Common Assessments

1. Common Assessments

2. 5 Minute Write • Write a short sentence that describes each aspect of this year’s motto: • Teaching • Evaluating • Assessing • Motivating • As a teacher, what do you need to do to ensure the success of each item?

3. Basic Questions • What do we want each student to learn? • What strategies will we use to facilitate learning? • How will we know when each student has learned it? • How will we respond when a student experiences difficulty in learning?

4. T.E.A.M. • Teaching • Educating • Assessing • Motivating

5. Data 2012

6. ESEA 2012 Fed Accountability Scores • FMHS – 96.8 • NFHS – 89.5 • SPHS – 62.8 • NWHS – 83.1 • RHHS – 74.4 • Clover – 88.4 • York – 87.6 • ILHS – 88.2 • BHS – 67.9 • AJHS – 77.1 • LHS – 64.2

9. AP Totals

10. AP Calculus

11. AP English

12. AP US History

13. AP Chemistry

14. AP Biology

15. AP Spanish

16. AP Psychology

17. AP Statistics

18. EOC Algebra I

19. EOC English I

20. EOC Biology

21. EOC US History

22. LCSD Dropout Data

23. Brainstorm: Define Assessment? (noun) – the act of assessing; appraisal; evaluation. The evaluation of a student’s achievement in a course.

25. What is a Common Assessment? • A Common Assessment (CA) is an assessment typically created collaboratively by a team of teachers responsible for the same grade level, course, or content area.

26. Why Common Assessments? • Analyze to identify: • where students’ learning lagged • areas of shortcomings • areas of strengths • what to reteach • which students require additional support/enrichment/intervention • short-term/long-term systemic solutions

27. 3 Types of Common Assessments Diagnostic Formative Summative

28. Backward Design Process • Identify Desired Results • What should students know, understand, and be able to do? • What is worthy of understanding? • What enduring understandings are desired?

29. Backward Design Process • Determine Acceptable Evidence • How will we know if students have achieved the desired results and met the standards? • What will we accept as evidence of student understanding and proficiency

30. Backward Design Process • Plan Learning Experiences and Instruction • What skills will students need to perform effectively and achieve desired results? • What activities will be used? • What will need to be taught and coached? • What materials and resources will be needed to accomplish our goals? • Is the overall design coherent and effective?

31. Stephen R. Covey, The Seven Habits of Highly Effective People • To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that steps you take are always in the right direction.

32. Reflection • Reflection is an important part of designing CA’s … Consider the following questions when meeting with your group: • How well did the assessment meet the desired purpose and provide a valid measure of the targeted standard? • How did the assessment encourage communication with students about learning? • What changes might be made before the next administration regarding purpose, targets, design to make the assessment more meaningful?

33. Goals for ILHS 2012 Common Assessments: • EOC courses • End of quarterly grading periods (3 tests) • Designed by department PLCs • Summative CA’s are EOC’s