School Certification

1. Yellow Belt: Lesson #4 Instructionally Sensitive Assessment: Embedding Daily Classroom Assessment within Instruction for Common Core Skill Building School Certification

2. THE NATIONAL PATHWAY A Process of Discovery, Support and Mastery

3. Plan Plan Plan Plan Plan Plan: Provides the direction to eliminate the treadmill effect. Vision: The “Why are we doing this?” to combat confusion. Skills: The skill sets needed to combat anxiety. Incentives: Reasons, perks, advantages to combat resistance Resources: Tools and time needed to combat frustration. CONDITIONS FOR SUCCESSFUL IMPLEMENTATION Knoster, T., Villa, R., & Thousand, J. (2000)

4. Learner Objectives • Define Instructionally Sensitive Assessments • Differentiate between factors of instructionally sensitive and insensitive assessments • Discuss evaluative dimensions for identifying instructionally sensitive assessments • Explain the classroom implications for designing and utilizing instructionally sensitive assessments • Identify strategies for embedding daily classroom assessment within instruction for Common Core skill building

5. Pre-Lesson Reflection • Thinking back to what was covered in previous lessonsabout assessments and the various types, formative, summative and performance-based, what things do you see that can impact student performance on assessments?

6. Overview of Lesson 4 • Part 1—A Close Look at Instructionally Sensitive Assessment • Origins and background information on instructional sensitivity • What is instructionally sensitive assessment? • What is instructional insensitivity? • How can instructional sensitivity be measured? • Framework for identifying instructional sensitivity • Implications for Teachers • Evaluative dimensions for identifying instructional sensitivity • Shifts in Taxonomy • Cognitive Rigor Matrix—Karen Hess

7. Overview of Lesson 4 • Part 2—Stepping Into The Classroom • Suggestions for Utilizing Instructionally Sensitive Assessments • Classroom Assessment Techniques • Daily Formative Assessments • Examples of Assessment Items

8. Part I: A Close Look at Instructionally Sensitive Assessment

9. Origins and Background Information about Instructionally Sensitive Assessment • What is Instructionally Sensitive Assessment? • Instructional Sensitivity—the extent to which student performance on a test or item reflects the instruction received. (Polikoff 2010) • Instructional Sensitivity—the degree to which students’ performances on a test accurately reflect the quality of instruction specifically provided to promote students’ mastery of knowledge and skills being assessed. (Popham2007)

10. Origins and Background Information about Instructionally Sensitive Assessment • What is Instructionally Sensitive Assessment? • Also known as “Instructional Validity” • Research base—1960s and 70s with the start of criterion-referenced assessments • A test that provides a basis for determining a candidate’s level of knowledge and skills in relation to a well-defined domain of content. • As criterion-referenced assessment gained in popularity over the last 30 years, instructional sensitivity became assumed rather than studied. (Polikoff2010)

11. Origins and Background Information about Instructionally Sensitive Assessment • What in Instructional Insensitivity? • Assessment that are incapable of distinguishing between effective and ineffective instruction. (Popham 2007) • Instructional insensitivity due to: • Socio-economic status • Inherited academic aptitude • Prior knowledge • Misalignment of tested and taught content • Flaws in test design or construction

12. Origins and Background Information about Instructionally Sensitive Assessment • How can Instructional Sensitivity be measured? • Statistical methods based upon test scores • Instruction-focused methods based on combination of test scores and teacher-reported instruction • Methods based upon expert judgment

13. Reflection… • Considering the origins and background information about Instructional Sensitivity, how do you see this impacting your students on assessments?

14. Proposed Framework for Identifying Instructional Sensitivity • Framework designed for supplying accurate and credible answer to how instructionally sensitive is a given accountability assessment . (Popham 2007) • Identified through well-formed rubrics • Permit qualitative differentiations • Two-directional • Relevant evidence that contributes to determination • Judgmental Evidence • Actual test development • Empirical Evidence • Data gathered from actual student assessment performances

15. Proposed Framework for Identifying Instructional Sensitivity

16. Reflection… • Looking at the proposed framework for identifying instructional sensitivity, what challenges do you see in trying to evaluate your assessments?

17. Implications of Instructionally Sensitive Assessments for Teachers • Designing your classroom assessments • Consider the four evaluative dimensions: • Number of curricular aims assessed • Clarity of assessment targets • Items per assessed curricular area • Item sensitivity—SES/Aptitude Contamination • Important to evaluate assessment development, especially for use with standards’-based instruction and reform

18. Implications of Instructionally Sensitive Assessments for Teachers • Power of assessments • The power of assessments, regardless of whether they take the form of a classroom quiz, a standardized test, or a statewide assessment battery, resides in their close connection to objectives and instruction. (Airasian, Miranda 2002) • To align objectives and instruction with Common Core Standards: • Instructional shifts must occur! • Shifts in taxonomy • Cognitive Rigor Matrix--Hess

19. Implications of Instructionally Sensitive Assessments for Teachers

20. Reflection… • One of the biggest areas for change in our classrooms that results from considering instructional sensitivity is insuring that our assessments align with our instruction. What are some other areas for change?

