Common Formative Assessments

1. Common Formative Assessments Matthew Morgan Imran Abbasi Schalmont Central School District

2. Team Learning Process • Clarify essential learning (skills, knowledge, dispositions) for each course/subject to ensure students have access to a guaranteedand viable curriculum, unit by unit.

3. PLC Critical Questions • 1. What is it we expect them to learn? • 2. How will we know when they’ve learned it? • 3. How will we respond when they don’t learn it? • 4. How will we respond when they already know it?

4. Step 1: Building Shared Knowledge • PLC’s attempt to answer these critical questions by first BUILDING SHARED KNOWLEDGE – engaging in collective inquiry – LEARNING together, • If people make decisions based on the collective study of the same pool of information, they increase the likelihood that they will arrive at the same conclusion.

5. Guaranteed and Viable Curriculum • Only happens when the teachers who deliver the curriculum work collaboratively to: • Study the intended curriculum and agree on the priorities within the curriculum. • Clarify how the curriculum translates into specific student knowledge and skills. • Commit to one another that they will teach the agreed upon curriculum.

6. Why Assess? • “The true purpose of assessment must be, first and foremost, to inform instructional decision making. Otherwise, assessment results are not being used to their maximum potential—improving student achievement through differentiated instruction.” --Ainsworth and Viegut, 2006, pp21-22

7. Traditional Instruction-Assessment Model Instruction-Assessment Model with Data Analysis Ainsworth & Viegut, 2006

8. Levels of Curricula at Work In Our School • 1. Intended: What we want them to learn • 2. Implemented: What actually gets taught • 3. Attained: What they actually learn • To impact the attained curriculum in the most powerful way, we must make certain that the implemented curriculum is guaranteed and viable.

9. Learning Targets • Understand the definition of a common formative assessment • Identify priority standards • Identify why and when to use common formative assessments • Identify the next steps after giving a common formative assessment • Determine structural needs to implement a system of common formative assessments

10. Identifying Essential Priority Standards • To identify what the essential priority standards, apply these three criteria: • 1. Endurance: Are students expected to retain the skills or knowledge after they have been assessed? • 2. Leverage: Is this skill or knowledge applicable to many academic disciplines? • 3. Readiness for the next level of learning: Is this skill or knowledge preparing the student for success in the next grade or course?

11. Priority Standards

12. Common Assessments… • … assess the learning of all students pursuing the same curriculum through the use of the same instrument and the same criteria. • … are administered during the same window of time. • … are administered to all students with appropriate modifications and adaptations.

13. What are Common Formative Assessments? • Assessments for learning administered to all students in grade level or course several times during a unit of study, semester or year • Items collaboratively designed by participating teachers • Results analyzed in Data Teams in order to differentiate instruction Ainsworth & Viegut, 2006

14. What are Common Formative Assessments? • “Not standardized tests, but rather teacher-created, teacher-owned assessments that are collaboratively scored and that provide immediate feedback to students and teachers.” --Reeves

15. Keys to a Common Formative Assessments (CFAs) Process • What is it we expect students to learn? Priority Standards • How will we know when they have learned it? Common Assessments (Form and Summ) • How will we respond when they don’t? Interventions • How will we respond when they do? Enrichment or Differentiation

16. Why Collaborate? • If all students are expected to demonstrate the same knowledge and skills, regardless of the teacher to which they are assigned, it only makes sense that teachers must work together in a collaborative effort to assess student learning. --DuFour, DuFour, Eaker, et. al

17. When to use CFAs? • Not all assessments need to be common assessments. CFAs should be collaboratively developed around essential priority standards.

18. Identify Priority Standards • Represent the “content and performance standards for a given subject matter area in terms of their endurance, leverage and ability to prepare students for readiness at the next level of learning. --Ainsworth & Viegut, 2006, p31 Focus on Priority standards when developing CFAs but do not ignore others

19. Scoring of CFAs • Teams need to work collaboratively to determine scoring rubrics and levels of proficiency • If possible, CFAs should be collaboratively scored and results analyzed as a team

20. Shifts in ELA/Literacy

21. Steps to Creating Common Formative Assessments • The first steps are related to “unwrapping” the standards so that your assessments are aligned to the shifts in the Common Core. • This is applicable to all subject areas not just ELA or Math. • Choose an Important Topic • Identify Matching Priority Standards • “Unwrap” Matching Priority Standards • Create a Graphic Organizer • Determine the Big Ideas • Write the Essential Questions

22. Beginning Steps • Step One: Important Topic: Reading Comprehension. • Rationale: Important to all subjects and closely aligned with Shift #4: Text-Based Answers. • Step Two: Match Priority Standards • Reading Standards for Literacy in Science and Technical Subjects 6-12. • Grades 9-10 Students: 2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

23. Step Three “Unwrap” the standards. Underline the concepts (important nouns or noun phrases and circle or capitalize the skills (verbs). • DETERMINE the central ideas or conclusions of a text; TRACE the text’s explanation or depiction of a complex process, phenomenon, or concept; PROVIDE an accurate summary of the text.

24. Step 4: Create a Graphic Organizer Concepts: Need to KNOW about Reading Comprehension

25. Graphic Organizer • Skills: Be Able to DO

26. Big Ideas • Use the unwrapped standards and graphic organizer to help create the Big Ideas to assess. • Use text-based questions to determine if students can • Identify a main idea • Understand a process • Create an accurate summary

27. Next Steps • Each PLC must create 2 Common Formative Assessments over the course of the school year. • Schedule • Sept-Nov: Develop Goal and create CFA aligned to standards (Common Core or State) • December: Conduct and analyze CFA