Spanish 1 2 3 common assessments

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Training for our Spanish curriculum team on assessment literacy and looking at our common assessment data from 2012-2013.

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  • What are the implications for world language?
  • Example from previous common assessmentHow do we design discriminating questions or prompts?
  • How do we account for this
  • Spikes in proficiencyTo what extent do we worry about it?
  • How do we account for this
  • Speak to the first one and how it links to student growth goals.
  • How does last year’s data inform our decisions
  • Quotes
  • Do we have anything else that we want to add to our tips section?
  • Speak to the first one and how it links to student growth goals.
  • Spanish 1 2 3 common assessments

    1. 1. ¡Bienvenidos! Spanish Common Assessments Spanish 1 2 3
    2. 2. Agenda 1 2 Assessment Literacy - Combining our expertise Student Work 3 Common Assessments: Purpose and Decisions 4 Common Assessment Development in pairs 5 Tuning Protocol
    3. 3. What do we understand about assessment? • • • • Experience Research Training Teaching
    4. 4. Sampling Principal “Because a test is not a direct measure of a student’s degree of master of an entire domain, any conclusion you reach about proficiency…is based on an inference about proficiency from a smaller sample.” Datawise p. 37
    5. 5. Discrimination “An item that discriminates is … more likely to be answered correctly by students with a higher level of proficiency” Datawise p. 38
    6. 6. Reliability “Inconsistencies in scores across various instances of measurement” due to different sample items or variance in student behavior Datawise p. 38-39
    7. 7. Score Inflation “Increases in scores that do not indicate a commensurate increase in actual proficiency” Datawise p. 39
    8. 8. Looking at Student Writing What comes up protocol
    9. 9. What Comes Up? Purpose: Gain insight from previous assessments to plan for the new 1. Presentation 2. What insight can we gain from this work? 3. Round of Response – no interruptions 4. Conversation 5. Record Learnings The Power of Protocols p. 78-80
    10. 10. • Identify students who are struggling and need extension • Identify program/curriculu m changes • Inform P.D. that is offered
    11. 11. Spanish 1 1a 1b 2012-2013 Writing Score distribution – Level 3 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Below Standard / No Evidence Emerging Skills Meets Standard Black n=39 Asian n=274 Latino n=58 Native American n=3 Pacific Islander n=1 White n=514 Exceeds Standard Multi-ethnic n=59
    12. 12. Spanish 1, 2, 3 - 2012-2013 Student Performance by Mode 3.0 2.7 Presentational Speaking 2.3 Interpersonal Speaking 2.5 2.6 2.8 2.8 2.6 2.7 2.5 2.6 Reading Writing 2.4 0.0 Spanish 3 0.5 1.0 Spanish 2 1.5 Spanish 1b 2.0 2.5 Spanish 1a 2.9 2.7 2.6 2.8 2.7 3.0 Spanish 1 3.5 4.0
    13. 13. Spanish 1, 1a, 1b, 2, 3 2012-2013 Performance distribution by ethnicity 8% 15% Above Standard 33% 15% 13% 36% On Standard 41% 32% 32% 32% Emerging Performance 27% Well Below Standard 7% 8% 0% African American n=36 5% 44% 34% 45% 44% 11% 10% 11% 10% Asian n=381 15% 20% 25% Hispanic n=84 30% 35% Multi Ethnic n=105 40% 45% 50% White n=817
    14. 14. Connecting How do we connect common assessments to teachers and students’ reality? Quotes

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