assessment literacy · unit 1: pre-assessment california department of education september 2013 1...

Assessment Literacy

Participant Packet Handouts

California Department of Education Sacramento, California

Participant Packet Table of Contents

California Department of Education September 2013

Unit 1

Pre-Assessment Framework for 21st Century Learning CCR Anchor Standards

Unit 2

What Will Smarter Balanced Assessments Mean for Me? Computer Adaptive Testing Assessment Methods

Unit 3

Assessment Purpose and Use Graphic Organizer Template Assessment Purpose and Use Graphic Organizer Completed Teaching Assessment Cycle

Ranking Attributes Unit 4

5-Step Process Developing Instructional Learning Targets Graphic Organizer Deconstructed CCSS Examples Types of Instructional Learning Targets

Target Assessment Method Match Graphic Organizer Steps 1-5 Graphic Organizer Template Unit 5

Teaching-Assessment Cycle Phase 1 Teaching-Assessment Cycle Phases 2–4 Vignettes

Unit 6 Interferences and Accommodations Strategies Template ‒ Practice Completed Table

Interferences and Accommodations Strategies Template ‒ Extend Unit 7 Alternate Ranking for Flexible Grouping Post-Assessment

Unit 1: Pre-Assessment

California Department of Education September 2013 1

1. Which of the following most accurately describes the primary purpose of

California's Measurement of Academic Performance and Progress (MAPP)

assessment program?

A. To identify California’s most successful schools and districts

B. To model and promote high-quality teaching and student learning activities

C. To gather accurate data for the state and federal accountability systems

D. To align California’s assessment system with those of other states

2. Select the assessment method that is most effective and accurate for measuring

students’ depth of understanding, research, and complex analysis skills.

A. Written response

B. Extended constructed response

C. Technology enhanced assessment

D. Performance tasks

3. Identify the attributes of assessment literacy listed below that are an integrated part

of all steps in the Teaching-Assessment Cycle.

A. Monitoring student learning, providing meaningful feedback, and involving students

in the process

B. Goal setting, creating assessments, and gathering student performance

information

C. Implementing curriculum based assessments, analyzing data, and communicating

results

D. Teaching, grouping, and assessing

4. Why is it important to match learning targets to specific types of assessment

methods when selecting or creating assessments?

A. Matching targets and methods makes item development easier.

B. Appropriate matches result in accurate information being gathered as efficiently as

possible.

C. Multiple levels of assessment are valid when learning targets are well matched with

assessment methods.

D. The correct assessment method for each learning target is the only way to

generate valid and reliable data.



5. Which of the following factors has been identified by researchers as essential for an

assessment process to be truly formative?

A. Intentional assessment design by the teacher

B. Predominantly ungraded assignments

C. Learners as active participants in the process

D. Peer assessment procedures

6. Research shows that using linguistic accommodations when assessing English

Learners (ELs) will have which of the following effects?

A. ELs will be able to dedicate their attention to showing their knowledge of content

instead of translating or deciphering the text of the assessment item.

B. ELs will receive an inflated, higher score because the content being assessed is

made simpler or is from a lower grade content standard.

C. ELs will avoid test fatigue because they will complete the assessment more quickly

due to shorter assessment items.

D. ELs will receive a lower score because the language of the assessment will be

more challenging.

7. Research findings support the boost in student achievement when educators pause

to check for understanding and use the information to adjust their teaching. Select

the practice that would diminish the effectiveness of checking for understanding.

A. Having students respond nonverbally

B. Relying on student volunteers for responses

C. Having students respond to each other

D. Modeling for students how to monitor their own understanding

8. Research indicates which of the following benefits when students use rubrics to

assess their own work?

A. All students show gains and lowest achieving students show the largest gains

overall

B. Mistakes become feedback that students can use to adjust their learning activities

and strategies

C. Their self-assessments help teachers to design instruction to better meet the

needs of students

D. All of the above



9. The last step of analyzing and interpreting assessment data should answer the

question:

A. “What do I need to teach differently?”

B. “Which wrong answer was selected most often?”

C. “What is the student learning need?”

D. “Which students have the learning need?”

10. Compare two feedback statements on a math problem; 1) “You had some trouble

with identifying the differences between isosceles and scalene triangles. Reread

page 102 and try these again.” versus, 2) “Try again.” The first feedback is more

effective at moving learning forward for which of the following reasons.

A. It tells the student how to solve the math problem.

B. It focuses attention on the student.

C. It focuses attention on the learning.

D. All of the above.

Learning and Innovation Skills – 4Cs

Core Subjects – 3Rsand 21st Century Themes

Critical thinking • CommunicationCollaboration • Creativity

21st Century Student Outcomes and Support Systems21st Century Student Outcomes and Support Systems

Framework for 21st Century LearningThe Partnership for 21st Century Skills has developed a vision for student success in the new global economy.

One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 www.P21.org

2 1 S T C E N T U RY S T U D E N T O U T C O M E STo help practitioners integrate skills into the teaching of core academic subjects, the Partnership has developed a unified, collective vision for learning known as the Framework for 21st Century Learning. This Framework describes the skills, knowledge and expertise students must master to succeed in work and life; it is a blend of content knowledge, specific skills, expertise and literacies.

Every 21st century skills implementation requires the development of core academic subject knowledge and understanding among all students. Those who can think critically and communicate effectively must build on a base of core academic subject knowledge.

Within the context of core knowledge instruction, students must also learn the essential skills for success in today’s world, such as critical thinking, problem solving, communication and collaboration.

When a school or district builds on this foundation, combining the entire Framework with the necessary support systems—standards, assessments, curriculum and instruction, professional development and learning environments—students are more engaged in the learning process and graduate better prepared to thrive in today’s global economy.Publication date: 03/11

One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 www.P21.org

Core Subjects and 21st Century Themes

Mastery of core subjects and 21st century themes is essential to student success. Core subjects include English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics.

