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GOFAR and Formative Assessment Practices (FIP) Data Conference August 22 , 2018

Access an expansive bank of formative instructional assessment items and tasks in ELA and Mathematics, along with benchmark assessments, to support evidence-based formative instructional practices (FIP) in your classroom. Use item formats like multiple choice, constructed-response, and extended response to gather evidence of true student understanding. Explore rubrics and exemplar papers for standardized expectations. Combine resources from GOFAR, TestPad, and FIP for a comprehensive formative assessment toolkit.

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GOFAR and Formative Assessment Practices (FIP) Data Conference August 22 , 2018

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  1. GOFAR and Formative Assessment Practices (FIP) Data Conference August 22, 2018

  2. Combining Resources Formative Assessment Toolbox: Item and test content in GOFAR GOFAR: Benchmark Development Tool for use with GaDOE test items TestPad: Tool for item creation Formative Instructional Practices (FIP): online professional learning for teachers

  3. Formative Assessment Toolbox • An expansive bank of formative instructional assessment items/tasks in ELA and Mathematics as a teacher resource • A set of benchmark assessments in ELA and Math for grades 3 through HS • An assessment literacy professional learning opportunity that focuses on implementation of evidence-based formative instructional practices (FIP) • http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GeorgiaFIP.aspx

  4. Item Formats • Multiple Choice • Constructed-Response • Extended Response • Scaffolded • Constructed-response items require students to provide explanations/rationales, provide evidence, and/or to show work • Provide teachers with evidence of true student understanding of content and process

  5. Example of Extended Response ItemELA—Grades 9 – 10 9th/10th Grade ELA Standards RI.9.8; RI9.1; L9.1; L9.2; DOK 4 Passage Title: Juliette Gordon Lowe Part A Identify at least two arguments Juliette Gordon Low used as reasons to begin the Girl Scouts. Part B Evaluate whether or not these arguments are valid and whether there is enough evidence in the article to support them. Be sure to complete ALL parts of the task. Use details from the text to support your answer. Answer with complete sentences, and use correct punctuation and grammar.

  6. Example of Extended Response Item Math—Advanced Algebra Advanced Algebra, Standards A.REI.2; A.REI.4; A.APR.6, A.REI.1; DOK 3

  7. Example of RubricMathematics—Grade 5

  8. Exemplar Papers Note: The pilot was conducted using standard administration procedures in order to ensure that results were comparable across the state. When items/tasks are used during instruction, these administration rules do not have to apply and student results may vary; thus, teachers may want to modify the rubrics and even raise expectations. Rubrics and exemplars should remain focused on high expectations. • Prototype answer – the “ideal” response • Set of responses from actual Georgia students, collected during item pilots • Samples scored by trained raters using rubric • Papers allow teachers to review and compare their own students’ work to the sample responses for each score point • Helps standardize expectations of the standards • Score point and annotations provided for each sample item response

  9. Exemplar PaperMathematics—Grade 5

  10. Student Anchor Papers Student Response Scorer’s Annotation Score based upon rubric

  11. Student Anchor Papers

  12. District, School and Teacher Functions

  13. GOFAR Access for District, School and Teacher

  14. GOFAR Main Window

  15. Viewing the Metadata in the Item Bank Click the arrow to expand or collapse the filter data for the test item.

  16. Viewing a Test Item Click Preview to view the test item.

  17. Preview a Selected Response Test Item Click the X to close the Question Preview window.

  18. Preview a Constructed Response Test Item Click Preview to view the Constructed Response item.

  19. Preview a Constructed Response Item (cont’d)

  20. View Exemplar File An Exemplar file contains a set of responses from actual Georgia students, that were scored by trained raters using the rubric posted. These papers allow teachers to review and compare their own students’ work to the sample responses for each score point which will help standardize expectations of the standards.

