2A Selecting or Creating Assessments C3 Day 2 TJ

Report
DAY 2
• WELCOME BACK TO DAY 2!!!!!!
–Presenter: TAMMY JO SCHLECHTER 
– [email protected]
• http://bit.ly/SDDay2SLO
–THIS HAS RESOURCES YOU MAY USE
FOR DAY 2
SLOs
and
Assessments
Selecting or Creating Assessments
to Establish and Assess SLOs
Good morning!  Welcome!
https://www.youtube.com/watch?v=_W1cN66
V4Qg
2
S.M.A.R.T. Growth Goal
A.K.A. OUR “S.L.0.”
By the end of the day, 85% of the participants in
the training will have a specific plan for their
S.L.O. including their assessment piece.
WARMUP ACTIVITY
AB PYRAMID GAME:
Find a partner from a different table…
let’s make peanut butter and jelly like
yesterday.
(One partner faces the board, the other
faces the back wall)
Round 1
•
•
•
•
Student Growth
Baseline Data
High Growth
S.M.A.R.T. Goal
Round 2
•
•
•
•
Student Learning Objective
Expected Growth
Growth Goal
Student Population
Round 3
•
•
•
•
Webb Levels
Baseline Assessment
Priority Content
Content Standards
Round 4
•
•
•
•
Summative Assessment
Reliability
Alignment
Stretch
What did we learn
yesterday?
• S.L.O. Definition and 4 step Process
• How to Calculate Growth Ratings
and Link Between Teacher
Evaluations & S.L.O.’s
• Different ways to write Growth
Goals
• Format of the Process Guide
Determining Teacher Effectiveness
Using multiple measures of professional practice and student learning
South Dakota Framework for Teaching
Student Growth
Domain 1
Domain 2
Domain 3
Domain 4
SLOs
Planning and
Preparation
Classroom
Environment
Instruction
Professional
Responsibilities
State Assessments
• Classroom Observations and Evidence of Effective Practice
• Components from Each of the 4 Domains
(as one measure if available)
District Assessments
Evaluator-Approved
Assessments
• At Least 8 Components Chosen Based on District or School Priorities
Professional Practice Rating
Growth Rating
Summative Rating Matrix
Professional Oversight: Is the rating fair and accurate based on the evidence
and data shared by the teacher
Differentiated Performance Categories
Below Expectations
Meets Expectations
Exceeds Expectations
SLOs &
Danielson components
•
•
•
•
•
1c-Setting Instructional Outcomes
1f-Designing Student Assessments
3d-Using Assessment in Instruction
4a-Reflecting on Teaching
4b-Maintaining Accurate Records
Agenda– GET SOME WORK
DONE!!!!!!!!!!!!!!
1. Priority Content
-
Focused or Comprehensive?
Course or Class?
Standards covered?
2. Assessment
- Assessment Methods & Options?
- Assessment Quality Guidelines?
3. Sharing & Work Time
What Will Be the
Scope of SLOs? From yesterday 
Comprehensive Scope
Essential Skills and Content
Focused Scope
(e.g., all Grade 8
Common Core State
Standards for English
language arts [ELA])
(e.g., all Grade 8 Common
Core State Standards for
informational text in ELA)
(e.g., Grade 8 Common
Core State Standards for
evaluating arguments and
claims in text)
Strengths Drawbacks
Strengths
Strengths Drawbacks
• Covers all • Can be
• Focuses on
learning
difficult or
most
• May work cumbersome
important
well for
to assess well
learning
courses
that
already
have
finals or
cert.
exams
Drawbacks
• Can still be • Can
difficult to
focus on
assess well
area of
• Involves
need
judgment to • Easiest
determine
of the
what is
three to
most
assess
important
• Not
representative
of the learning
that occurred
during the
course
Norms for the Day
Listen with Engagement
Honor Each Other’s Thinking
Honor Private Think Time
Everyone has a Voice
Be Respectful of all Comments
Limit Side Conversation
Take Care of Your Needs
Cell Phones Off/Vibrate
Video-- Look for something you
connect with… 
http://bit.ly/SDDay2SLO
Task during the video:
Jot down 2 or 3 statements/ideas you
connect with in the video.
“Hello, PARTNER!”
• Find a partner with a similar
characteristic for today.
• Discuss the 2 or 3 statements you
jotted down and connected with
from the video…
S.L.O. Process Guides
• Do you have yours out
from yesterday??
• Do you want a fresh
one?
– Paper copy
– Computer copy
What do I want my students to
know and be able to do?
– Identify the core concepts and standards.
• What resources might you use to determine
big/essential ideas?
