Session 2: Introduction to the Quality Criteria. Session Overview Your facilitator,...

transcript

Session 2:

Introduction to the Quality Criteria

Session Overview

Your facilitator, ___________________.

[Add details of facilitator’s background, including a photograph]

Agenda

• Setting the Stage

• Cover Profile

• Gate-Keeping Criteria

• Quality Criteria for Professional Learning Resources

• Quality Criteria for Instructional Resources

• The Rating System

• Reflecting on the Learning

Overview of Training Series 1

Session 1:

Introduction to the Digital

Library

(1 hour)

Session 2:

Introduction to the Quality

Criteria

( 1 hour)

Session 3:

Submitting Quality

Resources

(3 hours)

Session 4:

Navigating the Digital

Library

(1 hour)

SLT Two-DayTraining

Educator Learning Targets

I understand the purpose and structure of the Quality Criteria.

I understand my role in contributing resources to the Digital Library.

Educator Success Criteria

I can explain…• The components and origin of the Quality

Criteria. • The structure of the Cover Profile and its

importance to the resource posting process.• The function of the Gate-Keeping Criteria.• The Quality Criteria for Professional Learning

Resources.• The Quality Criteria for Instructional Resources. • The Quality Criteria rating system.• My role in the resource posting process.

Agenda

• Cover Profile

Role of the Quality Criteria

Formative Assessment Advisory Panel

• The Smarter Balanced Consortium convened a Formative Assessment Advisory Panel consisting of 12 experts in the formative assessment process, adult learning, online professional learning, diverse learners, CCSS ELA instruction, CCSS mathematics instruction, and urban and rural education.

• The Panel convened for three two-day meetings to develop Quality Criteria.

Meeting 1April 17 – 18

Meeting 2May 8 – 9

Meeting 3May 22 – 23

• Brainstormed initial Quality Criteria

• Refined lists of criteria

• Determined structure of Quality Criteria

• Developed comprehensive list of potential criteria

• Discussed merits of checklist vs. rubric-based approach

• Tested criteria using sample resources

• Refined criteria

Synthesized feedback

Developed first draft of

Quality Criteria

Developed 2nd draft; received feedback

from panelists; developed 3rd draft

Purposes of the Quality Criteria

Ensure that all resources in the Digital Library are of the highest quality, regardless of source.

Ensure that all resources reflect the Smarter Balanced vision of effective formative assessment practices.

Provide consistency in the review process for all resources.

Ensure that the resources in the Digital Library reflect the intent of the CCSS.

Agenda

• Cover Profile

The Cover Profile

The Cover Profile is explained in this video.

Agenda

• Cover Profile

Gate-Keeping Criteria

The Gate-Keeping Criteria is explained in this video.

Interactive Check-in How-to Video

• This video offers a review of using Padlet to facilitate completion of this session’s interactive check-in.

Interactive Check-in

A colleague asks how the Cover Profile and the Gate-Keeping Criteria are related.

Type or upload an illustration that explains your answer to your colleague.

To respond, please click here: http://padlet.com/wall/Session2_SBACCheck1

Agenda

• Cover Profile

Quality Criteria for ProfessionalLearning Resources

The Quality Criteria for Professional Learning Resources are explained in this video.

Agenda

• Cover Profile

Quality Criteria for InstructionalResources

The Quality Criteria for Instructional Resources are explained in this video.

Agenda

• Cover Profile

The Rating Scale

Criteria for Professional Learning Resources Rating* Comments2) Incorporates formative assessment practices 1 2 3 4 5

Clarify Intended Learningo The resource clearly articulates learning targets that

reflect the Common Core State Standards.o The resource clearly articulates success criteria.o The resource is designed coherently, so that all content

aligns to learning goals and success criteria. Elicit Evidence

o The resource includes tasks and/or strategies to elicit evidence of learning (e.g., self-assessments, self-reflection, educator-directed).

Interpret Evidenceo The resource provides a way (e.g. method, model,

process) to analyze or interpret evidence. Act on Evidence

o The resource provides opportunities or recommendations for responsive action to evidence (e.g. provide feedback to participants, suggest grouping of participants, create action plans, set goals, revise learning experience based on analysis of evidence).

The resource enables students to actively engage in the assessment and learning process.

1 – No Evidence2 – Minimal Evidence3 – Partial Evidence4 – Adequate Evidence5 – Exemplary Evidence

The Rating System

Criteria for Instructional Resources Rating*Comment

s1) Aligns with the intent of the Common Core State Standards

1 2 3 4 5

2) Incorporates high-quality formative assessment practices

1 2 3 4 5

3) Contains accurate, complete, high-quality curriculum and instruction

1 2 3 4 5

4) Reflects learner differences and supports personalized learning

1 2 3 4 5

5) Demonstrates utility, engagement, and user-friendliness

1 2 3 4 5

6) Integrates media and technology effectively1 2 3 4

Agenda

• Cover Profile

Reflecting on the Learning

I can explain…

• The components and origin of the Quality Criteria.

• The structure of the Cover Profile and its importance to the resource posting process.

• The function of the Gate-Keeping Criteria.

• The Quality Criteria for Professional Learning Resources.

• The Quality Criteria for Instructional Resources.

• The Quality Criteria rating system.

• My role in the resource posting process.

Next Step

To prepare for your next session, please review the Cover Profile and highlight key words or phrases in sections where you have questions.

You will need to bring this to your next session.

Congratulations!

SLT two-daytraining

You have completed Session 2: Introduction to the Quality Criteria.

Session 1:

Introduction to the Digital

Library

(1 hour)

Session 2:

Introduction to the Quality

Criteria

( 1 hour)

Session 3:

Submitting Quality

Resources

(3 hours)

Session 4:

Navigating the Digital

Library

(1 hour)

Feedback

Please complete the online session evaluation so we can learn from your feedback:https://www.surveymonkey.com/s/SNESession2

Thank you!

If you would like additional information about the Smarter Balanced Assessment Consortium, please visit:

http://www.smarterbalanced.org/

Session 2: Introduction to the Quality Criteria. Session Overview Your facilitator,...

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