Transcript Performance Standards

Georgia
Performance
Standards
Day 3:
Assessment FOR Learning
Georgia will lead the nation in
improving student achievement.
1
Training Overview: Day Three
Introduction to Module (0:55)
 Introduction to Assessment (0:15)
 Balanced Assessment (0:55)
 Planning for Assessment (3:00)
 Grading Student Work (0:10)
 Summary, Evaluation, and Homework
(0:10)
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Georgia will lead the nation in improving student achievement.
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Day Three Objectives
1.
2.
3.
4.
5.
Describe how and why Assessment is Stage 2.
Identify the purpose of assessment in the classroom.
Given a standard (s), determine which assessment
method (s) would be most appropriate at various times
to increase student learning.
Given an assessment plan for a unit, identify whether it
meets best practice standards for assessment.
Create a formative and summative assessment plan for
a unit, including examples of performance tasks and
constructed response items.
Georgia will lead the nation in improving student achievement.
3
Essential Question (overarching)
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How do I determine appropriate and
acceptable evidence of learning?
OR
How will I know if my students know it
and/or can do it?
Georgia will lead the nation in improving student achievement.
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Standards Based Education Model
Stage 1:
GPS
Standards
Above, plus
Elements
All Above, plus
Tasks
Student Work
Teacher
Commentary
All Above
Identify Desired Results
What do I want my students
to know and be able to do?
Big Ideas  Enduring Understandings 
Essential Questions
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Skills and Knowledge
Stage 2:
Determine Acceptable Evidence
(Design Balanced Assessments)
How will I know if my students
know it and/or can do it?
(to assess student progress toward
desired results)
Stage 3:
Plan Learning Experiences and Instruction
What will need to be done to help my students learn the
required knowledge and skills?
(to support student success on assessments,
leading to desired results)
Georgia will lead the nation in improving student achievement.
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The Process of Instructional Planning
Traditional Practice
Select a topic from the curriculum
Design instructional activities
Design and give an assessment
Give grade or feedback
Move onto new topic
Standards-based Practice
Select standards from among those
students need to know
Design an assessment through which
students will have an opportunity to
demonstrate those things
Decide what learning opportunities
students will need to learn those things
and plan appropriate instruction to assure
that each student has adequate
opportunities to learn
Use data from assessment to give
feedback, reteach or move to next level
Georgia will lead the nation in improving student achievement.
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Stephen Covey Quote

“To begin with the end in mind means to
start with a clear understanding of your
destination. It means to know where
you’re going so that you better
understand where you are now and so
that the steps you take are always in the
right direction.”
Georgia will lead the nation in improving student achievement.
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What is assessment?

The systematic observation and evaluation
of student performance.
Georgia will lead the nation in improving student achievement.
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What is assessment?
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Do students know? Are they able to complete
processes and demonstrate skills? Do they
understand?
How well do students know? How well are they
able to complete processes and demonstrates
skills? How well do they understand?
What do students not know? What are they not
yet able to do? What don’t they understand?
Georgia will lead the nation in improving student achievement.
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UbD’s
“Continuum of Assessments”
Georgia will lead the nation in improving student achievement.
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Stiggins’
Assessment Methods
Selected Response
 Essay
 Performance Assessment
 Personal Communication
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Georgia will lead the nation in improving student achievement.
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Marzano’s
Types of Assessment Items
Forced-Choice
 Essay
 Short Written Response
 Oral Reports
 Performance Tasks
 Teacher Observation
 Student Self-Assessment
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Georgia will lead the nation in improving student achievement.
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Assessment Formats
 Selected
Response
 Constructed Response
 Performance Assessment
 Informal Assessment
Adapted from Marzano, Stiggins, UbD
Georgia will lead the nation in improving student achievement.
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Constructed Response
Key Points
Examples
Georgia will lead the nation in improving student achievement.
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Evaluating an Assessment Plan
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Is this assessment plan balanced?
How does the assessment plan relate to
the Mathematics GPS?
How might we improve the individual
assessments?
Could the addition of other assessments
provide a better, more complete picture of
student learning?
What other assessments might we employ
to obtain evidence of student learning for
this unit?
Georgia will lead the nation in improving student achievement.
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Critical Filters
•
What type of evidence is required to assess the standard?
(e.g., recall of knowledge, understanding of content, ability to
carry out a task, ability to create an original product)
•
What assessment method will provide the type of evidence
needed?
•
Does the task (assessment method) provide enough
evidence to determine if students have met the standard?
•
Is the task efficient? Could I get the same evidence in a less
time consuming or labor intensive way?
•
Is the task developmentally appropriate?
•
Can the assessment provide students various options for
showing what they know?
Georgia will lead the nation in improving student achievement.
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Georgia will lead the nation in improving student achievement.
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Assessment
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vs.
Continuous process
Provide feedback to
improve student
May be formative or
summative
Provides a means of
collecting evidence of
student mastery of the
content standards
Provides a photo album of
student progress through
which we can observe a
student’s growth
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Grading
a means of assigning
numerical or alphabetical
grade to a student’s work
May be formative or
summative
Provides a means of collecting
evidence of student mastery
of the content standards
Provides a photo of student
progress through which we
can observe a student’s
growth
Georgia will lead the nation in improving student achievement.
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Characteristics of Exemplary Assessment
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Emphasizes learning process as well as product
Requires active construction of meaning
Assesses interdisciplinary and cross disciplinary skills
Helps students self monitor
Gives specific expectations for students
Emphasizes the application and use of knowledge
Has meaning and relevance to students
Emphasizes complex skills
Makes standards public and known in advance
Georgia will lead the nation in improving student achievement.
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