– i.e. blueprints, disaggregated standards,
curriculum maps, power standards, national
standards, content standards and common core
standards
– Know your timeline
for instruction
Prioritizing Learning Content
Prioritize
Learning
Content:
Identify
standards and
content.
What is the most important learning that needs to occur during the
instructional period? Specify which standard(s) the SLO addresses and
Identify the specific data source or trend data used. (1a)
Students can write, apply, and use expressions, equations, and
inequalities (7th and 8th). (EE)
Students can apply previous understanding about arithmetic to algebraic expressions; reason about and solve one-variable
equations and inequalities; and represent and analyze quantative relationships between dependent and independent variables
(6.EE).
Students can use properties of operations to generate equivalent expressions and solve real-life and mathematical problems
using numerical and algebraic expressions and equations (7.EE).
Students can work with radicals and integer exponents; understand the connections between proportional relationships, lines,
and linear equations; and analyze and solve linear equations and simultaneous linear equations (8.EE).
Pre-test
Last years end of
year data
Statewide summative
data
Other…
Trend data
District
assessment
data
Prioritizing Learning Content
Prioritize
Learning
Content:
Identify
standards and
content.
What is the most important learning that needs to occur during the
instructional period? Specify which standard(s) the SLO addresses and
Identify the specific data source or trend data used. (1a)
REFINE OR REDO
IDENTIFY STANDARDS & CONTENT
30 minutes of Work Time!!!
Sharing a Resource and a Moment
Teenagers and
texting.
Where’s the
math?
http://mathsnacks.com/scaleella.php
Resource
• http://doe.sd.gov/ContentStandards
/index.aspx
–Other content areas
–Unpacked standards
Resource
• http://sdccteachers.k12.sd.us
–Blueprints
–Disaggregated common core
standards
Resource parking lot
• Please share your assessment
resources, books, websites, tools,
etc. on the resource parking lot.
• Let’s do this: every time we take a
break, each person share a resource
etc. that you are using at the
Parking Lot
BREAK TIME
10 MINUTE BREAK
When Tammy Jo ends video abruptly, that signals when
we will begin. 
https://www.youtube.com/watch?v=w_hph89OA8I
Let’s think
about
assessments!
Why the focus on
assessments?
• Assessments are the backbone of
the SLO process.
– “An SLO is only as good as the assessments upon which it is built.”
• Bad data in, bad data out.
• Assessment comparability between
teachers in like subjects is valuable
for many reasons.
32
WEBB LEVELS
General types of
assessments
• State assessments-can be used to
identify priority content and
standards
• Commercially available assessments
• District or team-created
assessments
• Teacher-created assessments
General types of
assessments
• State assessments-can
be used to identify
priority content and
standards
• Commercially available
assessments
• District or teamcreated assessments
• Teacher-created
assessments
• These assessments can
be both FORMATIVE
and SUMMATIVE,
depending on how they
are administered and
how the results are
used.
SD Assessment &
SLO Facts
How do state assessments
impact SLOs?
SBAC
DSTEP Science
• Individuals who
• Individuals who
teach ELA or math at
teach sciences
grades 3-8, and 11
grades 5,8, or 11
must write an SLO
must write an SLO
based on ELA or
based on science.
math.
Grade 5 teachers who teach ELA, math, and science
must select one of those content areas on which to
write the SLO.
How do state assessments
impact SLOs?
Future SBAC/
former DSTEP
• Individuals who teach
ELA or math at grades
3-8, and 11 are to use
state level assessment
data in the decision
making process when
selecting priority
content and standards
for the SLO.
DSTEP Science
• Individuals who teach
sciences grades 5,8, or
11 are to use state level
assessment data in the
decision making
process when selecting
priority content and
standards for the SLO.
Think-Pair-Share
Take time to discuss…
• What options are available in your
district???
• What are you going to use for your
S.L.O. ASSESSMENT???
–A. COMMERCIAL ASSESSMENT
–B. DISTRICT CREATED ASSESSMENT
–C. TEACHER CREATED ASSESSEMENT
How do state assessments
impact SLOs?
So, what does that mean for me as an
ELA, math, or science teacher?
• It means that your SLO, like all
instructional decisions, should be based
on available data, whether it be
assessment data, grades, failure rates,
student work samples, etc.
Priority Content
& Assessment
Revisiting Webb Levels
•
•
•
•
•
•
Knowledge
Reasoning
Skill
Product
Disposition
Find handouts 1
and 2 for next task
Evidence of learning:
reasoning
Peanut Butter and Jelly Partner Share :
• Silent reading- “Peanut Butter” reviews
handout 1, and “Jelly” reviews handout
2.
