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Creating quality assessments

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Creating Quality Assessments Stephen Miller Director of Assessment Green Bay Area Public School District
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  • 1. Creating Quality AssessmentsStephen Miller Director of Assessment Green Bay Area Public School District

2. Lets Look at 3 Models http://files.solution-tree. com/pdfs/Reproducibles_BA/thebalancedassess mentmodel.pdf http://files.solution-tree. com/pdfs/Reproducibles_CFA/balancedassessm entsystemframework.pdf http://rti.dpi.wi.gov/files/oea/pdf/balsystem.pdf What are the Similarities & Differences in these models 3. What can Feedback and Unlimited Opportunities Do?1:30-10:57 4. What can Feedback and Unlimited Opportunities Do? http://www.ted. com/talks/jane_mcgonigal_gaming_c an_make_a_better_world.html 1:30-10:57 What is an Epic Win in education? How can we design a World Saving Mission Perfectly Matched to a students Ability? 5. What can Feedback and Unlimited Opportunities Do? How can we create: Urgent Optimism Social Fabric Blissful Productivity Epic Meaningin our classrooms? 6. So how do we create quality assessments? 7. Keys to Quality Classroom Assessment Clear Purpose Clear Targets Sound Design Effective Communication Student Involvement(Stiggins, Arter, Chappuis & Chappuis, 2006) 8. What does Educational Research tell us about effective instruction? 5 Research-based strategies that significantly improve student learning: Sharing criteria (clear learning targets with success criteria) Questioning Feedback Peer assessment Self-assessment (Marzano, Wiggins & McTighe, others) 9. The Case for Feedback Hattie (1999, 2007) 500 meta-analyses 180,000 studies 20 to 30 million students, various influences on student achievement. 10. Lets Practice Effective Communication and Student Involvement in Assessment http://files.solution-tree. com/pdfs/Reproducibles_taal/student_goal_settin g.pdf Work in groups of two to go through the sample 11. Clear Learning TargetsThe key to developing sound assessment! 12. Students who can identify what they are learning significantly outscore those who cannot. Robert J. Marzano 13. What Constitutes a Quality Assessment? Individually, draw the front of a penny. Include as many details as you can without looking at one. Do not compare with a partner until instructed. 14. How Can We Help Students Unlock the Target? 15. The Challenge. How can we use assessments to help the student believe that the target is within reach? 16. Desired Outcomes Statements of what we want students to learn and be able to do. 17. Teachers who truly understand what they want their students to accomplish will almost surely be more instructionally successful than teachers whose understanding of hoped-for student accomplishments are murky. -W. James Popham 18. Identify the Desired Outcome Complete a senior project Build a bird Feeder Use a band saw safely Analyze a lab report Construct a diorama 19. Identify the Desired Outcome Complete a senior project Build a bird Feeder Use a band saw safely Analyze a lab report Construct a diorama 20. Educators & Students must be able to answer Where am I going? Where am I now? How can I close the gap? How will I know Im getting there? How can I keep it going? 21. A Mathematics Example Subject MathDecimalsTopic AssignmentPage 152 in the book ActivityGoing on a decimal huntRead decimals and put them in orderDesired Outcome 22. Types of Desired Outcomes Knowledge Reasoning Performance/ skills Products 23. Knowledge Outcomes Mastery of substantive subject content where mastery includes both knowing and understanding it. 24. Knowledge Examples Identify metaphors and similes Read and write quadratic equations Describe the function of a cell membrane Know the multiplication tables Explain the effects of an acid on a base 25. Reasoning Outcomes The ability to use knowledge and understanding to figure things out and to solve problems. 26. Reasoning Examples Use statistical methods to describe, analyze, evaluate, and make decisions. Make a prediction based on evidence. Examine data/results and propose a meaningful interpretation. Distinguish between historical fact and opinion. 27. Performance/Skill Outcomes The development of proficiency in doing something where the process is most important. 28. Performance/Skill Examples Measure mass in metric and SI units Use simple equipment and tools to gather data Read aloud with fluency and expression Participates in civic discussions with the aim of solving current problems Dribbles to keep the ball away from an opponent 29. Product Outcomes The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency. 30. Product Examples Construct a bar graph Develop a personal health-related fitness plan Construct a physical model of an object Write a term paper to support a thesis 31. Clear Desired Outcomes Clear Outcomes help us: Recognize if the assessment adequately covers and samples what we taught. Correctly identify what students know/dont know, and their level of achievement. Plan the next steps in instruction. Give meaningful descriptive feedback to students. 32. Clear Outcomes (continued) Have students self-assess or set goals likely to help them learn more. Keep track of student learning target by target or standard by standard. Complete a standards-based report card. 33. Classifying Desired Outcomes https://docs.google.com/file/d/0BTUCQXCA3pZVUxGWlB1WHE4VHM/edit? usp=sharing Classify each Learning Objective as Knowledge, Reasoning, Skill, or Product 34. Classifying Learning Targets What were some considerations for how you classified the samples you had?Is it always clear how to classify a statement? Why or why not? 35. QUESTION What is the difference between a STANDARD and a TARGET? 36. An Example STANDARD: An excellent golf swing TARGETS: Proper placement for feet (stance) Proper grip while maintaining stance Swing A, B, C (3-parts to swing)ACTIVITIES: Watch videos of great golfers and imitate their stance 37. By setting out clearly in their own minds what they wanted the students to learn, the teachers would be in a position to find out what the gap was between the state of students current learning and the learning goal and to be able to monitor that gap as it closed. --Assessment for Learning: Putting it into Practice 38. Creating Outcomes for Driving a Car with Skill What knowledge will students need to demonstrate the intended learning? What patterns of reasoning will they need to master? What skills are required, if any? What product development capabilities must they acquire, if any? 39. Sample Responses to Driving a Car with Skill Knowledge Know the law Read signs and understand what they mean Reasoning Evaluate am I safe and synthesize information to take action if needed Skills Steering, shifting, parallel parking, Products (not appropriate Outcome for standard) 40. So, What about the Common Core? Think about what knowledge, skills, reasoning, or products students will need in order to meet that standard. In some cases it may be explicit, in others, start with the skills column, then move to understanding, and lastly to core content. Do not think of how you will teach the standard or how you will assess it, ONLY about what students will need to know and be able to do. 41. So, What about the Common Core? Select a standard and try it yourself at http://www. corestandards.org/the-standards


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