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Checking for Congruence:

Checking for Congruence:. Are our assessments items/learning tasks congruent to the intent of KCAS?. Facilitators:. Jessica Addison– Math Network Specialist WKEC www.jessicaaddison.com Home>Prof. Learning>Scott Trimble Heady C. Larson– ELA Network Specialist WKEC www.headylarson.com

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Checking for Congruence:

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  1. Checking for Congruence: Are our assessments items/learning tasks congruent to the intent of KCAS?

  2. Facilitators: • Jessica Addison– Math Network Specialist WKEC www.jessicaaddison.com Home>Prof. Learning>Scott Trimble • Heady C. Larson– ELA Network Specialist WKEC www.headylarson.com Home>Documents&Resources>Congruence Resources

  3. Participants will consider content and rigor when determining congruence of item or task; • Participants will analyze assessment items and/or learning tasks in order to determine congruency to KCAS.

  4. We Assume: • Participants understand and use a backwards design approach when planning assessments and instruction; • Assessments are not about grades; rather, a look at student understandings and misunderstandings of content.

  5. Instructional Design Process Lessons

  6. What do you consider when determining congruency?

  7. To Jury Progressions Deconstructions CCR Standards/SMP Rigor– DOK/Bloom’s Content– Vocabulary & Interpretation

  8. RL4.1—Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. • The weather in Mexico City is usually ______________________. • During the Independence Day Fiesta, the streets are closed off to cars so people can _________________________________.

  9. 8.F.4 Use functions to model relationships between quantities. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

  10. Sample Item Write a function that models the following table of values.

  11. Artifact(s) Student Work Observation Facilitation Studentsengage in content at appropriate level Rigor DOK? Verbs/Bloom’s Artifact(s) Artifact(s): assessment, lesson plan, activity, etc. Content Standard(s)? Target(s)? Standard consistent vocabulary? Artifact(s)

  12. Student Work Which of these is the most likely culprit impeding congruency in your school or district? Facilitation Studentsengage in content at appropriate level Rigor DOK? Verbs/Bloom’s Content Standard(s)? Target(s)? Standard consistent vocabulary?

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