office of standards, assessments and research & evaluation colorado assessment revision...

Office of Standards, Assessments and Research & Evaluation

Colorado Assessment Revision

Formative & Interim Subcommittee

August 14, 2010Denver, Colorado


Agenda• Introductions and Goals for the Day• Meeting Norms• Plenary Session and Meeting 1 Review• Colorado Standards• Webinar Debrief: Discussion with Stanley

Rabinowitz• Exemplars• Assessment FOR Learning• Using the Template• Homework


Introductions

Remind Us –

• Who You Are• Where You Are From


Goals for Today• Analyze and discuss assessment research and

exemplars from national and international designs and extract options to consider for recommendation.

• DELIVERABLE: Reach consensus on the purpose of each assessment.*

• DELIVERABLE: Compile an initial draft of concepts for each assessment and prioritize.*

*These are first drafts and can be revised through meeting 4.


Meeting Norms• Participating in and contributing to the

conversation is expected by ALL members.• Use your perspective and expertise to

“expand the pie.”• Listen to others to seek understanding.• Be open minded to new ideas.• Focus on the task and stay on track.• Disagree productively, not personally.• Check your perceptions with the group.


Plenary Session Review

Questions

Concerns

Comments


Meeting 1 Review

Questions and Topics to Revisit• Webinar and Purpose of the Assessments

will be discussed as part of this agenda• Definitions

Interim and Benchmark Assessments: How are they different?

Formative: Can we agree that formative assessment is a process, not a product?

• Other?


Colorado Academic Standards

• Mastery-based• 21st Century Skills and Readiness

Competencies• Vertical and Horizontal

alignment


Essential Components of the Academic Standards

My StandardsMy Future


21st Century Skills• Critical Thinking and Reasoning

(cause and effect, analysis, logic)

• Information Literacy (knowledge acquisition, source discernment, system

management)

• Collaboration (synergy, team resourcing, leadership for new knowledge)

• Self-direction (persistence, adaptability, work ethic, initiative)

• Invention (creativity, innovation)


Content Area: MathematicsStandard: 1. Number Sense, Properties, and OperationsPrepared Graduates: Are fluent with basic numerical and symbolic facts and algorithms, and are able to select and use appropriate

(mental math, paper and pencil, and technology) methods based on an understanding of their efficiency, precision, and transparency

Grade Level Expectation: Eighth GradeConcepts and skills students master:

2. Formulate, represent, and use algorithms with rational numbers flexibly, accurately, and efficiently

Evidence Outcomes 21st Century Skills and Readiness CompetenciesStudents can:a. Add, subtract, multiply and divide rational numbers

including integers, positive and negative fractions and decimals

b. Apply computational methods to solve multi-step application problems involving percents and rational numbers

c. Analyze how credit and debt impact personal financial goals (PFL)

Inquiry Questions: 1. How do operations with rational numbers compare to

operations with whole numbers?2. How do you know if a computational strategy is sensible?3. Why would estimation be used in problem-solving?Relevance and Application:1. Computational fluency with rational numbers allows

individuals to accomplish daily tasks in life and work such as adjusting recipes, comparing the cost of credit from different providers, calculating overtime pay, determining selling prices to make profits, calculating interest, finding percent error, gratuities, or fees.

2. Rational numbers are used extensively in measurement tasks such as home remodeling, clothes alterations, graphic design, and engineering.

Nature of Mathematics:1. Mathematicians describe their processes and solutions

using careful vocabulary and precise notation.


1st GradePredictions and Patterns

DanceUse traveling patterns

in space and time Visual ArtsRecognize

characteristics and expressive features of art and design in

works of art

Theatre Arts and Drama

Create animal and human characters in specific environments through

improvisation

Social StudiesArrange life events

in chronological order

ScienceMake predictions

about how a material on Earth might be useful

based on its properties

PE / HealthPatterned, rhythmic

movement activates the brain to facilitate

learning.

MusicPlay simple patterns

MathExtend a repeating pattern based on a

rule

LiteracyFollow and

replicate patterns in predictable poems

World Language

Use words derived from cognates, prefixes, and

thematic vocabulary


Colorado Academic Standards

• What we are measuring Standards are end of level, mastery-based.

Learning progressions have to be developed. What is the level of granularity that these assessments need to represent?

How do we ensure that the interim assessment is not mini-CSAP?

Are we considering professional development, item/task banks, other?