  21. Create a Test using TestPad

  22. Landing Page

  23. Create an Item

  24. Item Detail Screen

  25. Item Authoring Screen

  26. Item Preview Screen

  27. Item Bank

  28. Preview Item

  29. Add Items to Test

  30. Assign Test

  31. Finding Assessment Resources

  32. Assessment Resources • Georgia Milestones Item and Scoring Samplers • www.gadoe.org/milestones • EngageNy – Released test items • https://www.engageny.org/resource/released-2017-3-8-ela-and-mathematics-state-test-questions • Terms of use • https://www.engageny.org/terms-of-use

  33. Item and Scoring Sampler

  34. Item and Scoring Sampler

  35. Item and Scoring Sampler

  36. EngageNY Item

  37. EngageNY Item

  38. EngageNY Item

  39. EngageNY Item

  40. Released Item Activities Share with students Create mini benchmarks Create your own test items Develop standard schoolwide scoring Design and develop rubrics

  41. GA FIP: Online Professional Learning Classroom-based Formative Assessment 2018 GaDOE Data Collections Conference August 22, 2018

  42. Today’s Topics Engaging Scenario - Video Define GaDOE’s Formative Instructional Practices(FIP) online professional learning State location to download district and school FIP access codes Discuss options for implementing FIP so leaders and teachers can improve their practice to increase student learning Share that the appendix section of this PPT provides data and anecdotal feedback from Georgia teachers who participated in FIP professional learning in 2017-2018

  43. Take mental notes when you watch the clip … Link to Video: Learning How To Drive

  44. Is this video a good example of formative assessment?

  45. Key Observations from Video What aspects make this video a good example of formative assessment? Dad: “Brake…you’re doing good.” Daughter: “I’m going, like zero.” Dad: “See the car on the left.” Dad: “Turn a little slower.” Dad: “Stay on the other side of the divider.” Daughter: “I am scared to go and dip into that lane.” Dad: “Go into that lane.” Daughter: “I can’t.” Dad: “You can’t go so wide.” “Relax a little bit.” Dad: “Nothing happened, it was close…they have breaks too.” Dad: “Give it a little gas…you’re almost home, girl!”

  46. What is GA FIP?

  47. GA FIP Online Professional Learning FIP Participation from July 2013 to April 2018 GA FIP (formative instructional practices) is an online professional learning resource with 26 individual course options for K-12 educators and USG faculty and students to learn how to use the practices with students. FIPrefers to the formal and informal ways that both teachers and students collect and respond to evidence of student learning during instruction and use the evidence to facilitate greater student learning. Key professional learning content includes: (1) using clear learning targets, (2) collecting, analyzing and using evidence of student learning, (3) using effective feedback, and (4) developing student ownership of learning.

  48. How will the assessment results be used? Instructional Predictive Evaluative Tell me how students are likely to perform on the end-of unit or end-of year assessment? GOFAR Tell me how well my students are learning and how to improve my next lesson? GA FIP Tell me which instructional program, approach or teacher was most successful this year? GA Milestones Assessment System Formative Formative Summative 160 days 10 days Your Testing Window Adapted from: Gong, B., Marion, S. & Perle, M. (2007). A framework for considering interim assessments. Denver, CO: National Center for the Improvement of Educational Assessment.

  49. GA FIP All Course Series Flyerhttp://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GeorgiaFIP.aspx

  50. Where is the “HOW?” Many of my fellow teachers and I understand the need for more rigor and challenging our students to help them achieve. We get it. What is lacking is the “how.” How is teaching with the new standards different from teaching with the old? Teachers need models and training to help them step back to the role of skilled facilitators, to guide students to take ownership of their own learning. Source: Marzano, R. J. and Toth, M. D. (2014). Teaching for rigor: A call for a critical instructional shift. West Palm Beach, FL: Learning Sciences International. http://www.marzanocenter.com/essentials/mini-whitepaper-dl/?mkt_tok=3RkMMJWWfF9wsRokv63BZKXonjHpfsX54%2BwoXKe0lMI%2F0ER3fOvrPUfGjI4CSMNmI%2BSLDwEYGJlv6SgFQrbFMbRh0LgKXhY%3D Dylan Wiliam’s final comment…http://www.dylanwiliamcenter.com/webinars/ 10 years of deliberate practice is required to become expert for other domains as well as teaching Even the best teachers need to practice to become better Most teachers make exponential improvement in years 1 to 3, and often go into auto-pilot mode if not pushed and encouraged to get better Some teachers are motivated to get better on their own Create the conditions for teachers continue to improve well beyond their current levels

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