mac common assessment training modulesmichiganassessmentconsortium.org/.../2013mstc-f5_0.pdf ·...
TRANSCRIPT
MAC Common Assessment Training
Modules
Session F5���Michigan School Testing Conference���
February 21, 2013���Ann Arbor MI
…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.
Michigan Assessment Consortium Vision
§ 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
Michigan Assessment Consortium Beliefs
We believe…
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
Classroom Assessment PracticesFormative – Assessment for Learning
Did the student learn what I just taught them?How can I help students learn even more?
Interim Assessments/Unit/ChapterShort-Cycle Summative AssessmentsAre students on track for proficiency?
MEAP /MME/MI-Access/End of CourseSummative – Assessment of Learning
Are students proficient?
Comprehensive Balanced Assessment System
Aligned to Content Standards
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The trick….
…create a balanced assessment system
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MAISA Instructional Services Committee2012-13 Assessment Goal "In cooperation with the MI Assessment Consortium and other statewide related projects, contribute to a high quality, comprehensive assessment system in the state of MI."
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.
You know you have a high quality common assessment
when…..
Elbow Partner
Accurate assessments +
Appropriate uses resulting in productive reactions
STUDENT SUCCESS
Common Assessment Module Content
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1. Introduction and Overview of the MAC CADS Series2. What Are Common Assessments?3. Determining the Outcome of Assessment4. Determining the Targets of Assessment5. Matching the Assessment Methods to the LearningTargets6. 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
“Other” Elbow Partner Time
When reviewing and thinking about what you currently know about the assessment development process…
§ Which module would you want to know more about?
§ Which module topic might you already have a level of confidence? 12
§ Website www.michiganassessmentconsortium.org
§ Follow MAC
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St. Joseph County Common Assessment Project
Beginning at the beginning
§ Why 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
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Beginning at the beginning
§ Our 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
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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!
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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? § National? § 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
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The Power of the Common Assessment § The 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
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Common Assessments
§ Common Assessments…. § are built on the same learning targets/goals,
whether they were developed at the school, district, state, or national 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???
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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
ASSESSMENT INSTRUCTION
Alignment
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 24
“Vetting” of content § Teams of 2-3 unpacked § Another team reviewed § An outside math consultant reviewed/
edited § Final unpacking document was used to
develop assessment items § Assessments assess only one cluster
and no more than 2 – 3 standards 25
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CONTENT
ASSESSMENT INSTRUCTION
Alignment
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 and applies it in their work
§ The majority of classroom teachers have not received sufficient training in assessment design 28
Target/Method Match
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The outcomes of quality assesments…. § 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 33
The pilot test…2012/2013 Agreements 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 are being collected and analyzed to determine edits needed at follow up sessions
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Validity Checklist…..
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How did we do? What do we “tweak” as we move forward?
Project Timeline
ALG I
ALG II
Geometry
8th Grade
6-7 Grade?
Assessment Writing
2011-2012 2012-2013 2013-2014 2014-2015
Assessment Field Testing
Assessment Implementation
Assessment Implementation
Assessment Writing
Assessment Writing
Assessment Writing
Assessment Writing
Assessment Field Testing
Assessment Field Testing
Assessment Field Testing
Assessment Implementation
Assessment Implementation
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. 37
“One of the most powerful, high-leverage strategies for improving student learning available to schools is the creation of frequent, common, high-quality formative assessments by teachers who are working collaboratively to help a group of students develop agreed-upon knowledge and skills.” Fullan (2005), Hargreaves & Fink (2006), Reeves (2004), Schmoker (2003), Stiggins (2005)
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What questions might you have?
Contact Information § Dodie Raycraft – St. Joseph County ISD
[email protected] 269.467.5452
§ Keith Barnes – St. Joseph County ISD [email protected] 269.467.5461
§ Kimberly Young – MDE/BAA [email protected] 517.373.0988
§ Kathy Dewsbury-White – Michigan Assessment Consortium [email protected] 517.927.7640 40