In addition, schools must promote an understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects:

• Global Awareness• Financial, Economic, Business and Entrepreneurial Literacy• Civic Literacy• Health Literacy • Environmental Literacy

Learning and Innovation Skills

Learning and innovation skills are what separate students who are prepared for increasingly complex life and work environments in today’s world and those who are not. They include:

• Creativity and Innovation• Critical Thinking and Problem Solving• Communication and Collaboration

Information, Media and Technology Skills

Today, we live in a technology and media-driven environment, marked by access to an abundance of information, rapid changes in technology tools and the ability to collaborate and make individual contributions on an unprecedented scale. Effective citizens and workers must be able to exhibit a range of functional and critical thinking skills, such as:

• Information Literacy• Media Literacy • ICT (Information, Communications and Technology) Literacy

Life and Career Skills

Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, such as:

• Flexibility and Adaptability • Initiative and Self-Direction• Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility

2 1 S T C E N T U RY S U P P O R T S Y S T E M SDeveloping a comprehensive framework for 21st century learning requires more than identifying specific skills, content knowledge, expertise and literacies. An innovative support system must be created to help students master the multi-dimensional abilities that will be required of them. The Partnership has identified five critical support systems to ensure student mastery of 21st century skills:

• 21st Century Standards• Assessments of 21st Century Skills• 21st Century Curriculum and Instruction• 21st Century Professional Development• 21st Century Learning Environments

For more information, visit the Partnership’s website at www.P21.org.

Member

Organizations

• American Association of

School Librarians

• Adobe Systems

Incorporated

• Apple Inc.

• Blackboard

• Cable in the Classroom

• Cengage Learning

• Cisco Systems

• Crayola

• Dell

• Education Networks of

America

• ETS

• EF Education

• GlobalScholar

• Houghton Mifflin

Harcourt

• Hewlett Packard

• Intel® Corporation

• JA Worldwide

• KnowledgeWorks

Foundation

• Learning Point

Associates

• LEGO Group

• McGraw-Hill

• Measured Progress

• MHz Networks

• Microsoft Corporation

• National Academy

Foundation

• National Education

Association

• netTrekker

• Oracle Education

Foundation

• Pearson

• PMI Educational

Foundation

• Verizon

• Walt Disney Company

06.19.12 | Sacramento County Offi ce of Education

adapted from National Governors Association Center for Best Practices and Council of Chief State School Offi cers. © Copyright 2010. All rights reserved.

College and Career Readiness Anchor StandardsThe K-12 Common Core standards defi ne what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specifi c standards are necessary complements—the former providing broad standards, the latter providing additional specifi city—that together defi ne the skills and understandings that all students must demonstrate.

LANGUAGE

Conventions of Standard English

Demonstrate command of the conventions of 1. standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of 2. standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

Apply knowledge of language to understand how 3. language functions in diff erent contexts, to make eff ective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

Determine or clarify the meaning of unknown and 4. multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate

Demonstrate understanding of fi gurative 5. language, word relationships, and nuances in word meanings.

Acquire and use accurately a range of general 6. academic and domain-specifi c words and phrases suffi cient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

READING

Key Ideas and Details

Read closely to determine what the text says 1. explicitly and to make logical inferences from it; cite specifi c textual evidence when writing or speaking to support conclusions drawn from the text.

Determine central ideas or themes of a text and 2. analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and 3. ideas develop and interact over the course of a text.

Craft and Structure

Interpret words and phrases as they are used 4. in a text, including determining technical, connotative, and fi gurative meanings, and analyze how specifi c word choices shape meaning or tone.

Analyze the structure of texts, including how 5. specifi c sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view or purpose shapes the 6. content and style of a text.

Integration of Knowledge and Ideas

Integrate and evaluate content presented in 7. diverse media and formats, including visually and quantitatively, as well as in words.*

Delineate and evaluate the argument and specifi c 8. claims in a text, including the validity of the reasoning as well as the relevance and suffi ciency of the evidence.

Analyze how two or more texts address similar 9. themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

Read and comprehend complex literary 10. and informational texts independently and profi ciently.

WRITING

Text Types and Purposes**

Write arguments to support claims in an analysis 1. of substantive topics or texts, using valid reasoning and relevantand suffi cient evidence.

Write informative/explanatory texts to examine 2. and convey complex ideas and information clearly and accurately through the eff ective selection, organization, and analysis of content.

Write narratives to develop real or imagined 3. experiences or events using eff ective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

Produce clear and coherent writing in which 4. the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by 5. planning, revising, editing, rewriting, or trying a new approach

Use technology, including the Internet, to 6. produce and publish writing and to interact and collaborate with others

Research to Build and Present Knowledge

Conduct short as well as more sustained 7. research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple 8. print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Draw evidence from literary or informational texts 9. to support analysis, refl ection, and research.

Range of Writing

Write routinely over extended time frames (time 10. for research, refl ection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for

additional standards relevant to gathering, assessing, and applying information from print and digital sources.

** These broad types of writing include many subgenres. See Appendix A for defi nitions of key writing types (found at corestandards.org).

SPEAKING AND LISTENING

Comprehension and Collaboration

Prepare for and participate eff ectively in a range 1. of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively

Integrate and evaluate information presented 2. in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker’s point of view, reasoning, and 3. use of evidence and rhetoric.

Presentation of Knowledge and Ideas

Present information, fi ndings, and supporting 4. evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience

Make strategic use of digital media and visual 5. displays of data to express information and enhance understanding of presentations.

Adapt speech to a variety of contexts and 6. communicative tasks, demonstrating command of formal English when indicated or appropriate

What Will Smarter Balanced Assessments Mean for Me?

