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AGENDA Schedule for Day 8:30-8:45: Address Questions 8:45-10:30: Mathematical Progressions 10:30-10:45: Break 10:45-12:00: The What, Why, and How of Assessment 12:00-12:45: Lunch 12:45-2:00: Creating Formative Assessments 2:00-2:15: Break 2:15-3:15: Analyzing Assessment Data/SAGE Information 3:15-3:30: Wrap up the day QUESTIONS FROM YESTERDAY TODAY’S LEARNING OBJECTIVES Participants will… • Understand why conceptual mastery of the core at each grade level is critical to student progress. • Understand vertical mathematical progressions in the core. • Understand a variety of types and purposes of assessment. • Create formative assessments. • Learn strategies for analyzing assessment data. • Understand key ideas around SAGE. WHY PROGRESSIONS JUST WHERE DO MY STUDENTS FIT VERTICALLY IN MATH? BREAK WHEN I WAS INEFFECTIVELY ASSESSED… • Think about a time in your life when you were evaluated or assessed on a task or assignment and felt like you did NOT receive useful or accurate information back relating to your mastery of the project or skill. • Share your experience with your group. • Chart- What are key characteristics in the experiences with INEFFECTIVE evaluation and feedback? WHEN I WAS EFFECTIVELY ASSESSED… • In contrast, think about a time in your life when you were evaluated or assessed on a task or assignment and felt like you DID receive useful or accurate information back relating to your mastery of the project or skill. • Share your experience with your group. • Chart- What are key characteristics in the experiences with EFFECTIVE evaluation and feedback? ASSESSMENT PRACTICES Ineffective Effective Discussion: • What characteristics made our experiences with assessments, evaluations, and feedback effective or ineffective? • What makes math assessment practices in our classrooms effective or ineffective? CREATE A POSTER WITH YOUR GROUP 1. What is the definition of assessment? 2. What do we assess in mathematics? 3. What are the purposes of assessment? 4. How is assessment useful for teachers? 5. How is assessment useful for students? 6. What methods are used for assessment? 7. When do we assess? GALLERY WALK • Spend 1 minute with each poster • Ask questions • Add your ideas • Highlight • Check, star • Etc. DISCUSSION: • What are some key ideas we should think of when assessing? • How do we make assessments fit in with the three shifts in the core standards? • How do the purposes of assessment change with the shifts? ASSESSMENT VOCABULARY SORT TYPE DEFINITION PURPOSE QUESTIONS ABOUT THESE TYPES OF ASSESSMENT? Interim Assessment Rubric Common Assessment Self- Assessment Checking for Understanding Assessment Data Exit Ticket Constructed Response Quiz Multiple-Choice Unit Test Tracking and Reflecting SAGE Summative Non-Traditional Item Types Performance Assessment Adaptive Testing YEARLY ASSESSMENT OVERVIEW DISCUSSION ON TYPES AND PURPOSES OF ASSESSMENT: • How do you use each of these types of assessment in your classroom, school, and district? • What are the benefits and challenges of assessing in a variety of ways in an ongoing way? Let's watch a video clip on using Exit Tickets in the classroom. SELF-ASSESSMENT TOOLS EXIT TICKET WITH STOP SIGN SELF-ASSESSMENT EXIT TICKET WITH PICTURE AND EQUATIONS EXIT TICKET KINDERGARTEN EXAMPLE EXIT TICKET 4 PER PAGE FORMATIVE ASSESSMENTS IN TEXTBOOKS Math Expressions- First Grade Lesson on Understanding Tens and Ones GO Math Standards PracticeSecond Grade Subtraction FORMATIVE ASSESSMENTS IN TEXTBOOKS GO Math Standards PracticeThird Grade Multiplication Math Expressions- Fourth Grade Lesson on Decimals Greater Than One FORMATIVE ASSESSMENTS IN TEXTBOOKS GO Math Standards PracticeFifth Grade Evaluating Expressions Math Expressions- Sixth Grade Lesson on Volume OTHER IDEAS FOR QUICK FORMATIVE ASSESSMENTS • • • • • Index Cards Sticky Notes Smart Response Clickers Journal Reflections What have you used in your classrooms? Discussion: What information could you gain about your students’ understanding by having them complete exit tickets or quick formative assessments during or after lessons? CREATING FORMATIVE ASSESSMENTS: CHECKING FOR UNDERSTANDING WITHIN A LESSON EXAMPLE: Math Standard: 3.OA.1: Interpret products of whole numbers (e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each). For example, describe a context (story situation) in which a total number of objects can be expressed as 5 x 7. Lesson Objective: Today we are learning to describe products in multiplication as the total number of objects in equal groups. CREATING FORMATIVE ASSESSMENTS: CHECKING FOR UNDERSTANDING WITHIN A LESSON EXAMPLE: Quick Checks for Understanding during the Lesson 1) There are 4 cookies on 3 plates. Show me a picture on your white boards of the total number of cookies in the equal groups. 