Assessment Workshop

Creating and Evaluating High Quality Assessments

Dr. Deborah Brady

AgendaI. Introductions: Overview

Break at about 10, lunch at about 12, session ends at about 3:00 Morning presentation (with frequent processing breaks) and some

afternoon time for beginning to plan High quality Assessments (DESE criteria)

Tools to evaluate assessments Tools to track all educators’ DDMs

Measuring Student Growth Direct measures

Local alternatives to determine growth Pre-/Post, Holistic Rubrics, Measures over time, Post-test only “Standardization” an alternative, but not required

Indirect measures Piloting, preparing for full implementation in SY 2015 EXIT SLIPS—questions, priorities, planning for full implementation My email dbrady3702@msn.com;

The Steps Necessary to Get Ready for June Report and After

• Adapting present assessments

• Creating new assessments

• Writing to text for HSDevelopin

g and Piloting

Assessments

• Alignment of Content

• Rigorous and appropriate expectations

• Approval of assessments

Assessing Quality

and Rigor

• Security• Calibration

of standards and of assessors

• Rubric quality

• Analysis of results: High-M-Low GrowthPiloting

• 2 DDMs per educator

• JUNE REPORT• Directions for

teachers • Directions for

students• Organizing for

the actual assessments

• Storing, tracking the information

2015 Full Implementatio

n• Data

storage• Data

Analysis• L-M-H

Growth• Roster

Verification• Data team

timeInterpretin

g the results Student Impact

Carousel Walk and Living Likert ScaleCarousel Walk

Take a marker for your team (or yourself if you are on your own) Visit each of the 5 “stages” of DDM development Put a check to the right of each item that you have completed After viewing each stage, return to the stage that most represents you

and/or your district

Living Likert Go to your “stage” What are the barriers? What are the strengths that your district has? Discuss the barriers and strengths with the others at your stage. Be prepared to report out as a whole group.

Potential as Transformative ProcessWhen C, I or A is changed….

Elmore, Instructional Rounds, and the “task predicts performance”

Curriculum

Instruction

Goals for Today Answer your questions and provide tools/materials to support

you ( Use note cards/exit slips)

By the end of this session You will understand what needs to be done and explain it

to your colleagues You will have tools to begin to do that work in your district You may still have unique questions— Please ask them!

dbrady3702@msn.comhttp://tinyurl.com/lvn5ome materials from this

presentationThis is one page from my Wikispaces site Writing

to Text

The DESE RequirementsPurpose, timeline, requirements, direct and indirect assessments

District Determined Measures

DEFINITIONDDMs are defined as:“Measures of student learning, growth, and achievement related to the Curriculum Frameworks, that are comparable across grade or subject level district-wide”

TYPES OF MEASURES Portfolio assessments Approved commercial

assessments District developed pre

and post unit and course assessments

Capstone projects

2013-2014 District-wide training, development of assessments and pilotingJune 2014: Report: All educators in the district have 2 DDMs to be implemented fully in SY2015.

2014-2015All DDMs are implemented; scores are divided into H-M-and Low and stored locally

2015-2016Second year data is collected and all educators receive an impact rating that is sent to DESE based on 2 years of data for two DDMs

Timeline for Piloting and Full Implementation

District Determined Measures Regulations

Every educator will need data from at least 2 different measures

Trends must be measured over a course of at least 2 years

One measure must be taken from State-wide testing data such as MCAS if available (grades 4-8 ELA and Math SGP for classroom educators)

One measure must be taken from at least one District Determined Measure which can include Galileo, normed assessments (DRA, MAP, SAT)

NEW!Identifying and Selecting DDMs Establishes a DDM Working Group

Co-chaired by superintendent and president of local bargaining unit or their designees.

Surveys the district for available assessments Recruits educators to identify assessments and make recommendations Identifies at least two measures for each educator Collects feedback on the quality of the DDMs (continuous improvement) Makes recommendations to the superintendent

NEW!Determining Educator Impact on Each DDM

Evaluator and educator meet. Evaluator determines whether students demonstrated high, moderate, or low growth on each DDM.

Evaluator shares the resulting designations of student growth with educator.

Educators confirm rosters.Must be on roster by 10/1 and remain on roster through

last day of testing.Must be present for 90% of instructional time.

