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Assessment Workshop Creating and Evaluating High Quality Assessments. Dr. Deborah Brady. Agenda. Introductions: Overview Break at about 10, lunch at about 12, session ends at about 3:00 Morning presentation (with frequent processing breaks) and afternoon time for beginning to plan
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Dr. Deborah Brady
Purpose, timeline, requirements, direct and indirect assessments
TYPES OF MEASURES
Approved commercial assessments
District developed pre and post unit and course assessments
DDMs are defined as:
“Measures of student learning, growth, and achievement related to the Curriculum Frameworks, that are comparable across grade or subject level district-wide”
To provide educators with an opportunity to:
Understand student knowledge and learning patterns more clearly
Broaden the range of what knowledge and skills are assessed and how learning is assessed
Improve educator practice and student learning
Provide educators with feedback about their performance with respect to professional practice and student achievement
Provide evidence of an educators impact on student learning
Bottom Line: This process can be useful
Every educator will need data from at least 2 different measures
Trends must be measured over a course of at least 2 years
One measure must be taken from State-wide testing data such as MCAS if available (grades 4-8 ELA and Math SGP for classroom educators)
One measure must be taken from at least one District Determined Measure which can include Galileo, normed assessments (DRA, MAP, SAT)
District-wide training, development of assessments and piloting
June 2014: Report: All educators in the district have 2 DDMs to be implemented fully in SY2015.
All DDMs are implemented; scores are divided into H-M-and Low and stored locally
Second year data is collected and all educators receive an impact rating that is sent to DESE based on 2 years of data for two DDMs
Ratings are obtained through data collected from observations, walk-throughs and artifacts
Ratings are based on trends and patterns in student learning, growth and achievement over a period of at least 2 years Data gathered from DDM’s and State-wide testing
Determines Plan Duration for PST
(not future employment)
Massachusetts Department of Elementary and Secondary Education
Using the 6-phase overview, what are your priorities?
Alignment, Rigor, Comparability, “Substantial,” Modifications
Bottom Line: Time to analyze is essential
1. Comparable across schools
(DESE began talking about finals/midterms as preferable recently)
See Core Curriculum Objectives (CCOs) on DESE website if you are concerned
Aligned to District curriculum
Shifted to new expectations
Shifted from MCAS expectations
This is a district decision
The Next Step?
A Giant Step?
Increase in cognitive load
How will you develop quality assessments?
Defining growth, measuring growth, calculating growth for a classroom, for a district
TEACHER GROWTH SCORES are developed from student growth scores
244/ 25 SGP
230/ 35 SGP
225/ 92 SGP
Discuss the calculations, security, storage, fairness of determining local cut scores.
Repeated measures, Holistic Rubrics, Post-Test Only
# of errors
Date of Administration
Example taken from Austin, a first grader from Anser Charter School in Boise, Idaho. Used with permission from Expeditionary Learning. Learn more about this and other examples at http://elschools.org/student-work/butterfly-drafts
ELA-Literacy — 9 English 9-12https://wested.app.box.com/s/pt3e203fcjfg9z8r02si
Hudson High School Portfolio Assessment for English Language Arts and Social Studies
Designed to be a measure of student growth over time in high school ELA and social science courses. Student selects work samples to include and uploads them to electronic site. Includes guiding questions for students and scoring criteria. Scoring rubric for portfolio that can be adapted for use in all high school ELA and social science courses. Generalized grading criteria for a portfolio. Could be aligned to a number of CCOs, depending on specification of assignments.
Hudson’s Evaluation: Designed to be a measure of student growth over time in high school ELA and social science courses. Student selects work samples to include and uploads them to electronic site. Includes guiding questions for students and scoring criteria. Scoring rubric for portfolio that can be adapted for use in all high school ELA and social science courses. Generalized grading criteria for a portfolio. Could be aligned to a number of CCOs, depending on specification of assignments.
Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus.
As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis.
Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.
Thus, both comprehension of the 2 texts and the author’s craft are being assessed along with the ability of the student to craft a clear argument with substantiation from two texts.
Frequently “untested” areas
High School/Middle School
(Reading challenging passage and writing an argument or informational response)
Unique areas and possible solutions.
Build on what you have and what you now value
Good, Not-so-good, and Problematical
Read a primary source about Mohammed based on Muhammad’s Wife’s memories of her husband.
Essay: Identify and describe Mohammed’s most admirable quality based on this excerpt. Select someone from your life who has this quality. Identify who they are and describe how they demonstrate this trait.