1. Tully Central Schools May 16 2012 DAY Three 8:00-10:00- 10:15-12:15- 1:00-3:00-

2. Overview- Five Days • Oval One: Follow-up to prioritization and begin unwrapping • Oval One: Essential and guiding questions • Oval Two: Assessments • Task Analysis- Follow up with unwrapping • Oval Three: Learning Experiences- Unit Design

3. Outcomes • All will be familiar with process for prioritizing and unwrapping standards • All will be familiar with developing essential and guiding questions to match unwrapped standards • All will be familiar with process to match cognitive levels of unwrapped standards and assessment items • All will develop a lesson/unit based on priority, unwrapped standard

5. Thequestion!

6. 1st What should students know and be able do? SBE Planning Process: The Ovals 2nd How will the students and I know when they are successful? Task Analysis 3rd What learning experiences will facilitate student success? 4th Based on data, how do I refine the learning experiences?

7. Last session: • Welcome- Review of Agenda, Focus, Norms • Plan for continuation product • Connect back with unwrapping • Essential understandings, questions, ideas

8. Today: • Grounding : Review of process, outcomes and norms • Summative and Formative Assessments • Creating clear learning targets • Matching cognitive levels • Connecting lesson objectives and assessment

9. Next Session • The focus of the next session is to create a series of lessons or unit aligned with priority, unwrapped standards • You will have approximately one hour to start work– please bring what you will need: computer, text, etc.….. • We will also review and refine assessment items drafted today

10. Norms • What worked well? • What might need attention?

11. What do you remember… • Refer to posted charts • Explain to your group your work from last time • If you worked individually, find another individual • Find someone from another group and share your thinking and work from last session

12. Looking at assessment

14. Purpose of Assessment • Communicate expectations to students • Give students feedback about what they know and can do • Show students what they need to focus on to improve their understanding • Encourage student self-evaluation • Determine report card grades • Communicate to parents what students presently know and can do • Larry Ainsworth, Common Formative Assessments • Identify if students have mastered concepts or skills in standard • Evaluate the effectiveness of instructional strategies • Motivate students to be more engaged in learning • Help students learn content through application and other reasoning skills • Help students develop positive attitudes toward a subject

15. Let’s be clear

16. Setting the stage for common assessments

17. Setting the stage for common assessments

18. At your tables…. Formative vs. Summative

19. Formative? Summative?

20. Formative? Summative?

21. Formative? Summative?

22. An assessment is formative if it… Formative vs. Summative

23. Examples of Formative Assessments

24. An assessment is summative if it… Formative vs. Summative

25. Examples of Summative Assessments

26. Setting the stage for common assessments

27. Common? Not common? What does common mean?

28. Common? Not common? What does common mean?

29. Common? Not common? What does common mean?

30. Sound Familiar?

31. Putting It All Together Grant Wiggins, 2006

32. Setting the stage for common assessments

33. Where do interim assessments fit? Balanced Assessment System

34. Formative Balanced Assessment System Interim Summative

35. Hallmarks of Interim Assessments

36. Designing Quality Common Assessments A Seven Step Process

37. Decide what to assess Step 1

38. Done with Priority and Unwrapped Standards with Bloom’s or DOK

39. Decide HOw to assess Step 2

40. Decide HOw to assess Step 2

41. Designing Quality Assessments

42. Assessment methods

43. Choosing an Appropriate Assessment

44. Select the type of assessment that best matches the RIGOR or expected thinking level of the target and that will be the most efficient for your intervention.

45. Develop the assessment plan Step 3

46. Develop the assessment plan Step 3 Triangulate

47. Revisit your priority, unwrapped standard… use the level of thinking (blooms or DOK) to draft 3-4 items matching the standard

48. Gallery WALK • Tape your items to the existing charts • Using the post its provide feedback on the assessment items

49. Next Session • The focus of the next session is to create a series of lessons or unit aligned with priority, unwrapped standards • You will have approximately one hour to start work– please bring what you will need: computer, text, etc.….. • We will also review and refine assessment items drafted today

50. Data Resources