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WELCOME. “ The last thing I remember, I was sitting in a professional development meeting. Apparently, I died from boredom.”. Goals and Objectives To define and describe the differences between Common Assessments and Short Cycle Assessments. - PowerPoint PPT Presentation
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“The last thing I remember, I was sitting in a professional development meeting. Apparently, I died from boredom.”
Special Ed Read Math
02-03 5th NA NA
6th 33.3 16.7
03-04 5th NA NA
6th 35.7 35.7
04-05 5th 40 NA
6th 33.3 16.7
05-06 5th 23.1 0
6th 27.3 0
06-07 5th 41.2 58.8
6th 61.5 61.5
07-08 5th 69 67
6th 67 80
5. To introduce a format for short cycle assessments that has been successful in improving students’ achievement.
6. To further investigate the difference between Assessment for Learning and Assessment of Learning.
7. To expose the participants to the Ohio Center for Essential Reform’s Data Base and Question Generator.
8. To complete short cycle assessments ready for use for the 2008-09 school year.
To define and describe the differences between Common Assessments and Short Cycle Assessments.
Short/Common Cycled Assessments
What Are They?
Assessments given periodically throughout the school year to see “where students are” with regard to the Academic Content Standards
Assessments that model the content, format, vocabulary and administration of the Ohio Achievement Tests and the Ohio Graduation Test
Focused Collaboration effort that will provide systemic improvement
Increase Confidence in students learning of standards.
Build Capacity on using data that is meaningful during the year.
Most teachers use exams, quizzes, and assessments to assign grades. The formative assessment should be the essential learnings blueprint and viewed before instruction begins. The results from the formative assessment should provide the teacher with information on what and how to teach and re-teach.
Reported in Marzano (2005), The Art and Science of Teaching
The Number of Assessments
Short Cycle Assessments
Look like OATSame Font
To introduce and explain the importance of a well-thought-out pacing guide.
SCA #1SCA #1 SCA #2SCA #2 SCA #3SCA #3 SCA #4SCA #4 End of End of YearYear
2-12-12-32-32-62-62-82-83-13-13-43-43-53-53-6 lit3-6 lit3-73-7
2-22-23-23-23-43-43-83-83-6 3-6 4-14-14-24-24-44-44-64-64-84-85-15-15-75-7
2-42-42-8 2-8 3-53-53-6 3-6 3-93-93-103-104-34-34-74-73-43-4
2-42-42-52-52-72-72-8 2-8 3-33-33-43-43-63-64-44-44-84-85-25-25-55-5
4-44-44-54-54-84-85-25-25-35-35-45-4
Curriculum Pacing Chart
Grade 6 English Language Arts
To understand how to write higher level questions for quality assessments.
Lower Level Questions
Lower level, or recall questions,
involve those questions which require
the students to identify basic, literal
concepts.
According to Bloom’s Taxonomy
Level 1 is Remembering
Level 2 is Understanding
Level 3 is Applying
What is the setting of the book, To Kill a Mockingbird?
A. a big city in the westB. a small town in the southC. a ranch in the southwestD. a fishing village in the northwest
Higher Level Questions
Higher level, or thinking questions,
involve those questions which require
the students to interpret, evaluate,
critique and analyze information.
According to Bloom’s Taxonomy
Level 4: Analyzing
Level 5: Evaluating
Level 6: Creating
If the setting of the book, To Kill a Mockingbird had been in the north instead of in the south, how might that have changed the plot of the story? Explain your answer.
Format of Questions Format of Questions Found on the Found on the Ohio Achievement Tests Ohio Achievement Tests and theand theOhio Graduation TestOhio Graduation Test
Multiple Choice QuestionsMultiple Choice Questions
select the correct response from a list of fourselect the correct response from a list of four are scored as one item and given one pointare scored as one item and given one point can be lower level, or higher levelcan be lower level, or higher level approximately 2/3 of the questions on the OGT approximately 2/3 of the questions on the OGT
and Achievement Tests are multiple choice and Achievement Tests are multiple choice (about 14 per 20 questions)(about 14 per 20 questions)
there are not enough points on the multiple there are not enough points on the multiple choice for a student to pass, even if they score choice for a student to pass, even if they score 100%100%
According to the story, what will probably happen the next time Heather sees a dog?
