WELCOME TO

UTAH STANDARDS

ACADEMY

2014 - DAY

4

AGENDASchedule for Day8:30-8:45: Address Questions8:45-10:30: Mathematical Progressions10:30-10:45: Break10:45-12:00: The What, Why, and How of Assessment12:00-12:45: Lunch12:45-2:00: Creating Formative Assessments2:00-2:15: Break2:15-3:15: Analyzing Assessment Data/SAGE Information3:15-3:30: Wrap up the day

QUESTIONS FROM YESTERDAY

TODAY’S LEARNING OBJECTIVESParticipants will…• Understand why conceptual mastery of the core at

each grade level is critical to student progress.• Understand vertical mathematical progressions in

the core. • Understand a variety of types and purposes of

assessment.• Create formative assessments.• Learn strategies for analyzing assessment data.• Understand key ideas around SAGE.

WHY PROGRESSIONS

JUST WHERE DO MY STUDENTS FIT VERTICALLY IN MATH?

BREAK

WHEN I WAS INEFFECTIVELY ASSESSED…• Think about a time in your life when you

were evaluated or assessed on a task or assignment and felt like you did NOT receive useful or accurate information back relating to your mastery of the project or skill.

• Share your experience with your group.• Chart- What are key characteristics in the

experiences with INEFFECTIVE evaluation and feedback?

WHEN I WAS EFFECTIVELY ASSESSED…• In contrast, think about a time in your life

when you were evaluated or assessed on a task or assignment and felt like you DID receive useful or accurate information back relating to your mastery of the project or skill.

• Share your experience with your group.• Chart- What are key characteristics in the

experiences with EFFECTIVE evaluation and feedback?

Ineffective Effective

ASSESSMENT PRACTICES

Discussion: • What characteristics made our experiences with

assessments, evaluations, and feedback effective or ineffective?

• What makes math assessment practices in our classrooms effective or ineffective?

CREATE A POSTER WITH YOUR GROUP1. What is the definition of assessment?2. What do we assess in mathematics?3. What are the purposes of assessment?4. How is assessment useful for teachers?5. How is assessment useful for students?6. What methods are used for

assessment?7. When do we assess?

GALLERY WALK• Spend 1 minute with each poster• Ask questions• Add your ideas • Highlight• Check, star• Etc.

DISCUSSION:• What are some key ideas we should

think of when assessing?• How do we make assessments fit in

with the three shifts in the core standards?

• How do the purposes of assessment change with the shifts?

ASSESSMENT VOCABULARY SORT

TYPE DEFINITION PURPOSE

QUESTIONS ABOUT THESE TYPES OF ASSESSMENT?

Interim AssessmentCommon Assessment

Checking for UnderstandingExit Ticket

QuizUnit Test

SAGE SummativePerformance Assessment

RubricSelf- AssessmentAssessment Data

Constructed ResponseMultiple-Choice

Tracking and ReflectingNon-Traditional Item

TypesAdaptive Testing

YEARLY ASSESSMENT OVERVIEW

DISCUSSION ON TYPES AND PURPOSES OF ASSESSMENT:• How do you use each of these

types of assessment in your classroom, school, and district?

• What are the benefits and challenges of assessing in a variety of ways in an ongoing way?

Let's watch a video clip on using Exit Tickets in the classroom.

SELF-ASSESSMENT TOOLS

EXIT TICKET WITH STOP SIGN SELF-ASSESSMENT

EXIT TICKETWITH PICTURE AND EQUATIONS

EXIT TICKETKINDERGARTEN EXAMPLE

EXIT TICKET4 PER PAGE

FORMATIVE ASSESSMENTS IN TEXTBOOKSMath Expressions- First Grade Lesson on Understanding Tens

and Ones

GO Math Standards Practice- Second Grade Subtraction

FORMATIVE ASSESSMENTS IN TEXTBOOKSGO Math Standards Practice- Third Grade Multiplication

Math Expressions- Fourth Grade Lesson on Decimals Greater Than One

FORMATIVE ASSESSMENTS IN TEXTBOOKSGO Math Standards Practice- Fifth Grade Evaluating Expressions

Math Expressions- Sixth Grade Lesson on Volume

OTHER IDEAS FOR QUICK FORMATIVE ASSESSMENTS• Index Cards• Sticky Notes• Smart Response Clickers• Journal Reflections• What have you used in your classrooms?

