Trainers put the Likert scale on the entry door with a pencil/tape or string:

I can define the term “assessment literacy”

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Use the letter “AM” to mark current reality - With quantifiers of “I’ve never heard it, I have a general idea, I could direct quote Stiggins himself!”

Welcome!

Please mark the entry question (on the center door) then sit with your same level and content colleagues.

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Fill out a name tag with your name, school and grade/content.

Day 1 Assessment Cadre:

Key 1-3 Introduction

Signal Word: Sound Design + Do it Right, Use it Well!

Meet Your Trainers

Ali Hurd

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Andrea Sande

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Missi Thurman

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Meagan Kimball

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www.EducationalExcellence.org

Who is in the Room?

Objectives

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• Improve the Link Between Data Teams and Quality Assessments
• Introduce Keys to Quality Assessment - Key 1: Clear Purpose and Key 2: Clear Targets
• Begin to Build Shared Understanding of Key 3: Sound Design
• Provide an opportunity for reflection & work time

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Give One, Get One

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What is one aspect of assessment you feel confident with and one you are hoping to learn during this series?

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The Plan:

Working together as teams to put

new learning into practice.

Why Norms?

“The establishment and adherence to team norms helps build team discipline, trust between team members, and supports a safe environment…”

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Proposed Starter Norms:

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1. This is a safe learning place
2. We will seek to understand before making assumptions
3. Pull your own learning wagon
4. Be mindful about time
5. Add a “support member chair”
6. Utilize Decision Rules
7. Anything else?

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Talk as a team. How do you want to go about making decisions? Consensus? Fist to Five? Majority? Other?

With the cardstock, make a table tent with your grade level and/or content on one side and your decision rule on the other.

Managing our Work Time:

Colorful Cups

We are making steady progress, no questions at this time

We are making some progress, but have a question/s

We are stuck and need help ASAP

We are moving on to our next unit/assessment

Work Time Monitoring

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Connecting to Data Teams: An Input Chart

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NO

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Yes, but...

Let’s Pause to Reflect!

Turn and Talk:

What is the connection between data teams and quality assessment? Why do they matter to each other?

The Keys to

Quality Classroom Assessment

-Stiggins

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That’s great...

but why do I need to know this?

Life in the World of Assessment

Thought Processes?

Criteria?

Flexible Thinking?

Skills?

Efficiency?

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When I refer to assessment literacy, I'm not thinking about a large collection of abstruse notions unrelated to the day-to-day decisions that educators face.

On the contrary, assessment-literate educators need to understand a relatively small number of common sense measurement fundamentals, not a stack of psychometric exotica”

- W. James Popham

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Educational Leadership: Improving Professional Practice: “All About Accountability / Needed: A Dose of Assessment Literacy”

Which means…

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We’ve distilled these ideas down to the basics.

If we present it here, it’s because you need it!

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Key One Question: Clear Purpose�Summative or Formative?

Dylan Wiliam: Plane Analogy

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• Formative: ongoing, improves achievement and supports learning
• FORMAL and INFORMAL processes
• Summative: to measure, verify learning, check program effectiveness

Remember, no one assessment can fill everyone’s information needs!

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Formative/Summative Discussion

With the people at your table (groups of 3)

• Read and discuss a few of the assessments listed
• Decide if each is formative or summative
• Tell why

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Use these sentence frames:

• I think this is _____ because ____.
• It could be both because _______.
• If you use it to __, then it would be __.

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Assessment List

• SBAC assessments
• Running Record
• Classwork/Homework
• Progress Monitors/Quiz
• Pre-assessment
• End of Unit Assessment
• Ticket out the Door/Exit Tickets
• District/State Writing Assessment
• English Language Proficiency Assessment

Work Time:

Shared Example

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Looking at the shared example...

• Does it appear to be formative or summative?
• Which stakeholder needs are likely being met by the way it is used?

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Team Time:

Your Own Assessment Work Time

• What type of assessment are you making?
• Formative or Summative

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• Which stakeholder needs, need to be met by the assessment you create?
• Consider ideal use

Time for a break!

Please come back in 10 minutes

Key to Quality Two: Clear Targets

• Learning Targets make it clear to the teacher & the student the purpose of the instruction

• There are different kinds of targets

• Classroom assessments must reflect the learning targets: what was taught, what students had the opportunity to learn, or what students will have opportunity to learn

Hint: This matters!