21. Part II: Stepping into the Classroom using Instructionally Sensitive Assessments

22. Suggestions for Using Instructional Sensitive Assessment • Check student learning as you go through: • Classroom Assessment Techniques focus on aligning assessments more closely with the instructional strategies actually used with children • Meaningful assessment involved examining the learner’s entire conceptual network, not just focusing on discreet facts and principles. • Using a wide variety of assessment tools allows teachers to determine which instructional strategies are effective and which need to be modified. (Badders, 2000)

23. (Graph from Badders, 2000)

24. Suggestions for Using Instructional Sensitive Assessment • Verify that your classroom instruction is meeting the needs of your students through: • Daily Formative Assessment to evaluate student learning and guide/change/modify future instruction • Observations • Discussion • Graphic Organizers • Learning Logs • Self-Assessments • Individual Whiteboards • Think-Pair-Share • Exit/Admin Slips • TeachingChannelExamples

25. Daily Formative Assessments to Guide Instruction • TeachingChannel.org Examples

26. Suggestions for Using Instructional Sensitive Assessment • Evaluating Assessment Items • Math • ELA/Literacy

27. ELA Example MA State Test

28. ELA ExamplePARCC Grade 6 Technology-Enhanced Selected-Response Item Part A Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below. • reckless • lively • imaginative* • observant* • impatient • confident Part B Find a sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below. Part C Find a second sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.

29. Math Example

30. Math Example-PARCC 7th Grade Mathematics Question Sample PARCC Assessment

31. Learner Objectives • Define Instructionally Sensitive Assessments • Differentiate between factors of instructionally sensitive and insensitive assessments • Discuss evaluative dimensions for identifying instructionally sensitive assessments • Explain the classroom implications for designing and utilizing instructionally sensitive assessments • Identify strategies for embedding daily classroom assessment within instruction for Common Core skill building

32. Next Steps • Evaluate the types of assessments, both formative and summative, that are used in your school and classroom. • Begin having discussions among your colleagues about if the assessments truly reflect the instruction that students receive. • As a group, work to develop and change assessments to align with current instruction and Common Core Standards.

33. Knowledge Check Question: Instructional Sensitivity on assessments is? The emotional impact an assessment has on learners. The degree of difficulty in assessments. The extent to which student performance on an assessment reflects the instruction received.

34. Knowledge Check Question: Instructionally insensitive assessments are generally due to: Socio-economic differences of learners Flaws in test design or construction Inherited academic aptitude Prior knowledge

35. Homework Assignments

36. Homework Assignment • FIRST • Select an assessment that you currently use for one of your units of instruction • Prepare to evaluate it through the lens of instructional sensitivity • How well does your assessment indicate the extent to which student performance on a test or item reflects the instruction received? • NEXT • Use the 4 Evaluative Dimensions and Framework Diagram to identify if your assessment is instructionally sensitive or insensitive • FINALLY • Use Hess’ Cognitive Rigor Matrix to enhance/modify your assessment to align more closely with your instruction and student learning gains Submit your assignment to BBSchool@CommonCoreInstitute.org

38. THANK YOU!Important for Attendance: Go to next screen and access the URL to complete the survey to be credited for attendance.

39. Attendance & Evaluation Access the URL below and complete the short survey to record your attendance and provide feedback on this session. https://www.surveymonkey.com/s/YBLesson4

40. Resources • Airasian, Peter, and Helena Miranda. "The Role of Assessment in the Revised Taxonomy." Theory Into Practice. Volume 41, Number 4 ed. Columbus, OH: Ohio State University, 2002. 249-254. Print. • Badders, William. "Methods of Assessment, William Badders." Education Place®. N.p., n.d. Web. 4 Apr. 2013. <http://www.eduplace.com/science/profdev/articles/badders.html>. • D'Agostino, J. V., Welsh, M. E., & Corson, N. M. (2007). Instructional sensitivity of a state standards-based assessment. Educational Measurement, 12(1), 1-22. • "Examples of Formative Assessment." West Virginia Department of Education. N.p., n.d. Web. 4 Apr. 2013. <http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html>.

41. Resources • Polikoff, M.S. (Winter 2010). Instructional sensitivity as a psychometric property of assessments. Educational Measurement: Issues and Practice, 29(4), 3-14. • Popham, J. W. (2007). Instructional insensitivity of tests: Accountability's dire drawback. Phi Delta Kappan, 89(2), 146-155. • Popham,W. J., & Yalow, E. (1982). Determining the instructional validity of the SSAT-II. Culver City, CA: IOX Assessment Associates. • Popham, J.W. (2007). Determining the instructional sensitivity of accountability tests. A Paper delivered at A presentation at the annual Large-Scale Assessment Conference, Council of Chief State School Officers, San Francisco, California, June 25-28, 2006

42. Resources • http://schoolleader.typepad.com/school-leader/2012/03/encouraging-signs-from-new-teacher-survey-on-standardized-assessment.html • http://www.education.com/reference/article/criterion-referenced-tests1/ • http://www.cde.ca.gov/ta/tg/sr/documents/rtqgr6math.pdf • http://www.doe.mass.edu/mcas/2008/release/g5ela.pdf