building assessment literacy in michigan through quality common assessment development
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Building Assessment Literacy in Michigan through Quality Common Assessment Development. Our Mission. …is to improve student learning and achievement through a system of coherent curriculum, balanced assessment and effective instruction. We do this by collaboratively: - PowerPoint PPT PresentationTRANSCRIPT
Building Assessment Literacy in Michigan
through Quality Common Assessment Development
Our Mission
…is to improve student learning and achievement through a system of coherent curriculum, balanced assessment and effective instruction. We do this by collaboratively:
Promoting assessment knowledge and practice.
Providing professional development. Providing and sharing assessment tools
and products.
The Trick
…create a balanced assessment system
A Balanced Assessment System
Assessment of… Summative Norm referenced,
standardized, often teacher created
A snapshot in time
Essential Question:What have students already
learned?
Assessment for… Formative Teacher-created A ongoing picture Informs classroom
practice continually
Essential Question:How can we help students
learn more?
Our Beliefs
We believe…
Collaboratives and consortia advance the work Balanced assessment is a valued enterprise Students are the most important users of
classroom assessment data Teachers and administrators must engage
students in the assessment process
Our Beliefs
We believe…
All educators can learn to implement a balanced assessment system
Teachers and principals and central office must be assessment literate
Development and use of a coherent system (CIA) ensures quality for each student
An effective assessment system includes a balance of school, district, and state measures and uses a variety of methods
MAISA Instructional Services Committee
2012-13 Assessment Goal
"In cooperation with the Michigan Assessment Consortium and other statewide related projects,
contribute to a high quality, comprehensive assessment system in the state of Michigan."
Assessment for Learning…
…when done well, is one of the most powerful, high-leverage strategies for improving student learning that we know of.
Educators collectively become more skilled and focused at assessing, disaggregating, and using student achievement as a tool for ongoing improvement.
~ Michael Fullan
Accurate assessments
+
Appropriate uses resulting in productive reactions
STUDENT SUCCESS
Vision of Excellence in Assessment
Balanced Assessment System
There is a balance of formative and summative assessments.
The assessments are of high quality.
Students are actively engaged in the assessment process.
Common Assessment Development Series
What is a Common Assessment?
Common Assessment Module Content
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1. Introduction and Overview of the MAC CADS Series
2. What Are Common Assessments?3. Determining the Outcome of
Assessment4. Determining the Targets of Assessment5. Matching the Assessment Methods to
the Learning Targets6. Assessing Students with Special Needs7. Writing the Test Blueprint8. Writing the Selected-Response Items9. Writing Constructed Response Items10. Writing Performance Assessment Items11. Using Portfolios to Assess Students12. Developing and Using Scoring Guides
and Rubrics
13. Editing the Draft Assessment Items14. Detecting and Eliminating Bias and
Distortion15. Assembling the Assessment
Instrument16. Field Testing17. Looking at Field Test Data18. Reliability19. Test Validity20. Assembling the Final Common
Assessment21. Assessment Administration,
Scoring and Reporting22. Standard Setting23. Presenting the Results24. Using Data to Improve Instruction
St. Joseph CountyCommon
Assessment Project
Beginning at the BeginningWhy did we begin this journey?
LEA’s desire to: conduct Professional Learning Communities
(PLC’s) implement a multi-tiered system of support (RtI) provide effective feedback to students around
learning goals fully implement a standards-based model of
instruction/assessment
Beginning at the BeginningOur challenges:
“Faulty” data at PLC’s Ineffective data to target the interventions for RtI Ineffective feedback practices around
data/grading and reporting Assessments not designed for a standards
based system
The “Vision”
Began simply…. Just pick the items from the CD with our text and
use that! Just find the best one and use it countywide! Someone has to have one to buy! There’s lots of software that has items we can
use! Let’s just get that. Teachers can just go online and find one to use! Let’s just wait for Smarter Balanced!
16
Critical First Step
Do you have a clear and appropriate purpose(s) for your assessment?
How will the assessment be used? Who will use the results?
Which partners will help you? What learning targets will you measure?
Local State Other
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What Makes an Assessment “Common”?
It is more than an assessment given by one teacher
This is an insufficient definition It is a method for creating a
community of shared practice in a school, district, across districts, even across the state
The Power of the Common AssessmentThe use of common assessment results by two or more teachers in a PLC…
Provides data to inform interventions Allows teachers to see how changes in
instructional practice can lead to higher achievement
Look deeply at their own and others’ practice to ultimately improve student achievement
Common Assessments
are built on the same learning targets/goals, whether they were developed at the school, district or state levels
these targets needed to be those contained within the mathematics common core standards for Algebra I and Algebra II
This was the first challenge – could they agree???
The Decisions Create benchmark assessments (25 – 30 per
course) Use the traditional Algebra I and II course
“outline” defined in the CC Build the assessments by “standards cluster” –
explicitly key each item “Unpack” each standard within a cluster to
determine appropriate cognitive demand and ensure alignment
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CONTENT
ASSESSMENTINSTRUCTION
Unpacked Document Identification of key vocabulary within each
standard Determination of learning goals in the format of:
I know statements I can statements
These statements determined the types of items to include on each assessment
Direct link to standards Prerequisite skills yet to be filled in
Vetting of Content
Teams of 2-3 unpacked Another team reviewed An outside math consultant
reviewed/edited Final was used to develop assessment
items Assessments assess only one cluster
and no more than 2 – 3 standards
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CONTENT
ASSESSMENTINSTRUCTION
Cognitive Demand It is critical to be sure that assessments
measure the correct cognitive demand of the learning goals represented in the standards.
It is critical that whoever is ‘building assessments’ understands this concept process and applies it in their work
The majority of classroom teachers have not received sufficient training in assessment design
Target/Method Match
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The Outcomes of Quality Assessments
Clear, concise data being used in collaborative groups
Powerful data to provide feedback to teachers and students and parents
The ability to accurately inform curriculum and instructional changes
Closer alignment between grades/scores and actual proficiency levels of the students
The Pilot Test – 2012 / 2013Agreements for Pilot Teachers Assessments are to remain “intact” Assessments assess only one cluster and no more
than 2 – 3 standards and will be given whenever that content has been taught
Data is not to be used to determine grades or for teacher evaluation. These are draft!
Item level data will be collected and analyzed to determine edits needed at follow up sessions next year
Lessons Learned This work takes a team!
Content area specialists Assessment specialists Data specialists
This work takes time! This work takes commitment! This work takes patience! This work takes trust! This work will help increase achievement if done
well.
Thank you!