WELCOME

1. WELCOME “The last thing I remember, I was sitting in a professional development meeting. Apparently, I died from boredom.”

14. Goals and Objectives • To define and describe the differences between Common Assessments and Short Cycle Assessments. • To introduce and explain the importance of a well-thought-out pacing guide. • To understand how quality assessments can drive instruction, re-teaching and intervention. • To understand how to write higher level questions for quality assessments.

15. 5. To introduce a format for short cycle assessments that has been successful in improving students’ achievement. 6. To further investigate the difference between Assessment for Learning and Assessment of Learning. 7. To expose the participants to the Ohio Center for Essential Reform’s Data Base and Question Generator. 8. To complete short cycle assessments ready for use for the 2008-09 school year.

16. Goal Focus

17. Goal # 1 To define and describe the differences between Common Assessments and Short Cycle Assessments.

18. Short/Common Cycled Assessments What Are They? • Assessments given periodically throughout the school year to see “where students are” with regard to the Academic Content Standards • Assessments that model the content, format, vocabulary and administration of the Ohio Achievement Tests and the Ohio Graduation Test

19. Assessment SystemBenefits for Teachers • Focused Collaborationeffort that will provide systemic improvement • Increase Confidencein students learning of standards. • Build Capacityon using data that is meaningful during the year.

20. Begin with the end in mind… Most teachers use exams, quizzes, and assessments to assign grades. The formative assessment should be the essential learnings blueprint and viewed before instruction begins. The results from the formative assessment should provide the teacher with information on what and how to teach and re-teach.

22. Too Many Assessments? The Number of Assessments Reported in Marzano (2005), The Art and Science of Teaching

23. Short Cycle Assessments Short Cycle Assessments Look like OAT Same Font

24. Goal #2 To introduce and explain the importance of a well-thought-out pacing guide.

25. Curriculum Pacing Chart Grade 6 English Language Arts

26. Goal #4 To understand how to write higher level questions for quality assessments.

27. Level of Questions Askedon the Ohio Achievement Tests and theOhio Graduation Test

28. Lower Level Questions Lower level, or recall questions, involve those questions which require the students to identify basic, literal concepts. According to Bloom’s Taxonomy Level 1 is Remembering Level 2 is Understanding Level 3 is Applying

29. Lower Level Question What is the setting of the book, To Kill a Mockingbird? A. a big city in the west B. a small town in the south C. a ranch in the southwest D. a fishing village in the northwest

30. Higher Level Questions Higher level, or thinking questions, involve those questions which require the students to interpret, evaluate, critique and analyze information. According to Bloom’s Taxonomy Level 4: Analyzing Level 5: Evaluating Level 6: Creating

31. Higher Level Question If the setting of the book, To Kill a Mockingbird had been in the north instead of in the south, how might that have changed the plot of the story? Explain your answer.

32. Format of Questions Found on the Ohio Achievement Tests and theOhio Graduation Test

33. Multiple Choice Questions • select the correct response from a list of four • are scored as one item and given one point • can be lower level, or higher level • approximately 2/3 of the questions on the OGT and Achievement Tests are multiple choice (about 14 per 20 questions) • there are not enough points on the multiple choice for a student to pass, even if they score 100%

34. Academic Content Standard: Reading ProcessGrade Level Indicator: Grade 3, # 5: Make inferences regarding events and possible outcomes from information in text. According to the story, what will probably happen the next time Heather sees a dog? A. She will pet it. B. She will walk past it. C. She will take it home. D. She will run away from it.

35. Short Answer Questions • require students to generate a written response • require a brief response, usually a few sentences or a numeric solution to a straight forward problem • may be lower level or higher level • may take up to five minutes to complete and student responses receive a score of 0, 1, or 2 points • approximately ¼ of the questions on the OGT and the Achievement Tests are short answer (about 5 per 20 questions)

36. Academic Content Standard: Reading Applications: Informational, Technical and Persuasive TextGrade Level Indicator: Grade 9, # 3: Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays. Referring to the chart above, the largest percentage of students are “Lazy/don’t study/didn’t prepare”. Would you agree with this chart? Explain your answer.

37. Extended Response Questions • require students to generate a written response • demonstrate understanding in greater depth, provide a more in-depth response, or solve a more complex multiple step problem or task • may be lower level or higher level • may require 5 to 15 minutes to complete, and responses receive a score of 0, 1, 2, 3, or 4 points • approximately 1/9 of the questions on the OGT and the Achievement Tests are extended response (about 1 per 20 questions)

38. Academic Content Standard: Reading Applications: Informational, Technical and Persuasive TextGrade Level Indicator: Grade 8, # 7: Analyze an author’s argument, perspective or viewpoint and explain the development of key points. After reading the selection “A Glimpse into the Past,” what conclusions can you draw about the author’s attitude about preserving your personal history? How does the author feel about preserving your memories in a time capsule? If the author’s main purpose is to persuade the reader to create a time capsule, rate his/her effectiveness on a scale of 1 – 10, with 10 as the highest. Explain why you gave it this rating.

39. Goal # 5 To introduce a format for short cycle assessments that has been successful in improving students’ achievement.

40. Framework for Assessments • 2/3 multiple choice • 4-5 short answer • 1 extended response • Reading- always selections from poetry, non-fiction and fiction • 50% higher level

42. 1. One Multiple Choice Low level • 2. One Multiple Choice High level • 3. One Short Answer Low Level • 4. One Short Answer High Level • 5. One Extended Response High Level

43. Goal #3 To understand how quality assessments can drive instruction, re-teaching and intervention.

44. 4 Lenses of Data

48. Goal # 5 To further investigate the difference between Assessment for Learning and Assessment of Learning.