2) Draw a model of 5 equal groups with 6 objects in each group. Explain what the product is to your neighbor. I’m going to call on a few students to share with the class. CREATING FORMATIVE ASSESSMENTS: CHECKING FOR UNDERSTANDING WITHIN A LESSON EXAMPLE: Quick Checks for Understanding during the Lesson 3) Hold up 1, 2, or 3 fingers in front of your chest. Show me 3 if you feel very confident that you understand how products are found from equal groups of objects and you could explain this to the class or another student. Show me 2 if you feel like you understand how products are found from equal groups of objects, but you need some more practice. Show me 1 if you feel confused or still need a lot of practice to understand products and equal groups. CREATING FORMATIVE ASSESSMENTS: CHECKING FOR UNDERSTANDING WITHIN A LESSON EXAMPLE: EXIT TICKET LUNCH CREATING FORMATIVE ASSESSMENTS: CHECKING FOR UNDERSTANDING WITHIN A LESSON • Think of the task you created yesterday. • Use this form to create a plan to check for understanding during the lesson. DISCUSSION ON CREATING FORMATIVE ASSESSMENTS • What was challenging as you thought through checking for understanding during your task or lesson? • How could thinking through how you will check for understanding benefit the quality of the task’s or lesson’s administration? • What resources are in your basal to support you with this? PERFORMANCE ASSESSMENTS AND RUBRICS Performance Assessment: A test in which the test taker actually demonstrates the skills the test is intended to measure by doing real-world tasks that require those skills, rather than by answering questions asking how to do them. Typically, those tasks involve actions other than marking a space on an answer sheet or clicking a button on a computer screen. A pencil-and-paper test can be a performance assessment, but only if the skills to be measured can be exhibited, in a real-world context, with a pencil and paper. Rubric: A set of rules for scoring the responses on a constructed-response item (or performance assessment). Sometimes called a "scoring guide." Definitions retrieved from: https://www.ets.org/understanding_testing/glossary/ DISCUSSION: • What information can a performance assessment give teachers and students that multiple-choice or constructed response assessments cannot give? • What makes a performance assessment high-quality? LOOKING AT STUDENT WORK FROM PERFORMANCE ASSESSMENTS • Look at the performance assessment student work samples. • Analyze the task and student work. • What information about student understanding of the learning target can be gained from students completing the task? WHERE DO WE FIND PERFORMANCE ASSESSMENTS? • Some basal programs come with performance assessments built into units. • USOE Curriculum Guides http://schools.utah.gov/CURR/mathelem/Core.aspx • Illustrative Mathematics http://www.illustrativemathematics.org/standards/k8 • Inside Mathematics http://www.insidemathematics.org/index.php/mathematical-content-standards • NYC Dept. of Ed http://schools.nyc.gov/Academics/CommonCoreLibrary/TasksUnitsStudentWor k/default.htm • See the sheet “Resources for Mathematical Tasks” • Are there any other sources you use? BREAK ANALYZING DATA TO GUIDE INSTRUCTION So… we’ve looked at a variety of ways to give assessments, how do we look at the data and use it in meaningful ways? DISCUSSION: • What do you do with results when your students take assessments? • In what formats do you compile or receive data? QUIZ DATA TEMPLATE UNIT TEST DATA TEMPLATE PERFORMANCE ASSESSMENT DATA TEMPLATE 2ND GRADE SAMPLE QUIZ DATA • In this sample data, what do we know about the class overall? • Which concepts did the class do well on? • Which concepts did the class struggle with? • Which individual students should the teacher be concerned about? • What should the teacher do to intervene? 