assessment information
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Assessment Information. Aligning Instruction and Assessment. Four Critical Questions that Guide a PLC. 1. What are students supposed to know and be able to do? PRIORITIZED and UNWRAPPED CORE STANDARDS 2. How do we know when our students have learned? COMMON FORMATIVE ASSESSMENTS - PowerPoint PPT PresentationTRANSCRIPT
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Assessment Information
Aligning Instruction and Assessment
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Four Critical Questions that Guide a PLC 1. What are students supposed to know and be able to do?
◦ PRIORITIZED and UNWRAPPED CORE STANDARDS
2. How do we know when our students have learned?◦ COMMON FORMATIVE ASSESSMENTS
3. How do we respond when students haven't learned? ◦ DATA TEAMS /INTERVENTION
4. How do we respond when students already know the content? ◦ DIFFERENTIATION/EXTENSIONS
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A High Impact Initiative:The Utah Core State
Standards
Accomplishment begins with a focused set of
action steps!
Priority Standards
“Unwrapping” the
Standards
Common Formative Assessmen
ts
Data Teams (PLCs)
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Priority Standards
Carefully selected subset of all standards
Used for common formative
assessments/Data teams (PLCs)
Students MUST know and be
able to do by the end of the year
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The “Unwrapping” StandardsProcess
1. “Unwrap” standards and indicators to identify important concepts and skills to be taught
2. Represent the “unwrapped” concepts and skills on graphic organizer
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Step 1: Underline Nouns, Circle Verbs
Carefully read through your selected standard
Underline the key concepts (important nouns or noun phrases)
Circle the skills (verbs)
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Step 2: Create a Graphic Organizer
SKILLS –DO (Verbs)
CONCEPTS-KNOW (Nouns)
Rigor (Bloom’s/DOK)
Determine Main idea of textExplain Main ideaSupport Main idea with key
detailsSummarize Text
Example: RI 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text
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SAGE Elementary ELA Blueprints: 42 Items
Grades 3, 4 & 5
Reporting Category/Strand
s
Reporting Category /Strands
PercentageReading
Literature 22%Reading
Informational Text 22%
Writing 26%Listening 15%Language 15%
TOTAL 100%
Note: The percentages shown
represent target aggregate values; individual student experiences will
vary based on the adaptive algorithm.
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Grade 6
Reporting Category/Strands
Reporting Category /Strands
PercentageReading
Literature 20%Reading
Informational Text 25%
Writing 25%Listening 15%Language 15%
TOTAL 100%
SAGE Secondary ELA Blueprint: 42 Items
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Depth of Knowledge (DOK) is an essential component of English language arts instruction and assessment, and is fully supported by the new Utah Core Standards. As such, DOK is integrated in all ELA item design throughout the Student Assessment of Growth and Excellence (SAGE) and their respective blueprints. All students will see a variety of DOK and item difficulty on the summative SAGE.
Depth of Knowledge
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It’s NOT about the verb...
The Depth of Knowledge is NOT determined by the verb (like in Bloom’s Taxonomy), but by the context in which the verb is used and the depth of thinking required.
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DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall)
DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)
DOK 3- 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)
Same Verb—Three Different DOK Levels
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• Level 1: Recall and Reproduction
• Level 2: Skills & Concepts
• Level 3: Strategic Thinking
• Level 4: Extended Thinking
Webb’s Four Levels of Cognitive Complexity
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• Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure
• Answering a Level 1 item can involve following a simple, well-known procedure or formula
DOK Level 1: Recall and Reproduction
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Skills/Concepts: DOK Level 2
• Includes the engagement of some mental processing beyond recalling or reproducing a response• Items require students to make some decisions as to how to approach the question or problem• Actions imply more than one mental or cognitive process/step
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Strategic Thinking: Level 3• Requires deep understanding exhibited through planning, using evidence, and more demanding cognitive reasoning• The cognitive demands are complex and abstract• An assessment item that has more than one possible answer and requires students to justify the response would most likely be a Level 3
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Extended Thinking: Level 4
• Requires high cognitive demand and is very complex• Students are expected to make connections, relate ideas within the content or among content areas, and select or devise one approach among many alternatives on how the situation can be solved• Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time
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DOK Matrix DOK Question Stems
Resources for DOK
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Common Formative Assessments
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Understand how CFAs are the centerpiece of an integrated standards and assessment system
Explore how the implementation of the CFA process improves instruction for all students.
Create first-draft items for a CFA
Improve assessment literacy through a deeper understanding of the assessment design process
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Assessment is driven by purpose Formative assessment involves both
process and product Assessment design is specific to the
learning goals (prioritized, unwrapped standards)
Big Ideas
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Standards-Assessment Alignment Diagram
CFAs are the Centerpiece of an integrated standards-assessment system
Interdependent Practices
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Read pages 23-27 of Common Formative Assessments by Larry Ainsworth
Jigsaw and share learning.◦ All read page 23-24 (Formative and Summative
Assessments Defined)◦ #1 read Pages 24-25 (Changing the Traditional
Instruction-Assessment Cycle)◦ #2 read pages 25-26 (Assessment of Learning)◦ #3 read pages 26-27 (Assessment for Learning)
Assessment of and for learning
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Formative vs. Summative
Formative (Doctor Visit) Summative (Autopsy)
Assessment FOR student learning
How can we guide learning?
Often non-graded Moving picture of their
learning A process during
learning
Assessment OF learning
What have students learned?
Typically graded Snapshot of their
learning An event after
learning
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What the Experts Say:◦ Focus on student learning◦ Are team-created or agreed upon◦ Results are collaboratively analyzed and action
taken◦ Immediate feedback provided for students and
teachers◦ Students have multiple opportunities for success
Common Formative Assessments
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Review your priority standards for your GL. Identify those that match the focus for an upcoming unit of study
Review your benchmark pre-test data. Determine a priority standard that you need
to focus on as a GL Team Each team member independently
construct one multiple-choice question that assesses the selected priority standard.
Grade Level Team Planning
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Come prepared with your 1 multiple choice (or other) question to share with your team
Be prepared to discuss the DOK of the item you wrote
As a team, you will fine tune your questions. ◦ Determine DOK levels◦ Write one question collaboratively◦ Write one constructed response question collaboratively◦ Create a scoring rubric for the constructed response
question Be prepared to practice using tools and techniques
to evaluate and improve the quality of CFAs
Next Collaboration Time
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Common Core Resources◦ Unpacking the standards-North Carolina Docum
ents
◦ Clark County School District Common Core Supports
Common Formative Assessment Support