determining student mastery: achieving learning potential using assessment drew maerz asheboro city...
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Determining Student Mastery: Achieving learning
potentialusing assessment
Drew MaerzAsheboro City Schools
July 8, 2014
What are you already doing?
Find a partner who is not from your school system.
Between the two of you, determine who has the newest automobile.
Timed Pair Share
The person with newest automobile has the privilege of listening first.
Timed Pair Share
In your 30 seconds, talk about the following:
What is common about your assessments?SWITCH
How do you know when a student masters a standard or learning target?
SWITCHHow does your instruction change after an
assessment?SWITCH
What are you already doing?
Based on what your partner shared, find one area you and your partner have in common.
Congratulate your partner for validating at least one of your
ideas.
Goals for today
• Develop shared language for Common Assessments
• Review the 60 minute process (each class)
• Guidelines for designing common assessments
• Benefits of using common assessments• Share tools for building common
assessments
What is common in“common assessments”?
Any assessment given by two or more instructors with the intention of collaboratively examining the results for: Shared learning Instructional planning for individual
students, and/or Curriculum, instruction, and/or
assessment modifications
What are common assessments?Periodic or interim assessments collaboratively designed by
grade-level or course teams of teachers
Designed to measure student proficiency or mastery of a standard
May be similar in design and format to district and state assessments
Items should represent essential standards only
A blend of item types, including selected-response (multiple choice, true/false, matching) and constructed-response (short- or extended)
Administered to all students in grade level or course several times during a unit or grading period
Student results analyzed in Data Teams to guide instructional planning and delivery
(Ainsworth, L. & Viegut, D. 2006)
Why use common assessments?
To provide regular and timely feedback regarding student attainment of the most critical standards,
To foster consistent expectations and priorities within a grade level, course, and department regarding standards, instruction, and assessment.
Most importantly, enable educators to diagnose student learning needs accurately and in time to make instructional modifications.
(Ainsworth, 2007, pp. 95–96)
60-minute process
15 Assessment Time
15Teacher
Evaluation
5 PLC
Results
10PLC
defines change in instructio
n
15Design
next assessme
nt
Effective classroom assessment
Assessment that:• Provides evidence of student
performance relative to content and performance standards
• Provides teachers and students with insight into student errors, misunderstanding or mastery
• Helps lead the teacher and/or team directly to action through instructional modification
Designing common assessments
Identify power standards and the concepts and skills students need to know and be able to do.
Determine “big ideas” that represent the integrated understanding students need to gain within your units of study
Collaboratively design common assessments to assess mastery of the power standards or understanding of “big ideas”
Include both selected-response and constructed-response items
Review items to determine if student assessment results will provide evidence of proficiency regarding the Power Standards in focus; modify items as needed
(Ainsworth, L. & Viegut, D. 2006)
Stand Up, Pair Up, Share Up
What are the Power Standards in your curriculum?
What is a “big idea” you could assess this fall in a unit you are
planning to teach next?
Common AssessmentsNeed to:
– be aligned with learning targets, “big ideas” or power standards
– align and flow with your instruction
– be the appropriate length (brevity)
– Provided with clear performance expectations (rubric)
– be evaluated by the classroom teacher
– have results discussed with the PLC or Team
– result in changed or additional instructional strategies to ensure student success
Planning common assessments
Content Standard
What do we want students to know, understand and/or be able to do?{Power Standard, Key Skill, “Big
Idea”}
Purpose(s) for Assessment
Why are we assessing and how will the assessment information be used?
Diagnose student strengths and needs Provide feedback on student learning Provide a basis for instructional placement Inform and guide instruction Communicate learning expectations Other:
Audience(s) for the Assessment
For whom are the assessment results intended?
teacher/instructor studentsparents grade level/department team other faculty Other:
Adapted from McTighe and Ferrera (1997). Assessing Learning in the Classroom. Washing ton, D.C. National Education Foundation
Framework of Assessment Approaches and MethodsHow might we assess student learning in the classroom?
Selected Response
Items
PERFORMANCE-BASED ASSESSMENTSConstructed Responses
Products Performances Process-Focused
Multiple-choice
True-false Matching
Fill in the blanko Word(s)o Phrase(s)
Short Answero Sentence(s
)o Paragraphs
Label a diagram
“show your work”
representationso webo concept
mapo flow charto graph/tableo matrixo illustration
s
essay research paper log/journal lab report story/play poem portfolio art exhibit science project model video/
audiotape spreadsheet Presi/
PowerPoint Create a
question or word problem
Oral presentation
dance/movement
science lab demonstration
athletic skills performance
dramatic reading
enactment debate musical recital keyboarding
oral questioning
observation of skill
interview conference process
description “think aloud” learning log “explain how”
Adapted from McTighe and Ferrera (1997). Assessing Learning in the Classroom. Washing ton, D.C. National Education Foundation
Evaluation and Communication Methods
Evaluation Methods Evaluation RolesCommunication/
Feedback MethodsConsequences of
Evaluation
How will we evaluate student knowledge,
skills, and proficiency?
Who will be involved in evaluating student responses, products or performances?
How will we communicate
assessment results to students?
Parents?
How will instruction be modified for
students demonstrating and not demonstrating
mastery or proficiency?
RUBRIC: Performance Levels1 – No evidence of
proficiency or mastery
2 – Partial proficiency or mastery
3 – Demonstrated proficiency or mastery
4 – Exceeds proficiency or mastery
Clear explanation for each level
Teacher will self-evaluate student performance for level of proficiency or mastery.
Results will be shared within the PLC to discuss instructional modifications.
Proficiency or mastery demonstrated:
Proficiency or mastery not demonstrated:
Adapted from McTighe and Ferrera (1997). Assessing Learning in the Classroom. Washing ton, D.C. National Education Foundation
Practice with a power standard
Recall the power standard or “big idea” discussed previously. How
could you use this document to plan a common assessment?
What method or approach might you use with this assessment?
ACS Common Assessment Plan
Common Assessment Documentation form1. What is the learning target – align with
CCSS/ES Power Standards2. Expectation for student performance?
Provide clear numbers of performance levels3. Share student performance4. Analyze collective performance (what kept a
2 from being a 3?)5. Plan instructional change for proficient and
non-proficient students and the time for new instruction
Capturing PLC
Common Assessment
Work
Informed Instruction
How you use the data to drive instructional changeis the key to assuring
student learningand the purpose of assessment.
Expanding to Benchmarks
• Benchmarks, by design, stop instruction• Process should still have a focus on Power
Standards and “Big Ideas”• Should include all levels of Revised Blooms
Taxonomy• Should selected response and performance-
based items• Should be reviewed within PLC’s• Should inform instruction and lead to
differentiated learning
??QUESTIONS??