using common core assessment to enhance student learning cmc-south conference november 1, 2013 sally...
TRANSCRIPT
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Using Common Core Assessment to Enhance Student Learning
CMC-South Conference
November 1, 2013
Sally J. Bennett-Schmidt, Ed.D.
Assessment Director
San Diego County Office of Education
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Doing Some Math
25% of the fish in a bowl are guppies. The same number of guppies as were originally in the bowl are added. What percentage of the bowl is now guppies?
Summative or Formative?
Rich mathematics task?
Reflects CCSS-Math? SMPs?
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Session Overview
Assessment: Every Student a Winner It’s About Balance: Assessment OF and
FOR Student Learning Assessing (Common Core) Standards-
based Student Learning – Smarter Balanced and Beyond
Using Assessment to Promote Learning
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By the end of the session you will be able to say:
I can describe assessment of and for learning and I understand the components of a balanced approach to instruction and assessment.
I understand the summative, interim, and formative components of the Smarter Balanced assessment system.
I can identify tools and strategies that support using assessment to inform teaching and to engage students in their own learning.
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Considerations for Our Work Together
Multiple hats: learner, teacher, leader Application to your learning
and your work Look for “gold nuggets” Postpone distractions Protocols for coming together
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Assessment:Every Student a Winner!
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Assessment Experience #1
Think of a negative experience you’ve had being assessed…What made it negative?What effect did it have on you?
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Doing Assessment Right
“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.”
Rick Stiggins
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Unproductive ResponsesI don’t know what to do I don’t get it I’m probably too stupid I give up
Productive Responses I know what to do I can handle this I choose to keep trying
Student Responses to Assessment Experiences
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Assessment OF and FOR Learning: It’s About Balance
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Why do we assess?
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Why do we assess?
Inform instructional decisions Encourage students to try to learn
We must assess accurately, and use results effectively in order to make sure students react productively to the assessment results.
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A Balanced Assessment System
Assessment OFSummativePeriodicAfter instructionA snapshot in time
(destination)
Essential Question:
What have students already learned?
Assessment FORFormativeFrequentDuring instructionA moving picture
(journey)
Essential Question:
How can we help students learn more?
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Grade/Course – School – District Summative
Assessment
Grade/Course – School – District – State Summative
Assessment
INSTRUCTIONAL PROGRAM
Classroom / Common Formative Task(s) or
Test(s)
FORMATIVE TOOLS AND PROCESSESAssessment FOR Learning
Instructionally embedded Frequent \ Connected to learning targets
Happens while material is being taught Penalty Free – Isn’t used for grades
SUMMATIVE ASSESSMENTSAssessment OF Learning
Aligned to curriculum pacing Periodic Connected to standards
Occurs after material has been taught Scored or graded
Ongoing Checking for Understanding
Classroom / Common Formative Task(s) or
Test(s)
Classroom / Common Formative Task(s) or
Test(s)
Classroom / Common Formative Task(s) or
Test(s)
Grade/Course – School – District Summative
Assessment
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Smarter BalancedTheory of Action
All students leave high school college and career ready
Adaptive summative assessments
benchmarked to college & career
readinessCommon Core State Standards
specify K-12 expectations for college and career readiness
Teachers can access formative tools and
practices to improve
instruction
Interim assessments that are flexible and
open
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Assessing (Common Core) Standards-based Student Learning
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Assessing Standards-based Student Learning
We’re not assessing standards, we’re assessing standards-based student learning.
Students must demonstrate standards-based learning in multiple ways that reflect the:Content of the mathematics standards Standards for Mathematical PracticeInstructional shifts
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Assessing Standards-based Student Learning
Integrated approach to instruction and to assessmentStandards are not a checklistMultiple standards embedded in one item or
across a cluster of items Deliberately planned interaction among the
content of the standards, the standards for mathematical practice, the instructional shifts, and the assessment strategies
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Assessing Standards-based Student Learning: Smarter Balanced Approach
Key concepts underlying the Smarter Balanced approach to assessment aligned to the common core standards Claims Targets Depth of Knowledge
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Smarter Balanced Assessment Claims: Mathematics
• Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
Concepts & Procedures
• Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies
Problem Solving
• Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others
Communicating Reasoning
• Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems
Modeling & Data Analysis
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Smarter Balanced Assessment Targets: Mathematics
Provide more detail about the content and depth of knowledge
Generated from cluster headings Support the development of tasks & items
Grade 3 Concepts & Procedures: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Grade 8 Problem Solving: Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace.
