Common Core State Standards: Begin with the End in Mind Susan Gendron Senior Fellow International...

Common Core State Standards: Begin with the End

in Mind

Susan Gendron

Senior Fellow

International Center for Educational Leadership

Policy Coordinator, SMARTER

Standards: Important but insufficient

• To be effective in improving education and getting all students ready for college, workforce training, and life, the Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards.

Next Generation Assessments

The Challenge

How do we get from here... ...to here?

All students leave high

school college and career

ready

Common Core State Standards

specify K-12 expectations for

college and career readiness

...and, how can an assessment system contribute to this effort?

All students leave high

school college and career

ready

Common Core State Standards

specify K-12 expectations for

college and career readiness

How do we get from here... ...to here?

Assessment Consortia

1. Measure common core standards

2. Provide accurate information about what students know and can do:

a. Student achievement standardsb. Student growth from year to yearc. On-track to college and career ready by the time of HS graduation

PARCC GOVERNING STATES

SMARTER GOVERNING STATES

AZ, AR, FL, GA, IL, IN, LA, MD, MA,NJ, NM, NY, OK, RI, TN, DISTRICT OF COLUMBIA16 States

CA, CT, HI, ID, KS, ME, MI, MO, MT, NC, NH, NV, OR, UT, VT, WA, WI, WV18 States

PARCC ADVISORY STATES

SMARTER ADVISORY STATES

AL, CO, DE, KY, MS, NJ, ND, OH, PA, SC10 States

AL, CO, DE, IA, KY, ND, NJ, OH, PA, SC, SD, WY, 12 States

All students leave high school college

and career ready

Adaptive summative assessments

benchmarked to college & career readiness

Common Core State Standards

specify K-12 expectations for college and career readiness

Teachers can accessformative tools and

practices to improve

instruction

Interim assessments that are flexible and

open

A Simplified Theory of Action

Assessment System Design: Distributed Summative Assessment

10

START OF

SCHOOL YEAR

END OF

SCHOOL YEARThrough-

Course 1

Through-Course 2

25% 50%

Through-Course 3

75%

Through-Course 4

90%

End-Of-Year

Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance Management (www.k12center.org)

Key components:

Three through-course components distributed throughout the year in ELA and mathematics, grades 3-11.

One Speaking/Listening assessment administered after students complete the third through course component in ELA; required but not part of summative score – could be used for course grades.

One end-of-year assessment

To learn more

Partnership for Assessment of Readiness for College and Careers

http://parcconline.org

SMARTER Balanced Assessment Consortium

www.k12.wa.us/SMARTER

Students (with prompting and support from the teacher) read “Garden Helpers” in National Geographic Young Explorers and demonstrate their understanding of the main idea of the text—not all bugs are bad—by retelling key details. [RI.K.2]

Students locate key facts or information in Claire Llewellyn’s Earthworms by using various text features (headings, table of contents, glossary) found in the text. [RI.1.5]

Students explain how the main idea that Lincoln had “many faces” in Russell Freedman’s Lincoln: A Photo biography is supported by key details in the text. [RI.3.2]

Students explain how Melvin Berger uses reasons and evidence in his book Discovering Mars: The Amazing Story of the Red Planet to support particular points regarding the topology of the planet.

[RI.4.8]

Students compare and contrast Laurence Yep’s fictional portrayal of Chinese immigrants in turn-of-the-twentieth-century San Francisco in Dragonwings to historical accounts of the same period (using materials detailing the 1906 San Francisco earthquake) in order to glean a deeper understanding of how authors use or alter historical sources to create a sense of time and place as well as make fictional characters lifelike and real. [RL.7.9]

Students evaluate Jim Murphy’s The Great Fire to identify which aspects of the text (e.g., loaded language and the inclusion of particular facts) reveal his purpose; presenting Chicago as a city that was “ready to burn.” [RH.6–8.6]

Students analyze in detail the theme of relationships between mothers and daughters and how that theme develops over the course of Amy Tan’s The Joy Luck Club. Students search the text for specific details that show how the theme emerges and how it is shaped and refined over the course of the novel. [RL.9–10.2]

PARCC examples

Your State Standards CCSS

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1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

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KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

AcquisitionAcquisition ApplicationApplication

AdaptationAdaptationAssimilationAssimilation

Rigor/Relevance FrameworkRigor/Relevance Framework

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

RightRightAnswerAnswer

Did Students Get it Right?Did Students Get it Right?

