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Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
Mastery of Common Core Assessments
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Mastery of Common Core Assessments

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This is the presentation from a webinar hosted by School Improvement Network about Common Core assessments. It was the fourth of a four-part webinar series on using learning targets with the Common …

This is the presentation from a webinar hosted by School Improvement Network about Common Core assessments. It was the fourth of a four-part webinar series on using learning targets with the Common Core Standards.

Learn more at http://www.schoolimprovement.com/mastery-of-common-core-assessments-webinar.html

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  • 1. Mastery of Assessment For and OfCommon CoreUnderstanding © 2012 School Improvement Network
  • 2. Welcome© 2012 School Improvement Network
  • 3. Connection© 2012 School Improvement Network © 2011 School Improvement Network
  • 4. Learning 360 Framework Design Learning Targets Aligned Intentional Assessment Instruction©© 2012 School Improvement Network 2012 School Improvement Network © 2011 School Improvement Network
  • 5. Assessment© 2012 School Improvement Network© 2012 School Improvement Network School Improvement Network © 2011
  • 6. © 2012 School Improvement Network© 2012 SchoolImprovement Network © 2011 School Improvement Network
  • 7. Learning Targets 1. Align assessment types based on the Common Core State Standards. 2. Connect Formative Assessment strategies to the Common Core State Standards. 3. Develop student Self-Assessment strategies.© 2012 School Improvement Network © 2012 School Improvement Network © 2011 School Improvement Network
  • 8. © 2012 School Improvement Network © 2012 School Improvement Network © 2011 School Improvement Network
  • 9. Formative vs. Summative Assessment FOR Learning Assessment OF Learning • Promote achievement, • Document mastery of ongoing student growth, standards help meet CC Standards • Others • Students • CC Standards • Specific QLT • An event after learning • A process during learning • Certify and promote • Insight for closing gaps • Threat of punishment, • Learning is achievable promise of rewards© 2012 School Improvement Network
  • 10. Summative Teacher Student • Administer with care • Study to meet CC • Use results to meet Standards standards • Take the test • Interpret results for • Strive for highest score parents • Avoid failure • Build assessments for report card grading© 2012 School Improvement Network
  • 11. Formative Teacher Student • Visible, student-friendly • Self-assess and keep classroom targets track • Build assessments • Set goals • Adjust teaching • Act on classroom • Descriptive feedback assessments and • Involve students in improve assessments© 2012 School Improvement Network
  • 12. Assessment Assessment Question: If students really understood ________________, …what could they do? What would be valid evidence? © 2012 School Improvement Network© 2012 School Improvement Network © 2011 School Improvement Network
  • 13. Assessment Indicators • Can explain in their own words/use visuals • Can apply/use to solve a problem • Can transfer to a new situation or context • Can create questions about it/manipulate variables • Can use in a variety of strategies© 2012 School Improvement Network© 2012 School Improvement Network © 2011 School Improvement Network
  • 14. Assessment Alternatives Choose  Multiple choice, true/false, matching  Multiple choice with think clouds or explanations  Constructed response (open-ended)  Essays, learning logs  Observations/Checklist  Products, projects, demonstrations, presentations  Rubrics  Student self-evaluations  Portfolios Construct© 2012 School Improvement Network © 2011 School Improvement Network
  • 15. Measurement and Data • 2nd grade. MD. 7. Tell and write time from an analog and digital clocks to the nearest 5 minutes, using a.m. and p.m.© 2012 School Improvement Network © 2011 School Improvement Network
  • 16. Assessment Possibilities • Compare and contrast the time shown to the nearest 5 minutes on an analog and digital clock. • Construct an analog clock showing the time, and identify life events from both the morning and the evening.© 2012 School Improvement Network © 2011 School Improvement Network
  • 17. © 2012 School Improvement Network © 2011 School Improvement Network
  • 18. Reading: Literature 6. Assess how point of view or purpose shapes the content and style of a text.© 2012 School Improvement Network © 2011 School Improvement Network
  • 19. Writing • 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.© 2012 School Improvement Network © 2011 School Improvement Network
  • 20. Geometry • Understand congruence and similarity using physical models, transparencies or geometry software. • 1. Verify experimentally the properties of rotations, reflections, and translations.© 2012 School Improvement Network © 2011 School Improvement Network
  • 21. Reading Grade 5 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.© 2012 School Improvement Network © 2011 School Improvement Network
  • 22. Formative Strategies • Quiz for Learning • Answer First • Thumbs/Fist to 5 • Whiteboards • Colored Cards© 2012 School Improvement Network © 2011 School Improvement Network
  • 23. Quiz For Learning  Quiz  Students check their own quiz  “Mark” answers as correct/incorrect  Support/justify/prove ALL answers and have a partner verify. (Correcting to 100%)  Summarize: What did I change/improve?  Summarize: What did I learn?© 2012 School Improvement Network © 2011 School Improvement Network
  • 24. Impact • Student responsibility/ownership • Teacher as facilitator • Less paper checking • Shapes direction of instruction • Intrinsic motivator© 2012 School Improvement Network © 2011 School Improvement Network