• Sharing- “Peanut Butter” has one
minute to share about handout 1, then
“Jelly” has one minute to share about
handout 2.
Evidence of learning:
reasoning
•
•
•
•
•
•
Inductive and deductive reasoning
Analytical reasoning
Comparative reasoning
Classification
Evaluative reasoning
Synthesizing
• Find handouts 3 and 4
Evidence of learning:
reasoning
Peanut Butter and Jelly Partner Share :
• Silent reading- “Peanut Butter” reviews
handout 3, and “Jelly” reviews handout
4.
• Sharing- “Peanut Butter” has one
minute to share about handout 3, then
“Jelly” has one minute to share about
handout 4.
Assessment
Methods &
Options
Assessment methods:
Selected response/short answer
•
•
•
•
•
Multiple choice
True/false
Matching
Fill in the blank
Labeling
Assessment methods:
extended written response
• Students construct a written response to a
question or task that is at least several sentences
in length.
• For example,
*Compare pieces of informational text, solutions to
problems, world events.
*Analyze forms of government, artwork, methods for
completing tasks.
*Interpret scientific information, music, polling data.
*Describe in detail a process or principle.
Different methodsdifferent responses
• Let’s compare a
selected-response
item with an
extendedresponse item.
Multiple choice
A teacher is planning a field trip and will need
school buses to transport students. A school
bus holds 36 students. If 1,128 students will
be transported, how many buses are needed?
a.31
c. 32
b.31.33
d. 36
Extended written response
A teacher is planning a field trip and
will need school buses to transport
students. A school bus holds 36
students. If 1,128 students will be
transported, how many buses are
needed? Explain your answer. Show
your work.
Are these answers correct?
• If you have 31 buses, there are 12 people left
over. These 12 people can squeeze into 31
buses. So, they just need 31 buses.
• You need 31 buses, but there are 12 people
left. They need to go too. But one bus for
these 12 people is too big, so you just need
another minivan. Therefore the answer is 31
buses and 1 minivan.
• Twelve people are left, another bus is needed
for 12 people, so the answer is 32.
Assessment methods:
performance assessment
• Students demonstrate a skill or develop
a product. The assessment is based on
observation and a scoring rubric.
–Thinking through a story problem
–Find a new way to visualize a concept
–Performance Tasks
–Use a Rubric??
One math performance task 
Scoring performance
assessments
•
•
•
•
•
•
Define and describe quality with common language
Define distinguishable levels of success
Focus on important content
Align with standards
Provide models
Use no ‘fudge words’ such as adequate or
sometimes
• Use positive language in all descriptors, such as ‘do
use black ink,’ instead of ‘do not use red ink’
• Use non-value based adjectives
Handout 5
Assessment method:
personal communication
• Students provide information about
what they have learned through
interaction with teachers and other
students.
–Questions and answers
–Class discussions
–Conferences/Interviews
–Oral examinations
–Journals and logs
Spend some time exploring
• http://www.smarterbalanced.org/sm
arter-balanced-assessments/#item
RESOURCES
Elbow Partners:
Revisit Handout 4 and then discuss the
Webb Levels found in the assessments
you currently use. Do you feel you
could adapt questions if they are
predominantly at a Webb Level 1 or 2?
Poll Everywhere Activity:
Poll Everywhere
• https://www.polleverywhere.com/f
ree_text_polls/3Mb7iiGc1dUMqsC
Possible lunch break moment here!
http://blog.mrmeyer.com/category/3
acts/
Teacher’s Anthem for Round
Up After Lunch
• https://www.youtube.com/watch?v=RelL-PdcCSk
• Which assessment methods might work
best for your priority content/standards?
–
–
–
–
selected response
extended written response
performance assessment
personal communication
Assessment quality
guidelines
• Now that you have
priority
content/standards
in mind and are
considering an
assessment
method, let’s
discuss assessment
quality.
Assessment
Quality
Guidelines
Assessment quality
guidelines
•
•
•
•
Alignment
Stretch
Validity
Reliability
77
Alignment considerations
• Assessments should cover key subject and
grade-level content standards.
• No items, questions, or prompts should cover
standards that the course does not address.
• The assessment structure should mirror the
distribution of teaching time devoted to
course content.
• The cognitive demand of the assessment
should match the full range of cognitive
thinking required during the course.
78
Stretch
• Assessments should:
– Allow both low- and high-performing students to
demonstrate growth.
– Challenge highest performing students.
Student A
Student B
Student C
Lowest performing
students
Student E
Student D
Student F
Highest performing students
80
Validity and reliability
considerations
• The assessment should:
– Be valid—it measures what it says it
measures.
– Be reliable—it produces consistent results.