SmarterBalanced.org

Smarter Balanced is developing new assessments that measure the Common Core State Standards and help all students prepare for college and career. When the new assessments are implemented in the 2014-15 school year, parents, teachers and policymakers will have better tools and information to track student progress and help them succeed.

Students

u I am challenged to complete complex tasks and apply my knowledge

u I know how I am progressing toward college and career readiness

u My test results will be accurate regardless of my ability, disability or proficiency in English

Parents

u My child’s class time is focused on learning and not on testing

u My child will have opportunities to improve u I will know whether my child’s school is performing

as well as it should

Teachers

u I won’t be surprised by the test results at the end of the year

u I will have the supports I need to help my students u The assessments measures the right things in the

right way

Policymakers

u We are sharing costs with other states to provide a world-class test

u We can compare the performance and growth of our schools, districts and state so that we can improve

u We know the test will work for us because we helped build it

The Smarter Balanced Assessment Consortium is a state-led consortium working collaboratively to develop next-generation assessments aligned to the Common Core State Standards (CCSS) that measure student progress toward college- and career-readiness. The work of the Consortium is guided by the belief that a high-quality assessment system can provide resources and tools for teachers and schools to improve instruction and help students succeed.

An Innovative ApproachThe Smarter Balanced assessment system capitalizes on the precision and efficiency of computer adaptive testing (CAT) for both the mandatory summative assessment and the optional interim assessments. Based on student responses, the computer program adjusts the difficulty of questions throughout the assessment. For example, a student who answers a question correctly will receive a more challenging item, while an incorrect answer generates an easier question. By adapting to the student as the assessment is taking place, these assessments present an individually tailored set of questions to each student and can quickly identify which skills students have mastered. This approach represents a significant improvement over traditional paper-and-pencil assessments used in many states today.u Better information for teachers: Optional computer adaptive

interim assessments will provide a more detailed picture of where students excel or need additional support, helping teachers to differentiate instruction. The interim assessments will be reported on the same scale as the summative assessment, and schools will have flexibility to assess small elements of content or the full breadth of the CCSS at locally-determined times throughout the year.

u More efficient and more secure: Computer adaptive tests are typically shorter than paper-and-pencil assessments because fewer questions are required to accurately determine each student’s achievement level. The assessments draw from a large bank of questions, and since students receive different questions based on their responses, test items are more secure and can be used for a longer period of time.

u More accurate: Computer adaptive testing offers teachers and schools a more accurate way to evaluate student achievement, readiness for college and careers and to measure growth over time.

Support for StatesSmarter Balanced is committed to helping states transition successfully to CAT. We collaborated with PARCC to develop a technology readiness tool to identify infrastructure gaps that might serve as barriers for computer-based assessments. States will have the option to administer a paper-and-pencil version of the summative assessment during a three-year transition period. Finally, the 12-week administration window for the summative assessment will reduce pressure on school information technology resources.

Learn More and Get InvoLvedVisit SmarterBalanced.org to learn more about the Smarter Balanced Assessment Consortium and sign-up to receive our monthly eNewsletter. For more information, please contact [email protected].

Computer Adaptive Testing

SmarterBalanced.org

Additional Resources Smarter Balanced is working with experts in the field of computer adaptive testing, drawing on the experience of member states like Oregon, which implemented CAT in 2001. For more information on CAT, see:u A Framework for the Development of Computerized

Adaptive Tests, Nathan A. Thompson, Assessment Systems Corporation, and David J. Weiss, University of Minnesota

u The Road Ahead for State Assessments, Rennie Center for Education Research & Policy, Policy Analysis for California Education (PACE)

Unit 2 Handouts

California Department of Education August 2013 1

Assessment Methods/Item Types

The explanations below define assessment methods and item types that might

be used in any assessment to gather information about student learning. The

Smarter Balanced assessments will be using these methods and item types;

however, the following descriptions are applicable to any statewide assessment

system as well as to district-, school- and classroom-level assessment.

Selected-Response (SR) items prompt students to select one or more correct

responses from a set of choices. Carefully constructed and reviewed selected

response items allow students to demonstrate their use of complex thinking

skills, such as developing comparisons or contrasts; identifying cause and

effects; identifying patterns or conflicting points of view; categorizing,

summarizing, or interpreting information.

Constructed-Response (CR) items prompt students to generate a text or

numerical response in order to collect evidence about their knowledge or

understanding of a given assessment target. Both short and extended

constructed-response items will be used on the Smarter Balanced assessments.

Short constructed-response items may require test-takers to enter a single word,

phrase, sentence, number, or set of numbers; whereas, extended constructed-

response items require more elaborated answers and explanations of reasoning.

These kinds of constructed-response items allow students to demonstrate their

use of complex thinking skills such as formulating comparisons or contrasts;

proposing cause and effects; identifying patterns or conflicting points of view;

categorizing, summarizing, or interpreting information; and developing

generalizations, explanations, justifications, or evidence-based conclusions

(Darling-Hammond & Pecheone 2010). These complex thinking skills support

development of the 4Cs (critical thinking, communication, collaboration, and

creativity) and college and career readiness.

Unit 2 Handouts


Assessment Methods/Item Types, Continued

Performance Tasks (PT) measure a student’s ability to integrate knowledge and

skills across multiple standards—a key component of college and career

readiness. Performance tasks are used to measure capacities such as depth of

understanding, research skills, and complex analysis, which cannot be

adequately assessed with selected- or constructed-response items. These item

types challenge students to apply their knowledge and skills to respond to

complex real-world problems. The Smarter Balanced interim and summative

components of the assessment system will include performance tasks at each

grade level tested. Additional extended tasks will be made available in the Digital

Library of Formative Assessments as part of the exemplar instructional modules

developed by Smarter Balanced and an inventory of currently available

resources. Learn more about California’s role in the development of the Smarter

Balanced Digital Library of formative assessment practices and tools at

http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp.

