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Unit planning and Formative assessments . SLS: Eknowledge Series March 7, 2012. Facilitators: Lynn Radicello , OCM BOCES Curriculum, Instruction, and Assessment Auddie Mastroleo , OCM BOCES Network Team. The Big Picture. Teachers. Principals. Superintendents. Board of Ed. DDI. CCLS. - PowerPoint PPT Presentation
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SLS:Eknowledge SeriesMarch 7, 2012
UNIT PLANNING AND FORMATIVE
ASSESSMENTS
Facilitators:
Lynn Radicello, OCM BOCES Curriculum, Instruction, and AssessmentAuddie Mastroleo, OCM BOCES Network Team
Board of Ed
Superintendents
Princip
als
Teachers
CCLS
DDI
APPR
The Big Picture
READINESS GUIDE
Awareness
Connections
Integration
QUALITY UNIT DESIGN
QUALITIES OF UNIT DESIGN
Begin by selecting the standards to teach
Standards are addressed with essential questions and guiding questions
Incorporates both formative and summative assessment
Assessment criteria communicated to learners prior to beginning the work
Knowledge and skills are identified
Instructional strategies carefully and purposefully planned
Which ones to teach?
PRIORITIZING THE
STANDARDS
Criteria
Prioritizing the
Standards
• Does the value extend beyond a single test?
Endurance
• Is the value multi-disciplinary?Leverage
• Necessary for success in the next grade?
Readiness for the
next level of
learning
Criteria
Prioritizing the
Standards
• Does the value extend beyond a single test?
School
• Is the value multi-disciplinary?Life
• Necessary for success in the next grade?
State Test
Prioritizing the
Standards
Endurance
Leverage Readines
s
SchoolLife
State Test
What do your students need for success – in this school year, next year, and so on
(leverage; readiness), in life (endurance), and
on your state tests?
Guiding Questions
for Prioritizing Standards
What essential
understandings and
skills do our students
need?
Which standards
and/or indicators
can be clustered or incorporated into others?
A Protocol for
Prioritizing Standards
• Identify the standards/indicators that are non-negotiable
On your own
• Compare choices• Note
similarities/differences• Reach initial consensus
Talk with your
colleagues
• Grade Above & Grade Below
• Align all grade spans
Vertical Alignme
nt
Prioritize the
Standards in the Unit
WITH YOUR GROUP….First, independently identify non-negotiable standards
Compare choices and reach a consensus
Align standard selections by comparing a grade above and below (vertical alignment)
LINKED TO STANDARD
S
Essential Questions
Guiding Questions
When is war
justified?
What makes art
art?
Are numbers
real?
Essential Questions
A universal question that has no definitive answer
Provides a compelling and relevant “hook” into the student’s experience
Encourages multiple perspectives as well as ongoing inquiry and interest
What were the causes
and consequence
s of 20 th century
American wars?
What are the effects of erosion
on our beaches?
Guiding Questions
Specific and answerable questions
Support inquiry based instruction linked to the essential question
Provides the cohesive thread in the unit’s lessons
What do students need to
know and be able to
do?
IDENTIFY KNOWLEDGE
AND SKILLS
Analyze standards for
CONTENT
what students need to know
SKILLSwhat students
need to be able to do
UNWRAPPING
Let’s unwrap RL6-8.1!
Underline the nouns
Circle the verbs
Enter these
into the unwrappi
ng template
Bloom’s or DOK?
UNWRAPPING
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
Underline the nouns
Circle the verbs
Enter these
into the unwrappi
ng template
Bloom’s or DOK?
UNWRAPPING
SKILLS (verbs) CONCEPTS (nouns) BLOOM’S/DOK
Students need to be able to do…Students need to know
about…What kind of
thinking?
• Cite
• Support
• Draw (prior knowledge)
• Textual evidence
• Analysis of explicit text
• Inferences (prior knowledge)
• DOK 3
• Bloom’s 3-4
Topics/Big Ideas/Essential Questions
• Supporting analysis with details and examples
• How does textual evidence support and strengthen our thinking?
