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First “district” checkpoint. Mismatched checkpoint. Plan A: collaborate with specialists. There was a noticeable gap between the items & classroom. So…I approached my supervisor to discuss ways to heighten the impact of this experience.
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First “district” checkpoint Mismatched checkpoint Plan A: collaborate with specialists There was a noticeable gap between the items & classroom.
So…I approached my supervisor to discuss ways to heighten the impact of this experience.
Nothing has helped me more as a teacher. Assessment writing forces me to dig into the standards in a new way. This has changed the way I teach and the way I assess my students. I will never be absent! Kim Hawkins, 3rd grade teacher
I see the “iron sharpens iron” impact on our teachers. When we write items together, we often write more challenging items than STAAR! We push ourselves to find novel approaches to each SE. Ebony Cousins, Math Specialist
I love assessment writing! We dissect each standard & learn every tiny nuance! But the best part is that we are responsible for the quality of the assessment. Laura Slayton, First Grade Teacher
BENEFITS: Tighter alignment of instruction & assessment with student expectations Deeper comprehension of standards Recognition of poorly crafted items Easier, clearer detection of levels of proficiency
MORE BENEFITS: Increased awareness of common misconceptions Unity created among campuses Renewed focus on process skills OWNERSHIP!
EVEN MORE BENEFITS: Valued for contributions Challenge one another to add rigor Benefit from collective energy and wisdom!! …and the MOST IMPORTANT…
Active, construction of knowledge coupled with an awareness of power and efficacy! This shift in power allows teachers to form and express judgments. EMPOWERMENT …and they begin to critically analyze teaching, learning, and assessment. Passive, silent recipient of knowledge from “authority”
CAMT AGENDA: Address rationale Explore meeting agenda Examine sample items Integrate process skills See student record sheets Discuss assessment types
Let’s take a look at an Assessment Writing Team typical meeting!
Presentation for Newcomers Examine Resources Strong Distractors Year-at-a-Glance Checkpoint Template Item Samples Sorted by SE Collaborative Writing
YOUR ASSIGNMENT: Carefully read the given standards. Consider samples... especially STAAR!! Embed process skills when possible. 3 per readiness; 1 per supporting… Sketch graphics. Note tweaks and changes. Submit items.
UNIVERSAL ASSESSMENT DESIGN Does the item measure what it is intended to measure? Does the item respect the diversity of the assessment population? Is the language grade-level appropriate?
POINTS TO REMEMBER: “Bullet” information Use the verbs and nouns of the standard Use familiar situations Use appropriate language Embed multiple process standards Be concise—not wordy Create plausible answer choices Use consistent structure Include griddable items Write stems as questions
USING BULLETS Paul is thinking of a number. His number has two-digits, is even, and the ones digit is twice the tens digit. Which of these could be Paul’s number? (Choices follow.) • Paul is thinking of a number. • It has two-digits. • It is even. • The ones digit is twice the tens digit. • Which of these could be Paul’s number? (Choices follow.)
EMBEDDING MULTIPLE PROCESS STANDARDS 4.8B Convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table. Supporting
4.8BConvert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table. Supporting 16 quarts = _____ pints A 16 B 32 C 4 D 8 What is missing?
Mrs. Taylor wants to pour 8 quarts of juice into 16 glasses. Each glass holds one pint. Does Mrs. Taylor have enough juice to fill 16 glasses? A No, because there are 4 quarts in 1 gallon and 16 4 = 4. PROCESS SKILLS!!! B No, because there are 4 quarts in 1 gallon and 4 x 16 = 64. C Yes, because there are 2 pints in 1 quart and 2 x 8 = 16. D Yes, because there are 2 pints in 1 quart and 8 2 = 4.
Mrs. Taylor wants to pour 8 quarts of juice into 16 glasses. Each glass holds one pint. Does Mrs. Taylor have enough juice to fill 16 glasses? 4.1A Apply mathematics to problems arising in everyday life, society, and the workplace. 4.1B Use a problem solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. 4.1C Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimations, and number sense as appropriate, to solve problems. 4.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
RESOURCES: Computer/legal pad/pencils …and IMMEASURABLE COLLECTIVE KNOWLEDGE!! Year-at-a-Glance Sample items Template Checkpoint data Teacher collections…
Third Grade Assessment Team Members:_________________________________________________________
Presentation is available as a video after the first meeting.
Sources of Samples: TXAir TEA Resources purchased on each campus: Kamico, Motivation Math, Region 4 STAARMaker/WebCat Previous Checkpoints Adopted Instructional Materials
If time permits, show documents from assessment writing team, Deb!
Content Standard: 2.10A Explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category. Realized that the graph must be completed. Created some plausible choices. Simplified representations.
Integrated Process Standards: 2.1A Applying mathematics in everyday life 2.1B Analyzing given information 2.1F Analyzing mathematical relationships to communicate mathematical ideas 2.1G Explaining and justifying mathematical ideas with written communication
Content Standard: 2.10C Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. Created an item that addressed the full measure of the standard—both writing and solving. Noted the intervals. Noted the need for open-ended format.
Integrated Process Standards: 2.1A Applying mathematics in everyday life 2.1B Analyzing given information 2.1D Communicating mathematical ideas using graphs and language 2.1E Using representations to communicate mathematical ideas
14% Strong Distractor 8% Strong Distractor 73% * 4% Why was “F” the most popular wrong answer?
8% 2% 15% 70% 13% * Strong Distractors Why were “G” and “H” popular wrong answers?
Students color the numbered box for correctly answered items.
Each readiness standard is assessed three times. We have 2 readiness assessments for pre- and post-.
How would your district/campus benefit from assessment writing teams?
? What questions do you have?
