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SHORT CYCLE ASSESSMENT-
IT’S A LONG STORY!
Presented by: Diane Burtchin, Karlene Fredericks, Tricia Hastings, Rachel Hinz, and
Christine Price
Rossford Exempted Village School District
SHORT CYCLE ASSESSMENTS ARE: Based on a curriculum that directly aligns
with the standards teachers must teach A series of formative assessments given
over a year A tool for instruction- by reviewing the
test result data teachers can identify strategies and resources that led to student success
Assessments that show what students can and cannot do- teachers can provide detailed feedback and adjust instruction to meet student needs
PRIMARY AIM To determine whether a student has
learned what they are supposed to learn It is important to begin with the end in
mind…So what is the end?Then we adjust our instruction to meet
these needs
7 STEPS OF SCA DEVELOPMENT Understand the state standards Understand the state assessment
(layout, format, content, scoring, vocabulary, etc.)
Develop a pacing guide Develop the SCA’s Administer the SCA’s Analyze the data Adjust instruction accordingly
THE CYCLE
Teach
Assess
Plan
BENEFITS OF SCA Help teachers find out exactly where each
student is with regard to the standards We get the information ahead of time so
remediation is an option SCA’s show a year’s growth by comparing
scores from year to year They require an enduring understanding
of the material being taught (just like the OAA)
Show teaching strengths/areas of weakness
THE FOUR E’S SCA’s give planned and purposeful
exposure to the benchmarks, indicators, etc.
SCA’s build resilience and endurance for students to sit through the test and work through tough questions
SCA’s help teachers develop expertise in their abilities to ask higher-level questions, make instructional decisions based on the data, and collaborate both within and across grade levels
SCA’s empower students to become responsible decision makers for learning
OUR RESOURCE… Short Cycle Assessment :
Improving Student Achievement through Formative Assessment
Authors: Susan Lang, Todd Stanley, Betsy Moore ISBN: 9781596670730
Grade range: K-12
This was our resource for learning more about the SCA process
THE SCA PROCESS IS A THREE YEAR PROGRAM.Year One: Review standards Identify what a student would need to
do in order to demonstrate mastery Analyze the standard according to
Bloom’s Taxonomy Develop a Pacing Chart for the year Begin to look at curriculum alignment Develop questions for the assessments
and create the assessments Give assessments and make revisions
SCA YEAR TWO: Give assessments Meet for Common Grading Meet for Data Analysis
Identify best practicesShare resourcesContinue to work to align curriculum to
standards Identify questions that need revisionsPrepare for student feedback
SCA YEAR THREE: Continue to align curriculum to
standards Develop intervention programs Give assessments Meet for Common Grading Meet for Data Analysis:
Identify questions students struggled with in order to re-teach concepts
Identify questions that need revisions Identify best practicesShare resourcesPrepare for student feedback
PACING GUIDE AND
KNOWLEDGE OF STANDARDS
1st Standard
for 6th grade math
Numbered
indicator
Grade Level
This test question would be labeled 6.1.2.
NOW IT’S YOUR TURN!!! Copies of 6th grade standards will be
distributed With a partner or small group – number
each mastery item with grade level, standard, and indicator
HOW WELL DO YOU KNOW YOUR STANDARDS? Partial copies of 6th grade math Short
Cycle Assessment will be distributed Identify the standard/indicator for each
of the questions assigned to you
FACTORS FOR CONSIDERATION IN DEVELOPING A PACING CHART Number of standards per quarter Degree of difficulty of standards each
quarter Textbook standards & their alignment
with the pacing chart
Curriculum implementatio
nsrecorded
to enhance and improve the
quality of student
success over time
PROS OF PACING CHART Intra-district moves amongst students
does not impact content material covered at previous/new school
Quick and concise reference for teacher review
Pacing guides designed to follow lesson/skill sequence in textbook series
Ensures that no standards fall through the cracks or are not addressed
Allows teachers to see the big picture for the school year
CONS OF PACING CHART Subject content must be covered by
specific deadline – does not take into account re-teaching that may be necessary for student mastery
Lack of flexibility in schedule/teaching content
WRITING QUESTIONS FOR SCA
ALIGNMENT OF SCA QUESTIONS TO OAA Multiple Choice Answers Short Answer (2 points) Extended Response (4 points) Similar Format Integrates all levels of Bloom’s
Taxonomy
BENEFITS OF QUESTION WRITING Teachers become knowledgeable about
standards and indicators Writing questions is a process of
continuous improvement and revision Challenges teachers to develop
questions involving higher levels of thinking
Increased teacher understanding for mastery of content
COMPLICATIONS OF QUESTION WRITING Plagiarism and Copyright Lack of effort/stakeholder buy-in Teacher disagreement can lead to
disengagement Process supports and facilitates
discussion regarding the quality of question
Fidelity of questions Are we assessing what is intended by the
standard? Does the question accurately measure
student knowledge/mastery?
ANSWER RUBRICS Establish clear, objective answer rubrics
in order to sustain accuracy in scoring Increase collaboration amongst
educators with a collection of sample responses to refer to as models prior to scoring
SAMPLE ANSWER RUBRIC
Question # 5:Complete the following Chart with the two missingNumbers and identify the Formula used.
Rubric:2 points – Student correctly identifies the formula AND both values for Y1 point – Student correctly identifies the formula OR identifies both values for Y0 Points – Student does not identify the correct formula and does not identify both values for Y
Formula: (y *2) – 2 = xX= 30Y=7
BLOOM’S TAXONOMY REFRESHER
QUESTION WRITING PRACTICE 1 standard 6 groups
Each group will develop a SCA question utilizing Bloom’s Taxonomy for the assigned standard
Create 1 multiple choice answer and 1 short answer or extended response question
These questions must include a rubricPay attention to the format of the question
since it should mimic that of an OAA question
COMMON GRADING Entire grade level for a subject meets to
grade short answer and extended reponse questions
A few samples of student responses for each question are shared, discussed, and agreements of points earned is reached
Grading proceeds. If questions regarding a response occur it is shared with the group
Notes are taken. If common errors are being made we can look at the question during data or instruction
DATA ANALYSIS VISUAL
MC ANSWER ANALYSIS VISUAL
NOW IT’S YOUR TURN!
WHAT YOU WILL SEE FROM THE DATA Where the students are in their learning Where students need to go in their learning How to group students by readiness level
(not by subject) but by specific skills Who suffers from test anxiety Who has the ability but does not put forth
the effort What type or format of question students
struggle with the most Student needs that will inform instructional
decisions
PROS AND CONS OF THE SCA PROCESS
PROS OF THE SCA PROCESS Creates grade level/subject collaboration Increases involvement in
learning/understanding standards Allows for common grading time to
establish continuity of answer rubrics Teacher accountability Students practice format and prepare for
OAA throughout the year Sharing of experiences, ideas, resources Alignment within the district on what is
being assessed and therefore taught
CONS OF THE SCA PROCESS Time consuming to create questions and
rubrics Increased teacher absence from school
due to analyzing data and grading during the school day
Teacher expectations for student achievement vary
Administering tests, reviewing of tests, and re-teaching content from tests impedes progression of instructional standards
Concern of student test anxiety and assessment inundation
QUESTIONS Please feel free to contact us with
questions: Diane Burtchin
[email protected] Karlene Fredericks
[email protected] Trisha Hastings
[email protected] Christine Price