Part 1 Introduction to Common Formative Assessments

Part 1 Introduction to Common Formative Assessments

1 WELCOME TO DAY TWO OF PROFICIENCY BASED ASSESSMENT AND GRADING! Thursday, October 13, 2011 Debrief Homework 2 4 As Text Protocol (packet, page 14) Homework Reading chapters 4, 6 and 7: 1. What Assumptions does the author of the text

hold? 2. What do you Agree with in the text? 3. What do you want to Argue with in the text? 4. What parts of the text do you want to Aspire to? 5. What does this mean for our work with students? About 4 mins. per question. 3 Summary of Sound Grading Practices ck a P Steps in the Grading Process et,

page 1: Start with a clear and appropriate 13 Step set of achievement standards Step 2: Map an assessment plan to gather evidence periodically by standard Step 3: Develop or select assessments and use them as planned Step 4: Record information by standard as accumulated Step 5: Summarize results into one index or achievement

Assessment of Only Highest Priority Standards It is critical that all of the assessed standards be truly significant. From an instructional perspective, it is better for tests to measure a handful of powerful skills accurately than it is for tests to do an inaccurate job of measuring many skills. Popham, 2003 Selected Response Questions D. Selected Response Assessment

A form of assessment A. Types? 1. 2. 3. 4. B. Benefits C. Drawbacks k Pac

et, page 15 Controversial Considerations r a e e l g C gu a n

a L Bia sF ree Write Selected-Response Items

Choose the particular types (multiplechoice, true-false, matching, fill-in from provided list) that will best meet your purpose. Remember to design items to match level of rigor in skills. For multiple-choice, first write the stem; next write the correct/best answer; then write the distracters. 40 minutes work time Write Constructed-Response Items This is the portion of the assessment where students will demonstrate through writing, speaking, or performance their

integrated understanding of the unwrapped concepts and skillsat the level of rigor specified in the standard. Constructed Response Questions D. Constructed Response Assessment A. Types of? 1. A form of assessment 2.

B. Benefits C. Drawbacks k Pac et, page 15 Bia sF ree

Controversial Considerations r a e e l g C gu a n a L Res

pon dep ses end NOT ent on w abil ity riting Write Constructed-Response Items

Decide what types of constructed-response items you will write (one extendedresponse or a few short-response). Practice writing items referencing the specific criteria provided. Design items to match level of rigor in skills! Also write directions for the students Break

OR OR ri Rub c e Pack t, page 2 13

Standards Based Assessment Rubric 14 ric Ru b t , e Pack 2page 3 Proficient Qualit Clear, concise language y Bias free, valid and reliable Data from these

assessment items will inform instruction Completes abbreviated version of the Checklist of Specific Guidelines to The Heavy Hitters: Assessment Resources Popham Haladyna

Stiggins Ainsworth Evaluating Item Quality ri Rub c e Pack t, page 3 16

Review and Revise Selected and ric Constructed Response Ru b t , e Pack 2Questions page 3

Using The Rubric Quality and Tools for Evaluating Item Quality check the questions you wrote What did you naturally do well? Yea! What can be improved? Yes, Ive learned something new today!!!! Lunch on Your Own 12:00 PM 12:30 PM Create a T-Chart 15% Tip 20 % Tip .

. . . . . Contains specific language understood by all Referred to frequently during

completion of task Used to assess completed task e Pack t, page 16 Effective Scoring Guides

e Pack t, page 16 Scoring Guide Language Needs to Be e Pack t, page 16

Two Kinds of Criteria Packe t, Strive to Use Both page 17 1 Quantitative criteria Proficient = Three supporting details Exemplary = Four or more supporting details

Qualitative criteria Proficient = Identifies main character Exemplary = Relates main character to self or another character in story, noting similarities and differences Holistic Rubric Looks at whole whole piece of

student work for overall quality Assigns one score for entire product or performance Analytic Rubric

Focuses on individual categories within product or performance Scores each category separately ric b

u R et k c a P e g a p , 4 29

Begin with Proficient Level Because the goal for students is to demonstrate proficiency, first decide criteria for that level. Review the task requirements and list those criteria under Proficient on the scoring guide. Rubric criteria should mirror what task requires (hand-to-glove fit). Follow with Exemplary Level Start first line with: All Proficient criteria

met plus... Look at each of the Proficient level criteria. Consider how each one could be enhanced quantitatively and qualitativelyso students understood how to go above and beyond the Proficient level. Progressing and Beginning Levels Can write numerical criteria: Progressing: Meets four to five Proficient criteria Beginning: Meets fewer than four of

the Proficient criteria; task needs to be repeated after remediation More work . . . Fix . . . Create a Rubric 33 ric b u R t,

e k c Pa e s pag 6-8 Create a rubric for assessment of a standard and/or for an extended constructed response item Decide what type of rubric is appropriate and supports your purpose General or Specific Analytic or Holistic

Check In 34 Where are we? What do you need? Mini-Lesson Time: 1 Selected/Constructed response 2 Peer review of CFA 3 Rubrics 4 Interest area from share out 5 Work on own

Closure 35 Homework Read: Chapters 9, 10, 11 From Chapter 9 - Complete surveys on pages 133 and 134, Choose or create a metaphor for both your current and your future teacher-self From Chapter 10 Identify key passages For Chapter 11 Rethinking Grading Practices

et k c a P e g a p , 19

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