Common Common Formative Formative

AssessmentsAssessments

Whittier City School Whittier City School DistrictDistrict

AgendaAgenda

Part 1: Introduction to Common Formative Part 1: Introduction to Common Formative AssessmentsAssessments

Part 2: Laying the Standards FoundationPart 2: Laying the Standards Foundation

Part 3: Assessment Formats and Item Writing Part 3: Assessment Formats and Item Writing GuidelinesGuidelines

Part 4: Writing First-Draft Assessment ItemsPart 4: Writing First-Draft Assessment Items

Part 5: Creating Scoring GuidesPart 5: Creating Scoring Guides

Part 6: Tools for Checking Item QualityPart 6: Tools for Checking Item Quality

Critical Questions of a Critical Questions of a PLCPLC

What do our students need to know and be What do our students need to know and be able to do?able to do?

How will we know if each student has How will we know if each student has learned it?learned it?

How will we respond when some students How will we respond when some students do not learn?do not learn?

How will we extend and enrich the learning How will we extend and enrich the learning for all students who are already proficient?for all students who are already proficient?

3

Learning ObjectiveLearning Objective

Understand how common Understand how common formative assessments formative assessments are the centerpiece of an are the centerpiece of an integrated standards and integrated standards and assessment system.assessment system.

TermsTerms

Common Formative Common Formative AssessmentsAssessments

Unwrapping StandardsUnwrapping Standards

Essential QuestionsEssential Questions

What are common What are common formative assessments?formative assessments?

How do they connect to How do they connect to powerful instruction and powerful instruction and assessment practices?assessment practices?

What the research What the research says…says…

teacherslearner

s

students

teachers

Putting the Pieces Putting the Pieces of the Puzzle Togetherof the Puzzle Together

Standards and

Assessment

Data-Driven Decision Making

Effective Teaching Strategies

Accountability for

Learning

Standards and Standards and AssessmentAssessment

Leverage

Endurance

Success State Test

Data Driven Decision Data Driven Decision MakingMaking

Data Teams structured processData Teams structured process1.1. Collect and chart dataCollect and chart data2.2. Analyze to prioritize needsAnalyze to prioritize needs3.3. Set SMART goalsSet SMART goals4.4. Select effective teaching Select effective teaching

strategiesstrategies5.5. Determine results indicatorsDetermine results indicators

Effective Teaching Effective Teaching StrategiesStrategies

““The single The single most most important important influence on influence on student student learning is the learning is the quality of quality of teaching.”teaching.”

-Charlotte Danielson, 2007-Charlotte Danielson, 2007

ADD PICTUREADD PICTURE

Accountability for Accountability for LearningLearning

Antecedents/Cause (Adult Actions)

Putting the Pieces Putting the Pieces of the Puzzle Togetherof the Puzzle Together

Standards and

Assessment

Data-Driven Decision Making

Effective Teaching Strategies

Accountability for

Learning

If the state standards and If the state standards and the state tests are the the state tests are the

“book-ends”…. “book-ends”….

……how would you arrange how would you arrange these powerful practices these powerful practices in between?in between?

Common Formative Common Formative AssessmentsAssessments

The The Centerpiece Centerpiece

of an Integratedof an IntegratedStandards-BasedStandards-Based

Assessment Assessment SystemSystem

Ainsworth & Viegut, 2006Ainsworth & Viegut, 2006

What we’ve done….What we’ve done….

Standards- Standards- Assessment Assessment

Alignment GridAlignment Grid

Talk It OverTalk It Over

What benefits do you see What benefits do you see in deliberately aligning in deliberately aligning powerful instruction and powerful instruction and assessment practices to assessment practices to improve student learning?improve student learning?

Assessment of Learning

Assessment for Learning

Formative/ Assessment Formative/ Assessment for for LearningLearning

Summative/ Assessment Summative/ Assessment of of LearningLearning

Final ThoughtsFinal Thoughts

What are Common What are Common Formative Assessments Formative Assessments

(CFAs)?(CFAs)?Administered to Administered to all all studentsstudents

Items collaboratively designed by Items collaboratively designed by teachersteachers

Items represent Priority Standards ONLYItems represent Priority Standards ONLY

Items are aligned to district and state Items are aligned to district and state teststests

Results are analyzed in Data Teams in Results are analyzed in Data Teams in order to differentiate instructionorder to differentiate instruction

On Your OwnOn Your Own

1.1.Please review Please review the research on the research on formative formative assessments.assessments.

2.2. Select three Select three key words that key words that resonate with resonate with you.you.

Key Word Box NotesKey Word Box Notes

Me Partner

Me Partner

Me PartnerUse 4 or more of the 6 words above to summarize the “Big Idea” regarding assessment for learning.

