Evidence Centered Design Tying Together SLOs, SGMs, OTES, FIP, Ohio's Next Generation

Assessments, and Ohio's New Learning Standards March 2014

Char Shryock Director of Curriculum and Instruction

Bay Village City Schools Ohio Education Leader Cadre

char.shryock@bayschoolsohio.org Twitter @edtechgirl #PARCCELC, #ohedchat http://iteachbay.blogspot.com

Show me the EVIDENCE Think of examples of why EVIDENCE is such

a relevant word in education today.

Evidence  Centered  Design  can  inform  a  deliberate  and  systema6c  approach  to  

instruc6on  that  will  help  to  ensure  daily  classroom  work  leads  to  all  students  mee6ng  

Ohio's  New  Learning  Standards.  

Developed by Char Shryock Bay Village City Schools July 2013

Evidence-Centered Design (ECD) in the Classroom - Start with the end in mind.

Learning  Targets/Objec1ves  

Design  begins  with  the  inferences  (claims)  we  want  to  make  about  students—should  be  connected  clearly  to  Ohio's  New  Learning  Standards  -­‐    What  should  students  be  able  to  DO  or  KNOW?  

Classroom  Assessments  Forma1ve/Summa1ve  

In  order  to  support  claims,  we  must  gather  evidence-­‐-­‐-­‐-­‐what  can  teachers  point  to,  underline  or  highlight  to  show  that  students  are  making  progress  toward  doing  what  we  claim  they  can  do?  

Classroom  Ac1vi1es  

Classroom  acGviGes  (tasks)  are  designed  to  elicit  specific  evidence  from  students  in  support  of  claims.      

PARCC is using ECD to create the gr 3-11 assessments.

Language of Claim....Evidence Centered Design in the Classroom

• What student products will allow teachers to say with assurance that the student has mastered the content standard...what do the products look like?

• What evidence can we point to, highlight or underline in a student response that we will be looking for?

• What are the classroom activities necessary to get the students to this level of mastery for the assessment?

• Have we designed tasks to elicit specific evidence from students to support our claims?

Making The Shift

Evidence Centered Design

What do students look like, sound like and act like if they are: •  building  understanding  through  deeper  learning  and  applying  

knowledge  across  disciplines  

•  craJing  responses  based  on  evidence  including:  demonstrate  understanding,  explain  reasoning,  and/or  jusGfy  a  posiGon    

•  using  technology  appropriately,  strategically  and  ethically  in  academic  and  real-­‐world  seOngs    

 

Evidence Centered Design

Definition in your own words.

Draw a picture of it

Write 3 real world examples of when to use it.

Write 2 non-examples

FRAYER MODEL

List related words

Understanding the Claims

   

Prototype Questions

PARCC’s  Fundamental  Advance  

PARCC  is  designed  to  reward  quality  instruc0on  aligned  to  the  Standards,  so  the  assessment  is  worthy  of  preparaGon  rather  than  a  distracGon  from  good  work.    

Let's Do Some ECD!

•  Using ELA Info Text Standard 3, what evidence would you look for to show you a student can do what the standard is stating?

•  How would you best assess this skill? •  What classroom activities would you

need to put in place to get students to the point where they can do this?

•  What supports might students need?

Ohio's New Learning Standards (From OH Academic Content Standards Extended)

Informational Text Standard 3

Gr 4 . Key Ideas and Details ●  Explain events, procedures, ideas, or

concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

PARCC EVIDENCE TABLE

ECD - SLOs and SGMs

•  CLAIMS = Student Learning Objectives o  NLS that are overarching concepts o  Clear Learning Targets

•  EVIDENCE = Student Growth Measures o  Common Assessments - Pre and Post Learning o  Common Understanding of Evidence of Student

Mastery o  Unit Design to Allow Students to Produce Evidence

of Developing Mastery

Assessment Data

•  Data is really EVIDENCE of learning mastery •  Data is EVIDENCE of learning growth •  Put data in context by tying it back to the

CLAIMS •  Discussions around data should focus on what

lessons/scaffolding were used to get students to mastery. o  Were units effective? o  Was the scaffolding sufficient? o  How well was the assessment tool aligned to the

standards/claims?

ECD

FIP OTES

OIP CURRICULUM MAPPING/ALIGNMENT

ECD

Other Tools

Performance  Level  Descriptors  PARCC  will  report  students  achievement  using  PLDs  and  scaled  scores.  In  October  2012  PARCC  established  5  performance  levels    

• Level  5:  Students  performing  at  this  level  demonstrate  a  dis1nguished  command  of  the  knowledge,  skills,  and  pracGces  embodied  by  the  Common  Core  State  Standards  assessed  at  their  grade  level.  

• Level  4:  Solid  command…  • Level  3:  Moderate  command…  • Level  2:  Par1al  command…  • Level  1:  Minimal  command…  •  Cut  Scores  will  be  determined  in  the  Summer  of  2015  using  

mulGple  stakeholders  in  the  decision  making  process.  

Looking  at  the  PLDs  -­‐  Math  

   

Gives  the  Conceptual  Concept  the  PLD  is  based  on    

Gives  the  Sub-­‐Claim  that  the  PLD  is  wri\en  for      (A-­‐Major  Content)  

Gives  the  PLD  by  performance  level  ranging  from  2-­‐5.  Level  1  indicates    a  range  from  no  

work  shown  to  Minimal  command  

PARCC Performance Level Descriptors - ELA SUBCLAIMS

Distinguished Command of Content

Partial Command of Content

Blueprint Link

EQuIP/Quality Rubric - Ohio

•  Rubrics will be used to evaluate exemplar unit plans shared through the ODE website

•  Rubrics will be available to teachers and teacher teams to use when planning lessons/ units.

•  Math,Science, Social Studies, ELA

Questions

Social Media

@OHEducation #ohedchat #oheducation

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Ohio Families and Education Ohio Teachers’ Homeroom

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