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Disclaimer Leadership for the Common Core in Mathematics (CCLM^2) Project

Disclaimer Leadership for the Common Core in Mathematics (CCLM^2) Project University of Wisconsin-Milwaukee, 2013–2014

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Disclaimer Leadership for the Common Core in Mathematics (CCLM^2) Project

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  1. Disclaimer Leadership for the Common Core in Mathematics(CCLM^2) Project University of Wisconsin-Milwaukee, 2013–2014 This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes. This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.

  2. Keys to Quality Classroom Assessment: Sound DesignPart II Common Core Leadership in Mathematics (CCLM)

  3. Homework from Last Week First: Read Chapter 9pages 297 - 307. Second:Looking ahead …… Choose the unit you will be teaching in November. Read three lessons and write learning targets for these lessons. Targets will be discussed in small groups. Consider: Type of target, student friendly language, embedded math idea not a math activity

  4. Target Discussion In Triads, examine and offer feedback to your partners on their learning targets. Spend some time in your discussion on: the classification of the learning target the student-friendly language the target as an activity or a learning

  5. Writing a Learning Target Grade Level groups (Triads) • Read the designated lesson. • Individually: • choose the standard that aligns best to the lesson. • List the activities students will do. • From the activities write a learning target. Classify your target. 3. Share and discuss your target with your triad. 4. If time, share you target with another grade level group.

  6. Teacher’s Role in Assessment FOR Learning Identify the standard. Deconstruct it to enabling targets. Transform to student friendly version. Create accurate classroom assessments. Use with students to track growth.

  7. Learning Targets Learning Target: Explain how your planning process includes formative assessment practices.

  8. Building on Big Ideas Reread the our Graffiti Chart from last week. Questions: What ideas do you want to build into your own classroom assessment system? How will you enrich your own assessment system?

  9. Sound Design: Big Ideas

  10. Keys to Quality Assessment: Sound Design Key 1: Clear Purpose Key 2: Clear Targets Key 3: Sound Design Key 4: Effective Communication Key 5: Student Involvement Sound Design: How to design assessments that align with our targets and serve our purposes.

  11. Four Assessment Methods Selected Response Written Response Performance Assessment Personal Communication All four methods are legitimate options, but only when their use is closely matched with the kind of learning target to be assessed and the intended use of the information. (p. 89)

  12. Learning Target – Assessment Method Match

  13. Learning Target - Assessment Method Match “Varying assessment methods to give students practice or to accommodate learning styles is a thoughtful consideration. However, assessment methods are not interchangeable. To ensure accurate assessment results, the overriding criterion for selection of method is consideration of the type of learning targets to be assessed.” (p. 87)

  14. Assessment Development Cycle Planning Stage Determine who will use the assessment results and how they will use them. Identify the learning targets to be assessed. Select appropriate assessment method or methods. Determine sample size. Development Stage 5. Develop or select items, exercises, tasks, and scoring procedures. 6. Review and critique the overall assessment for quality before use. Use Stage 7. Conduct and score assessment. 8. Revise as needed for future use.

  15. Sound Design: Assessment “Even if you are using an already-developed test, we recommend that you review it with each of the first six steps in mind. When we rely on textbook test writers to do the planning and development, we may have high-quality items, but we may have a partial or poor match to what we taught or to the relative balance of importance of each learning target in our curriculum.” (p. 113)

  16. Reflecting Back

  17. Learning Targets Learning Target: Explain how your planning process includes formative assessment practices.

  18. Homework Assessing the Learning Target: Working with your November learning targets, either write your own assessment item or find an assessment item from the suggested resources that will reveal evidence of student learning. At least one of your targets should be a reasoning target. Consider the learning from Chapter 4 as you put together your assessment item(s). Online Resources: http://www.illustrativemathematics.org/ http://www.ncpublicschools.org/acre/standards/common-core-tools/

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