Discussion: What information could you gain about your students’ understanding by having them complete exit tickets or quick formative assessments during or after lessons?

CREATING FORMATIVE ASSESSMENTS:CHECKING FOR UNDERSTANDING WITHIN A LESSONEXAMPLE:Math Standard: 3.OA.1: Interpret products of whole

numbers (e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each). For example, describe a context (story situation) in which a total number of objects can be expressed as 5 x 7.

Lesson Objective: Today we are learning to describe products in multiplication as the total number of objects in equal groups.

CREATING FORMATIVE ASSESSMENTS:CHECKING FOR UNDERSTANDING WITHIN A LESSONEXAMPLE:Quick Checks for Understanding during the Lesson 1) There are 4 cookies on 3 plates. Show me a

picture on your white boards of the total number of cookies in the equal groups.

2) Draw a model of 5 equal groups with 6 objects in each group. Explain what the product is to your neighbor. I’m going to call on a few students to share with the class.

CREATING FORMATIVE ASSESSMENTS:CHECKING FOR UNDERSTANDING WITHIN A LESSONEXAMPLE:Quick Checks for Understanding during the Lesson 3) Hold up 1, 2, or 3 fingers in front of your chest. Show

me 3 if you feel very confident that you understand how products are found from equal groups of objects and you could explain this to the class or another student. Show me 2 if you feel like you understand how products are found from equal groups of objects, but you need some more practice. Show me 1 if you feel confused or still need a lot of practice to understand products and equal groups.

CREATING FORMATIVE ASSESSMENTS:CHECKING FOR UNDERSTANDING WITHIN A LESSONEXAMPLE:EXIT TICKET

LUNCH

CREATING FORMATIVE ASSESSMENTS:CHECKING FOR UNDERSTANDING WITHIN A LESSON• Think of the task

you created yesterday.

• Use this form to create a plan to check for understanding during the lesson.

DISCUSSION ON CREATING FORMATIVE ASSESSMENTS• What was challenging as you thought

through checking for understanding during your task or lesson?

• How could thinking through how you will check for understanding benefit the quality of the task’s or lesson’s administration?

• What resources are in your basal to support you with this?

PERFORMANCE ASSESSMENTS AND RUBRICSPerformance Assessment:

A test in which the test taker actually demonstrates the skills the test is intended to measure by doing real-world tasks that require those skills, rather than by answering questions asking how to do them. Typically, those tasks involve actions other than marking a space on an answer sheet or clicking a button on a computer screen. A pencil-and-paper test can be a performance assessment, but only if the skills to be measured can be exhibited, in a real-world context, with a pencil and paper. 

Rubric:A set of rules for scoring the responses on a constructed-response item (or performance assessment). Sometimes called a "scoring guide."

Definitions retrieved from: https://www.ets.org/understanding_testing/glossary/

DISCUSSION: • What information can a

performance assessment give teachers and students that multiple-choice or constructed response assessments cannot give?

• What makes a performance assessment high-quality?

LOOKING AT STUDENT WORK FROM PERFORMANCE ASSESSMENTS• Look at the performance assessment

student work samples.• Analyze the task and student work.• What information about student

understanding of the learning target can be gained from students completing the task?

WHERE DO WE FIND PERFORMANCE ASSESSMENTS?

• Some basal programs come with performance assessments built into units.

• USOE Curriculum Guides http://schools.utah.gov/CURR/mathelem/Core.aspx

• Illustrative Mathematics http://www.illustrativemathematics.org/standards/k8

• Inside Mathematics http://www.insidemathematics.org/index.php/mathematical-content-standards

• NYC Dept. of Ed http://schools.nyc.gov/Academics/CommonCoreLibrary/TasksUnitsStudentWork/default.htm

• See the sheet “Resources for Mathematical Tasks”• Are there any other sources you use?

BREAK

ANALYZING DATA TO GUIDE INSTRUCTIONSo… we’ve looked at a variety of ways to give assessments, how do we look at the data and use it in meaningful ways?

DISCUSSION:

• What do you do with results when your students take assessments?

• In what formats do you compile or receive data?

