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Aligning Assessments to Ohio Social Studies Standards

Aligning Assessments to Ohio Social Studies Standards. Teaching American History Grant Presentation. Group Activity. Understanding Standards-Based Education Activity. Begin With The End In Mind. Activity Debriefing

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Aligning Assessments to Ohio Social Studies Standards

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  1. Aligning Assessments to Ohio Social Studies Standards Teaching American History Grant Presentation

  2. Group Activity Understanding Standards-Based Education Activity

  3. Begin With The End In Mind Activity Debriefing • What caused the confusion among the participants completing the task? What information was lacking? • What frequently-asked student questions indicate when they don’t have a sense of direction? • How important is it for students to know the ultimate expectation a teacher has before that teacher begins the lesson instruction? • How is this simulation related to SBE instruction and assessment?

  4. Begin With The End In Mind Stages in Backward Design • Identify desired results, including expectations set forth in state standards. • Determine acceptable evidence of student learning. Consider up front how we will know what students know and are able to do. • Plan learning experiences and instruction based on desired results and anticipated evidence of learning.

  5. Planning Components Know and Identify Academic Content Standards Select, Evaluate and Adapt Materials and Resources Develop, Administer and Analyze Standards-Based Assessments Determine Instructional Strategies Plan and Revise Instruction

  6. Standards-Based Planning I. Alignment to State Standards/Content • Curriculum Maps • Semester Exams and Classroom Assessments • Student Text and Resource Materials II. Assessment Plan • Create an assessment plan for each unit of instruction to measure student performance, including the assessment items, scoring guidelines, rubrics, and procedures. • Pre-Assessments • Formative Assessments (Daily Assignments, Quizzes, Projects, and Chapter Tests) • Post-Assessments (Unit Tests and Culminating Projects—based on Grade Level Indicators) • Summative Assessments (Semester Exams and OGT—based on Benchmarks) • Data Analysis, Diagnosis, Prescription, and Action (See student Evaluation Section below) III. Instructional Approach • Preview Strategies and Assignments (Motivation) • Student Organization and Notetaking (Acquisition) • Problem Based Instruction, Skills Practice, and Processing (Acquisition and Extension) • Essential Questions (Extension) • Intervention and Enrichment Strategies • Incorporation of Technology IV. Student and Teacher Materials • Student Text • Organization Tools (Interactive Notebooks, Notetaking, Graphic Organizers, Classroom Websites, etc.) • Supplemental Materials • Technology Components • Primary Resources V. Student Evaluation  • Data Analysis • Diagnostic • Prescription (Modifications, Extensions, Reteaching, etc.) • Implementation / Action

  7. Driver's Training Assume you are teaching a teenager how to drive. Determine what information you would need to know before, during and after the training sessions in order to facilitate their learning. Pre- Assessment Record your ideas in the appropriate spaces in the graphic organizer. Check Points Check Points Post- Assessment

  8. Assessment Purpose: • To inform our teaching • To provide information to help revise instruction. Types of assessment: • Pre-Assessment • Formative assessment • Post-Assessment

  9. Pre-Assessment • Provides a chance for a teacher to gather data on a student’s prior knowledge, skills and experiences. This data can then be used by the teacher to adjust instruction to meet the student’s needs in achieving the standards, benchmarks and indicators.

  10. Formative Assessment • Serves as a checkpoint during the learning process. • Provides a teacher with information on student learning that can be used to adjust instruction as necessary.

  11. Post-Assessment • Provides a teacher with information on what learning actually occurred. • Did the student meet the goals you expected? • Is re-teaching necessary? • Are we ready to move on to the next step?

  12. Aligning Assessments When creating classroom assessments, we need to be careful that they align with both the knowledge and skill(s) called for by the indicator. Activity • Review Government Benchmark A, Indicator 1 for Grade 10. • Look carefully at the benchmark and indicator on your handout. • With your small group, read through the suggested assessments on the handout and answer the questions for each one.

  13. Aligning Assessments Discussion Questions • Which assessments are aligned? • Which assessments are not aligned? • What is missing – knowledge and/or skill? • How could we make the assessments aligned?

  14. Rate-A-Waiter Directions • Write the criteria or expectations in the first (blank) column of the rubric. • Describe proficient achievement for each criteria in the 15% Tip column. • Complete the rest of the rubric with descriptions of achievement for the 20%, 10% and 0% Tip columns. • Compare criteria for each column of the rubric and discuss relation between this activity and rubrics for student assessment.

  15. Rate-A-Waiter • How does the criteria compare from one • column to another? • Do you think you would get better service • if you gave this to a waiter ahead of time? • How does knowledge of expectations affect • someone’s performance? • Which parts of developing this rubric were the • easiest? • What was difficult about it? • How would you change the rubric to include • content as well as skill?

  16. Creating Standards-Based Examinations 1. Examine the Benchmarks and Indicators that apply to a particular Semester or Unit of Instruction using the Academic Content Standards Book. 2. Examine the Curriculum Map and identify major themes and topics that align with the Semester’s Benchmarks and Indicators and other important historical points, skills, and content. The major focus is on the standards, but sometimes we need to go beyond the Benchmarks and Indicators. 3. Create potential Assessment Items based on the Standards and Indicators using a variety or resources. The key is to capture the knowledge and skills stated in the Benchmark and Indicators (modifications to a past or published test items may be necessary). 4. Organize your questions into a Benchmark Organizer and appropriately label the Benchmark and Indicator below each question for reference. 5. Reference the question ratio for each benchmark and test item type (M/C, S/A, and E/R) in relation to the whole test to ensure that the appropriate numbers or question are asked in each area (see the OGT Test Blueprint). Keep the length of your testing period in mind, too. 6. Jury the questions that you and your department have complied to create a common semester assessment. 7. Create/ type the final assessment in a exam template that models the OGT and / or state achievement tests. 8. Collect Data to identify places to focus or questions to rework for future instruction.

  17. Assessment Examples and References • http://www.ode.state.oh.us/academic_content_standards/acssocialstudies.asp • http://www.edinformatics.com/testing/testing.htm • http://www.nysedregents.org/testing/hsregents.html

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