  • 25. Reality Check  Students think it is cheating  Students resistant to doing more  Not for a grade, why do it?  Different reactions *Solution: Intentional Discussions*© 2012 School Improvement Network © 2011 School Improvement Network
  • 26. Formative Strategies • Think-Pair-Share • Personal Communication • Sentence Stems© 2012 School Improvement Network © 2011 School Improvement Network
  • 27. Open-Ended Extenders  Is…  Is not….  Is like…  Is different from…  Has…  Doesn’t…  Acts like…  Could be…© 2012 School Improvement Network © 2011 School Improvement Network
  • 28. Open-Ended Extenders  Can be compared to…  Can be symbolized by…  Can be identified by…  Might…  Has many…  Sounds like…  Could be used for© 2012 School Improvement Network © 2011 School Improvement Network
  • 29. Open-Ended Extenders  Reminds me of…  Cannot be…  Is made up of…  Would change… if…  Could be changed into… if…  If I were to create a new…  If I could change one thing about it, I would change…© 2012 School Improvement Network © 2011 School Improvement Network
  • 30. Hour Glass Strategy  Model  Students brainstorm words/phrases  Evaluate and choose the best responses  Create Hour Glass© 2012 School Improvement Network © 2011 School Improvement Network
  • 31. Hour Glass Example Democracy Is… representative • government • assembly• Congress • Senate • liberty • freedom • justice • vote• Power of the people• By the people• Trial by jury • Make their own laws• Democracy Is Not… To enslave• To give power to a few • To oppress the citizens of a country • Communism • monarchy • oligarchy • tyranny • injustice lawless • minority • perfect© 2012 School Improvement Network © 2011 School Improvement Network
  • 32. Hour Glass: Math Example Is…. Is not…. A Prime Number is…. A Prime Number is NOT… A Polynomial is…. A Polynomial is NOT…© 2012 School Improvement Network © 2011 School Improvement Network
  • 33. © 2012 School Improvement Network © 2011 School Improvement Network
  • 34. Questions that Improve Any Assessment • The way I would explain ____________is… • The connection I’ve made in my mind about _____________ is…. • The way I understand ________now is…© 2012 School Improvement Network © 2011 School Improvement Network
  • 35. Self-Assessment • Where am I headed? • Where am I right now? • How do I get to the target?© 2012 School Improvement Network © 2011 School Improvement Network
  • 36. Strategies • Goal Setting • Narrative Reflections • Student Surveys • Portfolios© 2012 School Improvement Network © 2011 School Improvement Network
  • 37. 6th Grade Science • Geographical Formations • Integrate information presented in different media or formats (visually or quantitatively), as well as in words to develop a coherent understanding of a topic or issue.© 2012 School Improvement Network © 2011 School Improvement Network
  • 38. Writing • 6W1. • Write arguments to support claims with clear reasons and relevant evidence.© 2012 School Improvement Network © 2011 School Improvement Network
  • 39. © 2012 School Improvement Network © 2011 School Improvement Network
  • 40. Assessment What impact would does backward design have on learning?© 2012 School Improvement Network © 2011 School Improvement Network
  • 41. Assessment Indicators •Can explain in their own words/use visuals •Can apply/use to solve a problem •Can transfer to a new situation or context •Can create questions about it/manipulate variables •Can use in a variety of strategies© 2012 School Improvement Network © 2011 School Improvement Network
  • 42. Single Point Analytical Rubric Areas that Need Work Criteria For This Areas in Which you (Let’s talk about these): Performance: Truly Excel: Evidence and Concerns: The order of the Evidence of “going sentence makes sense. beyond”: Evidence: Evidence and Concerns: Transitions clearly show Evidence of “going how ideas connect. beyond”: Evidence:© 2012 School Improvement Network © 2011 School Improvement Network
  • 43. Assessment Design Assessment design creates a “blueprint” for instructional design.© 2012 School Improvement Network © 2011 School Improvement Network
  • 44. Assessment Assessment Question: If students really understood ________________, …what could they do? What would be valid evidence?© 2012 School Improvement Network © 2011 School Improvement Network
  • 45. Assessment Indicators • Can explain in their own words/use visuals • Can apply/use to solve a problem • Can transfer to a new situation or context • Can create questions about it/manipulate variables • Can use in a variety of strategies© 2012 School Improvement Network © 2011 School Improvement Network
  • 46. Questions for Success What do we WANT? Evidence What do we KNOW? Alignment, Sequence What do we BELIEVE? When Targets and Assessment are aligned, learning will improve.© 2012 School Improvement Network © 2011 School Improvement Network
  • 47. Home Learning • Collaborate with colleagues and evaluate Summative Assessments for format alignment, and CCSS relevance. • Intentionally place formative assessments and strategies throughout lessons to close gaps. • Analyze a unit and identify CCSS that align to provide the big picture to students for self assessment.© 2012 School Improvement Network © 2011 School Improvement Network
  • 48. Learning Targets 1. Align assessment types based on Common Core State Standards. 2. Connect Formative Assessment strategies to Common Core State Standards. 3. Develop student Self-Assessment strategies.© 2012 School Improvement Network © 2011 School Improvement Network
  • 49. Target Poster© 2012 School Improvement Network © 2011 School Improvement Network
  • 50. Learning 360 Framework Interested in Learning 360 Framework and /or Classroom Resources? On-site training? Call: 866-556-7094 or email: kristen.stoddard@schoolimprovement.com© 2012 School Improvement Network © 2011 School Improvement Network

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