Transcript Slide 1
“…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?