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“…from a teaching-focused-classroom to a learning-focused-classroom…” Classroom Assessment Practices and the Common Core Dr. Holliday, Commissioner of Education Jacque Melin Essential Questions 1. 2. 3. How will the Common Core State Standards change curriculum, instruction and assessment practices? How do we develop high quality classroom assessments? How do we increase student involvement in assessment? Essential Question #1 1. How will the Common Core State Standards change curriculum, instruction and assessment practices? Film Clip Today and Tomorrow The Three Musketeers Partner A Talk about the schools of Today! Partner B Predict about schools of Tomorrow! Partner C Relate film message to CCSS! Curriculum Yesterday What is taught Textbooks covered, worksheets completed Academic context Textbook as resource Individual subjects Basics emphasized for all; thinking skills emphasized for gifted. Today What is learned Identify what students should know and be able to do Life context Multiple resources Integrated subjects Basics and thinking skills emphasized for all. Instruction Yesterday Teacher centered Organized around time Single teaching strategy Teach once Fixed groups Whole group instruction Passive learning Today Learner centered Organized for results Multiple teaching strategies Reteaching and enrichment Flexible groups Differentiated instruction Active learning Assessment Yesterday Bell curve One opportunity After instruction Paper and pencil based Grades averaged Proving and accountability Focus and product Today Precise and public criteria Multiple opportunities Integrated with instruction Performance based Grades on final performance Diagnose and prescribe Focus and product and performance “Common Core State Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. “ Excerpt from Common Core State Standards Document Poll Everywhere My Confidence with teaching and assessing the Common Core State Standards is…(1-4 high) Mediated Journal Common Core State Standards and Classroom Assessment Practices Name Date Assessment Inventory High 5,4,3,2,1 Low How are you assessing? Take Away Window Notes/Quotes Book Nook/ Media Menu Goals Short Term Back of Mediated Journal : Long Term: Journal Entry A Shift in Education Compulsory Attendance Compulsory Learning A Shift in Education Compulsory learning has forced us to ask: What do we want students to know and be able to do? How will we know when they have learned it? Assessment Inventory __1. I understand the relationship between assessment and student motivation and use assessment to build student confidence rather than failure and defeat. __2. I articulate, in advance of teaching, the achievement targets my students are to hit. __3. My students describe what targets they are to hit and what comes next in their learning. __4. My students are actively, consistently, and effectively involved in assessment, including learning to manage their own learning through the skills of self-assessment. __5. My students actively, consistently, and effectively communicate with others about their achievement status and improvement. Essential Question #2 How do we develop high quality classroom assessments? YOU DON’T NEED TO REINVENT THE WHEEL, BUT YOU DO NEED TO KICK THE TIRES. Developing an Assessment Plan 1. 2. 3. 4. 5. Determine the standards for the unit you will be teaching. Deconstruct the standards as needed. Write the learning targets into the plan. Determine which assessment method will be used to assess the targets. Develop assessment based on plan. Stiggins, 2006 Standards, Assessments, Highly Effective Teaching and Learning Standards alone will not change classroom practice. Standards aren’t written for students. Teachers must be able to transform standards into the classroom level ‘targets’ that students must ‘hit.’ Standards, Assessments, Highly Effective Teaching and Learning Targets allow students to build knowledge/skills/reasoning/products over time to a place where they are ready to demonstrate the proficiency required by the standards. Targets enable teachers to design quality assessments and to plan/select congruent learning experiences. High School Math Standards Number & Quantity Algebra Functions Modeling Geometry Statistics & Probability Math Practices 1. Make sense of problems & persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct arguments; critique reasoning of others 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity on repeated reasoning Reading ELA Anchor Standards Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Writing 6-12 History/Social Studies, Science, and Technical Subjects Text Types and Purposes* Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing History/Social