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

“Yesterday’s teaching and learning pace was...”

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Mark with an “X” - With quantifiers of “So slow, a little slow at times, a bit rushed, way too fast”

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Day 2:

Assessment Cadre - Key 3 -

Assessment Plans

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SIGNAL WORD: Assessment Plan + Recipe for Success!

• Review and Build on the Working Knowledge of Sound Design Competencies

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• Provide a Supported Workshop Time to Create a Unit Assessment Plan

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• Reflect on New Learning and Classroom Implications

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OBJECTIVES FOR THE DAY

Celebrating Growth!

Write, Turn and Talk:

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Thinking back to yesterday’s learning. What do you now feel more confident with related to assessment?

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Review of Proposed Norms:

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?

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

Reminder: Please use your “extra time” wisely, but only work as far as we have taken you through the process on each new assessment!

Plan for Building Assessment Literacy

1. Learn
2. Guided Practice
3. Individual Work Time
4. Repeat

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Plan for Building Assessment Literacy

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Training Series Learning Objectives

Teams will need to be able to:

1. Deconstruct the standards into student-friendly targets
2. Correctly label the target type
3. Know the different assessment methods
4. Make an assessment plan that matches target type to assessment option
5. Decide on assessment weight/percent importance
6. Ensure appropriate sample sizes
7. Select/write/revise assessment questions
8. Remove sources of bias/distortion
9. Select appropriate scoring methods

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Key to Quality 3: Sound Design

B. Decide WHAT to Assess

C. Decide HOW to Assess

E. Write the Assessment

F. Review the Assessment

G. Set Scoring Agreements/Timeline

A. Decide WHO will use the Assessment

D. Develop the Assessment Plan

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Before we dive in…

Any lingering questions???

Key Three:

Sound Design Competencies

Learning targets are translated into assessments that yield accurate results.

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• 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.

Next Time:

• 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.

• Assessment FOR Learning
• Used to inform instruction
• Ongoing , during learning
• Focus = process
• Low stakes (low/no points)

(Examples: Pre, Progress Monitors)

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• Assessment OF Learning
• Used to verify learning (after)
• Often a single moment in time
• Higher stakes (high points)
• Focus = outcome

(Example: post test)

Key to Quality 3: Sound Design

Key to Quality 3: Sound Design

Five Types of Learning Targets

• Knowledge Targets: Factual information, procedural knowledge, and conceptual understandings underpinning each discipline
• Reasoning Targets: Thought processes students are to learn to do well within a range of subjects
• Skill Targets: Demonstration or physical skill-based performance is at the heart of the learning
• Product Targets: Where creation of a product is the focus of the learning.

Specifications for quality of the product itself are the focus of teaching and assessment

• Disposition Targets: Attitudes, motivations, and interests that affect students’ approach to learning

Target Type - Team Feud

HS.18 I can name economic indicators.

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FL.6.12 I can define and explain the following: spending, savings, credit, and debit.

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HS.18 I can use economic indicators to analyze the current and future state of the economy.

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SL.6.1a I know that it’s important to come prepared to a discussion.

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SL.8.4 I can use effective speaking techniques (appropriate eye contact, adequate volume and clear pronunciation).

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HS.ESS.1-1 I can develop a model to to illustrate the life span of the sun.

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Target Type - Team Feud

L.11-12.2a I can observe hyphenation conventions.

HSA.APR.B.3 I can sketch the graph of a polynomial given its zeros.

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W.11-12.8 I can gather relevant information from multiple authoritative print and digital sources.

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SL.9-10.1d I can respond thoughtfully to diverse perspectives.

7.EE.B.3 I can solve multi-step real life and mathematical problems with positive and negative rational numbers.

W.6.3 I can write a narrative text about real or imagined experiences using relevant details and event sequences that make sense.

HSG.CO.A.1 I know the definitions of angle, circle, perpendicular line, parallel line and line segment.

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Self-Reflection

Do you know it as well as you think?

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Plan for Building Assessment Literacy

• Learn
• Guided Practice
• Individual Work Time
• Repeat

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Team Time:

Your Own Assessment Work Time

Looking at the first unit/module you will be writing or revising an assessment for, take a few minutes to review target type.

• Are they correct?
• Do any need to be changed?
• Are there any you need clarification on?

… Or second or third! Keep fixing and labeling learning targets for upcoming units until you run out. This will save a TON of time later!

Time for a break...

Please come back in 10 minutes!

Key Three:

Sound Design Competencies

Learning targets are translated into assessments that yield accurate results.

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• 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.

Next Time:

• 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.

Key to Quality 3: Sound Design

Review: Assessment Methods

• Selected Response

Students select the correct or best response from a list provided.

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• Personal Communication

Students share what they have learned through structured and unstructured interactions with teachers.

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• Performance Assessment

Students complete a task that is evaluated by judging the level of quality using a rubric.

• Written Response

Students construct an answer in response to a question or task rather than select the answer from a list.

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Target Method Match

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Let’s Practice

Name That Method!

Write a paragraph explaining how the author’s point of view

Fill in the blank (with sentence frame)

Multiple choice question: “Select all that are true”

Give a speech

Write a narrative about a significant event in your life

In table groups, students discuss the pros and cons of bike helmet laws

Create a visual aide

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Written Response

(extended)

Written Response (short)

Selected Response

Performance Assessment (demonstration of skill)

Performance Assessment

Selected Response, Written Response, Performance Assessment,

Personal Communication

Personal Communication

Performance Assessment (product)

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Key to Quality 3: Sound Design

What is an Assessment Plan?