Priority Standards Priority Standards

Selecting Priority Selecting Priority Standards to Unwrap & Standards to Unwrap &

AssessAssess

Analyze CST or Analyze CST or Benchmark DataBenchmark Data

Review District Priority Review District Priority Standards Pacing Guide Standards Pacing Guide & District Benchmarks& District Benchmarks

AgendaAgenda

Part 1: Introduction to Common Formative Part 1: Introduction to Common Formative AssessmentsAssessments

Part 2: Laying the Standards FoundationPart 2: Laying the Standards Foundation

Part 3: Assessment Formats and Item Writing Part 3: Assessment Formats and Item Writing GuidelinesGuidelines

Part 4: Writing First-Draft Assessment ItemsPart 4: Writing First-Draft Assessment Items

Part 5: Creating Scoring GuidesPart 5: Creating Scoring Guides

Part 6: Tools for Checking Item QualityPart 6: Tools for Checking Item Quality

Essential QuestionsEssential Questions

What What are are common formative common formative assessments?assessments?

How do they How do they connect connect to to powerful instruction and powerful instruction and assessment practices?assessment practices?

Part 2Part 2

Laying the

Standards Foundation

Laying the FoundationLaying the FoundationSteps 1-4Steps 1-4

Step 1: Step 1: “Unwrap” the Priority “Unwrap” the Priority StandardsStandards

Step 2: Create a Graphic OrganizerStep 2: Create a Graphic Organizer

Step 3: Determine the Big IdeasStep 3: Determine the Big Ideas

Step 4: Write the Essential Step 4: Write the Essential QuestionsQuestions

Step 1:Step 1:“Unwrap” Selected Priority “Unwrap” Selected Priority

StandardsStandardsIdentify the key concepts Identify the key concepts

(important nouns or noun (important nouns or noun phrases) by phrases) by underlining underlining themthem

Identify the skills (verbs) Identify the skills (verbs) by circling them or by circling them or making them ALL CAPSmaking them ALL CAPS

Step 1: Step 1: “Unwrap” Matching Priority “Unwrap” Matching Priority

StandardsStandardsExampleExample

5.2.3 5.2.3 RECOGNIZE RECOGNIZE main ideas main ideas presented in presented in texts and texts and PROVIDE PROVIDE evidence that evidence that supports supports those ideas.those ideas.

5.2.45.2.4 DRAW DRAW inferencesinferences, , conclusionsconclusions, or , or generalizations generalizations about text and SUPPORT about text and SUPPORT them with them with textual evidence textual evidence and and prior prior knowledgeknowledge..

5.2.55.2.5 CONTRAST CONTRAST factsfacts, , supported inferencessupported inferences, , and and opinions opinions in text.in text.

Step 1 ActivityStep 1 Activity“Unwrap” Your Priority “Unwrap” Your Priority

StandardsStandards

Analyze the wording of your Analyze the wording of your priority standards to determine priority standards to determine exactly exactly what students must know what students must know and be able to do.and be able to do.

Identify the key concepts Identify the key concepts (important nouns or noun phrases).(important nouns or noun phrases).

Circle the skills (verbs).Circle the skills (verbs).

Step 2:Step 2:Create a Graphic OrganizerCreate a Graphic Organizer

Represent each of the Represent each of the “unwrapped” concepts and “unwrapped” concepts and skills clearlyskills clearly

Reveals Reveals all all the learning targets the learning targets (concepts and skills)(concepts and skills)

Focuses instruction and Focuses instruction and assessmentassessment

Step 2:Step 2:Create a Graphic Create a Graphic

OrganizerOrganizerChoose the type of organizer Choose the type of organizer

that works best for you:that works best for you:OutlineOutlineBulleted ListBulleted ListConcept MapConcept MapT-chartT-chartOtherOther

Step 2: Reading Step 2: Reading Comprehension ExamplesComprehension Examples

Concepts: Need to Concepts: Need to KNOWKNOW

Main IdeaMain Idea Supporting Supporting

Evidence Evidence InferencesInferences ConclusionsConclusions GeneralizationsGeneralizations

Text EvidenceText Evidence Prior Prior

KnowledgeKnowledge

Skills: Be able to DOSkills: Be able to DO

(2) RECOGNIZE (main (2) RECOGNIZE (main idea and concepts)idea and concepts)

(1) IDENTIFY (supporting (1) IDENTIFY (supporting evidence)evidence)

(5) ASSESS (supporting (5) ASSESS (supporting evidence)evidence)

(4) DRAW (inferences, (4) DRAW (inferences, conclusions or conclusions or generalizations)generalizations)

(5) SUPPORT (5) SUPPORT (inferences/conclusions (inferences/conclusions with text evidence and with text evidence and prior knowledge)prior knowledge)

Step 2 ActivityStep 2 Activity

Using the T-chart, or a graphic Using the T-chart, or a graphic organizer of your choice, list all organizer of your choice, list all “unwrapped” concepts and skills “unwrapped” concepts and skills from matching priority standards.from matching priority standards.

List each skill with its related List each skill with its related concept(s) in parentheses.concept(s) in parentheses.

Identify the approximate level of Identify the approximate level of each skill according to Bloom’s each skill according to Bloom’s TaxonomyTaxonomy

Step 3:Step 3:Determine the Big IdeasDetermine the Big Ideas

What do you want your What do you want your students to discover on their students to discover on their own.own.