LUNCH


Webinar DebriefImpressions/Questions:• Formative has substantial impact• Do we have to implement statewide, or can we pilot

recommendations across a few districts?• F/I is a dynamic process• Frustration: disconnect between theoretical and practice• Teaching “how” to take a test vs. academic instruction• 163 and its implications to this work: must include interim

measures – interim strategies first, then focus on formative• 163 supports the role of assessment being more aligned than in

the past to support instructional practice and student achievement• Be clear about what we would like to see happen vs. what the

state role should be• Concern: the recommendations become a “canned” vendor

assessment


Conversation with Stanley Rabinowitz

What is the purpose of interim and formative assessments in a

comprehensive assessment system?

Guiding Questions for Consideration

• What are the state values that the most comprehensive assessment system will represent? What components do we value most?

• What are the milestones for implementation of the various elements of this system? When, how, and by whom should the new components be developed?

• What resources will support the development and implementation of the various measures in this system? How can we supplement these resources to ensure adequate short- and long-term funding for key elements?

• How will we collect feedback from stakeholders and evaluate consequences that may emerge from implementation of the measures in this system?

17


Exemplars

• Explore each exemplar with a partner. • What did you find interesting about each

exemplar? • What are its noticeable deficiencies?• Report your observations with the group

These exemplars are meant to expand your thinking about what is possible in the Colorado

Assessment System.


Exemplars

Florida Assessments for Instruction in Readinghttp://www.fcrr.org/FAIR/index.shtm

Alaska Formative Assessment Resourceshttp://www.eed.state.ak.us/tls/assessment/FormativeAssessmentResources.html

New Zealand: Embedding Formative Assessment In Multiple Initiatives

http://www.oecd.org/dataoecd/53/2/34260418.pdf

http://www.fcrr.org/FAIR/index.shtm

http://www.eed.state.ak.us/tls/assessment/FormativeAssessmentResources.html

http://www.eed.state.ak.us/tls/assessment/FormativeAssessmentResources.html

http://www.oecd.org/dataoecd/53/2/34260418.pdf


Exemplars

The Silicon Valley Mathematics Initiative: Formative Performance Assessment Program

http://www.noycefdn.org/documents/math/formativeassessmentprogram.pdf

Literacy by Designhttp://hmheducation.com/litbydesign/features_7.php

Louisiana Department of Education: EAGLE Systemhttp://www.doe.state.la.us/lde/saa/2273.html



http://hmheducation.com/litbydesign/features_7.php

http://www.doe.state.la.us/lde/saa/2273.html


Exemplars

Visible Thinking - Lemshaga Academi, Stockholm. Project Zero, Harvard University

http://www.pz.harvard.edu/vt/VisibleThinking_html_files/VisibleThinking1.html Smarter Balanced Assessment Consortiumhttp://www.k12.wa.us/smarter/

The Partnership for Assessment of Readiness for College and Careers (PARCC)

http://www.fldoe.org/parcc/

http://www.pz.harvard.edu/vt/VisibleThinking_html_files/VisibleThinking1.html

http://www.pz.harvard.edu/vt/VisibleThinking_html_files/VisibleThinking1.html

http://www.k12.wa.us/smarter/

http://www.fldoe.org/parcc/


Using AssessmentFOR

Learning

Richard Stiggins video

“Classroom Assessment for Student Learning – Doing It Right, Using It

Well”


BREAK


Colorado Assessment Revision Subcommittee Working Template


Template’s First Page Type of Assessment

Summative, Formative/Interim, Postsecondary and Workforce Readiness, School Readiness, and Special Populations

Purpose of the Assessment Utility

What the assessment will and will not measure

Data and Results Postsecondary and Workforce Readiness 21st Century Skills

critical thinking and reasoning, information literacy, collaboration, self-direction, and invention


Template’s Second Page Assessment Guidelines

May include, but may not be limited to, format, mode of delivery, frequency, duration, etc.

Provide rationale for each recommendation Prioritize

Roles and responsibility CDE, CDHE, Districts, Institutes of Higher Education, Schools,

Teachers, Parents, Students

Assessment Resources What resources are needed for successful administration? How might those needs be addressed?


