Transition to PA Common Core Assessment

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PA Common Core

Local Curriculum

Toolbox

Please Do the Following:

• • • Connect to the Internet Navigate to: http://www.pdesas.org

– If a registered user, sign-in – If not a registered user, join now Place your name and school district/organization on your name tent

Your School District/Organization

Your Name

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Essential Questions

• How are formative assessments and summative assessments similar and different?

• What processes and strategies support checks for understanding and assessment?

• What are the characteristics of assessment questions that engage students and have real world connections?

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Designing and Using Formative Assessments Activity 1: Check for Understanding

According to Understanding by Design: Which of the following are techniques to check for understanding?

6) Visual representation 1) Index card summaries / questions 2) Hand signals 3) One-minute essay 4) Question box or board 5) Analogy prompt 7) Oral questioning 8) Follow-up probes 9) Misconception check 10) Ticket out the door

Source: Understanding by Design, pp. 248-249 5 Copyright ©2010 Commonwealth of Pennsylvania

Designing and Using Formative Assessments Misconceptions About Formative Assessment

• • • Students’ correct answers indicate understanding. Questions means students understand.

Large groups of learners make formative assessment impossible .

Source: Adopted from Understanding by Design, pp. 247 Copyright ©2010 Commonwealth of Pennsylvania 7

Designing and Using Formative Assessments Clarification: Using Hand Signals as a Formative Assessment Strategy

• If we move on when we see a lot of thumbs up, then the Formative Assessment is FAILING to inform instruction.

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Designing and Using Formative Assessments Clarification: Using Hand Signals as a Formative Assessment Strategy

• If we go back and repeat the same instruction louder and slower when we see some non affirmative responses, we are FAILING to differentiate.

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Differentiation means… Designing and Using Formative Assessments

“ …consistently using a variety of instructional approaches to modify content, process, and/or products in response to learning readiness and interest of academically diverse students.

” - Carol Ann Tomlinson Source: Ellis, E., Gable, R. A., Gregg, M., & Rock, M. L. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, p 32.

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Designing and Using Formative Assessments

True or False: Formative assessments are not graded.

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Designing and Using Formative Assessments

True or False: An ungraded assessment is a formative assessment .

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Designing and Using Formative Assessments Give an example of a formative assessment.

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Designing and Using Formative Assessments

Copyright ©2010 Commonwealth of Pennsylvania Source: Applying Angle Theorems, MARS Shell Center, University of Nottingham & UC Berkeley http://map.mathshell.org/materials/lesso ns.php?taskid=214&subpage=concept 14

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Designing and Using Formative Assessments 1 2 3 4

Source: Applying Angle Theorems, MARS Shell Center, University of Nottingham & UC Berkeley 15

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4 Designing and Using Formative Assessments 2 1

Source: Applying Angle Theorems, MARS Shell Center, University of Nottingham & UC Berkeley 16

3

Designing and Using Formative Assessments

A completely different example of a formative assessment… Source: Formative Assessment Probes Math Investigations pp 47 Copyright ©2010 Commonwealth of Pennsylvania 17

Designing and Using Formative Assessments

Another example of a formative assessment…

Annotated Student Drawings

Students make labeled illustrations that

• accesses prior knowledge and visual representation of thinking. • encourages sense making and awareness of one’s own ideas • benefits strong visual learners 18 Copyright ©2010 Commonwealth of Pennsylvania

Designing and Using Formative Assessments

Example of Annotated Student Drawing Source: http://www.acara.edu.au/curriculum/worksamples/AC_Worksample_Mathematics_1.pdf

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Designing and Using Formative Assessments

Five Key Strategies for Effective Formative Assessment

1. Clarifying, sharing, and understanding goals … 2. Engineering effective classroom discussions, questions, activities, and tasks … 3. Providing feedback … 4. Activating students as owners … 5. Activating students as learning resources …

Source: www.nctm.org/news/content.aspx?id=11474 Alternate Source: schools.nyc.gov/NR/rdonlyres/40877F5B-D6C0-4EB5-A5A4-5644A86CA523/0/Research_brief_04__Five_KeyStrategies.pdf

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Designing and Using Formative Assessments

Example of a Formative Assessment Rubric

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Differences Between Formative and Summative Assessments Directed Paraphrasing:

You are a teacher in a local school district. Your partner is the parent of a student in your class. Explain the differences between a formative assessment and a summative assessment to him/her in a parent friendly language.

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Differences Between Formative and Summative Assessments What does SAS say?

The Assessment page at SAS... www.pdesas.org/module/assessment/About.aspx

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Differences Between Formative and Summative Assessments

Formative

Occurs before or during instruction Assessment for learning

Summative

Occurs after instruction Assessment of learning

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Differences Between Formative and Summative Assessments

Formative Descriptive

feedback

Continuous Summative Evaluative

feedback

Periodic

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Differences Between Formative and Summative Assessments

Formative Informal

High impact on learning

Summative Formal

Limited positive impact on learning

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Differences Between Formative and Summative Assessments

Is it Formative or Summative?

Reference The Council of Chief State School Officers (CCSSO) publications at http://tinyurl.com/AssessmentExamples 27 Copyright ©2010 Commonwealth of Pennsylvania

Differences Between Formative and Summative Assessments

Activity 2: Categorize and Transform

• • Using an assessment question that you brought to the workshop… Determine if it is clearly formative or summative.

– Why? Why not?

– What changes could be made to the question to place it solidly within the formative or summative domain?

Now modify a question or construct a similar question that is the opposite kind of assessment.

– If the question was formative, construct a summative question.

– If the question was summative, construct a formative question.

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Designing and Using Summative Assessments

To what extent does this reflect student engagement and real world connections?

Nancy

’

s Carpeting Task

Nancy is recarpeting her bedroom. Her room is 10 feet wide and 11 feet long. How many square feet of carpet will her parents need to purchase?

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Designing and Using Summative Assessments

To what extent does this reflect student engagement & real world connections?

Source: Common Core State Standards and Assessments Copyright ©2010 Commonwealth of Pennsylvania 30

Designing and Using Summative Assessments Activity 3: Identify Engagement and Real-World Connections

• Underline elements of the assessment that reflect student engagement as indicated through the mathematical practices.

• Circle deliberate, real-world connections in the assessment questions.

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Questions???

Assessment

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