Mastery of Assessment for and of Common Core

Mastery of
Assessment
For and Of
Common Core
Understanding

© 2012 School Improvement Network

Welcome


Connection


Learning 360 Framework

Design
Learning Targets

Aligned Intentional
Assessment Instruction

©© 2012 School Improvement Network
2012 School Improvement Network

Assessment

School Improvement Network
© 2011

Learning Targets

1. Align assessment types based on the
Common Core State Standards.
2. Connect Formative Assessment strategies
to the Common Core State Standards.
3. Develop student Self-Assessment
strategies.


Formative vs. Summative

Assessment FOR Learning Assessment OF Learning
• Promote achievement, • Document mastery of
ongoing student growth, standards
help meet CC Standards • Others
• Students • CC Standards
• Specific QLT • An event after learning
• A process during learning • Certify and promote
• Insight for closing gaps • Threat of punishment,
• Learning is achievable promise of rewards


Summative

Teacher Student
• Administer with care • Study to meet CC
• Use results to meet Standards
standards • Take the test
• Interpret results for • Strive for highest score
parents • Avoid failure
• Build assessments for
report card grading


Formative

Teacher Student
• Visible, student-friendly • Self-assess and keep
classroom targets track
• Build assessments • Set goals
• Adjust teaching • Act on classroom
• Descriptive feedback assessments and
• Involve students in improve
assessments


Assessment

Assessment Question:

If students really understood
________________,
…what could they do? What would
be valid evidence?


Assessment Indicators

• Can explain in their own words/use
visuals
• Can apply/use to solve a problem
• Can transfer to a new situation or
context
• Can create questions about
it/manipulate variables
• Can use in a variety of strategies


Assessment Alternatives
Choose
 Multiple choice, true/false, matching
 Multiple choice with think clouds or
explanations
 Constructed response (open-ended)
 Essays, learning logs
 Observations/Checklist
 Products, projects, demonstrations,
presentations
 Rubrics
 Student self-evaluations
 Portfolios
Construct

Measurement and Data

• 2nd grade. MD. 7.

Tell and write time from an analog and
digital clocks to the nearest 5 minutes,
using a.m. and p.m.


Assessment Possibilities

• Compare and contrast the time shown to
the nearest 5 minutes on an analog and
digital clock.
• Construct an analog clock showing the
time, and identify life events from both
the morning and the evening.


Reading: Literature

6. Assess how point of view or purpose
shapes the content and style of a text.


Writing

• 4.W.4

Produce clear and coherent writing in which
the development and organization are
appropriate to task, purpose, and audience.


Geometry

• Understand congruence and similarity
using physical models, transparencies or
geometry software.
• 1. Verify experimentally the properties of
rotations, reflections, and translations.


Reading

Grade 5

Determine two or more main ideas of a text
and explain how they are supported by key
details; summarize the text.


Formative Strategies

• Quiz for Learning
• Answer First
• Thumbs/Fist to 5
• Whiteboards
• Colored Cards


Quiz For Learning

 Quiz
 Students check their own quiz
 “Mark” answers as correct/incorrect
 Support/justify/prove ALL answers and
have a partner verify. (Correcting to 100%)
 Summarize: What did I change/improve?
 Summarize: What did I learn?


Impact

• Student responsibility/ownership
• Teacher as facilitator
• Less paper checking
• Shapes direction of instruction
• Intrinsic motivator


Reality Check

 Students think it is cheating
 Students resistant to doing more
 Not for a grade, why do it?
 Different reactions

*Solution: Intentional Discussions*


Formative Strategies

• Think-Pair-Share
• Personal Communication
• Sentence Stems


Open-Ended Extenders

 Is…
 Is not….
 Is like…
 Is different from…
 Has…
 Doesn’t…
 Acts like…
 Could be…



 Can be compared to…
 Can be symbolized by…
 Can be identified by…
 Might…
 Has many…
 Sounds like…
 Could be used for



 Reminds me of…
 Cannot be…
 Is made up of…
 Would change… if…
 Could be changed into… if…
 If I were to create a new…
 If I could change one thing about it, I
would change…


Hour Glass Strategy

 Model
 Students brainstorm
words/phrases
 Evaluate and choose the best
responses
 Create Hour Glass

Hour Glass Example
Democracy Is…
representative • government • assembly•
Congress • Senate • liberty •
freedom • justice • vote•
Power of the people•
By the people•
Trial by jury •
Make their
own laws•
Democracy
Is
Not…
To enslave•
To give power to
a few • To oppress
the citizens of a country •
Communism • monarchy •
oligarchy • tyranny • injustice
lawless • minority • perfect


Hour Glass: Math Example

Is…. Is not….

A Prime Number is….
A Prime Number is NOT…

A Polynomial is….
A Polynomial is NOT…


Questions that Improve Any Assessment

• The way I would explain ____________is…
• The connection I’ve made in my mind
about _____________ is….
• The way I understand ________now is…


Self-Assessment

• Where am I headed?
• Where am I right now?
• How do I get to the target?


Strategies

• Goal Setting
• Narrative Reflections
• Student Surveys
• Portfolios


6th Grade Science

• Geographical Formations

• Integrate information presented in
different media or formats (visually or
quantitatively), as well as in words to
develop a coherent understanding of a
topic or issue.


Writing

• 6W1.

• Write arguments to support claims with
clear reasons and relevant evidence.


Assessment

What impact would does backward
design have on learning?



•Can explain in their own words/use visuals
•Can apply/use to solve a problem
•Can transfer to a new situation or context
•Can create questions about it/manipulate
variables
•Can use in a variety of strategies


Single Point Analytical Rubric
Areas that Need Work Criteria For This Areas in Which you
(Let’s talk about these): Performance: Truly Excel:

Evidence and Concerns: The order of the Evidence of “going
sentence makes sense. beyond”:

Evidence:

Evidence and Concerns: Transitions clearly show Evidence of “going
how ideas connect. beyond”:

Evidence:


Assessment Design

Assessment design creates a
“blueprint” for instructional design.


Assessment

Assessment Question:

If students really understood
________________,
…what could they do? What would
be valid evidence?



• Can explain in their own words/use
visuals
• Can apply/use to solve a problem
• Can transfer to a new situation or
context
• Can create questions about
it/manipulate variables
• Can use in a variety of strategies


Questions for Success

What do we WANT?
Evidence

What do we KNOW?
Alignment, Sequence

What do we BELIEVE?
When Targets and Assessment are
aligned, learning will improve.


Home Learning

• Collaborate with colleagues and evaluate
Summative Assessments for format
alignment, and CCSS relevance.
• Intentionally place formative assessments
and strategies throughout lessons to close
gaps.
• Analyze a unit and identify CCSS that align
to provide the big picture to students for
self assessment.


Learning Targets

1. Align assessment types based on
Common Core State Standards.
2. Connect Formative Assessment strategies
to Common Core State Standards.
3. Develop student Self-Assessment
strategies.


Target Poster


Learning 360 Framework

Interested in Learning 360 Framework
and /or Classroom Resources?

On-site training?
Call: 866-556-7094 or email:
kristen.stoddard@schoolimprovement.com


Mastery of Assessment for and of Common Core

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