Large Scale (district, school, team) A document that outlines:

• Student learning outcomes (for academic programs) or unit outcomes
• Assessment methods used to demonstrate the attainment of each outcome
• The timeframe for collecting and reviewing the data
• The individual(s) responsible for the collection/review of data

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(Think: Balanced Assessment System)

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What is an Assessment Plan?

Small Scale (Standard or Unit of Standards) A document that outlines:

• Student learning outcomes listed with target type
• Appropriate assessment methods to demonstrate the attainment of each outcome
• The Percentage of Importance/Weight for each outcome

(Think: Recipe of the Assessment to be Made)

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With Use & Reflection

Example of an Assessment Plan

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http://bit.ly/AssessmentPlanDOC

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One member of your team needs to open this and share it with your team.

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Example of an Assessment Plan

Looking at the unit/module you will be writing an assessment for, take a few minutes to…

• Copy/paste in the priority standard target/s
• Remember you are not including ALL of the underpinnings, just the on-level “heart of the standard” because this is a post-assessment
• Include the standard number
• Include the target type

Team Time:

Your Own Assessment Work Time

Creating an Assessment Plan

Looking at targets/types listed, take a few minutes to…

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• Using the Target Method Match (TMM) tool, list methods you could use for each target.

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• Remember you are not deciding now, just listing options.

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Team Time:

Your Own Assessment Work Time

Target Method Match

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Key Three:

Sound Design Competencies

Learning targets are translated into assessments that yield accurate results.

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• 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.

Next Time:

• 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.

“… a good guideline for making decisions regarding percentage of importance for each learning target is

that percentage of instructional time and

percentage of assessment time should be roughly equal.

So, if science processes and skills represent 40 percent of importance, roughly 40 percent of instructional time will be used to teach science processes and skills.”

CASL (2006), p.114

Creating an Assessment Plan

Looking at assessment options listed, take a few minutes to…

• Consider the percentage of importance
• Make a draft, dividing up 100% across all of the targets listed
• Remember nothing is set in stone! Estimate now, you can adjust if needed.

Team Time:

Your Own Assessment Work Time

Creating an Assessment Plan

Looking at assessment options listed, take a few minutes to…

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• Consider where you want the bulk of student effort/work to land.
• Decide on a method.
• Remember, nothing is set in stone! You can adjust if needed next time.

Team Time:

Your Own Assessment Work Time

Plan for Building Assessment Literacy

• Learn
• Guided Practice
• Individual Work Time
• Repeat

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Key to Quality 3: Sound Design

1. Determine Formative or Summative and Stakeholder Identification

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• Check/Revise for Clear Learning Targets and Target Type

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• Create Assessment Plan to Match

Sampling 101:

We must sample well by including

just enough

exercises to lead to confident conclusions about student achievement.

• Stiggins

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Appropriate Sampling

with

Goldilocks and The Three Bears

Turn and Talk: Work together to quickly retell the main events of the story.

Sample Size Across A Unit

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A Sketch!

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Coming to Some Conclusions

How does the standard and use of CFAs affect the needed sample size on a summative?

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Appropriate Sampling...

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Requires:

• Flexible thinking
• Awareness of the full assessment picture
• Thoughtful planning
• A willingness to “field test” and revise assessment/s and items

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Is:

• About a body of evidence
• About opportunity to demonstrate proficiency
• A support to making logical inferences and conclusions
• A cause and effect relationship between formative and summative assessments

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Is Not:

• A magic number of opportunities
• A static rule that can be applied to all standards

Living Likert “Conditions”

1. This is a post-assessment

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• The current unit is only on (alcohol). The other elements of the standard are covered in future units

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• Formative assessments DID include additional opportunities to “explain”

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Living Likert

(In the Common Core Era!)

I think the sample size is ______ because________.

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Situation 1: If the teacher gave 1 mid-unit CFA with 25 opportunities to demonstrate proficiency on it.

Too Low Too High

25

Living Likert

(In the Common Core Era!)

I think the sample size is ______ because________.

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Situation 2: If the teacher has given 5 CFAs throughout the unit with multiple (5-7) opportunities for proficiency on each one.

5-7

5-7

5-7

5-7

5-7

Too Low Too High

Living Likert

(In the Common Core Era!)

I think the sample size is ______ because________.

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Situation 3: If the teacher gave only a pre-assessment and used this as a post.

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Too Low Too High

Living Likert

(In the Common Core Era!)

I think the sample size is ______ because________.

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Situation 4: If the teacher gave 3 CFAs throughout the unit with multiple (3-4) opportunities for proficiency on each one.

3-4

3-4

3-4

Too Low Too High

Why is Goldilocks a Great Mascot for Sampling?

It works for this standard and

these circumstances.

But what if it is a different standard?

Or different circumstances?

Turn and Talk:

How might this change the way we record “grades”?

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Once we have a quality Assessment Plan, then...

Feedback/Assessment for the Day

Take a few minutes to reflect on your learning…

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• Answer the assessment questions on your reflection sheet. If you aren’t sure of the answer, let us know what part you have questions about and any specific questions you have.

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• When you are done, place your sheet in the manila folder indicating your level of confidence with the content assessed.

Got it!

Unsure, I have a question or two.

I need more help. Please reteach this. tomorrow!

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Zooming Out

Adding to the poster:

What formative assessments did you experience today?

Zooming Out

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

Coming Soon...

1. Avoiding Bias
2. Understanding Distortion
3. Task/Question Selection

www.educationalexcellence.org

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Ready for more? Buy this Book & READ it!

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