WELCOME TO DAY TWO OF PROFICIENCY BASED ASSESSMENT AND GRADING!

1. WELCOME TO DAY TWO OF PROFICIENCY BASED ASSESSMENT AND GRADING! Thursday, October 13, 2011

2. Debrief Homework 4 – A’s Text Protocol (packet, page 14) • Homework Reading chapters 4, 6 and 7: • What Assumptions does the author of the text hold? • What do you Agree with in the text? • What do you want to Argue with in the text? • What parts of the text do you want to Aspire to? • What does this mean for our work with students? About 4 mins. per question.

3. Summary of Sound Grading Practices Packet, page 13 Steps in the Grading Process Step 1: Start with a clear and appropriate set of achievement standards Step 2: Map an assessment plan to gather evidence periodically by standard Step 3: Develop or select assessments and use them as planned Step 4: Record information by standard as accumulated Step 5: Summarize results into one index or achievement Step 6: Convert that index into a grade

4. Assessment of Only Highest Priority Standards “It is critical that all of the assessed standards be truly significant. From an instructional perspective, it is better for tests to measure a handful of powerful skills accurately than it is for tests to do an inaccurate job of measuring many skills.” Popham, 2003

5. Packet, page 15 Selected Response Questions

6. Controversial Considerations Clear Language Bias Free

7. Write Selected-Response Items • Choose the particular types (multiple-choice, true-false, matching, fill-in from provided list) that will best meet your purpose. • Remember to design items to match level of rigor in skills. • For multiple-choice, first write the stem; next write the correct/best answer; then write the distracters. 40 minutes work time

8. Write Constructed-Response Items This is the portion of the assessment where students will demonstrate through writing, speaking, or performance their integrated understanding of the “unwrapped” concepts and skills—at the level of rigor specified in the standard.

9. Constructed Response Questions Packet, page 15

10. Bias Free Controversial Considerations Clear Language Responses NOT dependent on writing ability

11. Write Constructed-Response Items • Decide what types of constructed-response items you will write (one extended-response or a few short-response). • Practice writing items referencing the specific criteria provided. • Design items to match level of rigor in skills! • Also write directions for the students

12. Break OR OR

13. Rubric Packet, page 2

14. Standards Based Assessment Rubric Rubric Packet, page 2-3

15. The Heavy Hitters: Assessment Resources • Popham • Haladyna • Stiggins • Ainsworth Evaluating Item Quality

16. Rubric Packet, page 3

17. Rubric Packet, page 2-3 Review and Revise Selected and Constructed Response Questions • Using The Rubric – Quality and Tools for Evaluating Item Quality – check the questions you wrote • What did you naturally do well? Yea! • What can be improved? Yes, I’ve learned something new today!!!!

18. Lunch on Your Own 12:00 PM – 12:30 PM

20. Create a T-Chart

23. Packet, page 16 Contains specific language understood by all Effective Scoring Guides Referred to frequently during completion of task Used to assess completed task

24. Packet, page 16

25. Scoring Guide Language Needs to Be Packet, page 16

26. Packet, page 17 Two Kinds of Criteria— Strive to Use Both Quantitativecriteria • Proficient = Three supporting details • Exemplary = Four or more supporting details Qualitative criteria • Proficient = Identifies main character • Exemplary = Relates main character to self or another character in story, noting similarities and differences

27. Holistic Rubric Looks at wholewhole piece of student work for overall quality Assigns one score for entire product or performance

28. Analytic Rubric Focuses on individualcategories within product or performance Scores eachcategory separately

29. Rubric Packet, page 4

30. Begin with “Proficient” Level • Because the goal for students is to demonstrate proficiency, first decide criteria for that level. • Review the task requirements and list those criteria under “Proficient” on the scoring guide. • Rubric criteria should mirror what task requires (hand-to-glove fit).

31. Follow with “Exemplary” Level • Start first line with: “All Proficient criteria met plus...” • Look at each of the “Proficient” level criteria. • Consider how each one could be enhanced —quantitatively and qualitatively—so students understood how to go above and beyond the “Proficient” level.

32. “Progressing” and “Beginning” Levels • Can write numerical criteria: • Progressing: Meets four to five “Proficient” criteria • Beginning: Meets fewer than four of the “Proficient” criteria; task needs to be repeated after remediation • More work . . . Fix . . .

33. Rubric Packet, pages 6-8 Create a Rubric • Create a rubric for assessment of a standard and/or for an extended constructed response item • Decide what type of rubric is appropriate and supports your purpose • General or Specific • Analytic or Holistic

34. Check In • Where are we? • What do you need? • Mini-Lesson Time: 1 – Selected/Constructed response 2 – Peer review of CFA 3 – Rubrics 4 – Interest area from share out 5 – Work on own

35. Closure • Homework Read: Chapters 9, 10, 11 • From Chapter 9 - Complete surveys on pages 133 and 134, Choose or create a metaphor for both your current and your future teacher-self • From Chapter 10 – Identify key passages • For Chapter 11 – Rethinking Grading Practices Packet, page 19