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 “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!

1. Please mark the entry question (on the center door)
2. Sit with your same level and content colleagues.
3. Fill out a name tag with your name, school and grade/content.

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Sound Assessment Institute

Day 1 Open - October 2019 Cadre

Moving the Mission

Our promise is to engage, inspire and prepare all students to lead, learn and contribute toward a just society, both local and global.

Ensuring Equity - Guaranteed & Viable Curriculum

District Guaranteed and Viable Core Curriculum

Unit summative assessments of priority standards

Projection Map of standards, prioritized and grouped by unit, with timelines

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Data Teams

The purpose of the Data Teams process is to improve instruction by using data to regularly analyze the impact of classroom instructional strategies and practices on student outcomes - and to do that collaboratively, through professional conversations.

Data Teams

This work - learning and using sound assessment practices, lives in Step 1 of the Data Teams Process.

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District Guaranteed and Viable Core Curriculum

Unit summative assessments of priority standards

Deconstructed standards

Standard specific language and forms & function(s)

Projection Map of standards, prioritized and grouped by unit, with timelines

Instructional Strategies

Materials

Formative Assessments

Building Data Team

Unit and Lesson Mapping

Questions Surfacing Through This Work

Shared Understanding of Proficiency

• What does it mean to be proficient on a standard?
• What standards need to be commonly assessed, measured and graded?

Confusion about Data Teams in general

• When will be ready to cycle?
• Step 1 is the necessary foundation for Steps 2-7
• Rumors - are Data Teams going away?

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This Work

• As more teachers go through this process, the easier it will be to come to consensus on proficiency questions.
• Five Days is a long time to be out of the classroom - the long term outcome of Equitable outcomes for all students outweighs the short term impacts.
• Equitable support for All students is worth it.

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• Our Asks:
• Set aside questions and frustrations
• Make this time worth it for you
• EdEx will ask for feedback and make adjustments along the way

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Assessment Cadre

Day 1: Keys to Quality Introduction

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Woodburn School District

October 2019

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’s in the Room?

Introduce yourself, your current position and tell what is the worst way you have had to spend money as an adult...barring medical expenses!

OBJECTIVES FOR THE DAY

• 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

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?

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?

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!

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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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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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!

What are the Five Types of Targets?

• Knowledge Targets

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• Reasoning Targets

• Skill Targets

• Product Targets

• Disposition Targets

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I can explain how incentives influence choices.

I can develop a model to illustrate the role of photosynthesis.

I can identify strategies for establishing and maintaining a good credit rating.

I can engage in informed and respectful deliberation and discussion of issues, events, and ideas.

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

I can predict the motion of orbiting objects in the solar system.

I can present information clearly, concisely, and logically.

I recognize the importance of treating others with respect including gender expression.

Name that Target Type!

K=Knowledge S=Skill

R=Reasoning P=Product

D=Disposition

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Review: Types of Learning Targets

Record Key Words & 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

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I can explain how incentives influence choices.

I can develop a model to illustrate the role of photosynthesis.

I can identify strategies for establishing and maintaining a good credit rating.

I can engage in informed and respectful deliberation and discussion of issues, events, and ideas.

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

I can predict the motion of orbiting objects in the solar system.

I can present information clearly, concisely, and logically.

I recognize the importance of treating others with respect including gender expression.

R

P

S

K

R

D

S

D

Self Reflection: Take a moment to revise based on any new learning!

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

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.

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

Shared Example: Sound Design

“Look Fors”

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)

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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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Work Time:

On Your Own Assessment

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

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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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 to select the answer from a list.

Where did the majority of the methods you brainstormed fall?

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Target Method Match

Yes? No? Maybe?

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Roadmaps to Learning

A Real Life Example

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?

Target Method Match

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Work Time: Shared Example

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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:

On Your Own Assessment

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 corresponding poster.

#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

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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Ready for more? Buy this Book & READ it!

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