UNWRAPPING TEMPLATE
Unwrapping the
Standards in the Unit
WITH YOUR GROUP….Select a priority standard to unwrap
Underline nouns and circle the verbs
Select level of thinking and key vocabulary
Instructional Strategies
Required Knowledge
Required Skills
Opportunities to make meaning
Real world connection
s
Rigor and complex thinking
skills
Provides scaffolding
and extension
ASSESSMENT TYPES
DATA RESOURCES
LET’S BE CLEAR
Assessment for
Evaluation
Assessment for
Instruction
Summative
Formative
Formative vs.
Summative
AT YOUR TABLES….
Brainstorm
Craft a definition for each
Share
A science teacher has students complete a graphic organizer identifying the different parts of a cell. He grades the assignment and returns it to students. He speaks privately with a few students (who did not pass) to tell them that they’ll need to study more since this information will be on the unit test at the end of the chapter.
FORMATIVE? SUMMATIVE?
A Kindergarten teacher asks her students to write their first name and draw a self-portrait. She identifies those students who can’t spell their name and targets them for specific sound/letter instruction.
FORMATIVE? SUMMATIVE?
Each student in Jazz Band played an on-demand musical piece as part of their final exam. The score was factored in and became a part of their final average.
FORMATIVE? SUMMATIVE?
Formative vs.
Summative
Occurs during the learning process
Identifies students
experiencing difficulties
Results are used to help students continue to learn
(informs instruction)
Informs teachers as to the
effectiveness of instruction for
current students Informs students
in regards to progress in becoming proficient (provides feedback)
Typically are NOT used to assign
grades
An assessment is formative if it…
Examples of Formative
Assessments
Exit/Entrance
SlipsJournals
Questioning Discussions
Observations
Whiteboards
Formative vs.
Summative
Occurs after the learning process
has ended
Is not used to improve students’
understanding of content
Results are used to inform
stakeholders of individual student
achievement
Informs teachers as to the
effectiveness of instruction for
future students
Informs students about their academic
standing in relation to others
Assigns a grade to indicate
student progress at a specified point in time
An assessment is summative if it…
Examples of Summative Assessment
s
End of Unit or Chapter
Tests
State Assessmen
ts*Benchmar
k Assessmen
ts
Final Exams
Placement Tests
Achievement Tests
WHAT ARE SOME WAYS YOU USE
FORMATIVE AND SUMMATIVE
ASSESSMENTS?
Balanced Assessment
Common
Summative
Formative
What does
common
mean?
The 5th grade team collaboratively designs an assessment that is focused on common learning goals. Each teacher grades his/her own assessments & they reconvene to discuss the results. During the analysis, one teacher reveals she gave an additional week’s worth of instruction to students prior to administering it because she felt they needed more time to master the material.
COMMON? NOT COMMON?
What does
common
mean?
Three English 7 teachers each develop a section (accompanied by an answer key or rubric) for a short story unit assessment and combine them into one. All students will take the assessment, but some of the assessment items are generic so the teachers can modify them to fit the stories taught.
COMMON? NOT COMMON?
What does
common
mean?
COMMON? NOT COMMON?
A team of 10th grade Geometry teachers agree to administer the quiz located at the end of each chapter to all students. They don’t teach the same units at the same time, but all the units are taught before the end of the year.
COMMON? NOT COMMON?
What does
common
mean?
Is developed collaboratively by
teachers who teach the same grade level or
content
Uses a common process for
determining the criteria for quality
work
Measures the same learning
targets no matter the teacher
Administered systematically
and timely to all students enrolled
in a course or grade
Results are scored and analyzed
collaboratively
Facilitates a systematic, collective
response to struggling students
An assessment is common if it…
Teach, test, and hope for the best
Spray and pray
I taught it, they just
didn’t learn it.
SOUND FAMILIAR?
Putting It All
Together
The more you teach without finding out
who understands the information and who doesn’t, the greater the likelihood that
only already-proficient students
will succeed. Grant Wiggins, 2006
Balanced Assessment System
WHERE DO INTERIM ASSESSMENTS FIT?
