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

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I can define the term “assessment literacy”

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Use the letter “X” to mark current reality on a scale of “I’ve never heard of it” to “I have a general idea” to ”I could direct-quote Stiggins himself!”

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Intro to Keys to Quality Assessment

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Greater Albany School District

December 2022

SIGNAL WORD: Assessment for + Alignment

• Reflect on assessment practices in our own buildings
• Examine the link between data teams and quality assessments
• Review keys to quality assessment
• Build a shared understanding of key 3: sound design
• Identify answers to teacher questions
• Provide an opportunity for reflection and questions

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OBJECTIVES FOR THE DAY

Check in and Questions?

Use the sticky notes to record questions you are getting from teachers or that you have about assessment.

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Making Connections:

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An Input Chart

No

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Yes, but...

Let’s Pause to Reflect

Turn and Talk: What is the connection between data teams/unit mapping and quality assessment? Why do they matter to each other?

Trends to Focus Our Learning

Key 2:

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Key 1:

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Key 3:

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Key 4:

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Key 5:

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That’s great...

but why do I need to know this?

What’s in it for me?

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

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!

The biggest lie I tell myself is

“I don’t need to write that down, I’ll remember it.”

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 single assessment can fill everyone’s information needs!

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Assessment List

• SBAC Assessments
• Progress Monitors/Quiz
• Classwork
• Pre-Assessment
• End of Unit Assessment
• Ticket Out the Door/Exit Tickets
• State Writing Assessment
• Homework
• English Language Proficiency Assessment

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Answers to Questions

Considering the list of questions generated earlier today, can we answer any?

Key to Quality Two: Clear Targets

• Learning targets make it clear to the teacher and 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

So What?

Who Cares?

Hint: This matters!

Review: Types of Learning Targets

Record key words and sketch to remember

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 Practice

Using the targets in the envelope, sort them into the 5 types of targets

• 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…

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As You Deconstruct Standards

Note: Disposition can both stand alone or be paired with any other target type

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Remember If...Then...

Answers to Questions

Considering the list of questions generated earlier today, can we answer any?

Time for a Break

Key Three: Sound Design Competencies

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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.
• 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.

Learning targets are translated into assessments that yield accurate results

Shared Example

Sound design look-fors:

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

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

Target Matched to Question Example

ATOD-CC Explain short and long term effects of alcohol, tobacco, inhalants, and other drug use, including anabolic steroids, performance enhancing drugs and controlled substances.

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PSA for Checking for Alignment

Key Three: Sound Design Competencies

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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.
• 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.

Learning targets are translated into assessments that yield accurate 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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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.

Where did the majority of the methods you brainstormed fall?

Target Method Match

Yes? No? Maybe?

So What?

Who Cares?

Roadmaps to Learning

A Real Life Example

Target Method Match

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?

Have questions?

We have answers!

Dear Facilitator . . .

Zooming Out- Reality Check!

Discuss as a table: What are the implications of these artifacts on the different stakeholders? Consider the student, parent, teacher/s, district

Email to Parents

Teacher Writing in Red

Answers to Questions

Considering the list of questions generated earlier today:

• Can we answer any?
• Which remain?

Cadre Day by Day Layout

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

What Teams Gained from Cadre

• An increased understanding of assessment literacy
• The ability to look at given assessments and adjust as needed
• The skills to create new assessments
• Knowledge of quality rubrics and appropriate scoring agreements
• 2-4 completed assessments ready to field test

Admin Role

• Support your team/teachers that attended
• Alert EdEx trainers if a team needs more support
• Provide protected time and structure after cadre to have teams work on assessments
• Ensure that assessments are being used
• Link to Feedback

Elevator Speech

• Assessments are in process
• Timelines are variable
• Feedback is crucial
• Field testing and revision will improve assessments over time

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Answers to Questions

Considering the list of questions generated earlier today:

• Which remain?

Thank You

Your feedback is important to us.

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Please fill out the last page of your

participant packet.

We read every response!

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