How Assessment Supports Teaching and Learning

1. How Assessment Supports Teaching and Learning Barb Williams barbwilliams.ela@gmail.com

2. Norms • Active participation (questions welcomed!) • Respect for all colleagues and students • If you need to stand and stretch/move about, please do so.

3. Goals • To identify how formative and summativeclassroom assessments are integral to instruction. • To identify howBalanced Assessment guides effective assessment practice • To review howclassroom assessment practices support district/state/national assessments • Examine actual summative assessment items in small groups • Revise assessments to reflect formative practices discussed

4. Goals

5. Goals

6. Goals • To identify how formative and summativeclassroom assessments are integral to instruction. • To identify howBalanced Assessment guides effective assessment practice • To review howclassroom assessment practices support district/state/national assessments • Examine actual summative assessment in small groups • Revise assessments to reflect formative practices discussed

8. Tier 1

9. Definition of Formative Assessment • What is the Purpose? • To improve instruction and provide student feedback • When is it administered? • Daily, on-going throughout a lesson or unit of instruction without grades attached • How do students use the results? • To self-monitor understanding and learning • How do teachers use the results? • To check for understanding and determine next steps

10. Formative Assessment • Tier 1 requires vigilant attention to information gathered from formative assessment of student progress. • Repeated checks to find out what students understand about instruction based on clear targets inform teachers of successes and challenges. • Responsive teaching based on the information gathered from formative assessment must occur quickly and with focus on correcting misconceptions and filling gaps. • Summativeassessment follows successful completion of clear learning targets.

11. Formative or Summative Assessment State assessment College admissions Classroom tests for report card grades Quizzes Exit cards Questions during instruction

12. Summarize • With 2 partners, write a three-sentence summary of the role of assessment in effective learning environments. • 5 minutes • Share

13. Balanced Assessment and Effective Intervention Support

14. Goals • To identify how formative and summativeclassroom assessments are integral instruction. • To identify howBalanced Assessment guides effective assessment practice • To review howclassroom assessment practices support district/state/national assessments and RT • Examine actual summative assessment in small groups • Revise assessments to reflect formative practices discussed

15. A Balanced Assessment System Data Analysis Connecting lines: Continued, Daily Formative Assessment Formative Assessment REQUIRES Responsive Teaching for Impact Responsive Teaching Responsive Teaching Formative Instruction Formative Instruction Formative Instruction Formative Instruction Formative Instruction Formative Instruction Formative Instruction Formative Instruction Formative Instruction Formative Instruction Value-Added Analysis & Class Reports Value-Added Analysis & Class Reports Common Benchmark Assessment Common Benchmark Assessment Common Benchmark Assessment State Testing Check & Change Check & Change Check & Change Look for Strengths & Weaknesses; Formulate Goals Did your goals and strategies make a difference? Formative Instruction Formative Instruction Formative Instruction Formative Instruction Formative Instruction What will you do to improve teaching and learning? Responsive Teaching

16. Curriculum, Instruction, Assessment Instruction (How?) Curriculum (What?) Strategies; RTI2; Differentiation; Collaboration; Flexible Grouping; etc. Standards; Curriculum; Pacing Guides Assessment (How Well?) Formative; Summative; Common Assessments; Benchmarks; State; National

17. Discuss With a Partner • What current assessment practices of yours align with the Balanced Assessment graphics? • What is one thing that you could change about your assessment practice to align more closely to the Balanced Assessment model?

18. Assessment in Your Classrooms

19. Goals • To identify how formative and summativeclassroom assessments are integral to instruction. • To identify howBalanced Assessment guides effective assessment practice • To review howclassroom assessment practices support district/state/national assessments. • Examine actual summative assessment in small groups • Revise assessments to reflect formative practices discussed

20. Alignment of Assessment to Standard Consider This • “Research shows that teachers spend from a quarter to a third of their professional time on assessment-related activities. • Almost all do so without the benefit of having learned the principles of sound assessment.” Stiggins, R.J. (1999). Evaluating classroom assessment training in teacher education. Educational Measurement: Issues and Practice, 18 (1), 23-27.

