Georgia Performance Standards

Day 2: Day 2: Learning to Assess and Learning to Assess and Assessing to LearnAssessing to Learn

88thth Grade Mathematics Grade Mathematics

Contact InformationContact Information

Georgia Department of Education1754 Twin Towers EastAtlanta, Georgia 30334

Janet Davis 404-463-1736jdavis@doe.k12.ga.us

Massie McAdoo, Ph.D. 404-463-6924mmcadoo@doe.k12.ga.us

Peggy Pool 404-657-9063ppool@doe.k12.ga.us

BloomBloom on on

MasteryMastery

Most students (perhaps over 90 percent) CAN master what we teach. Our basic instructional task is to define what we mean by mastery of a subject and to discover methods and materials to help the largest proportion of our students reach it.

Benjamin S. Bloom (1971)

Table DiscussionTable Discussion

• What should we assess?

• Why should we assess?

• How should we assess?

According to Grant According to Grant Wiggins…Wiggins…

• What is to be assessed must be clear and explicit to all students.

• NO MORE SURPRISES!

• Rubrics must accompany all major assignments and assessments.

A rubric is a set of rules A rubric is a set of rules thatthat

• Shows levels of quality• Communicates standards• Tells students expectations for

assessment task• Is NOT a checklist (yes or no

answers)• Includes dimensions (criteria),

indicators and a rating scale.

Essential Question 1Essential Question 1

What should we assess?

Which question shows a better understanding of lines?

1. Given a slope of 5 and a y-intercept of 3, write the equation of the line.

OR2. A company that produces pens has n pens

in stock at the beginning of a certain day. It produces these pens at a constant rate r for the entire day. If that day, pens have been produced at a greater constant rate, write an equation that can be used to determine the number of pens produced that day.

A TASK ?Joe and Sue own a chain of ice cream stores. They

have found that they sell an average of 1500 cones per summer day when they charge $1.00 each and 1200 cones per summer day when they charge $1.25 each.a. Write these two pieces of data as ordered pairs.b. Find the slope of the line between these ordered pairs.c. Use the slope and an ordered pair to write an equation of the line.d. Use this equation to predict the number of cones the will be sell at $1.30 each.

Is This a Good Task?Is This a Good Task?

Decide whether this is or

is not a good task.

Justify your answer.

Criteria for Good TasksCriteria for Good Tasks

• Involves significant mathematics

• Can be solved in a variety of ways

• Elicits a range of responses

• Requires communication

• Stimulates best performance

• Lends itself to a scoring rubric

Standards Based Education Standards Based Education ModelModel

GP

SG

PS

GP

SG

PS

(one or more)

StandardsElements

(one or more)

StandardsElements

Stage 1Identify Desired Results(Big Ideas) Enduring Understandings

Essential Questions

Skills and Knowledge

Stage 1Identify Desired Results(Big Ideas) Enduring Understandings

Essential Questions

Skills and Knowledge

All above, plusTasksStudent WorkTeacherCommentary

All above, plusTasksStudent WorkTeacherCommentary

Stage 2Determine Acceptable

Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Stage 2Determine Acceptable

Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Stage 3Plan Learning Experiences and

Instruction(to support student success on assessments,

leading to desired results)

Stage 3Plan Learning Experiences and

Instruction(to support student success on assessments,

leading to desired results)

All aboveAll above

Looking for Big IdeasLooking for Big Ideas

Big Ideas are key concepts. Look for ideas in key nouns found in the standards.

M8A4. Students will graph and analyze graphs of linear equations and inequalities.

From Understandings to From Understandings to QuestionsQuestions

“Students will use linear algebra to represent, analyze and solve problems.”

• Why is it important to be able to represent data with lines?

• How can I analyze that data to make conclusions and predictions?

Skills and KnowledgeSkills and Knowledge

Facts

Concepts

Generalizations

Rules, Laws, Procedures

KNOWLEDGE(declarative)

Skills

Procedures

Processes

SKILLS(procedural)

A

P

P

L

I

C

A

T I

O

N

Skills and Skills and KnowledgeKnowledge

M8A4. Students will graph and analyze graphs of linear equations and inequalities. Graph of linear equations Slope as rate of change Equation of Line

Concrete

Semi-Abstract

Semi-Concrete

AbstractConceptDevelopment

Essential Question 2Essential Question 2

Why should we assess?

The purpose of summative assessment is to prove achievement, and the purpose of formative assessment is to improve achievement.

Pratt, 1980

Bungee JumpingBungee Jumping

1. Complete the task.

2. Identify the standards addressed by this assignment.

3. Specify the criteria of the assignment.

Bungee JumpingBungee Jumping

What could you learn about students based on their performance on this task?

AccountabilityAccountabilityThe purpose of the Georgia Testing Program is

to

• measure the level of student achievement of the standards

• identify students failing to achieve mastery of content

• provide teachers with diagnostic information

• assist school systems in identifying strengths and weaknesses in order to establish priorities in planning educational programs.

CRCT Informatio

n

TestingTesting

Essential Question 3Essential Question 3

How should we assess?

