Using Common Core Assessment to Enhance Student Learning

1. Using Common Core Assessment to Enhance Student Learning CMC-South Conference November 1, 2013 Sally J. Bennett-Schmidt, Ed.D. Assessment Director San Diego County Office of Education

2. Doing Some Math • 25% of the fish in a bowl are guppies. The same number of guppies as were originally in the bowl are added. What percentage of the bowl is now guppies? Summative or Formative? Rich mathematics task? Reflects CCSS-Math? SMPs?

3. Session Overview • Assessment: Every Student a Winner • It’s About Balance: Assessment OF and FOR Student Learning • Assessing (Common Core) Standards-based Student Learning – Smarter Balanced and Beyond • Using Assessment to Promote Learning

4. By the end of the session you will be able to say: • I can describe assessment of and for learning and I understand the components of a balanced approach to instruction and assessment. • I understand the summative, interim, and formative components of the Smarter Balanced assessment system. • I can identify tools and strategies that support using assessment to inform teaching and to engage students in their own learning.

5. Considerations for Our Work Together • Multiple hats: learner, teacher, leader • Application to your learning and your work • Look for “gold nuggets” • Postpone distractions • Protocols for coming together

6. Assessment:Every Student a Winner!

7. Assessment Experience #1 • Think of a negative experience you’ve had being assessed… • What made it negative? • What effect did it have on you?

12. “You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.” Rick Stiggins Doing Assessment Right

13. Student Responses to Assessment Experiences • Unproductive Responses I don’t know what to do I don’t get it I’m probably too stupid I give up • Productive Responses I know what to do I can handle this I choose to keep trying

14. Assessment OF and FOR Learning: It’s About Balance

15. Why do we assess?

16. Why do we assess? • Inform instructional decisions • Encourage students to try to learn • We must assess accurately, and use results effectively in order to make sure students react productively to the assessment results.

17. A Balanced Assessment System • Assessment OF • Summative • Periodic • After instruction • A snapshot in time (destination) • Essential Question: • What have students already learned? • Assessment FOR • Formative • Frequent • During instruction • A moving picture (journey) • Essential Question: • How can we help students learn more?

18. FORMATIVE TOOLS AND PROCESSES Assessment FOR Learning  Instructionally embedded Frequent \Connected to learning targets  Happens while material is being taught Penalty Free – Isn’t used for grades Ongoing Checking for Understanding Classroom / Common Formative Task(s) or Test(s) Classroom / Common Formative Task(s) or Test(s) Classroom / Common Formative Task(s) or Test(s) Classroom / Common Formative Task(s) or Test(s) INSTRUCTIONAL PROGRAM Grade/Course – School – District Summative Assessment Grade/Course – School – District – State Summative Assessment Grade/Course – School – District Summative Assessment SUMMATIVE ASSESSMENTS Assessment OF Learning  Aligned to curriculum pacing  Periodic  Connected to standards  Occurs after material has been taught Scored or graded

19. Smarter BalancedTheory of Action Adaptive summative assessments benchmarked to college & career readiness Common Core State Standards specify K-12 expectations for college and career readiness Teachers can access formative tools and practices to improve instruction All students leave high school college and career ready Interim assessments that are flexible and open

20. Assessing (Common Core) Standards-based Student Learning

21. Assessing Standards-based Student Learning • We’re not assessing standards, we’re assessing standards-based student learning. • Students must demonstrate standards-based learning in multiple ways that reflect the: • Content of the mathematics standards • Standards for Mathematical Practice • Instructional shifts

22. Assessing Standards-based Student Learning • Integrated approach to instruction and to assessment • Standards are not a checklist • Multiple standards embedded in one item or across a cluster of items • Deliberately planned interaction among the content of the standards, the standards for mathematical practice, the instructional shifts, and the assessment strategies

23. Assessing Standards-based Student Learning: Smarter Balanced Approach • Key concepts underlying the Smarter Balanced approach to assessment aligned to the common core standards • Claims • Targets • Depth of Knowledge

24. Smarter Balanced Assessment Claims: Mathematics

25. Smarter Balanced Assessment Targets: Mathematics • Provide more detail about the content and depth of knowledge • Generated from cluster headings • Support the development of tasks & items • Grade 3 Concepts & Procedures: Solve problems involving the four operations, and identify and explain patterns in arithmetic. • Grade 8 Problem Solving: Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace.