QUIZ DATA TEMPLATE

UNIT TEST DATA TEMPLATE

PERFORMANCE ASSESSMENT DATA TEMPLATE

2ND GRADE SAMPLE QUIZ DATA• In this sample

data, what do we know about the class overall?

• Which concepts did the class do well on?

• Which concepts did the class struggle with?

• Which individual students should the teacher be concerned about?

• What should the teacher do to intervene?

3RD GRADE SAMPLE QUIZ DATA• In this sample

data, what do we know about the class overall?

• Which concepts did the class do well on?

• Which concepts did the class struggle with?

• Which individual students should the teacher be concerned about?

• What should the teacher do to intervene?

6TH GRADE SAMPLE QUIZ DATA• In this sample

data, what do we know about the class overall?

• Which concepts did the class do well on?

• Which concepts did the class struggle with?

• Which individual students should the teacher be concerned about?

• What should the teacher do to intervene?

SAMPLE KINDERGARTEN PERFORMANCE ASSESSMENT DATA

• In this sample data, what do we know about the class overall?

• Which concepts did the class do well on?

• Which concepts did the class struggle with?

• Which individual students should the teacher be concerned about?

• What should the teacher do to intervene?

SAMPLE FOURTH GRADEPERFORMANCE ASSESSMENT DATA

• In this sample data, what do we know about the class overall?

• Which concepts did the class do well on?

• Which concepts did the class struggle with?

• Which individual students should the teacher be concerned about?

• What should the teacher do to intervene?

SAMPLE FIFTH GRADE PERFORMANCE ASSESSMENT DATA

• In this sample data, what do we know about the class overall?

• Which concepts did the class do well on?

• Which concepts did the class struggle with?

• Which individual students should the teacher be concerned about?

• What should the teacher do to intervene?

STATE-WIDE ASSESSMENT: UCASUtah’s Comprehensive Accountability

System provides a straightforward determination of school performance and supports the goals of public education in Utah by valuing performance on state tests, prioritizing individual student growth toward meaningful achievement targets, promoting equity for low-performing students, and incentivizing attainment of graduation and college/career readiness.

STATE-WIDE ASSESSMENT: SAGEStudent Assessment for Growth and

Excellence is Utah’s new computer adaptive assessment system, aligned to the state’s English language arts, mathematics, and science standards. This comprehensive testing system includes summative, interim, and formative components.

STATE-WIDE ASSESSMENT: SAGESUMMATIVE ASSESSMENT • Administered at the end of the school

year • Begins Spring 2014• Online adaptive assessment will replace

the CRTs• SAGE will include writing, graphing,

virtual labs, and other meaningful measures of student achievement.

STATE-WIDE ASSESSMENT: SAGEINTERIM ASSESSMENT • Optional interim assessments (District’s decide)• Will help parents, teachers, and students know

whether students are on the right trajectory for end-of year success.

FORMATIVE ASSESSMENT • Formative assessment guides teachers’ day-to-day

instruction. • Each student’s Formative SAGE results will link to

instructional resources to help teachers target and individualize instruction.

• Teachers can access existing assessment items or create their own to develop formative assessments that align with their instruction.

• Formative assessment system will present items in a manner that matches the interim and summative assessment systems.

TESTING LANGUAGE

• Item: question and answer options

• Stem: problem or question being asked

• Stimulus: passages, graphics, table, charts

• Response options: the way the student answers the item

ITEM TYPES• Multiple Choice (Single Select and

Multiple Select)• Constructed Response• Drag and Drop• Hot Spot• Equation Editor• Graphic Response• Matching

HELPFUL LINKSItem Demo Sitehttp://demo.tds.airast.org/AIRAssessment/SAGE Portalhttp://sageportal.org/teachers/(Includes training resources and access to

SAGE Formative. Teachers should have received login information from their districts).

DISCUSSION• How is the SAGE Summative

assessment different from traditional standardized testing?

• How can teachers use the SAGE Formative system to guide their instruction and prepare students for the summative assessment?

• How can teachers prepare students for the cognitive complexity with the various Depths of Knowledge?

• How can teachers prepare students for the various item types?

REFLECTION QUESTIONSDay 4Write on the following reflection

prompts:• This week something that shifted

in my thinking regarding math instruction is…

• These are things I want to try or ways I want to improve my practice…

THANK YOU!