NEW! Identifying and Selecting DDMs Describes process for selecting DDMs

Working group makes recommendations to the superintendent. If superintendent declines, expedited resolution process is

triggered: Parties petition the Commissioner Commissioner forwards list of 3 hearing officers with curriculum

and/or assessment expertise Parties choose hearing officer Hearing officer renders final decision

Educators are informed of their DDMs by fourth week of school. Educators receive appropriate professional development.

Performance & Impact Ratings

Performance RatingRatings are obtained through data collected from observations, walk-throughs and artifacts Exemplary Proficient Needs Improvement Unsatisfactory

Impact RatingRatings are based on trends and patterns in student learning, growth and achievement over a period of at least 2 years Data gathered from DDM’s and State-wide testing High Moderate Low

NEW! Determining a Student Impact Rating

Introduces the application of professional judgment to determine the Student Impact Rating Evaluator assigns rating using professional judgment. Evaluator considers designations of high, moderate, or low

student growth from at least two measures in each of at least two years.

If rating is low, evaluator meets with educator to discuss If rating is moderate or high, evaluator/educator decide if

meeting is necessary.

Student Impact Rating Determines Plan Duration for PST

(not future employment)

Summativ

e Rating

Exemplary 1-yr Self-Directed

Growth Plan2-yr Self-Directed Growth Plan

Proficient

Needs Improvement

Directed Growth Plan

Unsatisfactory Improvement Plan

Low Moderate HighRating of Impact on Student

Learning

Massachusetts Department of Elementary and Secondary Education

16Impact

Ratingon

StudentPerformance

NEW! Intersection of Ratings Reinforces independent nature of the two ratings.

Exemplary or Proficient matched with Moderate or High = 2-Year Self-Directed Growth Plan

Exemplary/Moderate and Exemplary/High = recognition and rewards, including leadership roles, promotions, additional compensation, public commendation, and other acknowledgements.

Proficient/Moderate and Proficient/High = eligible for additional roles, responsibilities, and compensation.

Exemplary or Proficient matched with Low = 1-Year Self-Directed Growth Plan Evaluator’s supervisor confirms rating. Educator and evaluator analyze the discrepancy. May impact Educator Plan goals.

Student Impact Rating informs the self-assessment and goal setting processes.

Indirect Measures Indirect measures of student learning, growth, or achievement provide information about students from means other than student work.

These measures may include student record information (e.g., grades, attendance or tardiness records, or other data related to student growth or achievement such as high school graduation or college enrollment rates).

To be considered for use as DDMs, a link (relationship) between indirect measures and student growth or achievement must be established.

For some educators such as district administrators and guidance counselors, it may be appropriate to use one indirect measure of student learning along with other direct measures;

ESE recommends that at least one of the measures used to determine each educator’s student impact rating be a direct measure.

Indirect Measure Examples Consider SST Process for a team:

High school SST team example Child Study Team example RTI team example High school guidance example Subgroups of students can be studied (School Psychologist group example) Social-emotional growth is appropriate (Autistic/Behavioral Program example)

Number of times each student says hello to a non-classroom adult on his or her way to gym or class (Direct)

Number of days (or classes) a student with school anxiety participates Assess level of participation in a class (Direct) Increase the “in-depth” studies of at risk students Make sure students go through the referral process to decrease the number of students who are

unnecessarily assessed Improve applications to college

IEP goals can be used as long as they are measuring growth (academic or social-emotional)

Table Talk (5 minutes)Using the 6-phase overview, what are your priorities?

Using the 6-phase overview, what are your priorities?

• Adapting present assessments

• Creating new assessments

• Writing to text for HSDevelopin

g and Piloting

Assessments

• Alignment of Content

• Rigorous and appropriate expectations

Assessing Quality

and Rigor

• Security• Calibration

of standards and of assessors

• Rubric quality

• Analysis of results: High-M-Low GrowthPiloting

• 2 DDMs per educator

• JUNE REPORT• Directions for

teachers • Directions for

students• Organizing for

the actual assessments

• Storing, tracking the information

2015 Full Implementatio

n • Data storage• Data Analysis• L-M-H Growth

Interpreting the

results Student Impact

Assessment Quality Requirementsand Definitions from DESE

Alignment, Rigor, Comparability, “Substantial,” Modifications

What are the requirements?1. Is the measure aligned to content?