RationalRationalAnswerAnswer

RightRightQuestionsQuestions

RightRightProcedureProcedure

High

HighLow

Low

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Planning Planning

Student Learning

Student Learning

Instruction

Assessment

ExpectedStudent

Performance

ActualStudent

Performance

Rigor/Relevance

Rigor/Relevance

FeedbackReflection

What How How Well

a

Rigorous and Relevant Instruction

Sharing the standard with Students

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Defining the Focus

Rigorous and Relevant Instruction

Analyze the verbs

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Defining the Focus

Rigorous and Relevant Instruction

Reword – the standard

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Defining the Focus

Rigorous and Relevant Instruction

“I can” statements

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Defining the Focus

Student Understanding

“ What does this standard want you to be able to do or know?”

to

“What skills or knowledge do you have to demonstrate to be successful?”

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Strategy

• KWL chart (Know, Want to Know, Learned)

• Strategy:– Student create a chart (KWL)– Teachers poses questions– Determine what the focus needs to be

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Teacher Talk

• “We are learning…..”

• “So what do you need to remember to do?” (achieve the standard)

• Classroom discussion changes – we are learning….

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Exemplars

Show the students the high expectation for the standard

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Formative Assessment Process

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Formative Assessment

• What is it?

• What are the major components?

• What are the similarities with standards-based education?

• How can you share learning goals with your students?

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Summative/Formative

Summative Formative

End of unit, quarter and/or year

No grade

Final results “Feedback” helps student to improve

Multiple choice, extend response, performance assessment

Part of regular classroom learning

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Advantages of Formative Assessment

• Students learn faster

• Teachers know what students already know & adjust instruction

• Students aware of progress

• Most powerful moderator in student achievement

• Works for at risk students

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Connecting Formative Assessment Process & the Standards

Helps the teacher understand “HOW” students can improve in learning so they can be proficient!

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Formative Assessment Strategies(Black, Wiliam,1998; Sadler, 1998; Stiggins, 2007;Heritage, 2007)

• Pre-assessing students

• Sharing Learning goals with students

• Co-creating classroom discourse & questioning

• Rich & challenging tasks elicit student response

• Identifying gaps

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Formative Assessment Strategies(Black, Wiliam,1998; Sadler, 1998; Stiggins, 2007;Heritage, 2007)

• Providing feedback/how to improve

• Self-assessments

• Peer- assessments

• Opportunities to close the gap

• Celebrations

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Formative Assessment ProcessPopham (2008)

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Pre-assess students

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Formative Assessment ProcessPopham (2008)

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What do students say

• Class discussion• Debate• Oral presentation• story/event telling• Agree/disagree• Choral reading• Think-Pair-Share• You’re the Judge• Ask a question• Make a Statement• Radio Show

• Small group talk• Play/drama• Reciting a poem/speech• Panel discussion• Music• Interviews• Think aloud• Answer specific• Podcasts• Read aloud• Other____

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Formative Assessment ProcessPopham (2008)

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Ask Questions

• Use Fingers, Cards, Fingers

• A,B, C, D cards

• Rate responses– 4 – Complete response– 3 – Demonstrates an understanding or

application of the goal– 2 – Minimal evidence– 1- No evidence

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Take a Three Minute Pulse

• After 10-15 discussion, reading, lecture• Reflect, discuss what they learned using higher order

thinking skills • Suggested questions: (Marzano)

– How does this information relate to you?– How does what we’ve just learned relate to..– How is what we just learned similar or different to– Identify one thing you knew and one thing that was

new to you…

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Exit Sheet

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One Minute Response

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Diagnostic Learning Log

Major Concept Unsure/Questions

My solutions

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Formative Assessment ProcessPopham (2008)

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Feedback

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More Strategies

• Traffic Light feedback

• Gallery Walk

• Portfolio

• Concept Map

• Ticket out the door

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Self Assessment cards

• Please notice…• I’ve learned…• I have a question…• I want you to know I was really stuck…• But I think I figured it out…• Still need practice:

– I’m struggling with…– My big question is…

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Rigorous and Relevant Instruction

