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Session 2: Introduction to the Quality Criteria
| Date post: | 31-Mar-2015 |
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Session 2:
Introduction to the Quality Criteria
Session Overview
Your facilitator, ___________________.
[Add details of facilitator’s background, including a photograph]
Page 2
Agenda
• Setting the Stage
• Cover Profile
• Gate-Keeping Criteria
• Quality Criteria for Professional Learning Resources
• Quality Criteria for Instructional Resources
• The Rating System
• Reflecting on the Learning
Page 3
Overview of Training Series 1
Session 1:
Introduction to the Digital
Library
(1 hour)
Session 2:
Introduction to the Quality
Criteria
( 1 hour)
Session 3:
Submitting Quality
Resources
(3 hours)
Session 4:
Navigating the Digital
Library
(1 hour)
SLT Two-DayTraining
Page 4
Educator Learning Targets
I understand the purpose and structure of the Quality Criteria.
I understand my role in contributing resources to the Digital Library.
Page 5
Educator Success Criteria
I can explain…• The components and origin of the Quality
Criteria. • The structure of the Cover Profile and its
importance to the resource posting process.• The function of the Gate-Keeping Criteria.• The Quality Criteria for Professional Learning
Resources.• The Quality Criteria for Instructional Resources. • The Quality Criteria rating system.• My role in the resource posting process.
Page 6
Agenda
• Setting the Stage
• Cover Profile
• Gate-Keeping Criteria
• Quality Criteria for Professional Learning Resources
• Quality Criteria for Instructional Resources
• The Rating System
• Reflecting on the Learning
Page 7
Role of the Quality Criteria
Page 8
Formative Assessment Advisory Panel
• The Smarter Balanced Consortium convened a Formative Assessment Advisory Panel consisting of 12 experts in the formative assessment process, adult learning, online professional learning, diverse learners, CCSS ELA instruction, CCSS mathematics instruction, and urban and rural education.
• The Panel convened for three two-day meetings to develop Quality Criteria.
Meeting 1April 17 – 18
Meeting 2May 8 – 9
Meeting 3May 22 – 23
• Brainstormed initial Quality Criteria
• Refined lists of criteria
• Determined structure of Quality Criteria
• Developed comprehensive list of potential criteria
• Discussed merits of checklist vs. rubric-based approach
• Tested criteria using sample resources
• Refined criteria
Synthesized feedback
Developed first draft of
Quality Criteria
Developed 2nd draft; received feedback
from panelists; developed 3rd draft
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Purposes of the Quality Criteria
Ensure that all resources in the Digital Library are of the highest quality, regardless of source.
Ensure that all resources reflect the Smarter Balanced vision of effective formative assessment practices.
Provide consistency in the review process for all resources.
Ensure that the resources in the Digital Library reflect the intent of the CCSS.
Page 10
Agenda
• Setting the Stage
• Cover Profile
• Gate-Keeping Criteria
• Quality Criteria for Professional Learning Resources
• Quality Criteria for Instructional Resources
• The Rating System
• Reflecting on the Learning
Page 11
The Cover Profile
Page 12
The Cover Profile is explained in this video.
Agenda
• Setting the Stage
• Cover Profile
• Gate-Keeping Criteria
• Quality Criteria for Professional Learning Resources
• Quality Criteria for Instructional Resources
• Reflecting on the Learning
Page 13
Gate-Keeping Criteria
Page 14
The Gate-Keeping Criteria is explained in this video.
Interactive Check-in How-to Video
• This video offers a review of using Padlet to facilitate completion of this session’s interactive check-in.
Page 15
Interactive Check-in
A colleague asks how the Cover Profile and the Gate-Keeping Criteria are related.
Type or upload an illustration that explains your answer to your colleague.
To respond, please click here: http://padlet.com/wall/Session2_SBACCheck1
Page 16
Agenda
• Setting the Stage
• Cover Profile
• Gate-Keeping Criteria
• Quality Criteria for Professional Learning Resources
• Quality Criteria for Instructional Resources
• The Rating System
• Reflecting on the Learning
Page 17
Quality Criteria for ProfessionalLearning Resources
Page 18
The Quality Criteria for Professional Learning Resources are explained in this video.
Agenda
• Setting the Stage
• Cover Profile
• Gate-Keeping Criteria
• Quality Criteria for Professional Learning Resources
• Quality Criteria for Instructional Resources
• The Rating System
• Reflecting on the Learning
Page 19
Quality Criteria for InstructionalResources
Page 20
The Quality Criteria for Instructional Resources are explained in this video.
Agenda
• Setting the Stage
• Cover Profile
• Gate-Keeping Criteria
• Quality Criteria for Professional Learning Resources
• Quality Criteria for Instructional Resources
• The Rating System
• Reflecting on the Learning
Page 21
The Rating Scale
Criteria for Professional Learning Resources Rating* Comments2) Incorporates formative assessment practices 1 2 3 4 5
Clarify Intended Learningo The resource clearly articulates learning targets that
reflect the Common Core State Standards.o The resource clearly articulates success criteria.o The resource is designed coherently, so that all content
aligns to learning goals and success criteria. Elicit Evidence
o The resource includes tasks and/or strategies to elicit evidence of learning (e.g., self-assessments, self-reflection, educator-directed).
Interpret Evidenceo The resource provides a way (e.g. method, model,
process) to analyze or interpret evidence. Act on Evidence
o The resource provides opportunities or recommendations for responsive action to evidence (e.g. provide feedback to participants, suggest grouping of participants, create action plans, set goals, revise learning experience based on analysis of evidence).
The resource enables students to actively engage in the assessment and learning process.
1 – No Evidence2 – Minimal Evidence3 – Partial Evidence4 – Adequate Evidence5 – Exemplary Evidence
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The Rating System
Page 23
The Rating System
Criteria for Instructional Resources Rating*Comment
s1) Aligns with the intent of the Common Core State Standards
1 2 3 4 5
2) Incorporates high-quality formative assessment practices
1 2 3 4 5
3) Contains accurate, complete, high-quality curriculum and instruction
1 2 3 4 5
4) Reflects learner differences and supports personalized learning
1 2 3 4 5
5) Demonstrates utility, engagement, and user-friendliness
1 2 3 4 5
6) Integrates media and technology effectively1 2 3 4
5
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Agenda
• Setting the Stage
• Cover Profile
• Gate-Keeping Criteria
• Quality Criteria for Professional Learning Resources
• Quality Criteria for Instructional Resources
• Reflecting on the Learning
Page 25
Reflecting on the Learning
Page 26
I can explain…
• The components and origin of the Quality Criteria.
• The structure of the Cover Profile and its importance to the resource posting process.
• The function of the Gate-Keeping Criteria.
• The Quality Criteria for Professional Learning Resources.
• The Quality Criteria for Instructional Resources.
• The Quality Criteria rating system.
• My role in the resource posting process.
Next Step
To prepare for your next session, please review the Cover Profile and highlight key words or phrases in sections where you have questions.
You will need to bring this to your next session.
Page 27
Congratulations!
SLT two-daytraining
You have completed Session 2: Introduction to the Quality Criteria.
Session 1:
Introduction to the Digital
Library
(1 hour)
Session 2:
Introduction to the Quality
Criteria
( 1 hour)
Session 3:
Submitting Quality
Resources
(3 hours)
Session 4:
Navigating the Digital
Library
(1 hour)
Page 28
Feedback
Please complete the online session evaluation so we can learn from your feedback:https://www.surveymonkey.com/s/SNESession2
Thank you!
If you would like additional information about the Smarter Balanced Assessment Consortium, please visit:
http://www.smarterbalanced.org/
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