26. Smarter Balanced Assessment Cognitive Rigor: Mathematics Type of Thinking Revised Bloom’s Taxonomy • Remember • Understand • Apply • Analyze • Evaluate • Create Depth of Thinking Webb’s Depth of Knowledge • Recall & Reproduction • Basic Skills & Concepts • Strategic Thinking & Reasoning • Extended Thinking

27. Smarter Balanced Assessment Rigor: Mathematics • Webb’s DOK 1 / Bloom’s 2 (Understand) • Compose / decompose numbers • Webb’s DOK 2 / Bloom’s 4 (Analyze) • Compare / contrast figures or data • Webb’s DOK 3 / Bloom’s 4 (Analyze) • Generalize a pattern • Webb’s DOK 4 / Bloom’s 3 (Apply) • Conduct a project that specifies a problem, identifies solution paths, solves the problem & reports results

28. Assessing Standards-based Student Learning • Items individually and collectively must measure deeper understanding and application of concepts • This requires a variety of item formats • Selected response • Short and extended constructed response • Technology enhanced • Performance tasks

29. Smarter Balanced Assessment Blueprint: Mathematics (Gr 7)

31. Assessing Standards-based Student Learning • Discussion of summative, interim, and formative assessments and practices for measuring student learning of the common core standards • Using the assessment process as well as the results to not only measure but enhance student learning

32. Assessment of Learning in Mathematics Summative Assessment Practices

33. Assessment of Learning in Mathematics: Summative • What annual summative mathematics assessments do students currently take? • What annual summative mathematics assessments will students take when the common core standards are implemented?

34. Assessment of Learning in Mathematics:Summative What We’ve Done • CST / CMA • 2-7 by grade level • 8-11 by course • EAP gr 11 • CAPA • CAHSEE • AP / IB Exams • SAT / ACT What We Will Do • Smarter Balanced • 3-8, 11 by grade Gr 11 = 3 yrs HS math • Gr 11 EAP cut score • CAPA / Alt Assess • CAHSEE (until new law) • AP / IB Exams • SAT / ACT

35. Smarter Balanced Summative Assessment • End-of-year assessments benchmarked to college and career readiness • Measure knowledge and skills as well as deeper understanding and application • Computer-adaptive portion with multiple item types: selected response, constructed response, technology enhanced • Computer-based performance tasks with classroom components

36. Sample Smarter Balanced Item: Gr 3 SR

37. Sample Smarter Balanced Item: Gr 11 TE / CR

38. Sample Smarter Balanced Item: Gr 8 CR

39. Sample Smarter Balanced Item: Gr 5 CR

40. Are these items… • Summative? • Formative? • How do you know?

41. Assessment of Learning: Summative Assessment Results • Assessment OF Learning: What have students already learned? • Performance levels (criterion-referenced) • Scale scores (vertical scale) • Growth / progress determination • Subscores (level of detail TBD)

42. FORMATIVE TOOLS AND PROCESSES Assessment FOR Learning  Instructionally embedded  Frequent  Connected to learning targets  Happens while material is being taught  Penalty Free – Isn’t used for grades Ongoing Checking for Understanding Classroom / Common Formative Task(s) or Test(s) Classroom / Common Formative Task(s) or Test(s) Classroom / Common Formative Task(s) or Test(s) Classroom / Common Formative Task(s) or Test(s) INSTRUCTIONAL PROGRAM Grade/Course – School – District Summative Assessment Grade/Course – School – District – State Summative Assessment Grade/Course – School – District Summative Assessment SUMMATIVE ASSESSMENTS Assessment OF Learning  Aligned to curriculum pacing  Periodic  Connected to standards  Occurs after material has been taught  Scored or graded

43. Using Summative Assessment Results: Teachers • Predict: What might these results tell you about student achievement of the standards – both content and practice? • Observe: What do these results say about student achievement (just the facts)? • Infer: What do these results suggest and what else do you need to know?

44. Using Summative Assessment Results: Students • How could we get students more involved in understanding and acting on these summative assessment results? • Predict, Observe, Infer • Set Goals

45. Turn & Talk: Summative Assessment • How can summative assessment be used to inform instructional decisions and encourage students to try to learn?We must assess accurately, and use results effectively in order to make sure students react productively to the assessment results.

46. Assessment ofand for Learning: Mathematics Interim Assessment Practices

47. Assessment of and for Learning in Math: Interim • What interim assessments of or for learning have teachers and students been using in mathematics? • What interim assessment of or forlearning might teachers and students use as we implement the common core state standards in mathematics?

48. Assessment of and for Learning in Math: Interim What We’ve Done • District or commercial benchmark assessments • Unit or chapter tests • Quizzes • Common tasks What We Will Do • Smarter Balanced interim assessments • District or commercial assessments • Unit or chapter tests • Quizzes • Common tasks

49. Smarter Balanced Interim Assessment • Optional interim assessment tools • Same delivery system, item types, and scoring scale • Summative assessment “clone” • “Testlettes” assessing clusters of standards

50. FORMATIVE TOOLS AND PROCESSES Assessment FOR Learning  Instructionally embedded  Frequent  Connected to learning targets  Happens while material is being taught  Penalty Free – Isn’t used for grades Ongoing Checking for Understanding Classroom / Common Formative Task(s) or Test(s) Classroom / Common Formative Task(s) or Test(s) Classroom / Common Formative Task(s) or Test(s) Classroom / Common Formative Task(s) or Test(s) INSTRUCTIONAL PROGRAM Grade/Course – School – District Summative Assessment Grade/Course – School – District – State Summative Assessment Grade/Course – School – District Summative Assessment SUMMATIVE ASSESSMENTS Assessment OF Learning  Aligned to curriculum pacing  Periodic  Connected to standards  Occurs after material has been taught  Scored or graded