Technology-enhanced (TE) Items use specialized computer interactions for

collecting response data that go beyond traditional selected-response or

constructed-response items. Technology-enhanced items require students to use

technology skills to respond to the item prompt. For example, students might be

required to draw a figure with a mouse, stylus, or finger, drag and drop text,

highlight text, or reorder text.

Sample items for each of these assessment methods may be reviewed on the

Smarter Balanced Web site at

http://www.smarterbalanced.org/sample-items-and-performance-tasks/

http://www.cde.ca.gov/ta/tg/sa/diglib.asp

http://www.cde.ca.gov/ta/tg/sa/diglib.asp

http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp

http://www.smarterbalanced.org/sample-items-and-performance-tasks/

Unit 3: Assessment Purpose and Use Graphic Organizer ― Blank

Users Purpose/Use Kind of data/information

National (e.g., U. S. Department of Education)

Guide policy, fiscal decisions National and statewide disaggregated data

Unit 3: Assessment Purpose and Use Graphic Organizer — Completed


Users Purpose/Use Kind of data/information

Federal: e.g. United States Department of Education, federal legislators, national advocacy organizations, news media

Guide policy, fiscal decisions; hold states accountable for results; document achievement/growth; evaluate effectiveness of programs; compare U.S. to other countries.

National and statewide disaggregated data achievement data; focused primarily on ELA and mathematics

State: e.g., State Board of Education, state legislators, California Department of Education (CDE), advocacy organizations

Guide policy/fiscal decisions; hold CDE, districts and schools accountable for results; document achievement/growth; system for rewards and sanctions; evaluate effectiveness of programs/materials; make district to district and school to school comparisons.

Statewide, district and school level achievement data; disaggregated achievement data; emphasis on ELA and mathematics but includes other content areas

Local school districts: e.g., boards of education, district administrators

Guide policy/fiscal decisions; hold district administrators and schools accountable for results; document achievement/growth; personnel decision-making; evaluate effectiveness of programs, materials; compare district to other districts and schools to other schools.

District, school, and grade level/department level achievement data; disaggregated achievement data; generally an emphasis on ELA and mathematics

School sites: e.g., administrators, coaches, and instructional support providers

Guide policy/fiscal decisions; hold instructional staff accountable for results; document achievement/growth; personnel decision-making; identify need for professional development/targeted teacher support; certify student

School, grade level/department and classroom level achievement data; disaggregated achievement data; individual student level achievement data; standard level

Unit 3: Assessment Purpose and Use Graphic Organizer — Completed


competence; promote/graduate; group/program students; evaluate effectiveness of programs/materials; compare school to other schools.

achievement data

Teachers Guide instructional decision-making; diagnose individual and group student learning needs; document/track student progress; identify need for additional support/intervention; communicate with students and parents; grades; promotion; grouping; evaluate effectiveness of materials and strategies/techniques.

Classroom level and grade level/department level achievement data; individual student and group performance achievement data; achievement data from all content areas; data over time

Students Guide learning activity; track learning progress; goal setting and self-evaluation/reflection; evaluate effectiveness of learning tactics.

Individual performance data; descriptive feedback; performance data from all content areas; performance data over time

Parents/Families Track learning progress; guide support of learning; evaluate effectiveness of learning experience at the district, school and classroom levels.

Individual performance data; descriptive feedback; performance data from all content areas; performance data over time

Community: e.g., voters, local news media

Influence policy/fiscal decisions; hold school board and district accountable for results; document achievement/growth; evaluate effectiveness of district, schools, and services.

District and school level achievement data; disaggregated achievement data

Continuously: Monitor student progress

Involve students

Provide meaningful feedback

Assessing, Teaching, and Learning Cycle

Prepare Understand purpose of assessment

Establish goals and targets based on content standards

Identify/select/develop multiple levels of assessment (pre, during, and post instruction)

Develop lesson plan

Pre-assess

Assess Gather student performance information

Implement multiple levels of assessment

Analyze & Act Analyze, interpret data

Adjust goals and targets based on data

Make instructional decisions

Differentiate and modify instruction

Teach

Unit 3: Ranking Attributes of Assessment Literacy


Understand the purpose for specific assessments.

Establish learning objectives based on content standards and

assessment data.

Identify, select, and/or create appropriate assessments.

Implement multiple levels of assessments.

Gather accurate, relevant student performance information.

Analyze, interpret, and evaluate student performance data.

Use assessment results to make decisions to advance student

learning.

Plan, differentiate, and modify instruction, based on assessment data.

Continuously monitor student progress.

Provide feedback to students and their families about student learning.

Involve students in the use of their own assessment data.

Unit 4: Developing Standards-based Instructional Learning Targets


Five Step Process: Step 1. Deconstruct the content standard to provide clarity on what

students are expected to know and be able to do. Step 2. Complete a task analysis of the standard to identify the building

blocks or sub-skills of the standard necessary for students’ mastery of the targeted skills or knowledge.

Step 3. Develop individual instructional learning targets to provide the

focus for daily instruction and classroom-level, minute-by-minute, day-by-day assessment.

Step 4. Match assessment method(s) to the instructional learning targets

and/or content standard to increase the accuracy of assessment information.

Step 5. Communicate instructional learning targets in student friendly

language to help ensure that students are clear about what they are expected to know and be able to do as a result of classroom instruction.

Unit 4: Developing Instructional Learning Targets Graphic Organizer


Content Standard: Determine the main idea in a text and explain how it is supported by key details; summarize the text.

