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Adapting and Designing Additional Module Assessments

Adapting and Designing Additional Module Assessments. Session 5, February 2014 NTI. Learning Targets. I can adapt or design assessments for use within the context of the modules while still maintaining their alignment to module targets. Why Adapt Assessments?.

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Adapting and Designing Additional Module Assessments

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  1. Adapting and Designing Additional Module Assessments Session 5, February 2014 NTI EngageNY.org

  2. Learning Targets • I can adapt or design assessments for use within the context of the modules while still maintaining their alignment to module targets. EngageNY.org

  3. Why Adapt Assessments? • Please greet the people at your table and discuss: • For what reasons and under what circumstances do you see teachers adapting module assessments? EngageNY.org

  4. Assessment Design Visuals When directions are complete: • Draw a visual representation (flow chart, symbol, other) of your current practices related to creating assessments and/or the practices you see teachers use most often). • In about 5 minutes, share and explain that representation with a neighbor. EngageNY.org

  5. Critical Components of Assessment Design • Divide into groups of 4. • Locate the 4-Square graphic organizer in your notebook. • You will: • Select one text from the Jigsaw Folder on your table. • Read your chosen text (get as far as you can in 10 minutes), annotating details related to your portion of the critical components of designing common core-aligned assessments. • Capture the critical components discussed in your chosen text (5 minutes) • Share your notes with the group while others capture thinking in the relevant box (5 minutes each member of the group = 20 minutes) EngageNY.org

  6. Assessment Design in Action Locate the sample Grade 6 assessment in your notebook. What key words determine specifically what students should know, understand, and be able to do? Goal: EngageNY.org

  7. Assessment Design in Action What at key words determine specifically what students should know, understand, and be able to do? EngageNY.org

  8. The Just Right Text • First important task is to find an appropriate chunk of text: • Allows for the assessment of the intended standards. • Right level of complexity • Not offensive or overly biased • “Cold” read (not studied in class), but connected to what students are learning (relevance). EngageNY.org

  9. What Type of Task? • Next task is to think about right type of assessment for the level of skill required (target-method match) • Analyze = show thinking/performance assessment (graphic organizer) • Determine = identify. (selected response) • Determine + explain = written response • See the chart “Target-Method Match” for further guidance in this area. EngageNY.org

  10. Take a Test-Drive EngageNY.org Doing the task yourself reveals many possible confusions and clarifies what teaching students will need in order to be successful.

  11. Finally: Plan the Lessons that Lead to the Assessment Good ol’ Understanding by Design (those guys are really smart. ) This keeps lessons tightly focused on the intended standards. Implications: If teachers adapt assessments they may very well need to adapt the lessons leading up to them. EngageNY.org

  12. A Resource Document Locate the document “ELA 3-8 Curriculum Modules: A Look at Assessment Design” for further reference. A deeper look at the assessment design process used by Expeditionary Learning’s curriculum teams. EngageNY.org

  13. Why Adapt/Design Module Assessments? • If/as schools find themselves adapting the modules, they may have a similar need to adapt assessments. • In addition, schools may want to add assessments to gather student data more often. • Schools may want to add items to assessments in order to check on previously mastered standards and/or to preassess standards yet to be addressed. • Assessments may become invalid over time, for example, if students gain access to the assessments prior to their administration. EngageNY.org

  14. Practice • See the “package” of texts and a task card in the folder on your table (1 folder for every two participants). • Work with a partner to: • Analyze the standard to be assessed. • Analyze the texts for which will be allow for assessing the standards at the right level of complexity. Choose the best text. • Write appropriate assessment items for that text and that standard. • 30 minutes. EngageNY.org

  15. Share • Meet with another group at your table and share: • What did you determine about the standard? • What text best supported assessment of this standard and why? • What type of assessment task did you create and why? • 5 minutes each team, for a total of 10 minutes. EngageNY.org

  16. Return to Your Visual Add and/or reinforce ideas on your original visual. What new or stronger thinking has this session developed in you? (5 minutes). Talk with a person from your table that you have not partnered with yet this session to share your new ideas (go ahead and get up!) (5 minutes) EngageNY.org

  17. Final Synthesis • Take the last 5 minutes to capture important ideas to remember in your Participants’ Journal. • PLEASE visit the NTI feedback link that was provided to evaluate both this session and the entire NTI (or use Plus/Delta cards). We value your feedback. EngageNY.org

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