Understanding & Using Standards: Assessment Literacy in Curriculum, Assessment, and Instruction

1. Assessment Literacy Phase 2: Understanding & Using Standards Beyond Foundational Services

2. Entry Slip What role do standards play in your curriculum, assessment, and instruction ?

3. An assessment literate educator: • Has a full understanding of content, of their learners, and how to help learners develop and improve • Has skills in selecting/creating assessment tasks aligned with criteria from the standards • Has expertise in analyzing assessment information to support learning and give appropriate and targeted feedback

4. Assessment Literacy the know-how and understanding teachers need to assess students effectively and maximize learning

5. What do we want students to know? How are we going to know what they know? What are we going to do about it? As professional learners, we need to ask ourselves:

6. Standards-based Curriculum Standards-Based Assessment Standards-Based Instruction Outcomes of Professional Teaming What do we want them to know? How will we know if they know it? What will we do to teach it? Learning Targets Observable Evidence Strategies, Materials, Timeline

7. Standards………………defined WHAT DO WE WANT THEM TO KNOW? a statement of expectations students should develop and demonstrate in their class work, on tests, and in other activities that are used to assess their achievement

8. The Standards • Standards communicate student learning expectations • Standards can prescribe how students are expected to learn • Standards can define how students can demonstrate what they have learned

9. The Standards Expected Outcome Standard/Purpose for Learning What do we want them to know? • Big ideas • Factual knowledge • Concepts • Discrete skills • Processes Application of these in multiple contexts

10. How has the adoption of new standards shifted our expectations of student performance? Shifts in Student Expectations

11. Objectives: • Educators will identify and describe the learning shifts that have occurred with the adoption of the New Illinois Learning Standards • Educators will explain how those shifts lead to higher expectations in student learning and performance

12. New Standards = New Emphases How have our expectations and emphases shifted in the new standards? Inquiry, Discovery, and Application

13. What are the shifts in student expectations? In content-area groups: • Read the article • Create a graphic/visual model to represent the shifts • Be prepared to summarize your findings

14. Better Health Physical Education Better Behaviors • Physical education is planned, sequential, and developmentally appropriate K-12 curriculum that provides cognitive content and learning experiences using physical activity as a teaching tool. Better Learners

15. Complex Text English Language Arts Textual Evidence Building Knowledge

16. Focus Mathematics Coherence Rigor

17. Craft questions Cultivate collaboration Integrate content & skills Social Studies Promote literacy Take informed action

18. Interconnected nature of science Science Student performance expectations Science concepts build Understanding & Application Science & Engineering College, career, citizenship preparation NGSS & CCSS alignment

19. Fine Arts Curriculum Emphasis Social skills Classroom Instruction Assessment

20. ANALYZING THE STANDARDS (COHERENCE)

21. Why is it important to analyze rigor in the learning standards? How does that impact my instruction? How will that increase my assessment literacy?

22. Objectives: • Educators will extrapolate what students should know, understand, and do from the learning standards • Educators will justify the importance of analyzing the standards • For student learning • For instructional planning • For assessment purposes

23. Learning Expectations Learning Standards = Learning Expectations Know (nouns) Understand (concepts) Do (verbs)

24. Frameworks for Determining Levels of Understanding Bloom’s Taxonomy CCSS Math Rigor Webb’s Depth of Knowledge

27. Activity Fractions Identify your grade level standard related to fractions. Main Idea & Details Identify your grade level standard related to main idea & details. (Stnd. 1) At what level of Bloom’s Taxonomy is your grade level standard? remember, understand, apply, analyze, evaluate, create

28. Bloom’s in the Standards • Review your content area standards. What are the verbs used in each standard? • What does this tell you about the level of thinking of the expectation? • What does this tell you about the evidence you will need to elicit from students in assessment?

29. Webb’s Depth of Knowledge (DOK) • Based on the work of Norman Webb • Mechanism to ensure the intent of the standard and the level of student demonstration required by that standards are aligned • Guides item development for assessments • Ensure that teachers are teaching to a level that will promote student achievement

30. DOK is not about Difficulty “How many of you know the definition of exaggerate?” DOK 1 – recall If all of you know the definition, this question is an easy question. “How many of you know the definition of prescient?” DOK 1 – recall If most of you do not know the definition, this is a difficult question. Difficulty is a reference to how many students answer a question correctly.