Template’s Third Page Consequences

Positive consequences and the entities or individuals affected Negative consequences and the entities or individuals

affected with possible solutions

Barriers Identify barriers and recommendations to overcome them

Alternative Considerations List other ideas discussed by the subcommittee and provide

the rationale for their exclusion


Template’s Fourth Page

References, Resources and Exemplars Used by the Subcommittee

Subcommittee Members


Purpose and Concepts• Reach consensus on the purpose of each

assessment. * Purpose statement includes, but may not be limited to,

definition/description of the type of assessment, value of assessment statement, what it measures, impact of this assessment on teaching and learning, SB 08-212 requirement, etc.

• Compile an initial draft of concepts for each assessment and prioritize.* May include, but may not be limited to, format, mode

of delivery, frequency of the assessment, duration of the assessment, delivery of results, etc.

*These are first drafts and can be revised through meeting 4.


Formative AssessmentsPurposes from Meeting 1• To gauge student learning. Can occur anytime (embedded in

classroom practice)• As a check for what students are ready for next. Answers the

question, “are they ready to move on?”• Provides information for the next step for differentiation in

instruction • Results should be useable for students for self assessment and

peer assessment. Facilitates personal goal-setting and student motivation.

• Is diagnostic – should inform both teachers and students of how changes have been made over time. Builds a body of evidence that shows growth.

How has today’s conversations, exemplars and research affected these ideas?


Formative AssessmentsAssessment Guidelines and Concepts from Meeting 1• PD to use formative assessments to measure standards• Evaluative vs. descriptive feedback – PD to use results to change

instruction, not necessarily for a “grade” – subcommittee to define tools and processes.

• PD to change expectations around how and why formative grades are used

• Developed at teacher/district level, PD and resources from the State level

• Exemplars of quality formative assessments. Can be done at the local level.

• Idea: Bank of common formative tasks.



Formative Definition• Process, not product• Aligned to standards• Informs instruction - diagnostic• Changes behavior of teachers and students• Provides student motivation towards goals• Not punitive• Small scale• Doesn’t compare – teacher to teacher, school to school,

district to district• "formative assessment is a process used by teachers and

students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes" (CCSSO, 2008, p. 3).


Interim Assessments

Purposes from Meeting 1• To compare student performance between students in classrooms,

schools, and districts.• Informs system, programmatic changes vs. classroom instruction• Legislative purposes at the district level require the measurement

of growth and are used for improvement planning• Informs instructional augmentation.• To evaluate teachers, schools, districts



Interim Assessments

Assessment Guidelines and Concepts• Interim assessments need to be aligned with the State summative

assessment.• PD will be helpful for teachers to understand the use of data.• A through-course model , aligned to the state summative could

take the pressure off preparing for the summative. Concern: Over-testing

• Scoring needs to be standardized in order to be valid for any reporting purposes.



Interim Definition• (1) evaluate students’ knowledge and skills relative to a

specific set of academic goals, typically within a limited time frame, and (2) are designed to inform decisions at both the classroom and beyond the classroom level, such as the school or district level. (Achieve, Aspen Center)

• Growth towards mastery of standards over time• Aligned to standards• Results can be aggregated• Informs systems and programs• Allows teachers to communicate re: results and practice• Goal setting for students• Accessible to parents, families, and community educators


Consensus Building – Fist to FiveFist A no vote - a way to block consensus.

I need to talk more on the proposal and require changes for it to pass.

1 Finger I still need to discuss certain issues and suggest changes that should be made.

2 Fingers I am more comfortable with the proposal but would like to discuss some minor issues.

3 Fingers I’m not in total agreement but feel comfortable to let this decision or a proposal pass without further discussion.

4 Fingers I think it’s a good idea/decision and will work for it. 5 Fingers It’s a great idea and I will be one of the leaders in

implementing it.


Homework

1. What are the Benefits and Consequences of the Proposed Purpose and Concepts?

2. What are the roles and responsibilities of students, teachers, principals, districts, and the State in this type of system?

Come to the Grand Junction Meeting prepared to discuss these questions.


Save the Dates:

Meeting 3 - August 28 – Grand JunctionMeeting: Two Rivers Convention Center, 159 Main St., Grand Junction, CO 81501Hotel: Doubletree Hotel Grand Junction, 743 Horizon

Dr., Grand Junction, CO 81506-3906. Please call: 970-241-8888 to make your hotel room

reservation.

Meeting 4 - September 11 – Fort CollinsThe Hilton Fort Collins, 425 West Prospect Road, Fort

Collins, Colorado 80526Phone: 970-482-2626


Thank You!

office of standards, assessments and research & evaluation colorado assessment revision...

Documents

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assessment research

contentdriven standards

benchmark assessments

formative assessment

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