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Empowering Social Studies Teachers for Smarter Balanced Assessment

Empowering Social Studies Teachers for Smarter Balanced Assessment. Welcome! . Introductions (Here and off site) Our work today. SCECH NOTICE!!! . Please take a moment to put a star by your name on the registration form if you ARE completing the course for SCECHs DEADLINE: May 23rd

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Empowering Social Studies Teachers for Smarter Balanced Assessment

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  1. Empowering Social Studies Teachers for Smarter Balanced Assessment

  2. Welcome! • Introductions (Here and off site) • Our work today

  3. SCECH NOTICE!!! • Please take a moment to put a star by your name on the registration form if you ARE completing the course for SCECHs • DEADLINE: May 23rd • Qualifications…you must: • Have completed all online work (or attended equivalent in-person work sessions) • Learn Port Log • Attended Fall/Spring sessions • Have registered in Learn Port • Fill out SCECH Form (TODAY BEFORE YOU LEAVE!)

  4. LEARNPORT LOG

  5. Objectives • Review the journey we’ve taken this year • Review how to jury items • Review and jury assessment items • Leave on a positive note!

  6. The Inquiry Arc – C3 Framework

  7. Assessment • Log into Edmodo, (review password document if need be) • A quiz awaits.

  8. Jurying Our Items… • Setting the stage: How is this question different from the others you saw?

  9. Jurying • What are we looking for when we jury?

  10. Jurying for Validity • Content Match • Performance Match • Allows no alternative approaches • Test Wise ness • Connects to one content expectation • Foils will provide insight and information • Context is engaging and appropriate

  11. Jurying – The Process • In pairs, go over each question together • Fill out jurying form (be as descriptive as possible) • Questions with minimal changes should be juried twice • Questions with larger changes should be juried by multiple groups

  12. Jurying – A Walkthrough • Selected Response Items

  13. Jurying – A Walkthrough

  14. Jurying – A Walkthrough

  15. Lunch

  16. Jurying Continued

  17. Collaborative Item Writing • In your content area groups, here is your chance to synthesize your learning: • As a group: create a constructed response item applicable to your content area (World History, Econ, etc.) • Each group member should have input into the topic, the design, the wording, and the rubric • Presentations conclude the writing process

  18. Student Work Sample • Take out any student sample work items you may have brought with you • Walk your table through: • Your item • Your thought process for development • How you thought your students would do • How did your students do? • Coulda, woulda, shoulda

  19. Student Work Samples • Take a look at the student work samples provided. • What were the students expected to do? • What did the students do? • What instructional shifts might still be necessary to get them ready for this item? • What are the implications for classroom instruction?

  20. The Road Ahead… • “It’s okay to be where you are…it’s not okay to stay there”

  21. Wrap Up • This was called Empowering SS Teachers for Smarter Balanced Assessment • In what ways do you feel empowered after having participated in this PD work series? • How has it changed your teaching and assessment practices?

  22. Action Plan

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