Represent the Represent the main ideasmain ideas, , conclusions conclusions or or generalizations generalizations about the “unwrapped” about the “unwrapped” concepts and skillsconcepts and skills

Big Idea Key PointsBig Idea Key Points

Open-endedOpen-ended

EnduringEnduring

Can apply to more than one area Can apply to more than one area of study (broad) … ORof study (broad) … OR

Integrated understanding of the Integrated understanding of the Priority Standard (topical)Priority Standard (topical)

Broader Big IdeasBroader Big Ideas

Broader Big Ideas are the Broader Big Ideas are the generalizations derived for one generalizations derived for one area of study that connect to area of study that connect to and can be found in several and can be found in several subject matter areas.subject matter areas.

Main ideas must be supported Main ideas must be supported with evidence from the text and with evidence from the text and supporting details.supporting details.

Topical Big IdeasTopical Big Ideas

Topical Big Ideas relate primarily Topical Big Ideas relate primarily to the inherent understanding in to the inherent understanding in a particular course of study or a particular course of study or section of the standardsection of the standard

Mathematical formulas and Mathematical formulas and estimates both provide shortcuts estimates both provide shortcuts for determining needed for determining needed mathematical information.mathematical information.

Big IdeasBig Ideas

Don’t worry Don’t worry about getting it about getting it right, just get it right, just get it

down!down!

ExamplesExamples

Writers express their ideas and Writers express their ideas and imagination in different formats imagination in different formats depending on their purpose and depending on their purpose and personal choicepersonal choice

Geographic, political, cultural, and Geographic, political, cultural, and other structures work together to other structures work together to ensure the survival and advancement ensure the survival and advancement of all civilizations.of all civilizations.

Reading music allows you to Reading music allows you to participate and communicate in the participate and communicate in the language of musicians.language of musicians.

Additional ExamplesAdditional Examples

Using story clues (picture clues, context Using story clues (picture clues, context clues, predictions) helps us understand clues, predictions) helps us understand a story.a story.

All narratives need sequential story All narratives need sequential story elements that focus on conflict and elements that focus on conflict and resolution.resolution.

The motion of objects can be The motion of objects can be approximated by using Newton’s laws.approximated by using Newton’s laws.

Step 3 ActivityStep 3 Activity

Review your “unwrapped” Review your “unwrapped” concepts/skills on your graphic concepts/skills on your graphic organizer.organizer.

Decide the main or essential Decide the main or essential understandings you want your students understandings you want your students to realize on their own.to realize on their own.

We draw conclusions and make We draw conclusions and make generalizations from what we read and generalizations from what we read and from our own experience. from our own experience.

Step 4: Essential Step 4: Essential QuestionsQuestions

Questions, Not Statements Questions, Not Statements

Will stimulate Student Will stimulate Student Curiosity to Find the Curiosity to Find the

AnswersAnswers

Guidelines for WritingGuidelines for Writing Essential Questions Essential Questions

Write engaging questions that Write engaging questions that lead your students to discover lead your students to discover the Big Ideas on their own.the Big Ideas on their own.

Make essential questions Make essential questions open-ended.open-ended.

Write questions that take Write questions that take students beyond who, what, students beyond who, what, where and when to where and when to how and how and why.why.

Essential Questions to Essential Questions to Guide Instruction & Guide Instruction &

AssessmentAssessmentWhat are literary devices? Why do What are literary devices? Why do

authors use them?authors use them?

(Big Idea: Literary devices enhance (Big Idea: Literary devices enhance and deepen fiction’s impact upon and deepen fiction’s impact upon

the reader.)the reader.)

This is an example of This is an example of

a “one-two punch” questions.a “one-two punch” questions.

Examples of Big Ideas Examples of Big Ideas with Essential Questionswith Essential Questions

How can an author capture an audience? (Knowing who one is writing for is essential to engaging the readers.)

What are conclusions and generalizations? How do we arrive at them? (We draw conclusions and make generalizations from what we read and from our own experience.)

Why isn’t a digit always worth the same amount? (The position of a digit determines its value in a number.)

Step 4 ActivityStep 4 ActivityWrite Essential QuestionsWrite Essential Questions

11. . Review your Big Ideas.Review your Big Ideas.

2.2.What questions could you ask What questions could you ask students that would lead them to students that would lead them to discover your Big Ideas?discover your Big Ideas?

3.3.Can you include any “one-two Can you include any “one-two punch” questions?punch” questions?

4.4.Limit Test: Do your Big Ideas Limit Test: Do your Big Ideas answer your Essential Questions?answer your Essential Questions?

ReflectionReflection

2 + 1 2 + 1 answer answer

twotwoshare oneshare one

What new insights What new insights did I gain by did I gain by working through working through the first four the first four foundational steps?foundational steps?

What are the key What are the key points I want to points I want to remember?remember?

What questions do What questions do I still have?I still have?

BreakBreak