OCM BOCES September 24, 2012 1 OCM BOCES Network Team PHYSICAL EDUCATION & COMMON FORMATIVE...

1

OCM BOCES

September 24, 2012

OCM BOCES Network Team

PHYSICAL EDUCATION &

COMMON FORMATIVE

ASSESSMENTS

Auddie Mastroleo, OCM BOCES Network Team

Board of Ed

Superintend

ents

Princip

als

Teachers

CCLS

DDI

APPR

The Big Picture

Formative Assessment





SLO

Summative

Assessment

How does this all fit together?

After establishing the most important learning for your course with the SLO, periodically measure student progress toward that goal throughout the school year.

Build Shared

Knowledge

SETTING THE STAGE FOR COMMON ASSESSMENTS

Formative vs.

Summative

What does

common mean?

Putting it all

together

Know Your

Purpose

•Check-up

Formative (Assessment for Learning)

•Autopsy

Summative

(Assessment of Learning)

Formative vs.

Summative

Occurs during the learning process

Identifies students

experiencing difficulties

Results are used to help students continue to learn

(informs instruction)

Informs teachers as to the

effectiveness of instruction for

current students Informs students

in regards to progress in becoming proficient (provides feedback)

Typically are NOT used to assign

grades

An assessment is formative if it…

Formative vs.

Summative

Occurs after the learning process

has ended

Is not used to improve students’

understanding of content

Results are used to inform

stakeholders of individual student

achievement

Informs teachers as to the

effectiveness of instruction for

future students

Informs students about their academic

standing in relation to others

Assigns a grade to indicate

student progress at a specified point in time

An assessment is summative if it…

A Phys. Ed. teacher has students complete a graphic organizer identifying the relationship between physical activity and the prevention of illness, disease, and premature death. She grades the assignment and returns it to students. She speaks privately with a few students (who did not pass) to tell them that they’ll need to study more since this information will be on the unit test in a few weeks.

FORMATIVE? SUMMATIVE?

A Phys. Ed. teacher observes his students to demonstrate the correct form for various weight training exercises He identifies those students who did not demonstrate proper technique and targets them for further instruction.

FORMATIVE? SUMMATIVE?

Examples of Formative

Assessments

Exit/Entrance

SlipsJournals

Questioning Discussions

Observations

Whiteboards

Examples of Summative Assessment

s

End of Unit or Chapter

Tests

State Assessmen

ts

Benchmark Assessmen

ts

Final Exams

Placement Tests

Achievement Tests

What does

common

mean?

Is developed collaboratively by

teachers who teach the same grade level or

content

Uses a common process for

determining the criteria for quality

work

Measures the same learning

targets no matter the teacher

Administered systematically

and timely to all students enrolled

in a course or grade

Results are scored and analyzed

collaboratively

Facilitates a systematic, collective

response to struggling students

An assessment is common if it…

What do you think?

“Teacher Team A” collaboratively designs an assessment that is focused on common learning goals. Each teacher grades his/her own assessments & they reconvene to discuss the results. During the analysis, one teacher reveals she gave an additional week’s worth of instruction to students prior to administering it because she felt they needed it.

COMMON? NOT COMMON?

What do you think?

Teachers on “Team B” each developed a section (accompanied by an answer key or rubric) for a common unit assessment and combined them into one. All students will take the assessment, but some of the assessment items are generic so the teachers can modify them to fit what each teacher specifically taught.

COMMON? NOT COMMON?

Balanced Assessment System

In-the-moment

Formative

Learning checkpoints

Larger year-end goal

Formative &

Summative

Summative

A Five Step

Process

DESIGNING QUALITY ASSESSMENTS

Gather good information from the beginning!

Designing Quality

Common Assessmen

ts

A Five Step

Process

Decide What to Assess

Decide How to Assess

Develop Assessment

Plan

Write the Assessment

Review the Assessment

Essential standards

Non-negotiable learning

Most important learning of the course

Step 1

Decide What

to Assess

Prioritized Standards

Decide What to Assess

Assessments

Learning Targets

Standards

Step

1DECID

E WHAT

TO ASSES

S

Examine your learning targets

Which targets

are most likely to cause certain

students difficulty?

