format alignment, and CCSS relevance.

• Intentionally place formative assessments and strategies throughout lessons to close gaps.

• Analyze a unit and identify CCSS that align to provide the big picture to students for self assessment.



Learning Targets

1. Align assessment types based on Common Core State Standards.

2. Connect Formative Assessment strategies to Common Core State Standards.

3. Develop student Self-Assessment strategies.



Target Poster



Learning 360 Framework

Interested in Learning 360 Framework and /or Classroom Resources?

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Mastery of Common Core Assessments

Education

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