– Contain clearly written and concise questions
and directions.
– Be fair to all groups of students.
82
ASSESSMENT QUESTIONS
• Is my assessment ALIGNED to the
correct content/standards?
• Does my assessment STRETCH
enough to allow me to measure
growth for low achieving and high
achieving students?
• Is my assessment Valid, Reliable,
and Fair?
PEOPLE SEARCH: Review Plus
New
1)
2)
3)
4)
Discuss the 4 steps of the S.L.O. process. What are
the most important aspects for us to focus on this
summer?
Explain how a teacher’s summative teacher
effective rating is determined. (Below, Meets, or
Exceeds Expectations)
Discuss the Assessment aspect of the S.L.O.
process. What assessments are needed and why?
Explain what it means for your assessment to be
aligned, have stretch, have validity and have
reliability.
Intel resources
• http://www.intel.com/content/ww
w/us/en/education/k12/assessingprojects/strategies.html
TAKING A LOOK AT HANDOUT
#10 and the MATH SAMPLE
DO WE HAVE ACCESS TO IT??
Need a paper copy??
TAKE A LOOK AT THE ASSESSMENT USING
THE S.L.O. Assessment Checklist…
Validity & reliability
scenario
• A team of band teachers create a performance assessment
for students. In addition to developing the tasks together,
the teachers specify a set of directions and testing
conditions that each teacher will follow. For example, each
student will be asked to perform a short piece of music
during small-group lessons.
• All teachers will assess the students using the same band
rubric. Prior to grading, teachers will practice using the
rubric and make sure they are grading performances
consistently.
Any validity concerns with this assessment?
87
Assessment considerations
• With a partner,
review the scenarios
on Handouts 6-9 and
use the bulleted
questions to guide
your discussion.
• Table share in 15
minutes.
88
Tool for Assessment
Selection and Development
Use the quality checklist Handout 10 to review
the assessment you brought with you today or
use the assessment provided by the trainer.
• What new information did the checklist help
you notice about the assessment?
• What revisions might need to be made to the
assessment?
• How might using the checklist impact your
selection of assessments in the future?
89
Assessment Creation
guidelines
• Develop assessments collaboratively.
• Align all assessments to standards.
• Align assessments with district, school, or other identified
goals.
• Make sure all your priority content is covered in the
assessment.
• Incorporate items that vary in difficulty.
• Include a sufficient number of test items to ensure rigor.
• Collaboratively determine possible modifications if
needed.
• Make sure content-and skill-based rubrics are specific and
address multiple levels of proficiency.
WEBB LEVELS
• Go to SDAP power point to share
this resource, if needed.
• https://sdap.emetric.net/Portal
•
Your Take Out 
• Take a break and we will have our work
session. The work session will provide
you with something for “take out”... For
your classroom! 
TIME TO WORK
• PREPARING YOUR PRETEST…
• YOUR GOAL FOR THIS WORK TIME IS TO
PREPARE YOUR PRE-TEST and POSSIBLY
EVEN BEGIN TO ADJUST IT TO MAKE
YOUR PROGRESS UPDATE AND POSTTEST…
Poll Everywhere
• https://www.polleverywhere.com/
multiple_choice_polls/2DQx5gbjvj4
2jGs
• https://www.polleverywhere.com/f
ree_text_polls/qYzLK4a2tFcrX8u
• https://www.polleverywhere.com/f
ree_text_polls/Bzxnmq4lcYnzmlt
Reflection
• Why is selecting appropriate assessments
important?
• What are the benefits of using common
assessments?
• What resources or supports exist in the school
district or at the school to help teachers select
appropriate assessments?
• What additional supports are needed?
97
On a sticky note
• Share your “take away” about today
and what your ideas are for your
assessment piece of your S.L.O.
S.M.A.R.T. Growth Goal
A.K.A. OUR “S.L.0.”
By the end of the day, 85% of the participants in
the training will have a specific plan for their
S.L.O. including their assessment piece.
Are we moving up the
mountain?
Where are you now in your
comfort level with writing
and/or determining an
assessment for your SLO?
Going from the
valley of confusion
up the slope of
understanding?
(Top 20 lingo here.
Giggle)
• [email protected]
• 605-381-6252
EVALUATION
• https://www.surveymonkey.com/s/
slo day1 (if you did not get there
yesterday)
• https://www.surveymonkey.com/s/
slo day2
Sparkling in Education with
You!
I would love to hear your feedback about today’s presentation!
If you have a couple moments, please share with Tammy Jo about the things we
should
A. Definitely Keep.
B. Possibly Change.
Thank you!
Tammy Jo needs to take attendance before her guests leave! 
[email protected]

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