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Assessment

Credits. Standards. vs. Assessment. Systems. Change the assessment and. you shift the structure of school. Change the structure of the school. From Isolated Objectives. to Common Standards. From evaluation used to sort. to evaluation used to support. Constant. Variable. Measured by.

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Assessment

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  1. Credits Standards vs Assessment Systems

  2. Change the assessment and . . . you shift the structure of school. Change the structure of the school From Isolated Objectives to Common Standards From evaluation used to sort to evaluation used to support

  3. Constant Variable Measured by Judged by Systems based on Content focal points Seat Time Average Performance Credits Teacher Individual against a pre-set Exemplar / Anchors articulated by rubrics Content Standards and thinking process / Focal Points Improvement based on fixed increments of growth and the anchors The time it takes Standards

  4. Aligned Valid Reliable Technical Measures Does it provide the same result if done again? Teacher Determined Does it sort rank levels? Credits Does it articulate levels of development over time? National, State and Local panels set the rigor Does it inform next steps for growth based on rigor? Standards

  5. Opportunity Access Evidence Access / Opportunity Tracking Groupings Weights Teacher Guidance Clout Teacher Assignments Credits Pre-set performance tasks, process, products, applications communication Individual interests Learning styles Open Transparent Standards

  6. Career Preparation Technology The Old Model Content by course design and electives Effort Conduct Tests Mid-Terms Finals Seat Time Attendance Average Scores Weighted Average Scores based on numerical right or wrong performance Number of credits Diploma Class Standing

  7. The Standards Model Guiding Principles Technology/Career Prep Thinking Standards Content Standards

  8. Planning Process Assessment Outcome

  9. The Standards Model Use technology to demonstrate how thought processes and career paths are applied along with . . Content Standards Improvement over time SAT / MEA 60% - 40% Performance Levels as compared to National, State, and Local Results Performance Level Benchmarks How much is good enough Exhibit a portfolio project showcasing the above requirements and demonstrates your use of the Guiding Principles to earn a diploma

  10. Exhibit a portfolio project showcasing the above requirements and demonstrates your use of the Guiding Principles to earn a diploma

  11. Unit Essential Question Guiding Principles Thinking Standard(s) Performance Task(s) Standard(s) Rubric The planning process already contains the information needed to keep track of the students digital portfolio.

  12. Grade Levels Standards Language Arts K 1 2 3 4 5 6 7 8 9 10 11 12 Process of Writing Conventions Process of Reading Response to Literature Public Speaking Report Writing Narrative Writing Persuasive Writing Procedural Writing Reading Aloud Poetry Math Numbers and NumberSense Computation Data Analysis and Statistics Patterns Relations Functions Mathematical Reasoning Measurement Discrete Mathematics

  13. D D D D D D P P P P P P M M M M M M E E E E E E Educational Continuum Grade Levels Standards Language Arts Process of Writing 3 4 5 6 7 Rubrics based on anchor samples of student work

  14. Anchor Samples Partially Meets Meets Standard Does Not Meet Student Work

  15. Scoring

  16. Professional Learning Communities

  17. Contact Information bbraun@msad48.org vsecor@msad48.org kkelley@msad48.org

  18. D P M E N The Process Writing Unit Unit Book Report Performance Task Rubric District Rubric Indicators: Statements that help clarify what a given standard is about. Qualifiers: D+ P+ Non-Scorable Does Not Meet Partially Meets Meets Exceeds I am beginning to. . . I consistently demonstrate . . .

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