Test… what test?

1. Test… what test?

2. Assessing the Common Core Standards2012 Oklahoma Technology Association/Encylo-Media Conference Christina Fritz Senior Account Manager/Content Christina.fritz@hmhpub.com

3. Agenda Assessing with Intent Understanding Depth of Knowledge Matching Assessments to their Purpose

4. Are teachers asking the right questions?

5. Standards are outcome measures

6. Assesses with intent Decisions on student proficiency are decided based on assessment items Items should be reliable and valid Importance of Designing High Quality Items

7. Validity is the extent to which a test measures what it claims to measure.

8. Reliability is the consistency of your measurement.

9. Reliability and Validity

10. Importance of Designing High Quality Assessments Assessments measure what is being taught in the classroom Align to the district curriculum Curriculum Maps Scope and Sequence Pacing Guides Results of the assessment are used to report on student achievement Used to make decisions about student growth, interventions and program placement

11. Balanced System of Assessment FORMATIVE SUMMATIVE

12. The Heart of the Common Core Deeper Understanding of the Content

13. Think About It What does it mean for a student to be proficient on the common core standards?

14. Grade 5 Math Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real world problems.

15. Assessment Structure

16. BLOOM’S TAXONOMY AND ASSESSMENT

17. Webb’s Depth of Knowledge (DOK) • Level 1 Recall • Recall of a fact, information, or procedure. • Level 2 Skill/Concept • Use information or conceptual knowledge, two or more steps, etc. • Level 3 Strategic Thinking • Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer. • Level 4 Extended Thinking • Requires an investigation, time to think and process multiple conditions of the problem.

19. When assigning the DOK level, consider… • The level of work students are most commonly required to perform • The complete domain of items that would be appropriate for completing the task. • Identify the DOK level of the most common of these items. • If there is a question regarding which of two levels an objective addresses, it is usually appropriate to select the higher of the two levels. • The complexity of the task, rather than its difficulty. • The DOK level describes the kind of thinking involved in a task, not the likelihood that the task will be completed correctly.

20. Difficulty and Depth of Knowledge Which of these men served as vice president under James Buchanan? John C Breckenridge George M Dallas William R King Daniel D Tompkins Answer: John C Breckenridge

21. When assigning the DOK level, consider… • The complexity of the task, rather than its difficulty. • The DOK level describes the kind of thinking involved in a task, not the likelihood that the task will be completed correctly.

22. Unwrapping versus Unpacking

23. Think About It Unwrapped Standard Grade 5 Math Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real world problems.

25. Matching Purpose with Method of Assessment Document student mastery of content Document student reasoning Document student skills Diagnose student weaknesses Use for school accountability Evaluate curriculum Use as a barrier test for high school graduation Motivate students Assess students perceptions and interests

27. The Common Core Standards

28. Visit our Booth! Riverside solutions

29. PARTNERSHIP WITH 2008 – SELECTED MICROSOFT “PARTNER OF THE YEAR”

30. The HMH Solution • Assessment Management System High quality content Hand-aligned to National Standards and the Common Core Standards

31. How can Riverside assist you in implementing effective assessment programs? Assessments Delivered through Edusoft Assess2Know Item Banks Benchmark – designed for district use Classroom – designed for teacher use Aligned to State and Common Core Standards Professional Development

32. Flexible Assessment Types

33. SAMPLE A2K Item Attributes Passage Attributes: Category: Single Passage Genre: Informational Type Science Flesch Kincaid: 8.4 Lexile: 1130 Which statement from the passage MOST clearly is an opinion? Physics is the science of matter and energy and their interactions. The force with the greatest effect on roller coaster cars is gravity. As the cars go down a hill, gravity pulls them toward Earth and they accelerate (go faster). But as you return safely to the station, it Item Attributes: Type: Multiple Choice Publisher: A2K Benchmark Grade Level: 7th Grade Cognitive Difficulty: Level 2 Conceptual Bloom’s Taxonomy: Analysis The Physics of Scream Machines by John SoennichsenAs you’re rushing down the steepest hill of a theme park’s roller coaster, you’re probably not thinking about science. But you may be wondering about the safety of the ride. It is the science of physics that makes roller coasters safe.   Roller coasters are supposed to be scary. The builders of the rides design them to be that way. But these scream machines must also be safe and secure. That’s where physics comes in. Physics is the science of matter and energy and their interactions. Or, put another way, physics is about things and how they move and work together.   Roller coaster cars have no motors or other sources of power. Except for the first “lift” hill, they rely on gravity and energy to make them move. As a chain pulls the cars up the first hill, the cars are absorbing what scientists call potential energy (energy that is stored for later use). As the cars reach the top of the first hill and begin to go down the other side, the potential energy is changed to kinetic energy (the energy possessed by an object in motion).   The force with the greatest effect on roller coaster cars is gravity

34. Professional Development Writing High Quality Assessment Items • Item writing process overview • Components of high quality items • Universal Design • Reliability and validity of assessment items • Reviewing and editing items process • Creation of assessment items Building High Quality Assessments • Evaluate and understand the purpose of high quality assessments • Assessment methods most effective for assessing various standards • Process of planning an assessment • Reliability and validity of an assessment • Create a test blueprint aligned to curriculum map

35. QUESTIONS

36. CONTACT Scott Dittner Assessment Consultant Scott.dittner@hmhpub.com 405-820-7000 Ashley Dobbs Manager, Oklahoma Accounts Ashley.dobbs@hmhpub.com 405-501-2698

37. Contact Christina Fritz Christina.fritz@hmhpub.com