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A Balanced Assessment Plan

A Balanced Assessment Plan. For Petoskey Public Schools. Common Findings in Successful Schools. Aligned Curriculum & Pacing Professional Learning Communities Focus on learning (using multiple assessments & data analysis) Use of research-based instructional practice

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A Balanced Assessment Plan

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  1. A Balanced Assessment Plan For Petoskey Public Schools

  2. Common Findings in Successful Schools • Aligned Curriculum & Pacing • Professional Learning Communities • Focus on learning(using multiple assessments & data analysis) • Use of research-based instructional practice • Motivated by improvement for all students Of all, the teacher is the most important ! (Schmoker, Fullan, Reese, Stiggins)

  3. A Balanced Assessment Approach Summative-OF Learning Interim-OF & FOR Learning Formative-FOR Learning Working Together to Improve Learning

  4. Summative Measuring the height of the plant to see how fast it is growing Formative Watching & analyzing the fertilizer & water to know how much to give the plant for the best growth The Garden Analogy

  5. Common Assessments FOR Learning (Formative) Common Assessments: More Interim in Nature OF Learning(Summative)

  6. All AssessmentsSummative, Interim, & Formative: • Are interconnected • Impact learning • Involve feedback • Effect the quality of teaching • Are defined by timing, audience, interpretation of data, & use.

  7. Assessment Examples Summative- MEAP/MME, end of unit tests, final products & performances Interim-Common assessments, NWEA, DIBELS, teacher created, practices… Formative- Quick checks for understanding, grand conversations, conferencing, journaling, coaching (for immediate instructional changes)…

  8. Common Assessments

  9. Common AssessmentsHave the Same: • Measured Outcomes- WHAT? Curriculum (GLCEs/HSCEs) Pacing • Purpose(s)-WHY? • Audience- WHO? • Format/Procedures- WHEN?HOW?

  10. Common Assessments • Purpose- Diagnose areas of weakness, guide instruction, provide intervention & differentiation (usually not used for a grade) • Audience- Teacher, student(s), & PLC members

  11. Choose a Topic. (or Strand) Example- Reading Choose aDomain. Example- Comprehension Common Assessment Steps #1 #2

  12. Read Through the GLCEs/HSCEs In That Domain (your grade/course level) Identify the Power Standards Examples: Extended GLCEs/HSCEs (MDE) Kent ISD (on TLC Webpage) Prof. Expertise (within PLCs) Report Cards (K-5th) Released Items (MDE) Common Assessment Steps #3 #4

  13. “Unwrap” the Power Standards Circle & discuss the GLCE/HSCE verbs. Underline the key concepts. Determine the “Big” Ideas What are the main ideas or essential understandings? Common Assessment Steps #5 #6

  14. Compare theverbs used in the Power Standards(GLCEs/HSCEs) with the Cognitive Taxonomy Circle. (Bloom) Student Targets What questions could you ask that would lead students to these Power Standards or learning goals? Common Assessment Steps #7 #8

  15. Select the Assessment Type EXAMPLES: Selected Response Constructed Response Products Performances Process-focused (See Framework Guide.) Construct the assessment instrument to match your “big ideas” & student targets with the appropriate level-rigor of skills. Common Assessment Steps #10 #9

  16. Create Assessment Guides Answer Keys Rubrics Scales Scoring Guides Timing of Test Timing of PLC Data Review A Circular Process A good Idea that is poorly implemented is a BAD idea. A good idea that is well- implemented is a GOOD idea! Writing Common Assessments is a Process (not an Event)! Common Assessment Steps #11 #12 Leadership & Learning, 2007

  17. Research Supports “Research suggests that, if done well, genuine assessments FOR learning can produce among the largest achievement gains ever reported for educational interventions (Olson, 2007).”

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