Classroom Assessments Based On Standards (CABS)

1. www.mmp.uwm.edu Classroom Assessments Based On Standards (CABS) New Wisconsin Promise Conference Madison, Wisconsin January 14, 2009 Beth Schefelker, MTS Mary Mooney, MTS Milwaukee Public Schools Milwaukee Public Schools schefeba@milwaukee.k12.wi.us mooneyme@milwaukee.k12.wi.us Lee Ann Pruske, MTS Presentation slides and materials can be found at: Milwaukee Public Schools http://www4.uwm.edu/Org/mmp/_resources/presentations.html pruskelx@milwaukee.k12.wi.us The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation under Grant No. EHR-0314898.

2. Session Purpose • To develop an understanding of Classroom Assessments Based on Standards (CABS) • To align CABS to the State Assessment Framework Descriptors and Thinking Levels • To learn how CABS are used throughout the Milwaukee Public School system.

3. MMP Comprehensive Mathematics Framework (CMF)

4. What is CABS to you? • CABS stands for Classroom Assessments Based on Standards. • What do you think CABS might encompass? Jot down a few ideas.

5. The MPS Glossary Definition of CABS Classroom assessments aligned to the Milwaukee Public Schools’ Learning Targets; these assessments are developed, administered, and scored by teachers with the purpose of providing specific, meaningful, and timely feedback designed to improve student performance.

6. Assessment “Of Learning” vs. Assessment “For Learning” • Assessments “of learning” are those assessments that happened after learning is supposed to have occurred to determine if it did. • Assessment “for learning” happens while learning is still under way. • (R.Stiggins, J. Arter, J. Chappuis, S.Chappuis, Classroom Assessments for Student Learning, Doing It Right-Using It Well, 2004)

7. Purpose of CABS • To inform instruction • To monitor student understanding of mathematics’ • To guide school-based discussions around student achievement and classroom practice.(grade level, Learning Team, district) • To provide a common expectation of mathematical proficiency.

8. CABS Development: A Collaborative Process Year 1 • 50 Assessment Pilot Leaders grades 3 - 5 studied MPS Targets and WI descriptors, wrote, discussed, and piloted grade level CABS for all mathematics content strands. Summer Committee Work • 30 Leaders reviewed and aligned assessments for all grade levels with input from resources by NAEP, NCTM, as well as UWM mathematicians.

9. CABS Development: The process continues Year 2 • 80 Assessment Leaders Gr. 2-7 continued developing and testing CABS. Summer Committee Work • CABS were review by content strand with input from 5 UWM mathematicians. Year 3 • K5-Gr1 CABS Process

10. Features of the MPS Model CABS Take a moment to look over the sample CABS. • What do you notice? • What questions do you have regarding the CABS?

11. MMP Assessing the Assessment Guide • Getting Started • Clarification Statements for CABS: • Round 1 - Align to MPS Targets and WI State Framework Descriptors • Round 2 - Align to WI State Framework DOK • Reflection and Comments • Anticipating Student Responses and Implications

13. Assessing The Assessment Round 1 • Work with a partner to analyze questions from the 4th grade CABS. • Using the MPS Target/Descriptor Worksheet align the questions to targets and descriptors. • Record your thinking next to each question or next to each descriptor on the worksheet. What were your thoughts as you worked through this first step?

14. How hard was the question? Turn and talk to your neighbor

15. WI State Assessment Framework DOK • Level 1 - Recognizing and Recalling • Level 2 - Using Fundamental Concepts and Procedures • Level 3 - Concluding and Explaining • Level 4 - Evaluating, Extending and Making Conclusions Definition of DOK : “Depth of Knowledge” (DOK) for each item is listed on reading and mathematics Item Analysis reports. DOK is a measure of cognitive demand required to correctly answer the item. Source: WSAS online (TurnLeaf) reports under “More Info”

17. Assessing the Assessment Round 2 • Use the DOK worksheet along with the Thinking Classification Chart to record the level of thinking for questions on the CABS. • When finished, share your results with your table group, support your reasoning.

18. Talk at your table about… • What were some of the insights gained as you worked through this process of assessing the assessment? • What would be the benefit of teachers going through this process? • In what way could this process be applied to other assessments?

20. CABS should be… • A purposeful alignment with local and state mathematics standards • Variety of questions ranging in depth of knowledge (DOK) • Narrow in focus and open-ended • An on-going process in mathematics classrooms

21. Lessons Learned: CABS Implementation • Teachers need support in understanding the following: • Purpose of CABS and the connection to their work. • Understanding the mathematics and interpreting student responses. • Taking action based on information gained from the CABS. • Including students in the formative assessment process. • Summarizing the results and using the data effectively.

22. Impact on instruction • Teachers who use CABS to guide their instruction, have found increased student achievement and UNDERSTANDING of mathematics . • Use of CABS improves teacher content knowledge of mathematics. • Teachers improved their deliberate pedagogy of daily mathematics instruction. • Teachers became more aware of the needs of the entire classroom of students.