Studies, Science, and Technical Subjects Speaking and Listening Comprehension and Collaboration Presentation of Knowledge and Ideas Language Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use Overview of Standards for History/Social Studies, Science, and Technical Subjects Reading • Anchor Standards are the same as ELA • Knowledge of domain-specific vocabulary. • Analyze, evaluate, and differentiate primary and secondary sources. • Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams. Overview of Standards for History/Social Studies, Science, and Technical Subjects Writing • Anchor Standards are the same as ELA • Write arguments on discipline-specific content and informative/explanatory texts. • Use of data, evidence, and reason to support arguments and claims. • Use of domain-specific vocabulary. Standard/Benchmark Knowledge Reasoning Skill Product Deconstructing Standards Standard/Benchmark: __________________________________________________________________ _____________________________________________________________________________________ Type: q Knowledge q Reasoning q q Skill Product Learning Targets – Teacher Friendly Language What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark? Knowledge Targets Reasoning Targets Skill Targets Product Targets “I Can” / Learning Targets – Student Friendly Language What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark? Knowledge Targets Reasoning Targets Skill Targets Product Targets Kentucky Website http://mid-illini.org/Common_Core_Resources.html Also: Turn on Your Brain – for ELA 9 and 10 http://turnonyourbrain.wordpress.com/2011/06/27 /common-core-i-can-statements/ See Sample Assessment Plans You have a plan - now what? How Are You Assessing? At your table divide into two groups, identify all the assessments you use. With the total group at your table compare and contrast the ways you assess student learning. Identify the most commonly used and the most unique approaches, record in your journal. Discuss what you do with the results and student work? Draft 7/21/2015 Formative Assessment Cycle Where am I now? Where am I going? How can I close the gap? What classroom culture is required? Heritage, M. Formative Assessment and Next-Generation Assessment Systems: Are We Losing an Opportunity. National Center for Research on Evaluation, Standards, and Student Testing (CRESST). The “Black Box” Findings Black and Wiliam Improving student learning through assessments depends upon five factors: Providing feedback to students Students’ active involvement in their own learning Adjusting teaching to take account for results of assessment Recognizing influence of assessment on students’ motivation and self-esteem Ensuring students assess themselves and understand how to improve Draft Assessment,” 7/21/2015 KAPPAN, 1998 . Inside the Black Box: Raising Standards through Classroom Assessment for Learning Five Keys to Quality Classroom Assessments Stiggins, et al. (2004), p 13 Developing Quality Items Target-Type Match Selected Response Extended Written Response Performance Assessment Writing Good Questions Sampling Avoiding Bias Selected Response Target Type Match Knowledge and Reasoning Writing Good Questions Sampling Keep wording simple and 3 to 5 items focused. per target Ask a full question in the stem. Eliminate clues to the correct answer within the question or across questions in a test. Answers should not be obvious. Highlight critical words. Avoiding Bias Avoid items designed to mislead or deceive students into answering incorrectly. Keep vocabulary consistent with students’ level of understanding. Keep reading level appropriate. Test Item Quality Checklist Take a couple of minutes to read through the checklist. As you read through the checklist, mark all the items that you do as you develop selected response assessments. Now give yourselves a pat on the back if most or all of the items were checked off. Use your professional filters Questions for assessments may be taken from textbooks, black-line masters, sample test banks, or previously administered classroom tests. Even when you have a perfect question – things don’t always go right. Essential Question #3 How do we increase student involvement in assessment? Student Involvement “When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves.” Black and Wiliam, 1998; Sternberg, 1996; Young 2000 Seven Strategies of Assessment for Learning Where Am I Going? Strategy 1: Provide a clear and understandable vision of the learning target. Strategy 2: Use examples and models of strong and weak work. Where Am I Now? Strategy 3: Offer regular descriptive feedback Strategy 4: Teach students to self-assess and set goals. How Can I Close the Gap? Strategy 5: Design lessons to focus on one aspect of quality at a time. Strategy 6: Teach students focused revision. Strategy 7: Engage students in self-reflection and let them keep track of and share their learning What The Student Does Step One: Looks over the corrected test and marks on the form “Identifying Strengths and Areas for Improvement” whether each problem/question is right or wrong. Step Two: Reviews the wrong problems/questions and decides if the error was due to a simple mistake or to not knowing how to do the problem or understand the question. Clear Targets and Student Goal Setting Problem Learning Target Right? 