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AGENDA

Review outcomes for the day

Workshop 1: CFAs – Quality Indicators

Workshop 2: Proficiency Level Descriptions

Next Steps: Implementation of Quality Indicators and PLDs at the building level

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PRIORITY: DEVELOP & DEPLOY CFAS

LEARNING TARGETS I can recognize quality

indicators for designing Common Formative Assessments (CFAs).

I understand the value and importance of using proficiency level descriptions (PLDs).

CRITERIA FOR SUCCESS Examine CFAs using a variety

of lenses

Articulate how PLDs can influence the quality of CFA development; articulate how PLDs can be valuable in PLC leadership work with teachers

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Essential Questions

What might be some effective ways to approach implementation of Quality indicators of CFAs Proficiency Level Descriptions

at the building level?

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Steps to Creating a Quality CFA

Decide on Power Standards

Write Learning Targets

Create a Quality CFA

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EXAMINING COMMON FORMATIVE ASSESSMENTS

Individually (or in your school teams) examine CFAs from your staff. Based on what you see, what makes a quality

assessment?

Be prepared to share.

5 minutes

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How are we assessing?

Norm-Referenced Compares performance to

peers

Proficiency is determined after the assessment

Proficiency is arbitrary

Criterion-Referenced Compares performance to

pre-established standard

Proficiency is determined before the assessment

Proficiency is NOT arbitrary

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QUALITY INDICATORS: DESIGN OF CFAS

1. The assessment is collaboratively developed (to allow teachers in the same grades or departments to measure the same things in the same way).

2. The assessment is aligned with the power standards.

3. The assessment is tied tightly to clearly identified learning targets within the power standards.

4. The assessment is written around 1-3 of the most important learning targets.

5. The assessment adheres to sound method and design elements (see “Test-Item Quality Checklist,” which provides guidelines for gathering reliable information about student learning).

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EXAMINING COMMON FORMATIVE ASSESSMENTS

Individually (or in your school teams) examine CFAs from your staff. Based on the Quality Indicators, how does your

assessment of your CFAs change?

Be prepared to share.

5 minutes

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Workshop 1: Debrief

What is the value in knowing and using the Quality Indicators for Design of CFAs?

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Example

Household Standard 1.1: The child will be able to get him/herself dressed in the morning to begin the school day. LT 1: I can pick out appropriate clothing. LT 2: I can put my clothes on.

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QUALITY INDICATORS: DESIGN OF CFAS

1. The assessment is collaboratively developed (to allow teachers in the same grades or departments to measure the same things in the same way).

2. The assessment is aligned with the power standards.

3. The assessment is tied tightly to clearly identified learning targets within the power standards.

4. The assessment is written around 1-3 of the most important learning targets.

5. The assessment tasks are tied to the Proficiency Level Descriptions (PLDs).

6. The assessment adheres to sound method and design elements (see “Test-Item Quality Checklist,” which provides guidelines for gathering reliable information about student learning).

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Proficiency Level Descriptions

4 (Advanced) – Level 3 performance, plus applications that go beyond what was explicitly taught.

3 (Proficient) – No major errors or omissions of explicitly taught material (Webb’s DOK 3 & 4)

2 (Approaching) – No major errors or omissions of simpler material, but major errors involving complex material (Webb’s DOK 1 & 2)

1 (Emerging) – With help, partial knowledge of some of the simpler and complex details and processes

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Steps to Creating a Quality CFA

Decide on Power Standards

Write Learning Targets

Determine Proficiency Levels

Create a Quality CFA

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H.H.1.1:The child will be able to get him/herself dressed in the morning to begin the school day.

I can pick out appropriate clothing.

4 – Accessorized; BLING!

3 – clothes that are color- and pattern-coordinated and appropriate for school

2 – selected shirt, pants, and shoes

1 – missing one or more articles of clothing

I can put my clothes on.4 – tucked in, pleated, wrinkle-free

3 – zipped up, buttoned, and/or tied

2 – clothes on, but unfastened

1 – missing one or more articles of clothing ON THEIR BODY

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EXAMINING COMMON FORMATIVE ASSESSMENTS

Individually (or in your school teams) examine CFAs from your staff. Based on the PLDs for the Quality Indicators, how

does your assessment change?

Be prepared to share.

5 minutes

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Workshop 2: Debrief

How can creating PLDs help in the creation of quality CFAs?

How can the use of PLDs impact student achievement?

How can PLDs help you in your PLC leadership work with teachers?

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Next Steps

At your building, what might be some effective ways to approach implementation of Quality indicators of CFAs Proficiency Level Descriptions?

Because teams are in such different places, what might be some alternatives to a large group presentation?

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Future Work

Next Steps:

Next Principals’ Student Achievement Meeting—Bring examples of strong and weak CFAs. Be prepared to share ways you’ve worked with your staff to strengthen CFA design.

Future Work:

Deploying (using) CFAs effectively

Displaying and using data to create a quality response to CFAs

Integrating an assessment plan into an instructional unit