1. Content Standard Deconstructed:

Action Content

Determine

Explain

Summarize

2. Task Analysis Sub-skills:

3. Instructional Learning Targets

4. Type of Instructional Learning Targets & Assessment Methods

5. Communicating Instructional Learning Targets


Deconstructed CCSS Examples

For English–Language Arts & Mathematics

Kindergarten

ELA RL.K.1

With prompting and support, ask and answer questions about key details in a

text.

Action Content

Ask and answer Questions about key details

Mathematics K.MD.3

Classify objects into given categories, count the number of objects in each

category, and sort the categories by count.

Action Content

Classify Objects

Count Number of objects

Sort Categories

Grade One

ELA RI.1.6

Distinguish between information provided by pictures or other illustrations and

information provided by the words in a text.

Action Content

Distinguish Information provided by pictures or other

illustrations, and information provided by

words


Mathematics 1.MD.3

Tell and write time in hours and half hours, using analog and digital clocks.

Action Content

Tell Time in hours and half hours

Write Time in hours and half hours

Grade Two

ELA RI.2.2

Identify the main topic of a multi-paragraph text as well as the focus of specific

paragraphs within a text.

Action Content

Identify Main topic of a multi-paragraph text

Identify Focus of specific paragraphs within text

Mathematics 2.MD.7

Tell and write time from analog and digital clocks to the nearest five minutes

using a.m. and p.m.

Action Content

Tell Time to the nearest five minutes

Write Time to the nearest five minutes

Grade Three

ELA RL.3.3

Describe characters in a story (e.g., their traits, motivations, feelings) and explain

how their actions contribute to the sequence of events.

Action Content

Describe Characters

Explain How actions contribute to sequence of

events


Mathematics 3.NBT.1

Use place value understanding to round whole numbers to the nearest 10 or 100.

Action Content

Round Whole numbers

Grade Four

ELA RI.4.2

Determine the main idea in a text and explain how it is supported by key details;

summarize the text.

Action Content

Determine Main idea

Explain How supported by key details

Summarize Text

Mathematics 4.NBT.3

Use place value understanding to round multi-digit whole numbers to any place.

Action Content

Round Multi-digit whole numbers

Grade Five

ELA RI.5.5

Compare and contrast the overall structure (e.g., chronology, comparison,

cause/effect, problem/solution) of events, ideas, concepts, or information in two

or more texts.

Action Content

Compare and contrast Overall structure of events, ideas,

concepts, or information


Mathematics 5.OA.1

Use parentheses, brackets, or braces in numerical expressions and evaluate

expressions with these symbols.

Action Content

Use Parentheses, brackets, or braces

Evaluate Expressions

Grade Six

ELA RL.6.1

Cite textual evidence to support analysis of what the text says explicitly as well

as inferences drawn from the text.

Action Content

Cite Textual evidence to support analysis of

what the text says explicitly as well as

inferences

Mathematics 6.EE.1

Write and evaluate numerical expressions involving whole number exponents.

Action Content

Write Numerical expressions

Evaluate Numerical expressions

Grade Seven

ELA SL.7.2

Analyze the main ideas and supporting details presented in diverse media and

formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a

topic, text, or issue under study.

Action Content

Analyze Main ideas and supporting details

presented

Explain How ideas clarify a topic, text, or issue


Mathematics 7.NS.3

Solve real world problems involving the four operations with rational numbers.

Action Content

Solve Real world problems involving four

operations with rational numbers

Grade Eight

ELA 8.1.b

Evaluate the advantages and disadvantages of using different mediums (e.g.,

print or digital text, video, multi-media) to present a particular topic or idea.

Action Content

Evaluate Advantages of using different mediums to

present a particular topic or idea

Mathematics 8.G.6

Explain a proof of the Pythagorean theorem and its converse.

Action Content

Explain A proof and its converse

High School

ELA L.9-10.5.b

Analyze nuances in the meaning of words with similar denotations.

Action Content

Analyze Nuances in the meaning of words with

similar denotations


Mathematics 9-10 NQ.2

Rewrite expressions involving radicals and rational exponents, using properties

of exponents.

Action Content

Rewrite Expressions involving radicals and rational

exponents

Unit 4: Types of Instructional Learning Targets

Target Types and Key Words

Explanation CA CCSS Examples

Knowledge

Know, list, identify, understand, explain

“Knowledge targets represent the factual information, procedural knowledge, and conceptual understandings that underpin each discipline or content area…These targets form the foundation for each of the other types of learning targets.”

Reading Foundational Skills: Grade 1.1. Demonstrate understanding of the organization and basic features of print.

Language: Grade 7.1.a. Explain the function of phrases and clauses in general and their function in specific sentences.

Reasoning Predict, infer,

summarize, compare,

analyze, classify

“Reasoning targets specify thought processes students must learn to do well across a range of subjects.” Reasoning involves thinking and applying–using knowledge to solve a problem, make a decision, etc. These targets move students beyond mastering content knowledge to the application of knowledge.

Mathematics: Numbers and Operations: Grade 5. 4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Reading for History/Social Science: Grades 9-10 3.a. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Unit 4: Types of Instructional Learning Targets

Skill Demonstrate, pronounce, perform

“Skill targets are those where a demonstration or a physical skill-based performance is at the heart of the learning. Most skill targets are found in subjects such as physical education, visual and performing arts, and foreign languages. Other content areas may have a few skill targets.”

Speaking and Listening: Grade 4.4.a. Plan and deliver a narrative presentation that: relates ideas, observations, or recollections; provides a clear context; and includes clear insight into why the event or experience is memorable.

Mathematics: Measurement and Data Grade 5 #4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

Product Create, design, write, draw, make

“Product targets describe learning in terms of artifacts where creation of a product is the focus of the learning target. With product targets, the specifications for quality of the product itself are the focus of teaching and assessment.”

