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Introducing the MAC

Introducing the MAC. Overview. Several ISDs/RESAs proposed working together in 2008 to create products and services to meet common needs Assessment development Professional development opportunities Awareness of innovative assessment

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Introducing the MAC

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  1. Introducing the MAC

  2. Overview • Several ISDs/RESAs proposed working together in 2008 to create products and services to meet common needs • Assessment development • Professional development opportunities • Awareness of innovative assessment • Group proposed to create the Michigan Assessment Consortium (MAC) to meet those needs • Presentation- current as of April 2010

  3. Rationale for the MAC • Local districts often do not have the resources to carry out these activities by themselves • If they try to develop their own, the quality of the assessment materials and resources may be low • Duplicative work is wasteful of staff and financial resources – there aren’t enough resources to waste • Working collaboratively could increase quality while reducing costs • Newer models of assessment can be more readily implemented by working together

  4. Our MISSION • …is to improve student learning and achievement through a system of coherent curriculum, balanced assessment and effective instruction. We do this by collaboratively: • Promoting assessment knowledge and practice. • Providing professional development. • Providing and sharing assessment tools and products.

  5. Our VISION • Formative assessment and a balanced assessment system are valued components of Michigan education • All Michigan educators understand and implement a system of coherent curriculum, balanced assessment, and effective instruction • A network of assessment coaches and partners, function effectively, to support the implementation of sound, balanced assessment practices

  6. Our VISION • All teachers and administrators graduating from higher education are adequately prepared in formative assessment practices and balanced assessment systems • Michigan educational entities actively seek to collaborate with other entities on the development of assessment products and services • Information on assessment products and services is readily available, in an organized manner, to Michigan educators.

  7. Our BELIEFS We Believe…. • Collaboratives and consortia advance the work • Balanced assessment is a valued enterprise • Students are the most important users of classroom assessment data • Teachers and administrators must engage students in the assessment process

  8. Our BELIEFS We Believe…. • All educators can learn to implement a balanced assessment system • Teachers and principals and central office must be assessment literate • Development and use of a coherent system (CIA) ensures quality for each student • An effective assessment system includes a balance of school, district, and state measures and uses a variety of methods

  9. Organizing Partners • Initial organizing partners have included: • ISDs and RESAs • Michigan Dept of Education (OEAA & OEII) • MSU (Center for Assessment Research and • Development, plus other universities • Statewide professional associations (e.g. MASCD, • MSTA) • Other groups & individuals interested in improved • curriculum, instruction, and assessments

  10. Current & Future Projects • Assessment Development • Social Studies Assessments – collaborate with MC3 to develop unit-level assessments beginning with World History • Common Assessment Professional Development – samples would be shared.

  11. Current & Future Projects • Professional Development • Formative Assessment Process Coaches – formative assessment in the classroom, showing teachers how they can incorporate assessment process and strategies that will help them improve learning. Using a model of training coach/facilitators with learning teams in a formative culture (MDE and MSU)

  12. Current & Future Projects • Professional Development (continued) • Statewide video conferences • February 8, 2010 “Formative Assessment: What It Is and What It Isn’t” with Sara Bryant, Measured Progress • February 24, 2010 “Unpacking the Standards: Making Them Work for You” with Karen Bailey, Sungard Public Sector • May 10, 2010 “Grading for Learning” with Ken O’Connor, Educational Consultant

  13. Current & Future Projects • Professional Development (continued) • Training to build and use common assessments • Statewide training delivered via video conference, in 3 parts: • Overview of quality assessments & using common assessments • Developing the common assessments • Implementing/monitoring/refining • Coaches will be trained across the state, with the assessments as developed and implemented being evaluated and refined

  14. Current & Future Projects • Professional Development (continued) • Training to build and use common assessments – Module titles include: • Determining the purpose of your common assessment • Determining the targets of the assessment • Matching the assessment method to the learning target • Ways of assessing student outcomes • Putting together the test blueprint • Writing multiple choice, constructed response, performance and portfolio assessments • And many, many more!

  15. Current & Future Projects • Knowledge and Practice • Build awareness of innovative assessment practices • Assist policy makers such as state and local boards of education and school administrators to see the value of formative assessment and PD on formative assessment • Build awareness of the MAC • Assist state, intermediate, and district administrators to see that the MAC is a viable organization to assist with common assessment development and PD needs

  16. What are we learning from our projects? “Formative assessment is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.” -W. James Popham, 2008 Other sources include: Stiggins, Black & Wiliam, Sadler, Sheppard

  17. CCSSO Draft Definition of Formative Assessment Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. FAST/SCASS Austin, Texas October 2006

  18. Formative Assessment is • a PROCESS • It’s Not Formative Unless.. • Teachers have a plan before they walk into the classroom. • The Learning Targets are clear and linked to every part of the Formative Assessment Process. • Feedback for Learning is actionable. • Teachers analyze student assessment evidence as a way to revise their instruction. • Coaches are key. Coaches and their Learning Teams to focus on monthly themes.

  19. Current & Future Projects

  20. Intentions & Guiding Structure of the MAC • Want to be inclusive vs. exclusive • Want to capitalize on and share good work currently being done • Want to connect with folks who currently provide assessment services and products • Want a statewide effort • Want the work of the consortium informed by its membership

  21. Current Structure • We have a board of directors • We have three working committees (Knowledge and Practice, Professional Development and Assessment Development) • We are developing partnerships to start up projects and professional development • We have an E-Newsletter & a Web site

  22. Current Structure • The MAC Board of Directors has created and adopted a set of BY-Laws under which it is now operating • Each Board member has a 1-, 2-, or 3-year term (can be re-nominated) • New Board members can also be nominated • Membership in the MAC is now possible, and several ISDs are currently members – ALL should be • Individual memberships are also available • Levels of membership – and cost of membership – is up to the individual or organization – how much of the work of the MAC worth?

  23. Current MAC Board of Directors • Kathy Dewsbury-White, president, Ingham ISD • Ed Roeber, secretary, MSU • Kimberly Young, treasurer, Ionia County ISD • Judy Backes, board member Macomb ISD • Robby Cramer, board member MSTA • Bruce Fay, board member, Wayne RESA • Mary Alice Galloway, board member, MDE-OEII • Karen Mlcek, board member, Wexford-Missaukee ISD

  24. Current MAC Board of Directors continued…… • Joseph Martineau, board member, MDE-OEAA • Pat Mc Neil, board member, MASCD • Terri Portice, board member, Kent ISD • Dodie Raycraft, board member, St. Joseph County ISD • Michelle Ribant, board member, Eastern UP ISD • Rochelle Rubin, board member, MSTA • Michael Yocum, board member, Oakland ISD

  25. How to get involved in the MAC • Email Kimberly Young to receive the e-newsletter • Contact committee chairs to join one of the three working committees • Assessment development – Bruce Fay • Professional Development – Kimberly Young • Knowledge and Practice – Kathy Dewsbury-White • Speak to any MAC Board member about existing or future projects • Go the MAC website-print the membership form – submit to become a member.

  26. MAC Web site www.MichiganAssessmentConsortium.org

  27. For More Information • Kathy Dewsbury-White • Ingham Intermediate School District • (517) 244 – 1254 • Email: kdwhite@inghamisd.org • Edward Roeber • Michigan State University • (517) 432-0427 • Email: roeber@msu.edu • Kimberly Young • Office of Educational Assessment & Accountability • (517) 373-0988 • Email: youngk1@michigan.gov

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