Which targets

are prerequisite skills

for information to come

later in the unit?

Which targets

are absolutel

y necessary

for students to know?

Identify the type of learning target

Knowledge

Reasoning Skill Product

CLEAR TARGETS

http://www.ocmboces.org/teacherpage.cfm?teacher=1805

HANDOUTS FOR

SESSION



Knowledge Reasoning Skill Product

KnowList

NameIdentify

TellExamine

RecognizeExplain

UnderstandDescribeDefine

CompareContrast

DistinguishAnalyzeOrganize

InferDeducePredict

InterpretHypothesize

SortEvaluate

ProveJudge

Support Justify

Classify

PlayDoUse

ObserveMeasureExplore

DemonstrateCarry out

ModelListen

PerformQuestionConductSpeak

MakeGenerateDesign

ConstructInvent

ProduceDrawWrite

CreateDevelop


Physical Education 7-12

Identify the potential safety hazards associated with a wide variety of games and activities

Analyze their own and others’ performance through the application of movement principles

Demonstrate a variety of skills and activities that can be enjoyed throughout adult life

Develop strategies to improve or maintain personal, family, and community physical activity

EXAMPLES OF LEARNING TARGETS


Physical Education K-6

Know how injuries from physical activity can be prevented or treated

Apply the concepts and principles of human movement to the development of new skills

Demonstrate mastery of fundamental motor, non-locomotor, and manipulative skills

Create a dance with a partner that combines movement to music from a specific culture

EXAMPLES OF LEARNING TARGETS

Step

2DECIDE HOW

TO ASSES

S

Determine your assessment

strategy

Selected Response

Constructed and

extended written

response

Performance

assessment

DESIGNING QUALITY ASSESSMENTS

Learning Targe

t

Assessme

nt Method

ASSESSMENT METHODSMethod Ideal for

assessingExamples Scoring

Selected Response

Knowledge-level learning targets

Multiple ChoiceFill-in-the-blankT/FMatching

Number or percent of points

Constructed response

Chunks of knowledge that

interrelate & student reasoning

EssayShort Answer

Rubric

Performance Assessment

Learning best achieved through

observable actions (skills) (or the

development of products

Playing an instrument

Changing the oil in a car

Conversing in a foreign language

Step

3DEVELOP

THE ASSESSMEN

T PLAN

Design the Assessment

Measure what

you’ve taught

(identified learning targets)

Assess student

learning at the

cognitive level the

information was taught

Step

3DEVELOP

THE ASSESSMEN

T PLAN

Consider the sample size

How many items do I need to

accurately assess a learning target?

Triangulate

Step

4DETERMIN

E THE TIMELINE

Frequent assessmen

t

Increased student

achievement

Time to plan

Time with

students

Time to turnarou

nd

Time to intervene TIME!

Step

5WRITE THE ASSESSMEN

T

General Guidelines

Selected Response

Items

Constructed

Response Items

Advantages

• Can measure a variety of objectives

• Easy to score• Can cover lots of

material efficiently

• Carefully crafted distracters can provide diagnostic information

Disadvantages

• Multiple-guess• Can be difficult to

identify plausible distractors

MULTIPLE-CHOICE QUESTIONS

WRITING QUALITY MULTIPLE CHOICE QUESTIONS

#1 Keep the wording simple

Not this… When scientists rely on magnets in the development of electric motors they need to know about poles, which are?

But rather this…

What are the poles of a magnet called?


#2 Ask a full question in the stem (the part that precedes

the options)

Not this…

Between 1950 and 1965a. Interest rates increased.b. Interest rates decreased.c. Interest rates fluctuated

greatly.d. Interest rates didn’t change.