Writing: Grades 11–12.3. Write narratives to develop real or imagined experiences or events, using effective technique, well-chosen details, and well-structured event sequences. Mathematics: Statistics and Probability Grade 6 #4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

. Source: Classroom Assessment of Student Learning (Chappuis et al. 2012)

Unit 4: Target-Assessment Method Match


Selected

Response

Short Constructed Response

Extended Constructed Response

Performance Task

Technology Enhanced

Comments

Knowledge

SR for recall/recognition; CR for descriptions/ explanations—deeper knowledge and understanding

Reasoning + + SR for some types of reasoning; CR for deeper knowledge, application—“seeing the student’s thinking”

Skill – – – + Very limited SR potential; PT to observe and listen to student response/ demonstration of skill

Product – +

CR may work for targets where writing is the learning focus; essays, term papers, etc. are generally considered products created by the student

Graphic Organizer: Steps 1–5

Content Standard: Determine the main idea in a text and explain how it is supported by key details; summarize the text.


Action Content

Determine the main idea in a text

Explain how it is supported by key details

Summarize the text


Be able to define concept of main idea; be able to identify main idea in text; be able to define concept of detail; be able to identify details in text; be able to verbally explain how details support the main idea; be able to explain in writing how details support the main idea; be able to define concept of summarizing/summary of text; be able to verbally summarize text; be able to write a summary of text.


a. Students will be able to determine the main idea of a text.

b. Students will be able to explain verbally and in writing how details in the text support the main idea.

c. Students will be able to summarize the text verbally and in writing.

4. Type of Learning Targets and Assessment Methods

a. Knowledge—selected response; short constructed response

b. Knowledge—selected response; short constructed response

c. Reasoning and product (written summary)—constructed response (short or extended depending on the complexity of the text)


a. I will be able to tell the main idea of text that I have read

b. I will be able to say and write about how the details in the text tell more about the main idea

c. I will be able to summarize the main idea and details of the text orally and in writing

Graphic Organizer: 5-Step Template

Content Standard:


Action Content



4. Type of Instructional Learning Targets and Assessment Methods


Continuously: Monitor student progress

Involve students

Provide meaningful feedback

Assessing, Teaching, and Learning Cycle

Prepare Understand purpose of assessment

Establish goals and targets based on CCSS

Identify/select/develop multiple levels of assessment (pre, during, and post instruction)

Develop lesson plan

Pre-assess

Assess Gather student performance information

Implement multiple levels of assessment

Analyze & Act Analyze, interpret data

Adjust goals and targets based on data

Make instructional decisions

Differentiate and modify instruction

Teach

Unit 5: Vignettes


1. Structured Pair-Work

Each student is given an appointment clock and is required to make an appointment with three other students for discussion during the lesson. Once appointments have been made, the teacher begins the lesson, providing information and posing questions that require higher-order thinking about the information. Students are asked to reflect on that information and to construct written answers to the questions. Then, the students go to their first appointment and spend time sharing their thinking as it relates to one or two of the posed questions. They analyze each other’s responses and come to consensus on answers. The students then go to their other two appointments, repeating the process until all questions have been discussed. Students are then given time to augment or revise their written answers before turning them in to the teacher at the end of the period for grading. “Structured Pair-Work” is an example of:

Formative assessment Summative assessment Both

Rationale with evidence:

Unit 5: Vignettes


2. District Test District-developed quarterly exams are administered to all students. The interim exams are based on grade-level content standards and state test blueprints. Teachers send results of these tests home to parents or guardians, and the principal reports results by grade level to the local governing board. The content covered by the interim tests doesn’t always align with what is being taught at that time in the classroom so teachers may or may not adjust instruction, based on students’ performances on the interim exams. “District Test” is an example of:



Unit 5: Vignettes


3. Middle School Science

A middle school science teacher decided that her eighth grade students were not benefiting as much as they could from the science inquiry experiments around which she structured her units. Her goal was that each week students would complete a lab report and, as part of the report, connect what they learned from the experiment to the “big ideas” that she was presenting throughout the unit. However, she realized that students were struggling with the lab report content, and she was spending much of her grading time commenting on the less important sections of the report rather than the big ideas. She had been using a “criteria-for-evaluation form” that described her expectations for the reports, but decided that it needed to be revised so that it was more easily understood by the students. She decided to allow the students to help her in designing the new instrument. Before the start of the new school year, she pulled four lab reports completed by students in the previous school year, removing all identifying information. During the first class, she reviewed the criteria-for-evaluation form, and then handed out the four lab reports. Working together in small groups, she asked the students to rank the reports, using the evaluation form, and to justify their ranking. A member of each group was randomly selected to explain his or her analysis of one of the reviewed reports. Other students were allowed to add comments. Once all four reports had been ranked and discussed by the class, she presented the rank order, based on her grading of the reports, and tied it back to the criteria-for-evaluation form. She challenged the students to improve the form by creating their own checklists that would help them do a better job on the lab reports. Students then went back to their small groups, discussed how to describe the important aspects of the reports in their own words, and from there developed their own list of important criteria. A second class period was spent compiling the ideas from each group, creating a final criteria list, and ensuring common understanding. For each lab report that students completed during the year, students were reminded to compare their own work against the criteria list as a first check. The teacher then allowed 15 minutes of class-time each week for students to exchange draft reports with another student and to provide peer feedback. Students used the criteria list as they peer-evaluated the reports and followed a 2 + 2 feedback strategy (two positives and two suggestions for improvement). Students then made any final revisions that evening before submitting the final lab report for grading. “Middle School Science” is an example of:



