Empowering Social Studies Teachers for Smarter Balanced Assessment

Welcome!• Introductions (Here and off site)• Our work today

SCECH NOTICE!!!• Please take a moment to put a star by your

name on the registration form if you ARE completing the course for SCECHs

• DEADLINE: May 23rd• Qualifications…you must:

– Have completed all online work (or attended equivalent in-person work sessions)

– Learn Port Log– Attended Fall/Spring sessions– Have registered in Learn Port– Fill out SCECH Form (TODAY BEFORE

YOU LEAVE!)

LEARNPORT LOG

Objectives• Review the journey we’ve taken this year• Review how to jury items• Review and jury assessment items • Leave on a positive note!

The Inquiry Arc – C3 Framework

Developing Questions and

Planning Investigations

Applying Disciplinary

Concepts and Tools

Gathering, Evaluating, and Using Evidence

Working Collaborativel

y and Communicating Conclusions

Assessment• Log into Edmodo, (review password document

if need be)• A quiz awaits.

Jurying Our Items…• Setting the stage: How is this question

different from the others you saw?

Jurying• What are we looking for when we jury?

Jurying for Validity• Content Match • Performance Match • Allows no alternative approaches• Test Wise ness• Connects to one content expectation • Foils will provide insight and information • Context is engaging and appropriate

Jurying – The Process• In pairs, go over each question together• Fill out jurying form (be as descriptive as

possible)• Questions with minimal changes should be

juried twice• Questions with larger changes should be juried

by multiple groups

Jurying – A Walkthrough• Selected Response Items

Jurying – A Walkthrough

Jurying – A Walkthrough

Lunch

Jurying Continued

A B C

Collaborative Item Writing• In your content area groups, here is your

chance to synthesize your learning:• As a group: create a constructed response

item applicable to your content area (World History, Econ, etc.)

• Each group member should have input into the topic, the design, the wording, and the rubric

• Presentations conclude the writing process

A B C

Student Work Sample• Take out any student sample work items you

may have brought with you• Walk your table through:

– Your item– Your thought process for development– How you thought your students would do– How did your students do?– Coulda, woulda, shoulda

A B C

Student Work Samples• Take a look at the student work samples

provided. • What were the students expected to do?• What did the students do?• What instructional shifts might still be

necessary to get them ready for this item?• What are the implications for classroom

instruction?

A B C

The Road Ahead…• “It’s okay to be where you are…it’s not okay to

stay there”

Wrap Up• This was called Empowering SS Teachers for

Smarter Balanced Assessment

• In what ways do you feel empowered after having participated in this PD work series?

• How has it changed your teaching and assessment practices?

Action Plan