21. The Need for Assessment Literacy • Selecting Purposeful Assessments • Developing Local Assessments • Balanced Assessments • Effective Use of Data to Guide Instruction • Measuring and Closing Achievement Gaps • Student Mobility • Computer-Based Assessments

22. Connections to Formative Instructional Practices (FIP) • Using clear learning targets • Collecting and documenting evidence of student learning • Providing effective feedback • Student ownership of learning

23. Balanced Assessment System: What do I know about my students?

24. Establishing Teacher Ownership & Commitment When teachers work collaboratively to develop and use assessments, they build a greater sense of ownership and commitment to thoughtful, meaningful use of the results. When used formatively by teachers, data generated from assessments have high impact results on student learning.

25. Complex Standards Unpack, Unwrap, Deconstruct Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of the comparison. (CCSS Math grade 2) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

26. Complex Standards Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

27. Complex Standards? • Compare two numbers between 1 and 10 presented as written numerals. (CCSS) • Capitalize dates and names of people. (CCSS) • Distinguish the difference between goods and services. (TN) • Kick a ball into the air or along the ground. (TN)

28. Foundations of Assessment Literacy

29. High-quality Assessment

30. High-quality Assessment

31. Alignment Since our ultimate goal is to improve learning and teaching through the use of the data generated from student growth measures, the assessments used must be closely aligned to articulated standards taught in the classroom.

32. Add in the Alignment visual: Slide 45 on the Ohio pdf

33. Alignment What do I want my students to know and be able to do? Content Skills

34. Is this item aligned?

35. Is this item aligned?

36. Is this item aligned?

37. Is this item aligned?

38. Is this item aligned?

39. Review & Analyze an Assessment Using the 3rd Grade mathematics test, identify which standards are assessed and to what degree of validity. [NF = Numbers and Fractions]

40. Is this item aligned? (2) CCSS.Math.Content.3.NF*.A.2Understand a fraction as a number on the number line; represent fractions on a number line diagram. [NF = Numbers and Fractions]

41. Is this item aligned? (2) CCSS.Math.Content.3.NF*.A.2Understand a fraction as a number on the number line; represent fractions on a number line diagram.

42. Is this item aligned?

43. Ways to Improve Validity • Eliminate assessment items that contain content unrelated to what is intended to be measured. • Ensure a representative distribution of assessment items. • Ensure item alignment to both the content and the skill levels. • Ensure that demonstration of mastery of content and skills being measured is not affected by content and skills not being measured.

44. Webb’s Depth of Knowledge Handout –Hess DOK

45. Webb’s Depth of Knowledge vs Blooms Taxonomy • Bloom’s Taxonomy has been helpful to identify the level of rigor. • Teachers were encouraged to pay attention to verbs to identify the level of cognitive complexity. • 4th Grade: Identify examples of effect. • 6th Grade: Analyze examples of cause and effect.

46. Webb’s Depth of Knowledge vs Blooms Taxonomy • Many new standards require teachers to look beyond the verb to determine the level of cognitive complexity. • 1st Grade: Describe characters, settings, and major events in a story using key details. • 2nd Grade: Describe howcharacters in a story respond to major events and challenges. • 3rd Grade: Describe characters in a story (e.g., their traits, motivations, or feelings), and explain how their actions contribute to the sequence of events.

47. Hess’ Cognitive Rigor Matrix

48. Assessment Blueprints Start With a Plan • Record the prioritized learning expectations that will be on the assessment. • Identify the assessment methods to be used. • Identify the level of complexity DOKof the learning expectations and the assessment items. • Determine how much “weight” each learning priority will receive. • Balance the rigor of the assessment.

49. Assessment Blueprints

50. Assessment Blueprints – Standards & DOK