Unit 5: Vignettes


4. Language Arts, Lower Elementary A lower elementary teacher had been working with his students on how to use the writing process to improve their own writing and to assist their peers. They were working on writing personal stories around the topic of animals to publish in a class magazine. The teacher introduced the idea of Two Stars and a Wish as a way of providing feedback, which required the reader to identify two positive aspects of the piece of work (the stars), and one specific suggestion for improvement (the wish). He began by explaining that the feedback he had given on their writing had used this technique. Now students would use the Two Stars and a Wish approach as they worked with each other in their writing groups. The whole class then discussed the types of comments they might write when addressing positives aspects as well as comments to write when suggesting improvements. They also discussed the types of comments that would not be appropriate to write to a peer. The teacher then returned the draft writings to students and asked them to reread their essays and review his comments. He then asked them to discuss the feedback given with their partner and to come up with specific ways they might improve on their next draft. During the student discussions, the teacher circulated the room, offering suggestions and support to students. During the class period, students revised their work and began peer editing, using the Two Stars and a Wish approach. As students peer edited and provided feedback to their partners, the teacher again circulated the room and made suggestions, as necessary. The sharing-the-feedback process was repeated, and students then had an opportunity to make final revisions before submitting their final work for grading and inclusion in the magazine. “Language Arts, Lower Elementary” is an example of:



Analyzing Linguistic Interferences and Accommodations in Your Assessment

Practice


Choose an assessment you are currently using — anything from a low stakes quiz, to a final exam, to a high stakes benchmark or interim assessment. Look at the directions, the questions, and in the case of multiple-choice or matching items, the answer choices. Using the list of Interferences, how many can you spot? Use the list of strategies to edit the assessment. Be clear about what is being assessed. Is it language or another content area? PLC Opportunity: If you are working in a professional learning community, trade assessments with other educators.

Is the learning target in English-Language Arts or another content area?

Assessment _____________________ Column 1 Interferences: Linguistic features that slow down the reader, making misinterpretation more likely, and adding to the reader’s cognitive load, thus interfering with the intended assessment task.

Column 2 Interferences Found. Directions, page #, question #:

Column 3 Accommodation Strategies: Strategies that can be used by educators to improve the quality of the assessments they develop, whether they are interim assessments or day-to-day classroom assessments.

Column 4 Edited:

Low-frequency or unfamiliar words

Use simple, clear vocabulary in test items (directions, stems, answer choices) and associated stimulus materials (e.g., passages, tables, graphs).


Practice


Passive voice Use the active voice.

Irrelevant details Remove superficial details.

Complex question phrases

Simplify complex phrases or sentence structures.

Subordinate and conditional clauses

Use shorter, simpler sentences. Make clauses into separate sentences.

Abstract or impersonal presentations

Present problem statements in concrete rather than abstract terms. Include items that use context (names, settings, scenarios) that are familiar to students from diverse cultural and linguistic backgrounds and experiences.

Negation (e.g., no, not, none, never)

Use positive language when possible.

Past tense Use present tense.

Column 1 Interferences: Linguistic features that slow down the reader, making misinterpretation more likely, and adding to the reader’s cognitive load, thus interfering with the intended assessment task.

Column 2 Example of Interferences:


Column 4 You Fix It:

Low frequency words or unfamiliar words

E Use simple, clear vocabulary in test items (e.g., directions, stems, answer choices) and associated stimulus materials. (e.g., passages, tables, graphs).

What did some Navajo soldiers do in World War II according to the article?

Passive voice C Use the active voice. The clerk weighed two suitcases.

Irrelevant details A Remove superficial details. Look at the numbers below. 19.6 23.8 38.4 Which list shows each number rounded to the nearest whole number?

Complex question phrases E Simplify complex phrases or sentence

structures.

Subordinate and conditional clauses D Use shorter, simpler sentences. Make clauses into separate sentences.

You can stay with us. But you must bring your own bedding.

Abstract or impersonal presentations C Present problem statements in concrete rather than abstract terms. Include items that use context (e.g., names, settings, scenarios) that will

The clerk weighed two suitcases.

be familiar to students from diverse cultural and linguistic backgrounds and experiences.


B Use positive language when possible. Now Ted must drive under 40 mph in his truck.

Past tense A Use present tense. Look at the numbers below. 19.6, 23.8, 38.4

Which list shows each number rounded to the nearest whole number?


Extend


Choose an assessment you are currently using — anything from a low stakes quiz, to a final exam, to a high stakes benchmark or interim assessment. Look at the directions, the questions, and in the case of multiple-choice or matching items, the answer choices. Using the list of Interferences, how many can you spot? Use the list of strategies to edit the assessment. Be clear about what is being assessed. Is it language or another content area? PLC Opportunity: If you are working in a professional learning community, trade assessments with other educators.

Is the learning target in English-Language Arts or another content area?

Assessment _____________________ Column 1 Interferences: Linguistic features that slow down the reader, making misinterpretation more likely, and adding to the reader’s cognitive load, thus interfering with the intended assessment task.

Column 2 Interferences Found. Directions, page #, question #:


Column 4 Edited:

Low-frequency or unfamiliar words

Use simple, clear vocabulary in test items (directions, stems, answer choices) and associated stimulus materials (e.g., passages, tables, graphs).


Extend


Passive voice Use the active voice.

Irrelevant details Remove superficial details.

Complex question phrases

Simplify complex phrases or sentence structures.

Subordinate and conditional clauses

Use shorter, simpler sentences. Make clauses into separate sentences.

Abstract or impersonal presentations

Present problem statements in concrete rather than abstract terms. Include items that use context (names, settings, scenarios) that are familiar to students from diverse cultural and linguistic backgrounds and experiences.


Use positive language when possible.

Past tense Use present tense.

