Assessment Information

Aligning Instruction and Assessment

Four Critical Questions that Guide a PLC 1. What are students supposed to know and be able to do?

◦ PRIORITIZED and UNWRAPPED CORE STANDARDS

2. How do we know when our students have learned?◦ COMMON FORMATIVE ASSESSMENTS

3. How do we respond when students haven't learned? ◦ DATA TEAMS /INTERVENTION

4. How do we respond when students already know the content? ◦ DIFFERENTIATION/EXTENSIONS

A High Impact Initiative:The Utah Core State

Standards

Accomplishment begins with a focused set of

action steps!

Priority Standards

“Unwrapping” the

Standards

Common Formative Assessmen

ts

Data Teams (PLCs)

Priority Standards

Carefully selected subset of all standards

Used for common formative

assessments/Data teams (PLCs)

Students MUST know and be

able to do by the end of the year

The “Unwrapping” StandardsProcess

1. “Unwrap” standards and indicators to identify important concepts and skills to be taught

2. Represent the “unwrapped” concepts and skills on graphic organizer

Step 1: Underline Nouns, Circle Verbs

Carefully read through your selected standard

Underline the key concepts (important nouns or noun phrases)

Circle the skills (verbs)

Step 2: Create a Graphic Organizer

SKILLS –DO (Verbs)

CONCEPTS-KNOW (Nouns)

Rigor (Bloom’s/DOK)

Determine Main idea of textExplain Main ideaSupport Main idea with key

detailsSummarize Text

Example: RI 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text

SAGE Elementary ELA Blueprints: 42 Items

Grades 3, 4 & 5

Reporting Category/Strand

s

Reporting Category /Strands

PercentageReading

Literature 22%Reading

Informational Text 22%

Writing 26%Listening 15%Language 15%

TOTAL 100%

Note: The percentages shown

represent target aggregate values; individual student experiences will

vary based on the adaptive algorithm.

Grade 6

Reporting Category/Strands

Reporting Category /Strands

PercentageReading

Literature 20%Reading

Informational Text 25%

Writing 25%Listening 15%Language 15%

TOTAL 100%

SAGE Secondary ELA Blueprint: 42 Items

Depth of Knowledge (DOK) is an essential component of English language arts instruction and assessment, and is fully supported by the new Utah Core Standards. As such, DOK is integrated in all ELA item design throughout the Student Assessment of Growth and Excellence (SAGE) and their respective blueprints. All students will see a variety of DOK and item difficulty on the summative SAGE.

Depth of Knowledge

It’s NOT about the verb...

The Depth of Knowledge is NOT determined by the verb (like in Bloom’s Taxonomy), but by the context in which the verb is used and the depth of thinking required.

DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall)

DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)

DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)

Same Verb—Three Different DOK Levels

• Level 1: Recall and Reproduction

• Level 2: Skills & Concepts

• Level 3: Strategic Thinking

• Level 4: Extended Thinking

Webb’s Four Levels of Cognitive Complexity

• Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure

• Answering a Level 1 item can involve following a simple, well-known procedure or formula

DOK Level 1: Recall and Reproduction

Skills/Concepts: DOK Level 2

• Includes the engagement of some mental processing beyond recalling or reproducing a response• Items require students to make some decisions as to how to approach the question or problem• Actions imply more than one mental or cognitive process/step

Strategic Thinking: Level 3• Requires deep understanding exhibited through planning, using evidence, and more demanding cognitive reasoning• The cognitive demands are complex and abstract• An assessment item that has more than one possible answer and requires students to justify the response would most likely be a Level 3

Extended Thinking: Level 4

• Requires high cognitive demand and is very complex• Students are expected to make connections, relate ideas within the content or among content areas, and select or devise one approach among many alternatives on how the situation can be solved• Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time

DOK Matrix DOK Question Stems

Resources for DOK

Common Formative Assessments

Understand how CFAs are the centerpiece of an integrated standards and assessment system

Explore how the implementation of the CFA process improves instruction for all students.

Create first-draft items for a CFA

Improve assessment literacy through a deeper understanding of the assessment design process

Assessment is driven by purpose Formative assessment involves both

process and product Assessment design is specific to the

learning goals (prioritized, unwrapped standards)

Big Ideas

Standards-Assessment Alignment Diagram

CFAs are the Centerpiece of an integrated standards-assessment system

Interdependent Practices

Read pages 23-27 of Common Formative Assessments by Larry Ainsworth

Jigsaw and share learning.◦ All read page 23-24 (Formative and Summative

Assessments Defined)◦ #1 read Pages 24-25 (Changing the Traditional

Instruction-Assessment Cycle)◦ #2 read pages 25-26 (Assessment of Learning)◦ #3 read pages 26-27 (Assessment for Learning)

Assessment of and for learning

Formative vs. Summative

Formative (Doctor Visit) Summative (Autopsy)

Assessment FOR student learning

How can we guide learning?

Often non-graded Moving picture of their

learning A process during

learning

Assessment OF learning

What have students learned?

Typically graded Snapshot of their

learning An event after

learning

What the Experts Say:◦ Focus on student learning◦ Are team-created or agreed upon◦ Results are collaboratively analyzed and action

taken◦ Immediate feedback provided for students and

teachers◦ Students have multiple opportunities for success

Common Formative Assessments

Review your priority standards for your GL. Identify those that match the focus for an upcoming unit of study

Review your benchmark pre-test data. Determine a priority standard that you need

to focus on as a GL Team Each team member independently

construct one multiple-choice question that assesses the selected priority standard.

Grade Level Team Planning

Come prepared with your 1 multiple choice (or other) question to share with your team

Be prepared to discuss the DOK of the item you wrote

As a team, you will fine tune your questions. ◦ Determine DOK levels◦ Write one question collaboratively◦ Write one constructed response question collaboratively◦ Create a scoring rubric for the constructed response

question Be prepared to practice using tools and techniques

to evaluate and improve the quality of CFAs

Next Collaboration Time

Common Core Resources◦ Unpacking the standards-North Carolina Docum

ents

◦ Clark County School District Common Core Supports

Common Formative Assessment Support