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Smarter Balanced Assessment Cognitive Rigor: Mathematics
Type of Thinking Revised Bloom’s Taxonomy
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
Depth of Thinking Webb’s Depth of Knowledge
1. Recall & Reproduction
2. Basic Skills & Concepts
3. Strategic Thinking & Reasoning
4. Extended Thinking
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Smarter Balanced Assessment Rigor: Mathematics
Webb’s DOK 1 / Bloom’s 2 (Understand) Compose / decompose numbers
Webb’s DOK 2 / Bloom’s 4 (Analyze) Compare / contrast figures or data
Webb’s DOK 3 / Bloom’s 4 (Analyze) Generalize a pattern
Webb’s DOK 4 / Bloom’s 3 (Apply) Conduct a project that specifies a problem, identifies
solution paths, solves the problem & reports results
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Assessing Standards-based Student Learning
Items individually and collectively must measure deeper understanding and application of concepts
This requires a variety of item formatsSelected responseShort and extended constructed responseTechnology enhancedPerformance tasks
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Smarter Balanced Assessment Blueprint: Mathematics (Gr 7)
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Assessing Standards-based Student Learning
Discussion of summative, interim, and formative assessments and practices for measuring student learning of the common core standards
Using the assessment process as well as the results to not only measure but enhance student learning
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Assessment of Learning in Mathematics
Summative Assessment Practices
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Assessment of Learning in Mathematics: Summative
What annual summative mathematics assessments do students currently take?
What annual summative mathematics assessments will students take when the common core standards are implemented?
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Assessment of Learning in Mathematics: Summative
What We’ve Done CST / CMA
2-7 by grade level 8-11 by course EAP gr 11
CAPA CAHSEE AP / IB Exams SAT / ACT
What We Will Do Smarter Balanced
3-8, 11 by grade Gr 11 = 3 yrs HS math
Gr 11 EAP cut score CAPA / Alt Assess CAHSEE (until new law)
AP / IB Exams SAT / ACT
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Smarter Balanced Summative Assessment
End-of-year assessments benchmarked to college and career readiness Measure knowledge and skills as well as
deeper understanding and applicationComputer-adaptive portion with multiple
item types: selected response, constructed response, technology enhanced
Computer-based performance tasks with classroom components
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Sample Smarter Balanced Item: Gr 3 SR
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Sample Smarter Balanced Item: Gr 11 TE / CR
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Sample Smarter Balanced Item: Gr 8 CR
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Sample Smarter Balanced Item: Gr 5 CR
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Are these items…
Summative? Formative?
How do you know?
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Assessment of Learning: Summative Assessment Results
Assessment OF Learning: What have students already learned?Performance levels (criterion-referenced)Scale scores (vertical scale)Growth / progress determinationSubscores (level of detail TBD)
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Grade/Course – School – District Summative Assessment
Grade/Course – School – District – State Summative Assessment
INSTRUCTIONAL PROGRAM
Classroom / Common Formative Task(s) or Test(s)
FORMATIVE TOOLS AND PROCESSESAssessment FOR Learning
Instructionally embedded Frequent Connected to learning targets
Happens while material is being taught Penalty Free – Isn’t used for grades
SUMMATIVE ASSESSMENTSAssessment OF Learning
Aligned to curriculum pacing Periodic Connected to standards
Occurs after material has been taught Scored or graded
Ongoing Checking for Understanding
Classroom / Common Formative Task(s) or Test(s)
Classroom / Common Formative Task(s) or Test(s)
Classroom / Common Formative Task(s) or Test(s)
Grade/Course – School – District Summative Assessment
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Using Summative Assessment Results: Teachers
Predict: What might these results tell you about student achievement of the standards – both content and practice?
Observe: What do these results say about student achievement (just the facts)?
Infer: What do these results suggest and what else do you need to know?
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Using Summative Assessment Results: Students
How could we get students more involved in understanding and acting on these summative assessment results?Predict, Observe, InferSet Goals
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Turn & Talk: Summative Assessment
How can summative assessment be used to inform instructional decisions and encourage students to try to learn?
We must assess accurately, and use results effectively in order to make sure students react productively to the assessment results.
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Assessment of and for Learning: Mathematics
Interim Assessment Practices
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Assessment of and for Learning in Math: Interim
What interim assessments of or for learning have teachers and students been using in mathematics?
What interim assessment of or for learning might teachers and students use as we implement the common core state standards in mathematics?
