Assessment Literacy

Assessment Literacy Tuesday, August 20, 2013 Jennifer Putman, Liaison

Comprehensive Assessment and Data System in GCISD STAAR, End of Unit, Sem. Exams, ACT/SAT MAP, TELPAS, CogAT, DRA2, progress monitoring Benchmarks & Cornerstone Tasks Assessments for Learning

Accountability Performance Indexes that determine Accountability: % of students passing state assessment % of students who met progress or exceeded progress(STAAR Level II and III) % of students in performance gap groups passing state assessment Graduation rate/DAP Rate (not applicable to us)

TEKS Literacy • What do students learn in the previous two grades to prepare them? • How will students use the learning next year? • Readiness Standards • Supporting Standards • Process Standards

Readiness Standards Essential for success in current grade level Prepares students for success in next grade level Require in-depth instruction Addresses broad and deep ideas

Supporting Standards Introduced OR reinforced in the current grade level May be emphasized in the previous grade level OR the next grade level Prepares students for success in the next grade level Addresses narrow ideas

Readiness vs. Supporting

Process Standards The “process” of how students gain and demonstrate knowledge Represents strategies students use to access learning Represents the way a student communicates learning

Heat Maps • Levels of Concern • Challenging (red) = < 70% • Moderate (orange) = 70 – 79% • Low-Risk (yellow) = 80 – 100%

Data Teams Process Analyze data – what percentage change do you notice for each standard? (+ or - ) Find areas of strength – what are we doing that works? Keep doing it! Which kids still need support? Find areas of concern – what do we need to do and learn before we teach this again? Which kids still need support? Determine focus standards (3 lowest standards) Create and implement CBAs Follow up with Data Teams Process in PLCs

Determining our Focus Standards • Vertical Teams: 30 minutes • Reading – Library • Math – Jami’s room • Science – Art room

Determining our Focus Standards Grade Level Teams –discuss and chart 3 focus standards for the year Be ready to share!

Quality Assessments Friday, August 23, 2013

DMAC www.DMAC-solutions.net Accessing questions based on standard Creating tests

Developing Quality Assessments Grades 3 – 5: in team leader’s room, use DMAC and 3 focus standards (Tuesday) to create a CBA Grades K – 2: in library with Jennifer and Jami for types of assessments and how to create quality assessments using focus standards (Tuesday)

Types of Assessment Responses Selected Response – multiple choice, true/false, matching, fill-in the blank with answer choices provided Constructed Response (Open Ended Response) – open ended questions, fill in the blank with no answer choices provided, students are asked to reason or justify thinking

IDP – The Intentional Design Process

TEKS 1.2B – Number and Operations The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: (B) use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones;

What number does this picture represent?(selected response question) 12 39 40 38

True or False?(Selected Response) =

Lisa built the number 42 using the blocks below. Is she correct? How do you know?

Curriculum Based Assessments Rubrics for constructed response Can be scored quickly and results used right away 4-7 questions total

Curriculum Based Assessment K-2 Use focus standards (choose 1) Use the IDP-short cut to IDP with your team Create a curriculum based assessment with 3 questions (selected response and constructed response)

Reflection We can not accomplish all that we need to do without working together. • Bill Richardson

Assessment Literacy