Hallmarks of Interim
Assessments
Developed collaboratively & may mimic high-
stake tests
Given quarterly (not unit tests) to
all students enrolled in a
course or a grade
Aligned with standards/state
tests/college readiness
Cumulative (reassess
previously taught standards)
Collaboratively scored and analyzed
Result in action planning
Involve students in the process
Are the starting point of
instruction
Balanced Assessment System
In-the-momentFormativ
e
Provides a link between the two
Larger year-end goal
Interim
Summative
DESIGNING QUALITY ASSESSMENTS
Designing Quality
Common Assessmen
ts
A Seven Step
Process
Decide What to Assess
Decide How to Assess
Develop Assessment
Plan
Determine the Timeline
Write the Assessment
Review the Assessment
Set Proficiency
Criteria/Gather Data
Step
1DECID
E WHAT
TO ASSES
S
Examine your learning targets
Which targets
are most likely to cause certain
students difficulty?
Which targets
are prerequisite skills
for informati
on to come
later in the unit?
Which targets
are absolutel
y necessar
y for students to know?
Clear? (student-friendly language)
Focused? Appropriate?
LEARNING TARGETS
Identify the type of learning target
Knowledge
Reasoning Skill Product
LEARNING TARGETS
Understands Knows
Understanding…
…”Understanding”
Know Your
Learning Targets
Knowledge Reasoning Skill Product
KnowList
NameIdentify
TellExamine
RecognizeExplain
UnderstandDescribeDefine
CompareContrast
DistinguishAnalyzeOrganize
InferDeducePredict
InterpretHypothesize
SortEvaluate
ProveJudge
Support Justify
Classify
PlayDoUse
ObserveMeasureExplore
DemonstrateCarry out
ModelListen
PerformQuestionConductSpeak
MakeGenerateDesign
ConstructInvent
ProduceDrawWrite
CreateDevelop
Knowledge Reasoning Skill Product
ELA
Recall details and examples from a text
Compare and contrast the point of view in different stories
Write an opinion piece on a topic.
Produce clear and coherent writing
EXAMPLES OF LEARNING TARGETS
Step
2DECIDE HOW
TO ASSES
S
Determine your assessment
strategy
Selected Respons
e
Constructed and
extended written
response
Performance
assessment
Step
2DECIDE HOW
TO ASSES
S
Assessment Strategy
ConsiderationsAccurate
ly measure
the intended LT at the level of thinking it was
taught?
Provide timely
turnaround?
Require a
rubric?
DESIGNING QUALITY ASSESSMENTS
Learning Target
Assessment Method
ASSESSMENT METHODSMethod Ideal for
assessingExamples Scoring
Selected Response
Knowledge-level learning targets
Multiple ChoiceFill-in-the-blankT/FMatching
Number or percent of points
Rubric
Extended written
response
Chunks of knowledge that
interrelate & student reasoning
EssayShort Answer
Performance Assessment
Learning best achieved through
observable actions (skills) or the
development of products
Playing an instrument
Changing the oil in a car
Conversing in a foreign language
Step
3DEVELOP
THE ASSESSMEN
T PLAN
Design the Assessment
Measure what
you’ve taught
(identified learning targets)
Assess student
learning at the
cognitive level the
information was taught
Step
3DEVELOP
THE ASSESSMEN
T PLAN
Consider the sample size
How many items do I need to
accurately assess a learning target?
Triangulate
Step
4DETERMIN
E THE TIMELINE
Frequent assessmen
t
Increased student
achievement
Time to plan
Time with
students
Time to turnarou
nd
Time to intervene TIME!
Step
5WRITE THE ASSESSMEN
T
General Guidelines
Selected Response
Items
Constructed
Response Items
Advantages• Can measure a
variety of objectives
• Easy to score• Can cover lots of
material efficiently
• Carefully crafted distracters can provide diagnostic information
Disadvantages• Multiple-guess• Can be difficult to
identify plausible distractors
MULTIPLE-CHOICE QUESTIONS
WRITING QUALITY MULTIPLE CHOICE QUESTIONS
#1 Keep the wording simple
Not this… When scientists rely on magnets in the development of electric motors they need to know about poles, which are?
