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Steps to align Assessments

Steps to align Assessments. Rigor and Standards Literacy. Students need the opportunity to practice with the types of assessment items they will encounter on high-stakes exams.

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Steps to align Assessments

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  1. Steps to align Assessments Rigor and Standards Literacy

  2. Students need the opportunity to practice with the types of assessment items they will encounter on high-stakes exams. Teachers should learn to develop and incorporate these types of assessment items into their regular classroominstruction.

  3. Step 1 Identify nouns and noun phrases to identify key concepts 8.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 8.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

  4. Step 2 Locate verbs to identify key target(s) 8.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 8.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

  5. Step 3 Place the Learning Targets into one – or more – categories • The categories are important in determining the most appropriate assessment type • Determines – to a certain extent– the level of rigor

  6. Learning Target Categories Knowledge Mastery of substantive subject content where mastery/proficiencyincludes both knowing and understanding it. Reasoning The ability to use knowledge and understanding to figure things out and solve problems. Demonstration The development of proficiency in doing something where it is the process that is central to understanding, such as playing a musical instrument, reading aloud, speaking in a second language or using psychomotor skills. Products The ability to create tangible artifacts, such as term papers, science fair projects, and art sculptures that meet certain standards of quality and present concrete evidence of academic proficiency.

  7. Learning Target Categories

  8. Examples: Knowledge Category • Identify characters, settings, and major events in a story • Define words by category • Name the author and illustrator of a story • Identify parts of an expression using mathematical terms • Define a coordinate system • Recognize opposite signs of numbers MATH ELA

  9. Examples: Reasoning Targets • Make logical inferences • Analyze the structure of texts • Compare and contrast treatments of the same topic • Interpret data on a single count or measurement variable • Relate counting to addition and subtraction • Explain the reasoning used • Summarize numerical data sets MATH ELA

  10. Examples: Demonstration Targets • Retell familiar stories, including key details • Respond to questions and suggestions from peers • Describe the connection between two individuals • Tell the number of objects • Describe and compare measurable attributes • Decompose a fraction into a sum of fractions MATH ELA

  11. Examples: Product Targets • Construct viable arguments produce rhyming words • Write arguments to support claims in an analysis of substantive topics • Model shapes in the world by building shapes from components • Produce an equivalent sum • Develop a probability distribution for a random variable MATH ELA

  12. Matching Assessment Methods and Learning Targets

  13. Verbs in Context • Describe 3 characteristics of metamorphic rocks • Knowledge (simple recall) • Describe the difference between igneous and metamorphic rocks • Reasoning (requires cognitive processing to determine the difference between the two types of rocks) • Describe a model that you might use to represent the relationship that exist within the rock cycle • Demonstration (requires deep understanding of the rock cycle and the determination of how best to represent it)

  14. Deconstructing Standards • Select a Common Core State Standard • Complete Steps 1, 2, and 3

  15. Identify Target Levels of Rigor • Levels of Rigor: • Bloom’s Taxonomy • Webb’s Depth of Knowledge • Surveys of Enacted Curriculum – Categories of Cognitive Demand • http:www.seconline.org

  16. SEC Cognitive Demand Categories

  17. Start, Stop, Continue

  18. Next Generation Assessments • Involve higher order thinking skills • Include Academic and Domain Specific vocabulary • Written as multi-step tasks rather than question • Include innovative computer technologies

  19. Sample Assessment Items • Innovative • Computer-based • Multiple Steps • Real-world examples

  20. Traditional scatter plot item Grade 8

  21. innovative scatter plot item Grade 8

  22. Selected Response Innovations

  23. If an item costs 50 cents how much more money would you need?

  24. Your mother sends you in to the store to buy something she wants. She tells you that the item costs somewhere between 1 cent and 99 cents. You only have pennies, nickels, dimes and quarters in the money jar. What is the least number of coins you can take with you to make change without going over $1.00?

  25. Standards for Mathematical Practice in a Classroom Traditional U.S. Problem Which fraction is closer to 1: 4/5 or 5/4? Same Problem with SMP integration Which number is closer to 1: 4/5 or 5/4? Using a number line, explain why this is so. (Daro, Feb 2011)

  26. Elementary ELA

  27. CCSS assessment resources • PARCC WEBSITE • http://www.parcconline.org • SMARTER BALANCED ASSESSMENT CONSORTIUM WEBSITE • http://www.k12.wa.us/smarter • INSIDE MATHEMATICS • http://www.insidemathematics.org/index.php/home • NAEP RELEASED ITEMS (INNOVATIVE ITEM TYPES) • http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx • MATHEMATICS STANDARDS PROGRESSIONS • http://ime.math.arizona.edu/progressions/ • ELA SAMPLE PERFORMANCE TASKS (ARKANSAS DEPARMENT OF EDUCATION) • http://arkansased.org/educators/pdf/curriculum/ccss_sample_informational_042211.pdf • http://arkansased.org/educators/pdf/curriculum/ccss_sample_stories_042811.pdf

  28. Start, Stop, Continue

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