Table Talk: What are the Five Types of Learning Targets?

• Knowledge Targets

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• Reasoning Targets

• Skill Targets

• Product Targets

• Disposition Targets

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Name that Target Type!

I can identify evidence the author uses to support their argument.

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I can read accurately and fluently.

I can create a bar graph to show the results of my research.

I can identify 2D shapes.

I can give a persuasive speech.

I believe there can be more than one right answer to a problem.

I can multiply using an array.

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Review: Types of Learning Targets

Record Key Words & Sketch to Remember

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If a standard is knowledge then…

If a standard is reasoning then…

If a standard is a skill then…

If a standard is a product then…

*Disposition can both stand alone or be paired with any other target type.

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Work Time: Shared Example

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Looking at the shared example...

• Are the targets clear?
• What are the target types?
• Are they labeled/categorized correctly?

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Work Time:

On Your Own Assessment

Looking at your standards...

• Are the targets clear?
• What are the target types?
• Are they labeled/categorized correctly?
• Revise as needed

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Key Three:

Sound Design Competencies

Learning targets are translated into assessments that yield accurate results.

• Design assessments to serve intended formative and summative purposes.
• Select assessment methods to match intended learning targets.
• Understand and apply principles of sampling learning appropriately.
• Write and/or select assessment items, tasks, scoring guides, and rubrics that meet standards of quality.
• Know and avoid sources of bias that distort results.

Shared Example: Sound Design

“Look Fors”

1. Alignment to the Standard
1. Read the full standard
2. Glance over the assessment, taking note of matches/mismatches to the nouns & verbs of the standard

2. Target Sampling: Look at each question individually and mark the part of the standard it addresses (add tallies for those covered more than once)

• Note elements that are not covered at all or are too heavily weighted (could sway results)

Target Matched to Question Example

4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Work Time:

On Your Own Assessment

• Alignment to the Standard, read the full standard.
• Does it match/mismatch the nouns & verbs of the standard?

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• Look at each question individually and mark the part of the standard it addresses (add tallies for those covered more than once)
• Note elements that are not covered at all or are too heavily weighted

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Please be back and ready to go in 60 minutes!

Key Three:

Sound Design Competencies

Learning targets are translated into assessments that yield accurate results.

• Design assessments to serve intended formative and summative purposes.
• Select assessment methods to match intended learning targets.
• Understand and apply principles of sampling learning appropriately.
• Write and/or select assessment items, tasks, scoring guides, and rubrics that meet standards of quality.
• Know and avoid sources of bias that distort results.

It’s time for a RACE!

Quick Brainstorm-

Write down every method you

can think of for assessing…

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When you have 10, stand up!

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Ready Go!!!

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Target-Method Match

Yes, No, Maybe?

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Roadmaps to Learning…

A Real Life Example

If CFAs are the tool we are going to use� then how do we do it right… �so we can use it well?

Work Time: Shared Example

Looking at the shared example...

• What methods are used?
• Do they match the target types?
• Are the methods selected the most efficient way to get actionable information?

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Work Time: Your Assessment

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If you have an assessment you are working from:

• What methods are used?
• Do they match the target types?
• Are the methods selected the most efficient way to get actionable information?
• What changes do you want to make?

If you don’t have an assessment you are working from, look at your targets . . .

• What methods might you use for each target type?
• Which of these methods are the most efficient way to get accurate and actionable information?

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Ticket out the Door for Break

Write down 1-2 questions (on separate sticky notes) and place them on the poster of the topic they correspond to.

Break

#informalassessment

#masterchefonfacebook

#TMMmatters

The Real EdEx Team

@TheRealEdExTeam

In 140 characters or less, record your biggest Ah-Ha moment for today. Be ready to share out.

#assessmentcadre

#shareyoursmarts

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Zooming Out!

Start a brainstorm chart:

What formative assessments did you experience today?

Zooming Out!

How could you use/adapt to use these types of assessment strategies in your classroom/school?

Coming Soon…

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1. Assessment Plans
2. Sample Size

www.educationalexcellence.org

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Ready for more? Buy this Book & READ it!

On your way out the door:

Please mark the scale with a “PM” to indicate where you are now with your understanding of the meaning of assessment literacy

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