This document provides an agenda for a meeting on Spanish common assessments. The agenda includes discussing assessment literacy by combining expertise, examining student work samples, discussing the purpose and decisions around common assessments, and developing common assessments in pairs. It also includes reviewing what is known about key assessment concepts like sampling, discrimination, reliability, and score inflation. Teachers will look at previous student writing samples to gain insights and identify areas like struggling students or curriculum changes. Data from Spanish 1, 2, and 3 assessments from 2012-2013 is presented showing performance by mode, ethnicity, and across levels. The document ends by asking how common assessments can be connected to teachers' and students' realities.

1. ¡Bienvenidos!
Spanish Common
Assessments
Spanish
1
2
3

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. What do we understand
about assessment?
•
•
•
•
Experience
Research
Training
Teaching

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. Discrimination
“An item that
discriminates is … more
likely to be answered
correctly by students
with a higher level of
proficiency”
Datawise p. 38

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. Score Inflation
“Increases in scores
that do not indicate a
commensurate
increase in actual
proficiency”
Datawise p. 39

8. Looking at
Student Writing
What comes up
protocol

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. • Identify students
who are struggling
and need extension
• Identify
program/curriculu
m changes
• Inform P.D. that is
offered

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. 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. 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. Connecting
How do we connect
common assessments
to teachers and
students’ reality?
Quotes