balanced assessment system
Post on 23-Feb-2016
25 Views
Preview:
DESCRIPTION
TRANSCRIPT
Balanced Assessment
System
Standards ProfessionalPractice
Data Culture
Standards-based, revised,
upgraded, realigned units
ProfessionalPractice
Data Culture
Standards-based, revised, upgraded,
realigned unitsProfessional
Practice
Common formative/
interim assessments
Culture
Standards-based, revised,
upgraded, realigned units
APPR, including SLOs
Common formative/
interim assessments
Culture
Standards-based, revised,
upgraded, realigned units
APPR, including SLOs
Common formative/
interim assessments
Meaningful collaboration on the right
work
Standards ProfessionalPractice
Data Culture
Balanced Assessment
System
Standards ProfessionalPractice
Data Culture
Assessment Defines the Standard
ProfessionalPractice
Data Culture
50% of 20:
67% of 81:
Shawn got 7 correct answers out of 10 possible answers on his science test. What percent of questions did he get correct?
J.J. Redick was on pace to set an NCAA record in career free throw percentage. Leading into the NCAA tournament in 2004, he made 97 of 104 free throw attempts. What percentage of free throws did he make?
J.J. Redick was on pace to set an NCAA record in free throw percentage. Leading into the NCAA tournament in 2004, he made 97 of 104 free throw attempts. In the first tournament game, Redick missed his first five free throws. How far did his percentage drop?
J.J. Redick and Chris Paul were competing for the best free-throw shooting percentage. Redick made 94% of his first 103 shots, while Paul made 47 out of 51 shots. Which one had a better shooting percentage?In the next game, Redick made only 2 of 10 shots while Paul made 7 of 10 shots. What are their new overall shooting percentages? Who is the better shooter?Jason argued that if Paul and J.J. each made the next ten shots, their shooting percentages would go up the same amount. Is this true? Why or why not?
Standards (and objectives) are meaningless until you define how to assess them.
Because of this, assessments are the starting point for instruction, not the end.
Because of this, assessments are the starting point for instruction, not the end.
Standards-Based (UbD) Design:1. Standards2. Assessment3. Instruction
Assessment Defines the Standard
ProfessionalPractice
Common formative/
interim assessments
Culture
Sep
tem
ber
June
SLO
Bas
elin
e
SLO
Sum
mat
ive
CommonFormative
InterimAssessment
CommonFormative
InterimAssessment
CommonFormative
InterimAssessment
CommonFormative
InterimAssessment
CommonFormative
InterimAssessment
UNIT
UNIT
UNIT
UNIT
UNIT
UNIT
Sep
tem
ber
June
SLO
Bas
elin
e
SLO
Sum
mat
ive
CommonFormative
InterimAssessment
CommonFormative
InterimAssessment
CommonFormative
InterimAssessment
CommonFormative
InterimAssessment
CommonFormative
InterimAssessment
UNIT
UNIT
UNIT
UNIT
UNIT
UNIT
Sep
tem
ber
June
SLO
Bas
elin
e
SLO
Sum
mat
ive
CommonFormative
InterimAssessment
CommonFormative
InterimAssessment
CommonFormative
InterimAssessment
CommonFormative
InterimAssessment
CommonFormative
InterimAssessment
UNIT
UNIT
UNIT
UNIT
UNIT
UNIT
Sep
tem
ber
June
SLO
Bas
elin
e
SLO
Sum
mat
ive
CommonFormative
InterimAssessment
CommonFormative
InterimAssessment
CommonFormative
InterimAssessment
CommonFormative
InterimAssessment
CommonFormative
InterimAssessment
UNIT
UNIT
UNIT
UNIT
UNIT
UNIT
Assessment Defines the Standard
Effective Assessment by
the Teacher
Common formative/
interim assessments
Culture
Standard 5: Assessment for Student Learning5.1 Design, adapt, select, and use a range of assessment tools and processes to measure and document student learning and growth5.2 Understand, analyze, interpret, and use assessment data to monitor student progress and to plan and differentiate instruction5.3 Communicate information about various components of the assessment system5.4 Reflect upon and evaluate the effectiveness of their comprehensive assessment system to adjust assessment and plan instruction accordingly5.5 Prepare students to understand the format
Assessment Defines the Standard
Effective Assessment by
the Teacher
Common formative/
interim assessments
Culture
Assessment Defines the Standard
Effective Assessment by
the Teacher
Common formative/
interim assessments
AuthenticProfessional
Learning Community
makethetest
makethetest
give thetest
makethetest
give thetest
analyzethe
work
makethetest
give thetest
analyzethe
workdo something
about it
PLCC
Assessment Defines the Standard
Effective Assessment by
the Teacher
Common formative/
interim assessments
AuthenticProfessional
Learning Community
Balanced Assessment
System
Shifts in Data Driven InstructionShift 1 Data belongs with
teachers working collaboratively
Collaboration of teachers is expected and valued. Teachers work together and take collective responsibility for student learning. Sufficient time for meaningful collaboration is built into every schedule. Protocols are in place to guide data inquiry processes.
Shift 2 Emphasis on formative assessment
A balanced assessment system uses classroom assessments, common formative assessments, common interim assessments, and summative assessments to paint a balanced picture of student progress. Unlike summative assessments, formative assessments take on a more prominent role in the balanced assessment system due to the quality and immediacy of the data collected. To reflect this importance, common assessments are calendared, administered, scored, and analyzed collaboratively.
Shift 3 Assess what is important
A guaranteed and viable curriculum is provided to all students and drives the assessment system. Teachers clearly identify, communicate, and assess the knowledge, skills, and dispositions that are the priority for each unit and course.
Shift 4 Take meaningful action
Rather than waiting on summative data, teachers quickly respond to the data gathered from formative and interim assessments. It is this careful examination of student work that creates the foundation for all current and future curriculum, program, and instructional decisions.
Shift 5 Commitment to continuous improvement
The status quo can never be an option. All educators must constantly search for better ways to achieve mutual goals and increase achievement for all students. All programs, policies, and practices are continually assessed on their contribution to student learning.
Shift 6 Commitment to student involvement
The power of formative assessments are only truly recognized when students are included as users of the data. Therefore, students must play an integral role in the assessment process. Students must be able to assess and monitor their own progress in order to set individual goals for learning.
BalancedAssessment
System
StrategicAssessment
System
Set UpSystem
Classroom Assessments
Common Formative Assessmen
ts
Common Interim
Assessments
Student Learning
Objectives
External Assessmen
ts
ExamplesWorksheets, classroom response, whiteboards, exit tickets, conferences, student self-assessment
Chapter/unit tests, final projects
Common tasks and prompts assessed with rubric, quizzes
Performances, tests, or writing prompts given every 6-8 weeks
Growth measures designed for use with the APPR growth and local achievement
3-8 tests, Regents exams, SAT, AP
FormatVery formative; can be diagnostic if used prior to instruction
Mostly summative Formative Formative and summative
Summative Very summative
Responsibility Classroom teachers Classroom teachers
Grade level/discipline teams of teachers working together. District teams of representative teachers may also look at the data
Teachers and lead evaluators/principals
An external group of “experts”
PurposeProvides immediate feedback and guides instructional decisions
Provision of gradesTo assess student learning in order to make instructional decisions. Also serves to assess curriculum, instruction, and pacing.
Conversion to scores for use in teacher and principal evaluation
Accountability and placement
BalancedAssessment
System
top related