Designing an assessment

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Designing a performance based assessment

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  • Let’s start by going back to last August… Before students even reported for the first day of school we introduced you to this concept of new standards… Remember what you felt like that first day?
  • Here’s what that first day’s activity looked like
  • Then in October we spent our first full-day as a district beginning to look at these new standards. We focused on identifying characteristics of (and forming) Professional Learning Communities, we introduced the six shifts in the ELA curriculum, and we spent an afternoon working in PLCs to learn the Revised Blooms Taxonomy (RBT)
  • This provides a review of what was covered on October 28 – these slide are directly from the Oct 28 training. Read through the items OR have individual participants read them aloud.
  • Read through the items OR have individual participants read them aloud.
  • Read through these items. Challenge participants to mentally assess to what extent their team meetings mirror these 5 attributes of PLCs.Like the sheep from “Outlearning the Wolves” brought a variety of skills to the group, so do our teachers and staff. Hope is essential. It is easier to ‘keep hope alive” through supportive relationships in a PLC.
  • When decisions must be made in a PLC, consensus can be an important (and often misunderstood) element.The big idea is that everyone gets a say in the decision-making process and that once the group reaches consensus, members who did not get their first choice agree to “give it a sincere try”.
  • These notes are pretty self-explanatory. The key is that everyone feels comfortable participating on his or her own terms. Also ,PLC meetings are not moaning and whining sessions- they are solution –oriented.
  • Members in a PLC should be allowed to volunteer for these roles at an initial PLC meeting.These roles need to be rotated on a periodic basis so that one person is not “stuck” in the same role or that one person is not always the “facilitator”.
  • Remember this activity? Again, these slides are directly from the January 17 PPTs
  • Strands provide common threads of understanding across all grade and proficiency levels; every content area has a different number of strandsEvery strand has multiple Essential StandardsFocused on what students NEED TO KNOW, not what’s nice for them to knowThey delineate what students should know and be able to do, andThey are FEWER in number, CLEARER in expected student outcomes, and HIGHER in cognitive processEssential Standards focus on big, conceptual ideas and enduring understandings to be learned.  They also focus on the levels of cognitive processing needed to ensure student success throughout the K-12 learning process, into higher education, and the world of work.Essential standards can be assessed in the classroom using formative, benchmark/interim, and summative assessments.Clarifying Objectives are aligned with each Essential Standard and express the necessary knowledge and processes students must master to achieve the Essential Standard for a particular level. The clarifying objectives identify the most important content for clear understanding of the Essential Standard.Decoding Example (from music standards): 4 indicates “4th Grade”Strand is “ML” (Musical Literacy)1 indicates the first essential standard under strand (requires students to apply the elements of music and musical techniques in order to sing and play music with accuracy and expression).1 indicates it’s a clarifying objective for the larger essential standardMore examples will be examined in the PLC time later this session
  • Because of the embedded standards and the changes in how standards are constructed (meaning changes in learner expectations), planning for instruction must changeEducators must answer multiple questions to design good lessons for learners:How will this standard be reflected in student work?How will this affect how I assess student performance on the standard (ie, how will I know students have mastered the standard)?How do I then need to teach in order for students to demonstrate proficiency in this way?
  • Focus on the underlined and bolded sections… All feedback submitted from prior trainings has been examined carefully (and we’ve tried to adapt our trainings based on that feedback – hence today being more “simple” than January 17) There were more negative responses to the previous training than we would have liked, but a closer examination of the data indicated an overwhelming majority of the negative comments submitted were by groups who did not put in the recommended time. For example, the afternoon activity began sometime between 12:15 and 12:45 (depending on the school) – for those teachers that submitted their feedback on the day’s training at before 1:30 they OVERWHELMINGLY gave it negative reviews (such as “this was a waste of time” or “I didn’t learn a thing”); for those who submitted their feedback after 3:00 (in other words, they took the suggested timeframe of 2.5-3 hours to complete the activities) they overwhelmingly offered better feedback and felt the training was worthwhile. Having said that, there were some people who did take the suggested time and they offered negative feedback – their feedback we paid much closer attention to (and used it to adjust plans for today) since we as a team felt their feedback was legitimate. Reinforce with teachers the importance of taking their time on this.
  • If you want to watch a shortened version of the video, select the Elementary version and start it at 1:11 and end it at 10:27.Walk participants through the blog post, the print-out, and show them how to access the PPT. As a faculty view one of the PD360 videos on the guiding/essential question (choose the one most appropriate for your grade level).Group discussion/activity after viewing the video: 1) What is the difference between a guiding question and an objective? 2) Look at the examples of guiding questions 3) Compare guiding questions with a SIOP objective
  • Dismiss teachers into their PLCs. When they return after lunch they need to bring a progress report on how far they have gotten so they can share with another group and get/give feedback
  • Remind teachers that ALL materials need to be submitted to their IC (not just the assessment itself but any supporting documents like rubric/scoring guides/answer keys/exemplars)
  • Designing an assessment