1 Write numerals in expanded… x 2 Write numerals in expanded… x 3 Write numerals in expanded… x Wrong? Simple mistake? Don’t get it Assessment Iceberg Draft 7/21/2015 Directions Part 1 Part 2 http://www.k12.wa.us/smarter/ Extended Written Response Target Type Match Knowledge, Reasoning and Product (written) Writing Good Questions 1. 2. 3. Set the context. Specify the reasoning. Point the way. Sampling Avoiding Bias 1 task per target. Don’t give student choices. Design good rubrics. Set clear criteria. Reflect target you are assessing. Keep reading level as low as possible. Devise clear instructions. Sample Extended Written Response Question During the term, we have discussed both the evolution of Spanish literature and the changing political climate in Spain during the 21st century. (Context) Analyze these two dimensions of life in Spain, citing instances where literature and politics may have influenced each other: Describe those influences in specific terms. (Reasoning) In planning your response, think about what we learned about prominent novelists, political satirists, and prominent political figures of Spain. (5 points per instances, total = 15 points). (Point the Way) Performance Assessment Target Type Match Knowledge, Reasoning, Skills, Products Writing Good Questions Novel and engaging tasks Provide information that will help students “Blueprint” for success Sampling Multiple samples may be needed to get an accurate picture of performance. Avoiding Bias Performance criteria provide a clear and accurate picture of quality. Evaluating Your Performance Assessment Did your assessment tool take into account whether learners were engaged in a real-world task or application? Did your assessment allow students an equal opportunity to perform? Did your assessment allow students to use higher-level thinking and problem-solving skills? Did your assessment allow students to achieve one criteria while advancing to another? Did you create a rubric to evaluate the students' progress throughout the task? Did you allow the students to help develop goals and criteria for the evaluation of the task? Developing Quality Rubrics Metaguide to Developing Rubrics Content • Does it cover everything of importance? • Does it leave out unimportant things? Clarity • Are terms defined? • Are various levels of quality defined? • Are there samples of work to illustrate levels of quality? Practicality Technical Quality/Fairness • • • • Will students understand what is meant? Can students use it to self-assess and set specific goals? Is the information provided useful for planning instruction? Is the rubric manageable? • Is it reliable? Will raters give it the same score? • Is it valid? Do the ratings actually represent what the students can do? • Is it fair? Does it avoid bias? Stiggins, 2006, p. 203 Common Problem with Rubrics Counting items when quality is what really counts Leaving out things that are important Including things that are trivial Using unclear language or terms Rubric Resources http://school.discoveryeducation.com/schrockguide /assess.html http://olc.spsd.sk.ca/de/resources/rubrics/index.ht m Developing assessments will become easier the more you do. Final Thought Students may not hit the target today… the important thing is that they remain willing to shoot at it again tomorrow. Team Reading/Resources Resources Chappuis, S. & Stiggins, R. Finding balance: Assessment in the middle school classroom, middle ground, October 2008, 12 (2), 12-15. Retrieved from: http://www.nmsa.org/Publications/MiddleGround/Ar ticles/October2008/Article1/tabid/1755/Default.as px Stiggins, R.J., Arter, J.A., Chappuis, J. & Chappuis, S. (2006). Classroom Assessment for Student Learning: Doing it Right-Using it Well. Portland, OR: ETS. Jakicic, C. , Presentation Handouts, Solution Tree 5-3-1 Think-Pair-Share Activity On your own, think of 5 words or phrases related to what you learned today. At your table, share your ideas and pick 3 key ideas that best represent your table. Narrow your ideas to 1 word that captures the essence of the day. Share your word with the whole group. Your Goals Short Term Long Term Journal Entry: How will the CCSS change your curriculum, instruction and/or assessment practices?