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All Staff Meeting

All Staff Meeting. December 3, 2013. Agenda:. REDS-BINGO School closures Give a little…. Teaching Staff Meeting. December 3, 2013. Agenda:. Overview of the assessment work to be completed Review the Assessment Quality Analysis Rubric ( AQAR ) and associated items

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All Staff Meeting

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  1. All Staff Meeting December 3, 2013

  2. Agenda: REDS-BINGO School closures Give a little…

  3. Teaching Staff Meeting December 3, 2013

  4. Agenda: Overview of the assessment work to be completed Review the Assessment Quality Analysis Rubric (AQAR) and associated items Review the Assessment Data Analysis Protocol (ADAP)

  5. Assessment Quality Analysis Rubric

  6. Item Map • All power standards (high-leverage standards) will be assessed and every item aligns to a course standard.

  7. Design / Depth of Knowledge • Appearance • Directions • Distribution of Types of Tasks • Distribution of Depth of Knowledge

  8. Multiple Choice Item Content • Logical Order • No Option Stands Out • All/None of the Above • Reasonable Distractors

  9. Short Response Item Content • Irrelevant Information • Overt Clues • Precision “Why did the Cold War end?” “Using 1 or 2 sentences, name 2 reasons why the Cold War ended.”

  10. Extended Response Item Content • Cueing Verbs • Explicit Requirements

  11. Assessment Data Analysis Protocol (ADAP) • The ADAP is a cyclical process aimed at extracting and using formative data from summative assessments (Quizzes and Tests). • At first the process is procedural. • Through repetitive implementation of the ADAP it will become a cognitive process that you can use while looking at any data generated by student work to inform future instruction.

  12. The ADAP Cycle

  13. Step 1 &2: Item Analysis and Identify Areas of Need & Strength • Calculate the percentage of students who answered a question correctly for each item on the exam.( e.g. Item#1= 25%, e.g. Item #2=83%, Item #3=74% , Item #4=100% etc.) • Identify “cut points” for each item on the exam. (e.g. Any item below 70% correct student responses will be identified as an area of need. Any item above 90% correct student response will be considered an area of strength.) • In the example data set, Item #1 would be an area of need, and item #4 an area of strength.

  14. Steps 3: Group & Prioritize • Categorize each of the items on the assessment that fell above or below the cut points into categories. • Your categories could be based on core standards in the subject, key ideas, common skills, or other criteria that is sensible. • Using your categories identify the over arching areas of strength or need (e.g. The students struggled to answer questions relative to calculating standard deviation. The students correctly answered test items related to seasonal changes and the effects on human geography.)

  15. Step 3: Group & Prioritize (Cont.) • Based on the identified areas of need, prioritize each area in order of highest curricular importance to lowest curricular importance. • This is where your expertise, knowledge and wisdom as a classroom teacher is incredibly vital! • How do the areas of need relate to areas of strength? Can you use the prior knowledge in an area of strength to make a connection to the area of need?

  16. Steps 4 & 5: Set Learning Objectives and Setting Instructional Planning and Delivery • Consider the identified areas of need as you plan learning experiences on new content. • Where can you artfully incorporate these areas of need to address the content within new instruction? • Teach the new lesson. • Be clear with the students! Tell them that old material is incorporated into the new content and that it will not go away until the prescribed target is achieved!

  17. Step 6: Embed and Re-Assess • As you develop new assessments (e.g. tests, quizzes & homework) include items that re-assess the areas of need. • Remember you are the expert in your content area! Use your professional judgment on how to best re-assess (i.e. Weave the items seamlessly into another assessment, have a section at the end of an assessment that address the areas of need, provide a distinctly separate assessment with these items.) • Return to Step 1 and track student progress through the item analysis process.

  18. The Rest of Your Day

  19. Closure

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