mac common assessment training modules
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MAC Common Assessment Training Modules. Session F3 Michigan School Testing Conference February 23, 2012. Session Topics. What is the Michigan Assessment Consortium (MAC)? Why a common assessment module series? How might this series be used? - PowerPoint PPT PresentationTRANSCRIPT
MAC Common Assessment Training Modules
Session F3Michigan School Testing Conference
February 23, 2012
What is the Michigan Assessment Consortium (MAC)?
Why a common assessment module series?
How might this series be used? How have districts used the assessment
development series? What questions might you have?
Session Topics
I’m not going to buy my kids an encyclopedia. Let them walk to school like I did.”
You should always go to other people’s funerals, otherwise, they won’t come to yours.”
What were you thinking as you chose this session?
World According to Yogi Berra
Promote assessment knowledge and practice
Provide professional developmentProduce and share assessment
tools and products
MAC Purpose
Overview of technically sound but understandable methods for creating common assessments
Flexible PD presentationStep-by-step processReliable and valid measures
What is the Common Assessment
Module Series?
State and national assessment requirements Need to build educator assessment literacy Pursuit of a balanced assessment system Power of focused educator conversations
about assessment results to improve student achievement
Why a Module Series?
Definition of common assessment and when to use them
Criteria to select learning targets & match with appropriate assessment methods
Development, editing, field testing, review and revision of assessments
Use and reporting of assessment results Using assessment as a tool to improve
student achievement
Topics in this series include…
24 modules Video presentation, script, power point,
companion documents, and user guide Intended to be flexible to meet local
needs Free! www.michiganassessmentconsortium.o
rg
Resources
Using this series
Not just a PD exercise Defines the steps in the process Defines the flow of the process Provides tools to support steps in the
process Provides PD resources to learn how to do
each step
Educators who are not knowledgeable and skillful in the development of assessments need to learn.
The learning will take time and effort, but will be most meaningful in the context of an actual common assessment development project.
Educators that are knowledgeable and skillful, can move through the development process much more quickly while paying appropriate attention to the details of each step and ensuring quality work.
Learning vs. Doing
Dual Purpose – Guide the Work & Identify Quality Structure – Trait Analytic Guiding the Work – A trait for each module,
arranged in the general order of the work flow Identifying Quality – Identifies three levels of
implementation quality Creating evidence for valid use of results by
documenting the details of each step as you go
A Rubric To Guide/Check The Work
Suzanne Finney Mecosta Osceola ISD Data and Curriculum
Coach
Story from the Field
Help Students
Helping Schools
Mecosta-Osceola ISDCommon Assessment
Development
Suzanne FinneyData-Curriculum Coach
Help Students
Helping Schools
Mecosta-Osceola ISD
– Located in Big Rapids – 50 miles north of Grand Rapids
– 6 Districts
– Serve 8,900 students
– Pearson Inform (Data Warehouse)
– Limelight (Assessment Creation & Delivery) first year
Help Students
Helping Schools
Our Task
Fall 2010
Superintendents requested that General Education revise end of grade Math and ELA assessments and provide them to each district ISD-wide to be given at the end of the year.
Help Students
Helping Schools
Professionals Involved
• Grade Level Teams representing the 6 districts came to the ISD.
ELA = 3 days
Math = 2 days• Limelight was new so ISD staff took on
the task of item creation.
Help Students
Helping Schools
Purpose of the Assessments
These selected response assessments will be used
1. to determine what grade level content students have mastered.
2. to generate MOISD-wide data3. to provide each teacher access to their
own students’ data4. (potentially) as one component of
teacher evaluation
Help Students
Helping Schools
Process of Our Work
1. Review the 09-10 Test Blueprint
2. Double Code to Common Core
3. Understand Depth of Knowledge Alignment
4. Change to 3 Items per assessed Concept
5. Determine which Concepts to Assess
Help Students
Helping Schools
Process of Our Work
6. Create New Test Blueprint7. Review Item Analysis Data – Math 8. Select Items
• Check for Bias & Distortion9. Assemble the Assessment10. Cut Scores established by QDAT (Curriculum Advisory Group)
Help Students
Helping Schools
Products of Our Work
Piloted the tests in Spring 10-11 Edited tests using feedback from pilot1 district is giving assessments 3 times this year Fall, Winter, Spring to generate student growth data for teacher evaluation.
Help Students
Helping Schools
Products of Our Work
All districts are scheduled to give the tests in Spring 11-12
Following the administration we will generate MOISD-wide data at the standards level.
Results will be used to help determine professional learning offerings.
Requests are coming in to revisit the tests based on the data generated.
What Questions Might You Have?
Show me….
Kathy Dewsbury-White, Ingham ISD Bruce Fay, Wayne RESA Jim Gullen, Oakland Schools Julie McDaniel, Oakland Schools Edward Roeber, Michigan State University Ellen Vorenkamp, Wayne RESA Kimberly Young, MDE/BAA
Development Team
Bruce FayWayne [email protected]
Jim GullenOakland [email protected]
Kimberly YoungMDE/[email protected] FinneyMecosta Osceola [email protected] Masters
Lenawee [email protected]