Assessment vs. GradingAssessment vs. Grading

Student 1 receives mostly As and high Bs in the beginning; but his/her performance drops off considerably, and s/he receives an F on the final performance test.

Student 2 is erratic, receiving an equal number of As and Fs.

Student 3 is clueless at the beginning, but by the last few sessions, s/he catches on and performs flawlessly on the final performance. His/her grades are, in order from the first test to the last, F, F, F, F, C, B, A, A, A.

WHICH STUDENT DO YOU WANT TO PACK YOUR

PARACHUTE?WHY?

How should we assess?How should we assess?

• What assessment insights did you gain from this activity?

Assessing forAssessing for LearningLearning vs vs GradingGrading

Assessing

– Continuous process

– Provides feedback to improve student achievement

– May be formative or summative

– Provides a means of collecting evidence of student mastery of the standards

– Provides a photo album of student progress through which student growth can be observed

Grading

• A means of assigning numerical or alphabetical grade to a student’s work to inform students, parents and other stakeholders

• May be formative or summative

• Provides an attempt to quantitatively describe student achievement

• Provides a snapshot of student progress

Performance Tasks & Performance Tasks & AssessmentsAssessments

* often occur over time

* result in a tangible product or observable performance

* encourage self-evaluation and revision

* require judgment to score

* reveal degrees of proficiency based on criteria established and

made public prior to the performance

* sometimes involve students working with others

Multiple RepresentationsMultiple Representations

Pictures

Tables

WordsSymbols

Graphs

Types of Classroom AssessmentTypes of Classroom Assessment

•Multiple Choice

•True-False•Matching

Selected Response

•Fill-in-the-blank (words, phrases)

•Essay•Short answer (sentences, paragraphs)

•Diagram•Web•Concept Map

•Flowchart•Graph•Table•Matrix•Illustration

•Presentation

•Movement•Science lab •Athletic skill•Dramatization

•Enactment•Project•Debate•Model•Exhibition•Recital

•Oral questioning

•Observation•Interview •Conference•Process description

•Checklist•Rating scale•Journal sharing

•Thinking aloud a process

•Student self-assessment

•Peer review

Constructed

Response

Performance

Assessment

Informal Assessment

Matching Assessments with StandardsMatching Assessments with StandardsASSESSMENT FORMAT

ACHIEVEMENT TARGET

Selected Response

Constructed Response

Performance Tasks

Informal Assessment

Knowledge/Informational

Skills/Process

Thinking and Reasoning

Communication

Other:

Can assess mastery of specific elements of content knowledge

Short answers allow students to apply content knowledge

Not a good choice for this target; other options preferred

Teacher can ask questions, evaluate answers, and infer mastery; but this may not be time-efficient

Can assess application of some patterns of reasoning

Can observe and evaluate skills as they are being performed

Strong match when skill is oral communication

Written descriptions of complex problem solutions can provide insight into reasoning proficiency.

Can watch students solve some problems or examine some products and infer reasoning proficiency

Can ask students to “think aloud” or can ask follow-up questions to probe reasoning

Not a good choice for this target; other options preferred

Not a good choice for this target; other options preferred

Can observe and evaluate oral & written communication portions of performance tasks.

Strong match with some communication skills, especially oral communication

-Adapted from Marzano and Stiggins

Not a good choice for this target; other options preferred.

Can assess under-standing of the steps of a process, but not a good choice for evaluating most skills

Advantages of Using a Advantages of Using a RubricRubric

• Lowers students’ anxiety about what is expected of them

• Provides specific feedback about the quality of their work

• Provides a way to communicate expectations and progress

• Ensures all student work is judged by the same standard

• Disengages the “halo” effect and its reverse

• Leads students toward quality work.

Basic Rubric TemplateBasic Rubric Template Scale

Criteria

Indicator Indicator Indicator Indicator

Indicator Indicator Indicator Indicator

Indicator Indicator Indicator Indicator

Bungee JumpingBungee Jumping

Create a rubric to assess the bungee jumping task as a culminating task for the unit on Equations of Lines.

Put that Rubric to Use

Now to try your hand at assessing student work. You are to choose two of the “works” posted around the room and assess this work using the rubric that you have created.

Self-Assessment

Setting a Goal

Field AssignmentField Assignment• Redeliver Day 2.

• Use what you have learned today to create an assessment you will use with your students. Collect work samples to share with the group.

• Bring a copy of the assessment and student work samples of your task to Day 3.

• Bring resources to help you plan for instruction.

Days of Training• Implementation Year One

– Day One: Standards, Content, and Curriculum Mapping

– Day Two:  Assessment– Days Three and Four: Classroom

Implementation

• Implementation Year Two – Day Five: Differentiation– Day Six: Examining Student Work– Day Seven: On-line Survey

Contact InformationContact Information

Georgia Department of Education1754 Twin Towers EastAtlanta, Georgia 30334

Janet Davis 404-463-1736jdavis@doe.k12.ga.us

Massie McAdoo, Ph.D. 404-463-6924mmcadoo@doe.k12.ga.us

Peggy Pool 404-657-9063ppool@doe.k12.ga.us