The New Face of Assessment in the Common Core

1. The New Face of Assessment in the Common Core Wake County Public Schools Common Core Summer Institute August 6, 2013

2. Think-Pair-Share Activity • Why do you assess? • List ways you typically assess students in your classroom? • What can be assessed? • When do you assess? • How do you usually “grade” an assessment?

3. Outcomes • By the end of the session, participants will: • Reflect on perspectives of assessment • Distinguish between different types of assessment • Consider a rationale for ongoing assessment in the classroom • Review assessment strategies • Review/Grade assessment items

4. UBD: The Backward Design • Stage 1- Desired Results • Stage 2 – Determine acceptable evidence • Stage 3 – Plan learning experiences and instruction

5. Data Driven Instruction

6. Determine what objectives to teach Select the tools to pre-assess and post-assess Compile & analyze pre-assessment data Brainstorm a quantity of activities Design a quality plan Assess and implement the plan Before teaching…Plan for assessment

7. Content and Practice Standards

8. Ideas for Pre-assessment Strategies • Fist to Five Survey • Student interviews • Student products and work samples • Self-evaluations • Portfolio analysis • Game activities • Entrance/Exit Tickets • Standardized test information • Anticipation journals • Classroom Performance System • Think About This Situation from Core Plus • Teacher prepared pretests • Graphic organizers/KWLs • Writing prompts with Open Ended Questioning • Yes/No Cards • Check List of skills • Graffiti Wall • Student demonstrations and discussions • Initiating activities

9. Core Plus Pre-Assessment • “Think about this situation” informal pre-assessment from Core Plus • Just in Time (found in the text under review) • There are also pre-assessments found on CMAPP

10. Formative Assessment Strategies • Learning Logs • Yes/No Cards • Oral Presentations • Peer Evaluations • Memory Matrix • Products • Questioning • Quiz • Response Groups • Self-Evaluations • Muddiest Point • Directed Paraphrasing • Peer Paraphrasing • RSQC2 • Conference • Cooperative Learning Activities • Demonstrations • Exit Card • Graphic Organizers • “I Learned” Statements • Pinch Cards • Journal Entry • KWLs • Paideia Seminar • 3-2-1

11. Core Plus Formative Assessments • Check your understanding • Summarize the mathematics • On your own questions • Applications • Connections • Reflections • Extensions • Review • Lesson Quizzes

12. Summative Assessment Strategies • Unit Test • Performance Task • Product/Exhibit • Demonstration • Portfolio Review

13. Core Plus Summative Assessments • Unit Tests • Projects • Take home assessments

14. Write your own Assessment Questions • Choose a standard (or group of standards) from the course you will be teaching. • Working with others around you, what might students need to know before being taught that standard? • How would you pre-assess this standard? • What types of formative assessment strategies would you use to assess this standard? • What type(s) of summative assessment(s) strategies would you use to assess this standard? • Write your responses on a piece of poster paper so that your group can present your assessment strategies.

15. WCPSS Mastery Learning Model http://myworkplace.wcpss.net/mastery-learning/index.htm

16. Holistic Rubrics • Focuses on providing a fast and easy way to grade students' work. • Requires the teacher to score the overall process or product as a whole, without judging the component parts separately • The focus of a score reported using a holistic rubric is on the overall quality, proficiency, or understanding of the specific content

17. Holistic Rubric Example 4 response represents an effective solution. It shows complete understanding of the problem, thoroughly addresses all points relevant to the solution, shows logical reasoning and valid conclusions, communicates effectively and clearly through writing and/or diagrams, and includes adequate and correct computations and/or setup. It may contain insignificant errors that do not interfere with the completeness or reasonableness of the student's response. 3 response contains minor flaws. Although it shows an understanding of the problem, communicates adequately through writing and/or diagrams, and generally reaches reasonable conclusions, it shows minor flaws in reasoning and/or computation or neglects to address some aspect of the problem. 2 response shows gaps in understanding and/or execution. It shows one or some combination of the following flaws: an incomplete understanding of the problem, failure to address some aspects of the problem, faulty reasoning, weak conclusions, unclear communication in writing and/or diagrams, or a poor understanding of relevant mathematical procedures or concepts. 1 response shows some effort beyond restating the problem or copying given data. It shows some combination of the following flaws: little understanding of the problem, failure to address most aspects of the problem, major flaws in reasoning that lead to invalid conclusions, or a lack of understanding of relevant mathematical procedures or concepts. 0 Response shows no mathematical understanding of the problem or the student has failed to respond to the item.

19. Grading with a Rubric • You will receive a handout that has sample student items and a 5 point rubric. • Familiarize yourself with the rubric and score each of the student responses. • Discuss the score with your group and be ready to share with the whole group

20. Assessment Resources • Core Plus Teacher Works • Exam View • http://www.illustrativemathematics.org/ • Study Island • http://map.mathshell.org • http://www.ixl.com/