Leadership for the Common Core in Mathematics Project, University of Wisconsin-Milwaukee, Summer 2013 Disclaimer Leadership for the Common Core in Mathematics (CCLM^2) Project University of Wisconsin-Milwaukee, 2013–2014 This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes. This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.
Transcript
Leadership for the Common Core in Mathematics Project, University of Wisconsin-Milwaukee, Summer 2013
Disclaimer
Leadership for the Common Core in Mathematics (CCLM^2) ProjectUniversity of Wisconsin-Milwaukee, 2013–2014
This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes.
This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.
Leadership for the Common Core in Mathematics Project, University of Wisconsin-Milwaukee, Summer 2013
Assessment:Present and Past
Common Core Leadership in Mathematics (CCLM)
This material was developed for use by participants in the Common Core Leadership in Mathematics (CCLM^2) project through the University of Wisconsin-Milwaukee. Use by school district personnel to support learning of its teachers and staff is permitted provided appropriate acknowledgement of its source. Use by others is prohibited except by prior written permission.
Leadership for the Common Core in Mathematics Project, University of Wisconsin-Milwaukee, Summer 2013
Questions to Ponder …
Can we really prepare students to achieve on the Smarter Balanced Assessment?
(belief system)
• What will it take?• What will need to change?
Leadership for the Common Core in Mathematics Project, University of Wisconsin-Milwaukee, Summer 2013
Before moving ahead, let’s take a step back. What are components of your
classroom assessment system?
Leadership for the Common Core in Mathematics Project, University of Wisconsin-Milwaukee, Summer 2013
Classroom Assessment System
What is your current assessment system?
Use bullet points and list components of your assessment system.
Leadership for the Common Core in Mathematics Project, University of Wisconsin-Milwaukee, Summer 2013
Assessment System Goals
• What do you want your assessment system to accomplish in your classroom?
• How will your system accomplish these things?
Leadership for the Common Core in Mathematics Project, University of Wisconsin-Milwaukee, Summer 2013
Learning Targets and Success Criteria
We are learning to:• Explain the ways in which our current assessment
model is tied to our assessment history. • Connect assessment practice to current needs.
We will be successful when we can:• Describe historical trends in assessment practice.• Articulate structural changes to our own
assessment practice.
Leadership for the Common Core in Mathematics Project, University of Wisconsin-Milwaukee, Summer 2013
Our Assessment Legacy
Think back … What summative assessments have been given to students in the past? Make a list of the types of assessments.
• What has been the purpose of these summative assessments?
• How have these assessments and student results from these assessments supported teaching and learning?
• How have they supported education practices?
Leadership for the Common Core in Mathematics Project, University of Wisconsin-Milwaukee, Summer 2013
Video
Leadership for the Common Core in Mathematics Project, University of Wisconsin-Milwaukee, Summer 2013
Video
Video of Stiggins on Assessment.
Two Parts:
Part 1: Our Assessment Legacy (30 min)
Part 2: Our Assessment Future (20 min)
Leadership for the Common Core in Mathematics Project, University of Wisconsin-Milwaukee, Summer 2013
Listening to Part 1 of the Video
Consider two questions about your own assessment system.
1. What assessment beliefs must change?
2. If those beliefs are changed, what changes in practice will follow?
Take about 3 minutes to write silently. You’ll be sharing these ideas with a partner.
Leadership for the Common Core in Mathematics Project, University of Wisconsin-Milwaukee, Summer 2013
Reflecting on Video – Part 1
Listening and Paraphrasing
In pairs, you will have a chance to share and practice some coaching skills.• Partner 1 - two minutes to share thoughts on the
questions. • Partner 2 – listens and paraphrases Partner 1 during
the two minutes.
Switch roles.
Leadership for the Common Core in Mathematics Project, University of Wisconsin-Milwaukee, Summer 2013
Debrief
Listening and Paraphrasing
What went well?
What was a challenge?
Leadership for the Common Core in Mathematics Project, University of Wisconsin-Milwaukee, Summer 2013
Debrief Mistaken Beliefs
1. High stakes tests are good for all students because they motivate learning.
2. If I threaten to fail you, it will cause you to try harder.
3. If a little motivation doesn’t work, use a lot of intimidation.
4. The way to maximize learning is to maximize anxiety.
5. It is the adults who use assessment results to make the most important instruction decisions.
6. The most important decisions are made annually based on once-a-year tests.
Leadership for the Common Core in Mathematics Project, University of Wisconsin-Milwaukee, Summer 2013
Messages
What did you learn this morning?
What are three big messages to take away?
Turn and talk with a partner. Then have a table discussion.
Select the top three big messages from your table.
Leadership for the Common Core in Mathematics Project, University of Wisconsin-Milwaukee, Summer 2013
Success Criteria
We will be successful when we can:• Describe historical trends in assessment practice.• Articulate structural changes to our own
