Regional Interim Assessment Project (DCA) Session #1 TRICIA PROFIC, ANDREA TAMARAZIO, KIM LOUTTIT &...
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Transcript of Regional Interim Assessment Project (DCA) Session #1 TRICIA PROFIC, ANDREA TAMARAZIO, KIM LOUTTIT &...
Regional Interim Assessment Project (DCA) Session #1TRICIA PROFIC, ANDREA TAMARAZIO, KIM LOUTTIT & STEVE GRASER
Math Warm-up
Solve 15 divided by 3 six different ways
Please use the graphic organizer to help guide your thoughts
Norms of Collaboration
Limit side conversations
Silence your devices
Actively participate
Help to quiet the room – raise hands
Objectives
Overview of assessment development process and DDI
Know the elements of a high-quality common core aligned mathematics assessment
Know how to create and choose assessment tasks that reflect a balance of rigor and give comprehensive information about students at all levels
Be able to describe what to look for when analyzing student work for a common core aligned assessment
Understand the importance of high leverage instructional strategies and the impact on implementation of common core curriculum
Update and revise Interims #1 and #2
Build Interim #3 scope and sequence and blueprint
Overview of Last Year – 6-9
Created a process for assessment development
Scope and Sequence over a given period of instructional time
Blueprint
Determining length and number of questions
Types of questions
Prioritized standards to create a focused assessment
Assessment creation based on blueprint
Answer key with annotations
Interim Assessment #1
DDI Process
Step 1: Collect and Chart Data
Data reports (performance, item analysis, standards reports)
Step 2: Analyze Strengths and Weaknesses
Data reports
Deep analysis (going beyond right and wrong answers to infer misconceptions)
Interim Assessment #1
Step 3: Goals
Deep analysis
Planning
Engage students
Step 4: Instructional Strategies
Planning
Implementation
Step 5: Results Indicators
On-going assessments
Accountability
Share out Interim #1
Informally share out results, findings, and data process used at your building/grade level
Data Analysis vs. Data Informed Instruction
DATA ANALYSIS DATA INFORMED INSTRUCTION
Data can tell us about students who are succeeding and those who are not
Identify best practice in curriculum and instruction to remedy the gaps
Data can tell us how our teachers are doing with common assessments
Through collegial expertise a prescription is written for data diagnosis
Data can tell us what items or standards students lacking proficiency in
Analyzing student work to identify gaps in understanding and misconceptions
Data can tell us what types of questions (MC, CR, etc.)
Math Article
Please complete the notice-think-wonder activity about the math warm up problem
Read the math article provided and respond to the prompts in the Interactive bookmark
3-2-1+1 to discuss article at your table
Item Writing
Balance of Rigor
Procedural Fluency
Conceptual Understanding
Application
From the Publishers’ Criteria:
Balance of Rigor
From the Assessment Evaluation Tool:
Balanced Assessments
Procedural skill and fluency
Conceptual understanding
Application
CCSSM-aligned assessments and sets of assessments will be balanced by distributing score points across the three aspects of rigor:
Procedural Fluency
Are there items that ask or imply that
students “do” math procedures?
Some good verbs: solve, add, subtract, divide, multiply, graph, compute, find
Practice Connections
MP.7 Look for and make use of structure
MP.8 Look for and express regularity in repeated reasoning
*Note fluency expectations named at each grade level. While these are not named for HS level courses there should still be procedural assessment.
Procedural Fluency
Conceptual Understanding
Are there items that ask
students to explain their thinking?
Some good verbs: Explain, determine, prove, show, compare, justify
Practice Connections
MP.3 Construct viable arguments and critique the reasoning of others.
MP.6 Attend to precision.
*More important in standards that begin with “understand.”
Conceptual Understanding
Application
Does the item have a
real-world context?
Some good examples: Single-step word problems, multi-step word problems, model-building
Practice Connections
MP.1 Make sense of problems and persevere in solving them.
MP.2: Reason abstractly and quantitatively.
MP.4: Model with mathematics.
*Application Paradox: The more directed the task, the more we can be sure it aligns to the standard, but the less authentic it becomes.
Application
Activity
Activity
Activity
Activity
Practice
Practice coding the packet of questions, taken from the interim assessments, notating whether they are Procedural, Conceptual and/or Application
Affective Organizer
Data Analysis vs. Data Informed Instruction
DATA ANALYSIS DATA INFORMED INSTRUCTION
Data can tell us about students who are succeeding and those who are not
Identify best practice in curriculum and instruction to remedy the gaps
Data can tell us how our teachers are doing with common assessments
Through collegial expertise a prescription is written for data diagnosis
Data can tell us what items or standards students lacking proficiency in
Analyzing student work to identify gaps in understanding and misconceptions
Data can tell us what types of questions (MC, CR, etc.)
Grade 7 – 7EE4a
Q# Standard % Correct
A B C D Gap to Boces
30 7EE4a 60% 3% 60% 30% 7% -5%
Grade 7 – 7EE4a
Q#
Standard
% Full Credit
% 3 points
% 2 points
% 1 point
% 0 points
Gap to Boces
65 7EE4a 40% 40% 30% 16% 14% -5%
Student work
2 out of 3 points1 out 3 points
Analyze student work:• What do
they understand?
• What don’t they understand?
• What instructional strategies will you use?
Discussion
What can you conclude about the analysis of data and student work from multiple choice questions and constructed response questions
What types of questions best inform needed modifications to curriculum and instruction
Trend Data
Interim Assessment #2
Make necessary modifications to Interim Assessment #2
Interim Assessment #3
Build a Scope and Sequence for Interim Assessment #3
Build a Blueprint for Interim Assessment #3
Next Steps
DDI process for Interim Assessment #2
Create Interim Assessment #3
By the end of the day…
Interim #2 revised on paper copy turned into Trish
If no revisions needed, turn it in with “no revisions needed” on the top
Interim #1 revised on paper copy turned into Trish
If no revisions needed, turn it in with “no revisions needed” on the top
Interim #3 scope & sequence and blueprint sent to [email protected]
Download interim #2 scope & sequence and blueprint from dropbox and revise for interim #3; save and send to Trish
Please consider…
FORMAT Do you want to change the amount of
multiple choice and constructed response questions?
RIGOR Do you need to change the style of
questions to better align to the three prongs of rigor (procedural skill and fluency, conceptual understanding, application)?
DATA TRENDS Do you want to modify blueprints based on
data trends?