31. Level 1…Recall & Reproduction Recall or reproduce knowledge and/or skills • Subject matter: facts, terms, details, calculations, principles, and/or properties, simple procedures & formulas • Rote/routine • No (or little) transformation of knowledge or skill • Answer is known or not known – no solving or figuring out required

32. Level 2…………………Skill/Concept • Engagement of mental processing beyond recalling, reproducing, or locating an answer • Requires students to compare or differentiate • Apply multiple concepts • Classify or sort items into meaningful categories • Describe or explain relationships (cause & effect, character relationships) • Describe or explain – predict a possible result/explain why something happened • Students can transform/process target knowledge before responding: summarize, estimate, organize, classify, extend, basic inferences

33. Level 3...Strategic Thinking & Reasoning • Tasks demand planning, reasoning, and higher order thinking • Analysis & evaluation • Solve real world problems • Explore questions with multiple possible outcomes • State a reason and provide relevant supporting evidence • In-depth integration of conceptual knowledge and multiple skills to reach a solution

34. Level 4…………Extended Thinking • Tasks demand extended and integrated use of higher order thinking • Critical & creative: productive thinking, reflection, & adjustment over time • Engagement in multi-faceted investigations to solve real-world problems with unpredictable solutions • Sustaining strategic thinking processes over a longer period of time • Involvement of authentic problems and audiences • Collaboration within a project-based setting

35. DOK is not about the verb Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it) Describe three characteristics of metamorphic rocks. (Requires simple recall)

37. Activity Fractions Identify your grade level standard related to fractions. Main Idea & Details Identify your grade level standard related to main idea & details. (Stnd. 1) At what level of DOK is your grade level standard? Recall & reproduction (1), skill/concept (2), strategic thinking (3), extended thinking (4)

38. DOK in the Standards • Review your content area standards. What language is used in each standard? • What does this tell you about the level of complexity of the expectation? • What does this tell you about the evidence you will need to elicit from students in assessment?

39. Rigor Procedural Skill & Fluency Conceptual Understanding Application

40. Conceptual Understanding • Teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives • Students are able to see math as more than a set of mnemonics or discrete procedures • Conceptual understanding supports the other aspects of rigor (fluency and application)

41. Conceptual Understanding How do we assess conceptual understanding? • May involve observation of students making representations • May involve transfer between and among representations • May involve explanation of thought processers • May involve critique of others’ reasoning

42. Procedural Skill and Fluency • The standards require speed and accuracy. • Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that they are more able to understand and manipulate more complex concepts

43. Procedural Skill and Fluency How do we assess procedural skill and fluency? • May involve observation of students • May involve examining student work

44. Application • Students can use appropriate concepts and procedures for application even when not prompted to do so. • Teachers provide opportunities at all grade levels for students to apply concepts in “real world” situations, recognizing this means different things in K-5, 6-8, and HS. • Teachers in content areas outside of math, particularly science, ensure that students are using grade-level-appropriate math to make meaning of and access science content.

45. Application How do we assess application? • May involve interpretation of real-world situations to represent and solve problems • May involve description of real-world situations that correspond to representations • May involve synthesis of multiple expectations

46. Activity Fractions Identify your grade level standard related to fractions. Main Idea & Details Identify your grade level standard related to main idea & details. (Stnd. 1) At what level of Rigor is your grade level standard? conceptual understanding, procedural skill & fluency, application

47. Rigor in the Standards • Review your content area standards. What language is used in each standard? • What does this tell you about the rigor of the expectation? • What does this tell you about the evidence you will need to elicit from students in assessment?

48. Analyze this… Directions: Choose the item that best answers each question about the selection that you just read. Circle the answer. 1. What would Snortin Pig do after putting his nose into the mud? • He would ask for a tissue. • He would start to sneeze. • He would get upset. • He would snort it out. • CCSS.ELA-LITERACY.RL.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. • CCSS.ELA-LITERACY.RL.3.2Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. • CCSS.ELA-LITERACY.RL.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

49. Is this an aligned assessment question? The merchant’s daughter is important in the story. Refer to pages 73-74 in the text. Then explain how she influences the end of the story. Provide evidence from the selection to support your answer. • CCSS.ELA-LITERACY.RL.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. • CCSS.ELA-LITERACY.RL.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events • CCSS.ELA-LITERACY.W.3.1Write opinion pieces on topics or texts, supporting a point of view with reasons. • CCSS.ELA-LITERACY.W.3.1.AIntroduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. • CCSS.ELA-LITERACY.W.3.1.BProvide reasons that support the opinion.

50. Analyze this… CCSS.MATH.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. CCSS.MATH.4. OA 2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.