Loading in 2 Seconds...

Using Common Core Assessment to Enhance Student Learning

Loading in 2 Seconds...

- 91 Views
- Uploaded on

Download Presentation
## PowerPoint Slideshow about 'Using Common Core Assessment to Enhance Student Learning' - petula

Download Now**An Image/Link below is provided (as is) to download presentation**

Download Now

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript

### Using Common Core Assessment to Enhance Student Learning

### Assessment of Learning in Mathematics

### Assessment ofand for Learning: Mathematics

### Assessment for Learning: Mathematics

CMC-South Conference

November 1, 2013

Sally J. Bennett-Schmidt, Ed.D.

Assessment Director

San Diego County Office of Education

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?

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

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.

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

Assessment Experience #1

- Think of a negative experience you’ve had being assessed…
- What made it negative?
- What effect did it have on you?

“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 RightStudent 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

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.

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?

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

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

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

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

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

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.

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

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

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

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

Summative Assessment Practices

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?

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

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

Are these items…

- Summative?
- Formative?
- How do you know?

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)

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

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?

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

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.

Interim Assessment Practices

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?

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

Smarter Balanced Interim Assessment

- Optional interim assessment tools
- Same delivery system, item types, and scoring scale
- Summative assessment “clone”
- “Testlettes” assessing clusters of standards

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

The Instructional Road

Graded Quiz

Unit Test

Pre-test

Ungraded Common Assessment

Ungraded Quiz

? ? ? ? ? ? ? ? ? ? ? ? ?

Checks for Understanding

Assignments / Tasks

Using Interim Assessment Results: Teachers

- Assessment OF learning: What have students already learned?
- Scored / graded work
- Final result
- Assessment FOR Learning: What comes next in the learning?
- Ungraded work
- Opportunity to improve

Using Interim Assessment Results: Students

- How could we get students more involved in understanding and acting on interim assessment results?
- Predict, Observe, Infer, Set Goals
- Rubric or Task Analysis
- Descriptive Feedback
- Use Re-engagement Lessons / Strategies

Turn & Talk: InterimAssessment

- How can interim assessment practices 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.

Formative Assessment Practices

Assessment for Learning in Mathematics: Formative

- What formative tools and processes have teachers and students been using to support teaching and learning in mathematics?
- What formative tools and processes might teachers and students use to support teaching and learning of the common core state standards in mathematics?

Assessment of Learning in Mathematics:Formative

What We’ve Done

- Total participation techniques
- Classroom checking for understanding
- Exit slips, quick writes
- Common assignments or tasks

What We Will Do

- Smarter Balanced Digital Library
- Total participation techniques
- Exit slips, quick writes
- Classroom checking for understanding
- Common assignments or tasks

Smarter Balanced Formative Assessment

- Digital Library
- Tools and strategies to support improving teaching, increasing learning, and enabling differentiation
- Best practices to check for student understanding and provide timely feedback
- High quality lessons and instructional units with embedded formative practices

Smarter Balanced Formative Assessment Definition

- Formative assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals

Attributes of Formative Assessment Process

- Clarify Intended Learning
- Learning targets, success criteria
- Elicit Evidence
- Tasks or strategies to elicit evidence of learning
- Interpret Evidence
- Methods or processes for teachers and students to analyze and interpret the evidence of learning
- Act on Evidence
- Opportunities for teachers and students to respond via further instruction or learning activities

Classroom Formative Practices

- Tools, strategies, and practices
- Checking for understanding (individual, pairs/partners, small groups, whole group)
- Total participation techniques
- Discussion or conversation protocols

Classroom Formative Practices

- The Formative Classroom
- What formative practices did you notice?
- How did or would these practices support:
- All students? Students with special needs?

Using Formative Results: Teachers

- Assessment FOR Learning: What comes next in the learning? (Ungraded)
- Descriptive Feedback (oral or written)
- “Stoplights” or other cues
- Listening in with comments or questions

Using Formative Results: Students

- How could we get students more involved in understanding and acting on formative feedback?
- Assessment for Learning strategies

Seven Strategies of Assessment for Learning

- Provide a clear statement of the learning target
- Use examples and models of strong and weak work
- Offer regular descriptive feedback
- Teach students to self-assess and set goals
- Design focused lessons
- Teach students focused revision
- Engage students in self-reflection; let them keep track of and share their learning

Turn & Talk: FormativeAssessment

- How can formative tools and strategies 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.

Assessment Experience #2

- Think of a positive experience you’ve had being assessed…
- What made it positive?
- What effect did it have on you?

Using Assessment to Promote Student Learning

- Why do we assess?
- Inform instructional decisions
- Encourage students to learn
- Help teachers and students answer:
- Where am I going?
- Where am I now?
- How do I close the gap?

Using Assessment to Promote Student Learning

- Using rich, high-quality tasks
- Sharing & shifting the cognitive “heavy lifting” in mathematical thinking our classrooms
- When students are confronted with a challenging math problem, rigorous instruction involves helping students clarify their thinking about the task, and letting them come up with approaches and solutions….

Questions? Contact Me!

- Sally Bennett-Schmidt, Assessment Director
- 858-292-3688 / sbennettschmidt@sdcoe.net

Download Presentation

Connecting to Server..