1. Skills, knowledge, behaviors and concepts

2. Student work (Level of Rigor and Relevance)

3. Cross-reference to state standards

Student Performance

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Rigorous and Relevant Instruction

• Assessment matched student performance

• Type of assessment consistent with strategies

• Level matches the level of rigor and relevance

• Multiple measures

Assessment

Low

High

Low High

TraditionalTests

Performance

Rigor/Relevance FrameworkRigor/Relevance Framework

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1

2

3

4

5

6

1 2 3 4 5

Verb list by Rigor/Relevance Verb list by Rigor/Relevance QuadrantQuadrant

Calculate matchChoose memorizeCount nameDefine recallDescribe reciteFind recordIdentify selectLabel spellList locate

Analyze differentiateCategorize discriminateClassify evaluateCompare examineConclude explainContrast inferDefend judgeDiagram justify

prove

Adapt justifyArgue modifyCompose predictConclude prioritizeConstruct proposeDesign rateEvaluate recommendFormulatereviseInvent teach

Adjust interpretApply interviewBuild makeCalculate modelConstruct playDemonstrate produceDramatize relateDraw sequenceIllustrate solve

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

RightRightAnswerAnswer

Did Students Get it Right?Did Students Get it Right?

RationalRationalAnswerAnswer

RightRightQuestionsQuestions

RightRightProcedureProcedure

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Recall, facts, Recall, facts, observations, observations, demonstratedemonstrate

Next GenerationNext Generation

Summarize, Summarize, analyze, analyze, organize, organize, evaluateevaluate

Predict, design, Predict, design, create, innovatecreate, innovate

Apply, relate, Apply, relate, demonstratedemonstrate

High

HighLow

Low

A - Ask questions to recall facts, make observations, or demonstrate understanding:

What is/are ___?

How many ___?

What did you observe ___?

What can you recall ___?

In what ways ___?

What did you notice about ___?

What do/did you feel/see/hear/smell ___?

What do/did you remember ___?

What did you find out about ___?

B – Ask questions to apply or relate:

How would you do that?

Where will you use that knowledge?

How does that relate to your experience?

How can you demonstrate that?

Calculate that for ___?

How would you illustrate that?

How do you know it works?

Can you apply what you know to this real-world problem?

C – Ask questions to summarize, analyze, organize, or evaluate:

How are these similar/different?

How is this like?

What’s another way we could express that?

How can you distinguish between ___?

How would you defend your position?

What evidence can you offer?

How do you know?

D – Ask questions to predict, design, or create:

How would you design a __ to __?

How would you compose a song?

Can you see a possible solution?

Can you develop a proposal that would__?

How would you do it differently?

How would you devise your own way to deal with ___?

KNOWLEDGE

A P P L I C A T I O N

•• Extended Extended ResponseResponse

•• Product Product PerformancePerformance

Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework

•• PortfolioPortfolio•• Product Product

PerformancePerformance•• InterviewInterview•• Self ReflectionSelf Reflection

•• Process Process •• PerformancePerformance•• Product Product

PerformancePerformance

•• Multiple ChoiceMultiple Choice•• Constructed Constructed

ResponseResponse

Performance Assessments

• Set criteria

• Student knows what is expected

• Teacher must analyze what is essential in the task

Developing Scoring Guides

• Holistic

• Checklist

• Analytic

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Holistic

• Simplest

• Broad categories

• Each category is given maximum point value

• Evaluator assigns points to each measure

• Total score given to performance

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Analytic (Rubric)

• Most popular for performance tasks

• Several broad categories

• Specific criteria for each category

• High to low levels of performance

• Sample guides

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4 - Composition shows excellent understanding of narrative writing. It includes seven or more details to support the main idea and has a distinctive beginning, middle and ending. The paper sticks to the topic with a logical plan and sequence. It is well

elaborated and easy to understand.3 – Composition shows a reasonable understanding of narrative writing. It includes 5 or more details to support the main idea and has a beginning, middle and ending. It sticks to the topic most of the time but might have some unrelated details. The paper has a reasonable plan ….

2

1

RIGOR

RELEVANCE

AA BB

DDCC

Increasing Rigor/RelevanceIncreasing Rigor/Relevance

High

HighLow

Low

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