A. She will pet it. B. She will walk past it. C. She will take it home. D. She will run away from it.
require students to generate a written response
require a brief response, usually a few sentences or a
numeric solution to a straight forward problem
may be lower level or higher level
may take up to five minutes to complete and student
responses receive a score of 0, 1, or 2 points
approximately ¼ of the questions on the OGT and the
Achievement Tests are short answer (about 5 per 20
questions)
Referring to the chart above, the largest percentage of students are “Lazy/don’t study/didn’t prepare”. Would you agree with this chart? Explain your answer.
require students to generate a written response
demonstrate understanding in greater depth, provide
a more in-depth response, or solve a more complex
multiple step problem or task
may be lower level or higher level
may require 5 to 15 minutes to complete, and
responses receive a score of 0, 1, 2, 3, or 4 points
approximately 1/9 of the questions on the OGT and
the Achievement Tests are extended response
(about 1 per 20 questions)
After reading the selection “A Glimpse into the Past,” what conclusions can you draw about the author’s attitude about preserving your personal history? How does the author feel about preserving your memories in a time capsule? If the author’s main purpose is to persuade the reader to create a time capsule, rate his/her effectiveness on a scale of 1 – 10, with 10 as the highest. Explain why you gave it this rating.
To introduce a format for short cycle assessments that has been successful in improving students’ achievement.
o 2/3 multiple choiceo 4-5 short answero 1 extended responseo Reading- always selections
from poetry, non-fiction and fictiono 50% higher level
1. One Multiple Choice Low level 2. One Multiple Choice High level 3. One Short Answer Low Level 4. One Short Answer High Level 5. One Extended Response High Level
To understand how quality assessments can drive instruction, re-teaching and intervention.
Short Cycle/Formative/Summative Assessments
Student Growth
Qualitative Data/Surveys
Achievement Scores
To further investigate the difference between Assessment for Learning and Assessment of Learning.
For Students on Winning Streaks (Gets A’s and B’s on
Assessments)
For Students on Losing Streaks (Gets D’s and F’s)
Assessment results provide
Continual evidence of success Continual evidence of failure
The student feels
Hopeful and optimistic Hopeless
Empowered to take productive action
Initially panicked, giving way to resignation
The student thinks
It's all good. I'm doing fine. This hurts. I'm not safe here.
See the trend? I succeed as usual.
I just can't do this . . . again.
I want more success. I'm confused. I don't like this—help!
School focuses on what I do well.
Why is it always about what I can't do?
I know what to do next. Nothing I try seems to work.
Feedback helps me. Feedback is criticism. It hurts.
Public success feels good. Public failure is embarrassing.
The student becomes more likely to
Seek challenges. Seek what's easy.
Seek exciting new ideas. Avoid new concepts and approaches.
Practice with gusto. Become confused about what to practice.
Take initiative. Avoid initiative.
Persist in the face of setbacks. Give up when things become challenging.
Take risks and stretch—go for it! Retreat and escape—trying is too dangerous!
These actions lead to
Self-enhancement Self-defeat, self-destruction
Positive self-fulfilling prophecy Negative self-fulfilling prophecy
Acceptance of responsibility Denial of responsibility
Manageable stress High stress
Feeling that success is its own reward
No feelings of success; no reward
Curiosity, enthusiasm Boredom, frustration, fear
Continuous adaptation Inability to adapt
Resilience Yielding quickly to defeat
Strong foundations for future success
Failure to master prerequisites for future success
To expose the participants to the Ohio Center for Essential Reform’s Data Base and Question Generator.
OASIS is a web based data collection and analysis system.
OASIS creates individual and systemic accountability.
OASIS provides information and data to drive decision-making.
Highly effective teachers have learned how to efficiently monitor the progress of individual students. This ongoing formative assessment is crucial in facilitating the appropriate learning rates for all students.
This skill is one of the most crucial aspects of highly effective classroom teaching.
Knowing when to re-teach certain students; knowing how to monitor retention of previous skills and concepts which have been taught are major contributors to highly effective learning rates for students.
ArmadilloLeadership.com
ArmadilloLeadership.com
ArmadilloLeadership.com
ArmadilloLeadership.com
ArmadilloLeadership.com
ArmadilloLeadership.com
ArmadilloLeadership.com
The New York Times science pages recently told the story of 23 heart surgeons in Maine, New Hampshire and Vermont, who agreed to observe each other regularly in the operating room and share their know-how, insights and approaches.
ArmadilloLeadership.com
In the past two years after their nine-month project, the death rate among their patients fell by an astonishing 25 percent. Merely by emphasizing teamwork and communications instead of functioning as solitary craftsmen, the study showed, all the doctors brought about major changes in their individual and institutional practices.
ArmadilloLeadership.com
For teachers who, like heart surgeons, have traditionally worked as isolated professionals, the experiment holds a valuable lesson. If the goal of teachers is to lower the “death rate” of young minds and to see students thrive, many educators now empathetically believe they can do better working together than by working alone.
ArmadilloLeadership.com
ArmadilloLeadership.com
To complete short cycle assessments ready for use for the 2008-09 school year.