3RD GRADE SAMPLE QUIZ DATA • In this sample data, what do we know about the class overall? • Which concepts did the class do well on? • Which concepts did the class struggle with? • Which individual students should the teacher be concerned about? • What should the teacher do to intervene? 6TH GRADE SAMPLE QUIZ DATA • In this sample data, what do we know about the class overall? • Which concepts did the class do well on? • Which concepts did the class struggle with? • Which individual students should the teacher be concerned about? • What should the teacher do to intervene? SAMPLE KINDERGARTEN PERFORMANCE ASSESSMENT DATA • In this sample data, what do we know about the class overall? • Which concepts did the class do well on? • Which concepts did the class struggle with? • Which individual students should the teacher be concerned about? • What should the teacher do to intervene? SAMPLE FOURTH GRADE PERFORMANCE ASSESSMENT DATA • In this sample data, what do we know about the class overall? • Which concepts did the class do well on? • Which concepts did the class struggle with? • Which individual students should the teacher be concerned about? • What should the teacher do to intervene? SAMPLE FIFTH GRADE PERFORMANCE ASSESSMENT DATA • In this sample data, what do we know about the class overall? • Which concepts did the class do well on? • Which concepts did the class struggle with? • Which individual students should the teacher be concerned about? • What should the teacher do to intervene? STATE-WIDE ASSESSMENT: UCAS Utah’s Comprehensive Accountability System provides a straightforward determination of school performance and supports the goals of public education in Utah by valuing performance on state tests, prioritizing individual student growth toward meaningful achievement targets, promoting equity for lowperforming students, and incentivizing attainment of graduation and college/career readiness. STATE-WIDE ASSESSMENT: SAGE Student Assessment for Growth and Excellence is Utah’s new computer adaptive assessment system, aligned to the state’s English language arts, mathematics, and science standards. This comprehensive testing system includes summative, interim, and formative components. STATE-WIDE ASSESSMENT: SAGE SUMMATIVE ASSESSMENT • Administered at the end of the school year • Begins Spring 2014 • Online adaptive assessment will replace the CRTs • SAGE will include writing, graphing, virtual labs, and other meaningful measures of student achievement. STATE-WIDE ASSESSMENT: SAGE INTERIM ASSESSMENT • Optional interim assessments (District’s decide) • Will help parents, teachers, and students know whether students are on the right trajectory for end-of year success. FORMATIVE ASSESSMENT • Formative assessment guides teachers’ day-to-day instruction. • Each student’s Formative SAGE results will link to instructional resources to help teachers target and individualize instruction. • Teachers can access existing assessment items or create their own to develop formative assessments that align with their instruction. • Formative assessment system will present items in a manner that matches the interim and summative assessment systems. TESTING LANGUAGE • Item: question and answer options • Stem: problem or question being asked • Stimulus: passages, graphics, table, charts • Response options: the way the student answers the item ITEM TYPES • Multiple Choice (Single Select and Multiple Select) • Constructed Response • Drag and Drop • Hot Spot • Equation Editor • Graphic Response • Matching HELPFUL LINKS Item Demo Site http://demo.tds.airast.org/AIRAssessment/ SAGE Portal http://sageportal.org/teachers/ (Includes training resources and access to SAGE Formative. Teachers should have received login information from their districts). DISCUSSION • How is the SAGE Summative assessment different from traditional standardized testing? • How can teachers use the SAGE Formative system to guide their instruction and prepare students for the summative assessment? • How can teachers prepare students for the cognitive complexity with the various Depths of Knowledge? • How can teachers prepare students for the various item types? REFLECTION QUESTIONS Day 4 Write on the following reflection prompts: • This week something that shifted in my thinking regarding math instruction is… • These are things I want to try or ways I want to improve my practice… THANK YOU!