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And Using!. Building Common Assessments. Rebecca Bush Ionia County ISD Kimberly Young Ionia County ISD/MDE. Session Targets. Session will address: The key factors to consider when developing common assessments Strategies and tools for building common assessments

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building common assessments

And Using!

Building Common Assessments

Rebecca Bush

Ionia County ISD

Kimberly Young

Ionia County ISD/MDE

session targets
Session Targets
  • Session will address:
    • The key factors to consider when developing common assessments
    • Strategies and tools for building common assessments
    • Understanding of the rationale for and process of using common assessments
common assessments in the context of plcs dufour dufour eaker many 2006
Common Assessments in the Context of PLCs(DuFour, DuFour, Eaker & Many, 2006)
  • What is it we expect students to learn?
  • How will we know when students have learned it?
  • How will we respond when students don’t?
  • How will we respond when students do?
what do we mean by common assessments
What Do We Mean by “Common Assessments”?

Any assessment given by two or more instructors with the intention of collaboratively examining the results for:

  • Shared learning
  • Instructional planning for individual students, and/or
  • Curriculum, instruction, and/or assessment modifications
what constitutes effective classroom assessment
What Constitutes Effective Classroom Assessment?

Key Points:

  • Assessment is information, not scores

(Scores are accountability)

  • Assessment is best done early and often

(Assessment at the end is accountability)

what constitutes effective classroom assessment7
What Constitutes Effective Classroom Assessment?

Assessment that:

  • Provides evidence of student performance relative to content and performance standards
  • Provides teachers and students with insight into student errors and misunderstanding
  • Helps lead the teacher and/or team directly to action
keys to quality classroom assessment
Keys to Quality Classroom Assessment

Accurate Assessment

2. Clear Targets

Assess what?

What are the learning targets?

Are they clear?

Are they good?

1. Clear Purpose

Why assess?

What’s the purpose?

Who will use the results?

3. Good Design

Assess how?

What method?

Sampled how?

Avoid bias--how?

Effectively Used

4. Sound Communication

Communicate how?

How do we manage information?

How do we report?

5. Student Involvement

Students are users, too.

Students need to understand learning targets, too.

Students can participate in the assessment process, too.

Students can track progress and communicate, too.

practical standards of assessment
Practical Standards of Assessment
  • Serve clearly articulated purposes
  • Arise from and reflect clear achievement targets
  • Rely on the appropriate assessment method given in the context
  • Sample student achievement appropriately
  • Avoid unwanted sources of interference or error
designing classroom assessments fundamental questions
Designing Classroom AssessmentsFundamental Questions
  • What standard(s) are you assessing?
  • What kinds of evidence are you gathering?
  • What levels of performance do you expect?
kinds of achievement targets
Kinds of Achievement Targets
  • Master Factual and Procedural Knowledge
    • To be learned outright or retrieved through reference materials
  • Use Knowledge to Reason and Solve Problems
    • Analytical, comparative, inferential, or evaluative reasoning
  • Demonstrate mastery of Specific Skills
kinds of achievement targets13
Kinds of Achievement Targets
  • Demonstrate mastery of Specific Skills
    • Speaking a second language, public presentations, working on a team, carrying out the steps in a process
  • Create Quality Products
    • Term papers, artistic/craft products, or science exhibits
slide14

Target-Method Match

How well does your method of assessment match your target?

slide15

Target-Method Match

How well does your method of assessment match your target?

assessment methods
Assessment Methods
  • Selected Response
    • Multiple choice
    • True/false
    • Matching
    • Fill in
  • Writing Assessments
    • Constructed response
    • Extended response
    • Essay
assessment methods17
Assessment Methods
  • Performance Assessments
    • Skills
    • Products
    • Demonstrations
  • Personal Communication
    • Questions/answers
    • Conferences
    • Interviews
    • Oral examinations
let s look at an example of one question in two formats designed to gather different information

Let’s look at an example of one question in two formats designed to gather different information

multiple choice format
Multiple-Choice Format

A school bus holds 36 high school students. If 1,128 high school students are being bused to a special event, how many buses are needed?

a. 12

b. 31

c. 31.33

d. 32

constructed response format
Constructed Response Format

A school bus holds 36 high school students. If 1,128 high school students are being bused to a special event, how many buses are needed? Explain your answer.

student responses to the constructed response task
Student Responses to the Constructed-Response Task
  • If you have 31 buses there are 12 students left over. These students can squeeze into 31 buses. So they need 31 buses.
  • You need 31 buses, but there are 12 students left. They need to go too. So you just need another mini-van. There fore, answer should be 31 buses and one mini-van.
student responses to the constructed response task23
Student Responses to the Constructed-Response Task
  • Twelve students are left, another bus is need for 12 students, so the answer is 32.
  • Out of the 31 buses you can choose 12 busses to hole the 12 students, each bus holds 1 extra student. Therefore, you just need 31 buses.

How could this question be improved to elicit the desired student response?

why create a protocol
Why Create a Protocol?
  • Creates a safe place to take risks that positively impact student learning
  • Keeps the focus on student learning
  • Fosters collaboration that supports clear learning targets and high expectations for all students
student work speaks
Student Work Speaks!
  • Seeking Evidence Protocol
    • Post and Pass Scoring
    • Consensus in scoring
  • Reflecting on Data Sets
    • Let’s try it!
8th grade inquiry standard common assessment data team results
8th Grade Inquiry Standard Common Assessment DataTeam Results
  • I can define and identify Quantitative Data
  • I can define and identify Qualitative Data
  • I can create examples of and geographically display Quantitative Data
  • I can create examples of and logically organize Qualitative Data
  • I can manipulate quantitative data to be qualitative and qualitative data to be quantitative

Classroom Proficiency

looking at common assessments
Looking at Common Assessments
  • Imagine this is your data. Address the results for your classroom/building as if you are trying to improve student learning
  • Use the following Reflection Questions:
    • As a team, which targets from the assessment require more attention?
    • As a team, which students did not master the targets?
    • As a team, which classrooms require additional support:
    • As an individual teacher, which area was my lowest, and how can I improve in that area?
looking at common assessments31
Looking at Common Assessments
  • Create and explain a team plan of action to address the needs of students who have not mastered the required targets.
  • Planning a PLC/Team Response template
contact information
Contact Information
  • Rebecca Bush

Ionia County ISD

rjbush@ioniaisd.org

616.522.1407

  • Kimberly Young

Ionia County ISD

youngk1@michigan.gov

517.373.0988