Unit 7: Alternate Ranking for Flexible Grouping

The purpose of Alternate Ranking is to help educators analyze student performance and create flexible groups for differentiated instruction. The big idea is to rank the students in an alternating fashion from highest to lowest performance to form temporary groups for targeted instruction.

First Step: Alternate Ranking 1. Look at the results of an assessment to identify the student with the highest score. Place this student’s name on line #1 of the Alternate Ranking Sheet. 2. Identify the student with the lowest score and place this student’s name on the bottom line of the Alternate Ranking Sheet. 3. Return to the class roster and locate the student who had the second highest score and place this name on line #2 of the Alternate Ranking Sheet. 4. Return to the class roster and identify the next lowest score and place this name in the second from the bottom. Here is an example of alternate ranking for a small sample of classroom assessment data so far:

Sample Classroom Data

Class Roster Score

Deshaun 80%

Dora 90%

Eric 30%

Ian 40%

Juan 100%

Jessica 50%

Alternate Ranking Sheet

1. Juan

2 Dora

3

4

5 Ian

6 Eric

5. Continue this procedure in an “alternating” fashion, bouncing from the upper portion of the sheet to the lower portion until the entire class roster is ranked.

Unit 7: Alternate Ranking for Flexible Grouping

Second Step: Grouping Students by Their Needs 1. Beginning at the top of the Alternate Ranking Sheet, look at each student’s name and ask yourself, “Is this student making adequate progress toward grade-level goals with regular classroom instruction?” If your answer is “yes,” move to the next student on the sheet and ask the same question. 2. When you come to a student and your answer is, “This student currently requires extra help in the classroom to meet expectations,” draw a line above the student’s name. 3. Go to the bottom of the Alternate Ranking Sheet and look at each student’s name and ask yourself, “Is this student consistently struggling to such a degree that extensive scaffolding is necessary?” If your answer is “yes,” move up to the next student on the sheet and ask the same question. 4. When you come to a student who just needs extra classroom help, but is not in critical need, draw a line below this student’s name. 5. You now have three groups of students with three different levels of need.

Third Step: Determining Learning Gaps and Instructional Needs Dig deeper into the data to determine specific skills and/or knowledge that need support. Use an item analysis method, student self-reflection, etc.

PLC Opportunity, Collaborative Flexible Grouping: Combine the results of a

common formative assessment. Use Alternate Ranking to create temporary groups for which you teach the same subject during the same period. Decide what differentiated instruction is needed (re-teaching to extended learning) for each group and which teacher is best at providing that instruction. How long will your flexible groups last before students return to their assigned teachers?

Unit 7: Post-Assessment


1. Which of the following most accurately describes the primary purpose of

California's Measurement of Academic Performance and Progress (MAPP)

assessment program?

A. To identify California’s most successful schools and districts

B. To model and promote high-quality teaching and student learning activities

C. To gather accurate data for the state and federal accountability systems

D. To align California’s assessment system with those of other states

2. Select the assessment method that is most effective and accurate for measuring

students’ depth of understanding, research, and complex analysis skills.

A. Written response

B. Extended constructed response

C. Technology enhanced assessment

D. Performance tasks

3. Identify the attributes of assessment literacy listed below that are an integrated part

of all steps in the Teaching-Assessment Cycle.

A. Monitoring student learning, providing meaningful feedback, and involving students

in the process

B. Goal setting, creating assessments, and gathering student performance

information

C. Implementing curriculum based assessments, analyzing data, and communicating

results

D. Teaching, grouping, and assessing

4. Why is it important to match learning targets to specific types of assessment

methods when selecting or creating assessments?

A. Matching targets and methods makes item development easier.

B. Appropriate matches result in accurate information being gathered as efficiently as

possible.

C. Multiple levels of assessment are valid when learning targets are well matched with

assessment methods.

D. The correct assessment method for each learning target is the only way to

generate valid and reliable data.



5. Which of the following factors has been identified by researchers as essential for an

assessment process to be truly formative?

A. Intentional assessment design by the teacher

B. Predominantly ungraded assignments

C. Learners as active participants in the process

D. Peer assessment procedures

6. Research shows that using linguistic accommodations when assessing English

Learners (ELs) will have which of the following effects?

A. ELs will be able to dedicate their attention to showing their knowledge of content

instead of translating or deciphering the text of the assessment item.

B. ELs will receive an inflated, higher score because the content being assessed is

made simpler or is from a lower grade content standard.

C. ELs will avoid test fatigue because they will complete the assessment more quickly

due to shorter assessment items.

D. ELs will receive a lower score because the language of the assessment will be

more challenging.

7. Research findings support the boost in student achievement when educators pause

to check for understanding and use the information to adjust their teaching. Select

the practice that would diminish the effectiveness of checking for understanding.

A. Having students respond nonverbally

B. Relying on student volunteers for responses

C. Having students respond to each other

D. Modeling for students how to monitor their own understanding

8. Research indicates which of the following benefits when students use rubrics to

assess their own work?

A. All students show gains and lowest achieving students show the largest gains

overall

B. Mistakes become feedback that students can use to adjust their learning activities

and strategies

C. Their self-assessments help teachers to design instruction to better meet the

needs of students

D. All of the above



9. The last step of analyzing and interpreting assessment data should answer the

question:

A. “What do I need to teach differently?”

B. “Which wrong answer was selected most often?”

C. “What is the student learning need?”

D. “Which students have the learning need?”

10. Compare two feedback statements on a math problem; 1) “You had some trouble

with identifying the differences between isosceles and scalene triangles. Reread

page 102 and try these again.” versus, 2) “Try again.” The first feedback is more

effective at moving learning forward for which of the following reasons.

A. It tells the student how to solve the math problem.

B. It focuses attention on the student.

C. It focuses attention on the learning.

D. All of the above.

assessment literacy · unit 1: pre-assessment california department of education september 2013 1...

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