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Assessment of and for Learning in Math: Interim
What We’ve Done District or commercial
benchmark assessments
Unit or chapter tests Quizzes Common tasks
What We Will Do Smarter Balanced
interim assessments District or commercial
assessments Unit or chapter tests Quizzes Common tasks
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Smarter Balanced Interim Assessment
Optional interim assessment toolsSame delivery system, item types, and
scoring scaleSummative assessment “clone”“Testlettes” assessing clusters of standards
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Grade/Course – School – District Summative Assessment
Grade/Course – School – District – State Summative Assessment
INSTRUCTIONAL PROGRAM
Classroom / Common Formative Task(s) or Test(s)
FORMATIVE TOOLS AND PROCESSESAssessment FOR Learning
Instructionally embedded Frequent Connected to learning targets
Happens while material is being taught Penalty Free – Isn’t used for grades
SUMMATIVE ASSESSMENTSAssessment OF Learning
Aligned to curriculum pacing Periodic Connected to standards
Occurs after material has been taught Scored or graded
Ongoing Checking for Understanding
Classroom / Common Formative Task(s) or Test(s)
Classroom / Common Formative Task(s) or Test(s)
Classroom / Common Formative Task(s) or Test(s)
Grade/Course – School – District Summative Assessment
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The Instructional Road
Pre-testUngraded
Quiz
Graded Quiz Unit Test
? ? ? ? ? ? ? ? ? ? ? ? ?
Checks for Understanding
Assignments / Tasks
Ungraded Common
Assessment
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Using Interim Assessment Results: Teachers
Assessment OF learning: What have students already learned?Scored / graded workFinal result
Assessment FOR Learning: What comes next in the learning? Ungraded workOpportunity to improve
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Using Interim Assessment Results: Students
How could we get students more involved in understanding and acting on interim assessment results?Predict, Observe, Infer, Set GoalsRubric or Task AnalysisDescriptive FeedbackUse Re-engagement Lessons / Strategies
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Turn & Talk: Interim Assessment
How can interim assessment practices be used to inform instructional decisions and encourage students to try to learn?
We must assess accurately, and use results effectively in order to make sure students react productively to the assessment results.
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Assessment for Learning: Mathematics
Formative Assessment Practices
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Assessment for Learning in Mathematics: Formative
What formative tools and processes have teachers and students been using to support teaching and learning in mathematics?
What formative tools and processes might teachers and students use to support teaching and learning of the common core state standards in mathematics?
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Assessment of Learning in Mathematics: Formative
What We’ve Done Total participation
techniques Classroom checking
for understanding Exit slips, quick writes Common
assignments or tasks
What We Will Do Smarter Balanced
Digital Library Total participation
techniques Exit slips, quick writes Classroom checking
for understanding Common assignments
or tasks
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Smarter Balanced Formative Assessment
Digital LibraryTools and strategies to support improving
teaching, increasing learning, and enabling differentiation
Best practices to check for student understanding and provide timely feedback
High quality lessons and instructional units with embedded formative practices
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Smarter Balanced Formative Assessment Definition
Formative assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals
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Attributes of Formative Assessment Process
Clarify Intended Learning Learning targets, success criteria
Elicit Evidence Tasks or strategies to elicit evidence of learning
Interpret Evidence Methods or processes for teachers and students to
analyze and interpret the evidence of learning Act on Evidence
Opportunities for teachers and students to respond via further instruction or learning activities
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Classroom Formative Practices
Tools, strategies, and practicesChecking for understanding (individual,
pairs/partners, small groups, whole group)Total participation techniquesDiscussion or conversation protocols
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Classroom Formative Practices
The Formative ClassroomWhat formative practices did you notice?How did or would these practices support:
• All students? Students with special needs?
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Using Formative Results: Teachers
Assessment FOR Learning: What comes next in the learning? (Ungraded)Descriptive Feedback (oral or written)“Stoplights” or other cuesListening in with comments or questions
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Using Formative Results: Students
How could we get students more involved in understanding and acting on formative feedback?Assessment for Learning strategies
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Seven Strategies of Assessment for Learning
1. Provide a clear statement of the learning target
2. Use examples and models of strong and weak work
3. Offer regular descriptive feedback
4. Teach students to self-assess and set goals
5. Design focused lessons
6. Teach students focused revision
7. Engage students in self-reflection; let them keep track of and share their learning
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Turn & Talk: Formative Assessment
How can formative tools and strategies be used to inform instructional decisions and encourage students to try to learn?
We must assess accurately, and use results effectively in order to make sure students react productively to the assessment results.
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Assessment:Every Student a Winner!
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Assessment Experience #2
Think of a positive experience you’ve had being assessed…What made it positive?What effect did it have on you?
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Using Assessment to Promote Student Learning
Why do we assess?Inform instructional decisionsEncourage students to learn
Help teachers and students answer:Where am I going?Where am I now?How do I close the gap?
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Using Assessment to Promote Student Learning
Using rich, high-quality tasksSharing & shifting the cognitive “heavy lifting”
in mathematical thinking our classroomsWhen students are confronted with a
challenging math problem, rigorous instruction involves helping students clarify their thinking about the task, and letting them come up with approaches and solutions….