But rather this… What are the poles of a magnet called?
WRITING QUALITY MULTIPLE CHOICE QUESTIONS
#2 Ask a full question in the stem (the part that precedes the
options)
Not this…Between 1950 and 1965a. Interest rates increased.b. Interest rates decreased.c. Interest rates fluctuated
greatly.d. Interest rates didn’t change.
But rather this…What was the trend of interest rates between 1950 and 1965?a. Increased onlyb. Decreased onlyc. Increased, then decreasedd. Remain unchanged
WRITING QUALITY MULTIPLE CHOICE QUESTIONS
#3 Eliminate clues to the correct answer within the question
Not this…All of these are examples of a bird that flies, except ana. Ostrichb. Falconc. Cormorantd. Robin
But rather this…Which of the following is an example of a bird that can NOT fly?a. Ostrichb. Falconc. Cormorantd. Robin
WRITING QUALITY MULTIPLE CHOICE QUESTIONS
#4 Highlight critical, easily overlooked words i.e., NOT, MOST, LEAST, EXCEPT
Not this…Which of the following is an example of a bird that cannot fly?a. Ostrichb. Falconc. Cormorantd. Robin
But rather this…Which of the following is an example of a bird that can NOT fly?a. Ostrichb. Falconc. Cormorantd. Robin
WRITING QUALITY MULTIPLE CHOICE QUESTIONS
#5 Remove repetitive words within each option; instead, reword the stem
Not this…Between 1950 and 1965a. Interest rates increased.b. Interest rates decreased.c. Interest rates fluctuated greatly.d. Interest rates didn’t change.
But rather this…What was the trend of interest rates between 1950 and 1965?a. Increased onlyb. Decreased onlyc. Increased, then decreasedd. Remain unchanged
WRITING QUALITY MULTIPLE CHOICE QUESTIONS
Reduce the “guessing” games
Eliminate “throw away” choices
Put choices in a logical
order such as
alphabetical or small
to large
Avoid equal-
sized lists in
matching questions
Choose distractors carefully; plausible,
yet illuminate errors in thinking
WRITING QUALITY CONSTRUCTED RESPONSE
QUESTIONSProvide context for student
answersEnvironmental issues can have social,
economic, and political effects on our country. For example, the 2010 oil spill in the Gulf of Mexico affected our economy through the tourism industry – an economic effect. The
greenhouse effect has resulted in many new laws reducing car emissions – a political effect. Choose one environmental issue that has such an impact and explain what the social, political,
and economic impact was.
WRITING QUALITY CONSTRUCTED RESPONSE
QUESTIONS
Novel PromptDescribe the effects of the Civil War on the economy of the South.
Recall?OR
Applying to a new
situation?
Step
6REVIEW
THE ASSESSMEN
T
Are the directions
clear?
Will students
understand what you are asking them to do and why?
Are the learning targets
accurately assessed
and represente
d?
Are the questions
written according
to best practice?
Step
7SET
PROFICIENCY CRITERIA
AND DECIDE HOW TO GATHER
DATA
What does proficiency look like for each learning target being assessed?
IS IT VALID?Validity Accura
cy
We identified specific learning targets.
We determined the level of
rigor for each target.
We matched the
assessment to the identified
level of thinking.
IS IT RELIABLE?Reliability Consisten
cy
We used a sufficient number of questions.
We agree on proficiency
levels & how items will be
scored.
Step
7SET
PROFICIENCY CRITERIA
AND DECIDE HOW TO GATHER
DATA
How will the data be gathered?
TargetStudents needing
intervention
Students needing
more practice
Students needing
enrichment
Target One
Target Two
Designing Quality
Common Assessmen
ts
A Seven Step
Process
Decide What to Assess
Decide How to Assess
Develop Assessment
Plan
Determine the Timeline
Write the Assessment
Review the Assessment
Set Proficiency
Criteria/Gather Data
SO NOW WE KNOW
What students should know
and do
How teachers and students will know they are successful
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