Agenda

1. Agenda Information to Use Today Knowledge Maps Common Summative Assessments Great Assessments (in general) The Big Picture - How it Fits Together at BHS Work Time Like-course groups develop knowledge map and common summative assessment for one unit Information for Next Steps Formative Assessments Feedback Data

3. Clear – Student Friendly Learning Targets Knowledge Maps

4. Knowledge Maps Focus And Accountability For Student Learning

5. Clear, Student-FriendlyLearning Targets pp. 34-37 1. Improved Learning 2. Reduce “check-it-off mentality 3. Increased motivation

6. Agree-Disagree?

7. Agree-Disagree?

8. Agree-Disagree?

9. Agree-Disagree?

10. LT: Describe what happens when two forces act on an object in the same or opposing directions. This means I can … • Define force. • Identify 3 changes that might happen to an object when force is applied. • Write words and diagrams to explain what happens when two forces act on an object in the same direction. • Write words and diagrams to explain what happens when two forces act on an object in the opposite directions.

11. Original Source of slides 5-9: wferriter@hotmail.com http://www.slideshare.net/wferriter/writing-student-friendly-learning-goals-2262336?from=ss_embed Student Friendly

12. How to Write Clear, Student-Friendly Learning Targets Make it Clear • Identify what must students KNOW? (nouns & noun phrases) • Identify what must students be able to DO? (verbs) Make it Student-Friendly • Begin with a simple phrase like, “I am able to …” • Eliminate unnecessary words and replace uncommon words with age-appropriate vocabulary • If needed - Add an exmple of what it looks like.  "This means I can ...“

13. Math Before/After Math (Common Core: Statistics - Inferences and Conclusions) 1. Understand statistics as a process for making inferences about population parameters based on a random sample from that population. 2. Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability

14. ELA Before/After ELA (Common Core: READING LITERATURE) RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL.11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

15. AccuarateAssessment of High Value Learning Targets Acctionable Information to Improve Student Learning Quality Assessments

16. QUALITY CRITERIA for EFFECTIVE ASSESSMENTS Alignment to Objectives Content ~ Cognitive demand ~ Item type Sample Size Enough evidence for each objective to eliminate guessing as an explanation for success. Wording Items are worded to avoid “leading” students to answers Items are worded using syntax and vocabulary commonly found on non-classroom tests Bias Nothing about individual items or the overall test would skew scores based on non-academic factors Stretch 10-20% of total points come from challenge level content objectives and/or upper level Bloom’s

17. http://ets.tlt.psu.edu/learningdesign/effective_questions

18. Item Type Matches Learning Target

19. LT: Describe what happens when two forces act on an object in the same or opposing directions. This means I can … • Define force. • Identify 3 changes that might happen to an object when force is applied. • Write words and diagrams to explain what happens when two forces act on an object in the same direction. • Write words and diagrams to explain what happens when two forces act on an object in the opposite directions.

20. Multiple Choice M. Goodwin., Teacher as Assessment Leader, Solution Tree Press, p. 98.

21. Methods of AssessmentBHS Exam Terms Selected Response This category includes all objectively scored paper and pencil-tested formats. Multiple choice ~ True-false ~ Matching ~ Fill-in-the-blank Constructed Response This category asks students to prepare an original, written answer that focuses on content knowledge explains the problem’s solution, OR compares, interprets, deduces, induces, analyzes, abstracts or classifies. Essays are evaluated by applying specific criteria, such as a rubric. Extended Response This category is the same as “Constructed Response” but requires a more thorough, detailed response.

22. How to write common assessments

23. How toWrite Common Assessments

24. Assessment Priorities

25. Topical Blueprints (Exams)

26. Objectives Blueprint (Units)

27. Quality Check Alignment to Objectives Content ~ Cognitive demand ~ Item type Sample Size Enough evidence for each objective to eliminate guessing as an explanation for success. Wording Items are worded to avoid “leading” students to answers Items are worded using syntax and vocabulary commonly found on non-classroom tests Bias Nothing about individual items or the overall test would skew scores based on non-academic factors Stretch 10-20% of total points come from challenge level content objectives and/or upper level Bloom’s

28. The Big Picture

29. The Big Picture Before Unit Tests - FrontloadInterventions based on formative classroom assessments After Unit Tests – Targeted Interventions based on department unit assessment data

31. Student Self-Assessment Formative Assessment Summative Assessment DaTa