    1. 1. Common Core & Essential Standards Designing anAssessment Aligned to the New Standards March 2, 2012
    2. 2. Today’s ObjectivesObjective: Teachers will design an assessment aligned to a one of the new standards for the 2012-2013 school yearEssential Question: How do I know when a student exhibits both the knowledge and skills required to meet the new standards?
    3. 3. Agenda For the Day• Overview (this presentation) – Reminders of what we’ve already learned this year – Reminders of good PLC procedures – Definitions of important terms• PLC Time: Work as a PLC to unpack a standard and design an assessment• Sharing Time: Come back together to share and critique• PLC Time: Finalize & submit the assessment to your IC
    4. 4. Flashback #1 August 19, 2011District-Wide PD Session: What? New Standards? An Introduction to What’s Ahead
    5. 5. Flashback #2 October 28, 2011District-Wide PD Day: Focus on PLCs & RBT
    6. 6. Cultural Shifts in a PLC A Shift in the Work of TeachersFrom isolation… to collaborationFrom each teacher clarifying to collaborative teams building shared knowledgewhat students must learn… and understanding about essential learningFrom each teacher assigning to collaborative teams establishing thepriority to different learning priority of respective learning standardsstandards…From each teacher determining to collaborative teams ofthe pacing of the curriculum… teachers agreeing on common pacingFrom individual teachers to collaborative teams of teachers helping eachattempting to discover ways to other improveimprove results…
    7. 7. Cultural Shifts in a PLC A Shift in the Work of TeachersFrom privatization of to open sharing of practicepractice… to decisions made collectively by buildingFrom decisions made on the basis sharing knowledge of best practiceof individual preferences…From “collaborative lite” on to collaboration explicitly focused onmatters unrelated to student issues and questions that most impactachievement… student achievementFrom an assumption that to an assumption that “these are our kids”“these are my kids, those areyour kids”…
    8. 8. 5 Attributes of Professional Learning Communities• PLCs focus exclusively on learning and teaching• PLCs place decision-making in the hands of the teachers• In PLCs, teachers focus on developing supportive relationships• PLCs provide ongoing teacher professional development• PLCs increase teaching expertise for participating teachers
    9. 9. Consensus Means: Does NOT mean:• All group members contribute • A unanimous vote. and share opinions. • The result is• Differences are viewed as everyone’s first choice helpful. • Conflict or resistance• Those who disagree indicate a will be overcome willingness to experiment for a immediately. certain time period.• All members share the final decision and the responsibility to implement it.
    10. 10. Trust• Trust is the foundation of teamwork.• On a team, trust is all about vulnerability, which is difficult for most people.• Building trust takes time and courage• Like a good marriage, trust on a team is never complete; it must be maintained over time. --Patrick Lencioni, The Five Dysfunctions of a Team
    11. 11. Ground Rules•This is a safe room•There is no rank in this room•All ideas are valid•Each person gets a chance to speak•Each person gets a chance to listen•We are here to focus on the future•Our purpose is improvement, not blame Victoria Bernhardt
    12. 12. Roles within a PLC• Recorder – Take all of the notes for the meeting.• Timekeeper – Ensures that the meeting adheres to the time schedule.• Facilitator – Facilitates the meeting.• Gatekeeper – Keeps the meeting on topic. Roles within the PLC should rotate regularly!
    13. 13. Final Reminder:PLCs should be no smaller than 4 and no larger than 6 people
    14. 14. Flashback #3 January 17, 2012District-Wide PD Day: HowStandards Are Constructed
    15. 15. ITES Sorting Activity 1. Sit in Groups of 4-6 K-2 3-5 6-12 2. Identify a group facilitator 3. Create three columns (as listed to the right) 4. Identify where each standard falls 5. At the end, the facilitator will check for accuracy16
    16. 16. Standards Organization Example: 4.ML.1.1: Apply expressive qualities when singing or playing a varied repertoire of music Strand representing genres and styles from diverse cultures. Essential Essential Standard Standard Clarifying Clarifying Clarifying Clarifying Objective Objective Objective Objective17
    17. 17. Implications for Planning Instruction How this standard is reflected in student work Standard How this How I standard is assessed: teach this formative standard benchmark Summative18
    18. 18. What We’ve Learned • Teachers want time to collaborate • Teachers want time to unpack the standards • Teachers want to know what the standards look like in action • Simple is better • Teachers who do not take the full allotted time feel the activities are not beneficial• Overall, teachers who invest the time given on these days to complete activities as designed are more likely to learn needed content and walk away feeling the time was well spent
    19. 19. Where do we go from here?• Unpacking & Creating an Assessment – In your PLCs: Select an objective, examine vertical alignment, select an assessment, design the assessment (and all supporting materials), submit the assessment (let’s look at the guide) – Remember: Your assessment and supporting materials need to be friendly enough so that another teacher could use it without your assistance – Remember: You will submit your assessment and supporting materials electronically to your IC at the end of the day. Take your time & don’t rush• Important Term: Guiding/Essential Question – Elementary Video – Secondary Video
    20. 20. Reminders• All materials & resources needed are on the Success for Every Child website (http://successforeverychild.wordpress.com)• You will submit your assessment and supporting documents electronically to your IC
    21. 21. PLC Time: Begins Now! Go forth and create! Return after lunch to share your progress and offer/receiveconstructive feedback.
    22. 22. Afternoon Session
    23. 23. Sharing Activity – Get with another PLC For the next 20-30 Minutes:• Share your progress with each other (either your planning guide or progress on your assessment itself) • Offer both praise and critical feedback to the other group: – identify what they did well AND – offer a suggestion for improvement • Ask clarifying questions of the other group so they can make sure what they are developing is user-friendly by other teachers
    24. 24. PLC Time: Begins Now! Return to your PLCs and finish your assessment –once finished submit it andall supporting materials to your IC.If you finish early complete a second assessment.

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