creating and analyzing common assessments
DESCRIPTION
Describes the process for creating and analyzing common assessments for the Common Core Math Standards at the elementary level. The presentation took place at a district professional development day. Its content was created with the help of the District Supervisor of Elementary Curriculum. 3-7-14TRANSCRIPT
Good Morning
Collaborative Assessment Criteria
Collaborative Assessment Criteria
≤ 5 standards
Collaborative Assessment Criteria
≤ 5 standards 5-10 questions per standard
Collaborative Assessment Criteria
≤ 5 standards 5-10 questions per standard
Learning targets
≤ 5 standards
5-10 questions per standard
Learning targets
≤ 5 standards
5-10 questions per standard
Simple Complex
Learning targets
≤ 5 standards
5-10 questions per standard
Simple Complex
Learning targets
≤ 5 standards
5-10 questions per standard
Simple ComplexRigor:
Learning targets
≤ 5 standards
5-10 questions per standard
Simple ComplexRigor:
Resources Study Island HSP PARCC and Smarter Balance Rigor Frameworks
Collaborative Assessment Design
How many questionsper standard?
Let’s check for quality, accuracy,
and rigor!
Develop instructional strategies and provide feedback for
Quarters 3 & 4.
We identified the specific learning targets from the assessment. !
!
We determined the level of rigor for each target. !
!
We matched the assessments to the identified level of thinking.
We identified the specific learning targets from the assessment. !
!
We determined the level of rigor for each target. !
!
We matched the assessments to the identified level of thinking.
Compare multi-digit numbersthrough 1,000,000.
Compare multi-digit numbersthrough 1,000,000.
Read and write wholenumbers in expanded,
standard, and whole formthrough 1,000,000
Compare multi-digit numbersthrough 1,000,000.
Read and write wholenumbers in expanded,
standard, and whole formthrough 1,000,000
Demonstrate anunderstanding that a digit in
one place represents tentimes what it represents in
the place to its right.
Compare multi-digit numbers through 1,000,000.
Read and write whole numbers in expanded,
standard, and whole form through 1,000,000
Demonstrate an understanding that a digit in
one place represents ten times what it represents in
the place to its right.
Compare multi-digit numbers through 1,000,000.
Read and write whole numbers in expanded,
standard, and whole form through 1,000,000
Simple Complex
Demonstrate an understanding that a digit in
one place represents ten times what it represents in
the place to its right.
Demonstrate an understanding that a digit in
one place represents ten times what it represents in
the place to its right.
What do we want the students to learn?
Demonstrate an understanding that a digit in
one place represents ten times what it represents in
the place to its right.
What instructional practice(s) willwe use to teach it?
Move the “formula”as far back as possible.
How will we formatively assess?
“Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they're currently doing.”