But rather this…

What was the trend of interest rates between 1950 and 1965?a. Increased onlyb. Decreased onlyc. Increased, then decreasedd. Remain unchanged


#3 Eliminate clues to the correct answer within the

question

Not this…

All of these are examples of a bird that flies, except ana. Ostrichb. Falconc. Cormorantd. Robin

But rather this…

Which of the following is an example of a bird that can NOT fly?a. Ostrichb. Falconc. Cormorantd. Robin


#4 Highlight critical, easily overlooked words i.e., NOT, MOST,

LEAST, EXCEPT

Not this…

Which of the following is an example of a bird that cannot fly?a. Ostrichb. Falconc. Cormorantd. Robin

But rather this…

Which of the following is an example of a bird that can NOT fly?a. Ostrichb. Falconc. Cormorantd. Robin


#5 Remove repetitive words within each option; instead, reword the

stem

Not this…

Between 1950 and 1965a. Interest rates increased.b. Interest rates decreased.c. Interest rates fluctuated

greatly.d. Interest rates didn’t change.

But rather this…

What was the trend of interest rates between 1950 and 1965?a. Increased onlyb. Decreased onlyc. Increased, then decreasedd. Remain unchanged

WRITING QUALITY SELECTED RESPONSE QUESTIONS

Reduce the “guessing” games

Eliminate “throw away” choices

Put choices in a logical order such

as alphabetical or small

to large

Avoid equal-sized

lists in matching questions

Choose distractors carefully; plausible,

yet illuminate errors in thinking

WRITING QUALITY SELECTED RESPONSE QUESTIONS

Avoid bias or distortion

Unclear directions

or expectation

s

Poor target-method match

Inappropriate context

or vocabulary

Vague evaluative measures

WRITING QUALITY CONSTRUCTED RESPONSE

QUESTIONSProvide context for student

answers

During fitness stations, you have several opportunities to build muscle and improve cardiovascular function. You have also read about how your body benefits from aerobic and strength training exercises. Choose a fitness goal of yours and create a plan to reach that goal using what you have read about muscle and cardiovascular fitness.

WRITING QUALITY CONSTRUCTED RESPONSE

QUESTIONSNovel (new)

PromptDescribe the effects of the

physical fitness, as

described in the article.

Recall?OR

Applying to a new situation?

Designed with learning targets in mindUses appropriate assessment method Well-written items, tasks, and rubricsSufficient sampling of student knowledge

Avoids potential bias

QUALITIES OF SOUND ASSESSMENT DESIGN

PUTTING THE PROCESS INTO

ACTION

Mapping the Interim Assessment

s

Create an assessment using the five-step process for each data collection

point

Specify the learning targets at each data collection point

Calendar data collection points throughout the school year

Begin with the end in mind (Priority Standards)

“I CAN” STATEMENT

Cite specific textual evidence to support analysis of primary and secondary sources.I can quote

reasons and proof from what I read to show my examination of primary and secondary sources of information.

Priority StandardRH.6-8.1.

SummativeLearning

Target

BREAKING DOWN THE LEARNING TARGET

I can quote reasons and proof from what I read to show my examination of primary and secondary sources of information.

I can identify the difference between primary

and secondary

sources

I can identify the

author’s intent and purpose in

a text

I can quote and

accurately paraphrase from a text

NOVEMBER 1 INTERIM ASSESSMENT

Students will read The Preamble to the US Constitution and Words We live By, by Linda Monk. In a short constructed response they

will answer the following:Identify which text is a

primary source and which is a secondary

source.

Use evidence from the text to explain how you

know this.

Identify the author’s purpose in each text.

Use specific details from both texts to

explain your analysis.

Sample Elementar

y Assessme

nt

50OCM BOCES Network Team

Sample High

School Assessmen

t

51OCM BOCES Network Team

Upcoming OCM BOCES:Instruction for All Students

Oct. 23, 24; Nov. 13, 27; Dec. 18; & Jan. 10

Register online: My Learning Plan

Auddie [email protected]

OCM BOCES Network Team 53

CONTACT INFORMATION

OCM BOCES September 24, 2012 1 OCM BOCES Network Team PHYSICAL EDUCATION & COMMON FORMATIVE...

Documents

Transcript of OCM BOCES September 24, 2012 1 OCM BOCES Network Team PHYSICAL EDUCATION & COMMON FORMATIVE...