building impactful assessments warren central high school february 19, 2014 mr. joey norman
TRANSCRIPT
Building Impactful Assessments
Warren Central High SchoolFebruary 19, 2014Mr. Joey Norman
www.tinyurl.com/wchspd
Agenda
SECTION I: The Basics of the ACT (3:10 – 3:45)
Introduction/Celebration
Benchmark Information & Update
Targets
Importance of the ACT to the Average Measurable Objective (AMO)
Historical PLAN/ACT Data
SECTION II: ACT Strategies (3:50 – 4:30)
ACT General Information
Practice Questions & Review Answers (Department Break-out)
Sharing of Strategies
Agenda
SECTION III: In-Class Assessments (4:45 – 5:35)
Review of Higher-Order Thinking Information
Sharing of Assessments (Group Break-out)
SECTION IV: Embedding ACT Strategies and Tying it All Together (5:40 – 6:10)
Classroom Strategies
Operation Preparation Plans
Junior Teacher Breakout / Personal Mission Statements
Exit Slips
Section I: The Basics of the ACT
Celebrations:
Our 2013-14 Plan composite score has improved .4 points over the 2012-13 score. We went from a 16.1 to a 16.5.
KY overall test scores went down in 3 out of 4 areas, we improved our scores in all 4 areas.
South Warren - went DOWN .1
Greenwood - went DOWN .3
Warren East - went DOWN .3
Bowling Green - went DOWN .8
Warren Central - went UP .4
Benchmarks
Section I: The Basics of the ACT
Section I: The Basics of the ACT
Seniors at Benchmark (College and/or Career Ready)
76 College Ready
12 Career Ready
9 College & Career Ready
COMPASS / KYOTE
WORK KEYS
KOSSA / Industry Certificate
Junior Targets (ACT in March)
Sophomore Targets (ACT in March 2015)
Freshmen (ASPIRE in 2014/2015)
Section I: The Basics of the ACT
How does the ACT Impact WCHS’s Average Measurable Objective (AMO)?
1) Growth ComponentGrowth from PLAN to ACT in Reading & Math
2) College & Career Readiness ComponentCollege: ACT = 1 Pt ACT + KOSSA + Industry Cert = 1.5 Pts
3) Graduation Rate ComponentIncreased Motivation & ACT Success Encourages Graduation
4) Achievement ComponentEOC’s – ACT-like Questions
5) Gap ComponentEOC’s – ACT-like Questions (points from P & D ONLY)
Section I: The Basics of the ACT
Historical ACT Data for WCHS
Section I: The Basics of the ACT
Year English
Math Reading
Science
Composite
2009 16.217.3
18.018.2
17.518.4
18.418.5
17.718.2
2010 16.317.8
17.718.3
17.818.9
18.118.7
17.618.5
2011 17.418.0
18.018.5
18.119.0
18.719.0
18.218.8
2012 16.718.4
18.518.8
17.819.0
18.219.1
17.919.0
2013 16.918.4
17.718.9
18.019.4
18.719.5
17.919.2
AVERAGE
16.718.0
18.018.5
17.818.9
18.419.0
17.918.7
Historical Data ContinuedClass of 2014
PLAN = 15.9 ACT = 17.9 (173/230)
Class of 2015PLAN = 16.1 ACT Goal = 18.1
Class of 2016PLAN = 16.5 ACT Goal = 18.5
Section I: The Basics of the ACT
FIND SOMEONE WITH THE SAME COLOR OF SHIRT ON & TELL THEM ONE POSITIVE THING THAT YOU DID FOR SOMEONE TODAY!!!
BRAIN BREAK!!
ACT General Information
Section II: ACT Strategies
Test # of Questions
Time Question/Second
English 75 45 minutes 1/36 seconds
Math 60 60 minutes 1/60 seconds
Reading 40 35 minutes 1/52.5 seconds
Science 40 35 minutes 1/52.5 seconds
Break Out By DepartmentsEnglish
Social Studies
Math
Science
CTE & Practical Living – Choose a department to join
Section II: ACT Strategies
Group Activity I Rules1) You will follow the link to your set of sample questions (on PD webpage)
2) Answer only the set of questions for your content (select the answer choice, it will alert you if incorrect)
3) Once everyone in your group has completed the practice test, you will develop strategies to share on the Poster
4) Hang the poster close to your group & be prepared to share
Section II: ACT Strategies
Group Activity II1) Using the shared strategies, attempt a set of sample questions from outside your content area
2) Record results & be prepared to share experiences
Section II: ACT Strategies
BREAK!!!
HydrateDehydrate
Stretch
Higher Order ThinkingBloom’s & DOK
Developing Rigorous Test Questions
Include Richly Developed Multiple Choice Questions with Thought-Provoking Answer Choices
Move Away From:Matching
True/False
Labeling
Test-Banks such as ExamView, etc
Section III: In-Class Assessments
Why Does Rigor Matter?
For ACT-tested students in rigorous high schools, score increases associated with taking Algebra II or Chemistry were about double those for ACT-tested students in high schools nationally
Students who took Algebra II or Chemistry at rigorous high schools met or exceeded ACT College Readiness Benchmarks in greater percentages than ACT-tested students in high schools nationwide who took these courses
Students who took such critical courses as Algebra II or Chemistry at rigorous high schools had higher rates of college enrollment and college retention than did ACT-tested students from high schools nationwide who took Algebra II or Chemistry
More students at rigorous schools are meeting all four Benchmarks than is seen among ACT-tested students from schools nationally
Section III: In-Class Assessments
Group Activity III1) Gather within your assigned group
2) Each group will receive samples of recently used exams from WCHS
3) Each group member should analyze a minimum of 5 questions
4) Analysis should include:Bloom’s Level
DOK Level
ACT-like?
Section III: In-Class Assessments
FIND SOMEONE WITH THE SAME BIRTH MONTH AS YOU AND SHARE THE GREATEST BIRTHDAY GIFT YOU EVER GOT!!!
BRAIN BREAK!!
Classroom Strategies to Embed ACT and HOT Concepts
ACT/QualityCore BellRingers
Timed Tests
Rigorous Instruction
Building Positive Relationships
Teach so that the Test is NOT a Big Deal
Section IV: Embedding & Tying it All Together
Operation Preparation 2014Impact on College & Career Readiness
Section IV: Embedding & Tying it All Together
Junior Teachers Please Meet With Ms. Rogers and Me
Non-Junior Teacher AssignmentDevelop a Personal Mission Statement that Outlines Your Commitment to Promote College & Career Readiness
Section IV: Embedding & Tying it All Together
Top 5 Learning Moments from the Session (1 side)
Questions or comments (1 side)
Include your NAME
Exit Slip