Does it assess what is most important for students to learn and be able to do?

Does it assess what the educators intend to teach?

Bottom Line: “substantial” content of course At least 2 standards ELA: reading/writing Math: Unit exam Not necessarily a “final” exam (unless it’s a high quality exam)

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2. Is the measure informative? Do the results of the measure inform

educators about curriculum, instruction, and practice?

Does it provide valuable information to educators about their students?

Does it provide valuable information to schools and districts about their educators?

Bottom Line: Time to analyze is essential24

Five Considerations (DESE)

1. Measure growth

2. Employ a common administration procedure 

3. Use a common scoring process

4. Translate these assessments to an Impact Rating

5. Assure comparability of assessments (rigor, validity).

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Comparability

Comparable within a grade, subject, or course across schools within a districtIdentical measures are recommended

across a grade, department, courseComparable across grade or

subject level district-wide Impact Ratings should have a consistent

meaning across educators; therefore, DDMs should not have significantly different levels of rigor

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Two Considerations for Local DDMs,1. Comparable across schools

Example: Teachers with the same job (e.g., all 5th grade teachers)

Where possible, measures are identical Easier to compare identical measures Do identical measures provide meaningful information about all students?

Exceptions: When might assessments not be identical? Different content (different sections of Algebra I) Differences in untested skills (reading and writing on math test for ELL

students) Other accommodations (fewer questions to students who need more time) NOTE: Roster Verification and Group Size will be considerations by DESE

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2. Comparable across the District Aligned to your curriculum (comparable content) K-12 in all disciplines

Appropriate for your students Aligned to your district’s content Informative, useful to teachers and administrators

“Substantial” Assessments (comparable rigor): “Substantial” units with multiple standards and/or concepts

assessed. (DESE began talking about finals/midterms as preferable recently)See Core Curriculum Objectives (CCOs) on DESE website if you are concernedhttp://www.doe.mass.edu/edeval/ddm/example/

Quarterly, benchmarks, mid-terms, and common end of year exams

NOTE: All of this data stays in your district. Only HML goes to DESE with a MEPID for each educator.

RigorAlignment

Rigorous 2011 Massachusetts Frameworks Common Core Shifts

Complex texts Complex tasks Writing to text

Shift in Persuasive Essay (Formal Argument)

Shift in Narrative (More substantial and linked to content)

Shift in Informational Text (organization substantiation)

Math, Science , History/SS frameworks

Aligned to District curriculum

Shifted to new expectations Shifted from MCAS

expectations Consider PARCC This is a district decision

Gradual increments? Giant steps?

Writing to Text and PARCC

The Next Step? The 2011 MA Frameworks Shifts to the Common Core

Complex Texts Complex Tasks Multiple Texts Increased Writing

A Giant Step?Increase in cognitive load

Mass Model Units—PBL with Performance-Based Assessments (CEPAs) PARCC assessments require matching multiple texts

Two Forms to Adapt to Your Standards

Handout—DDM Proposal formExcel file (on wiki) Simple Excel

List

Last Name

First Name

Grade/Dept.

DDM1 DDM2 DDM3 (optional)

Jones Brigit ELA 6 MCAS 6 Growth

Score ELA

ELA 6 DDM (writing to

text)

 

Smith

Marion

9-12 library

Library Search

Tools DDM

Indirect: Increase teachers who do

research in library.

 

Watson

Elspeth

5 ELA team

Fountas and

Pinnell DDM

MCAS 5 Growth Score

History Unit Exam DDM

Holmes

Sharon

2 Fountas and

Pinnell DDM

Galileo DDM  

June Report Form (Not Yet Released)Educators Linked with DDMs

Handout Sample Check all Items that are completed Definition Your Answers Here

Source of DDM Locally developed Standardized test

Are you developing the assessment as a department or team, or is your school/district purchasing an assessment?

These first four categories can be used for this year’s June report:

• Educator• Grade/Department• DDM name• Source of DDM

Course What is the title of the course that this DDM will be given in?

Possible educators who will use this DDM

Courses and teachers may change, but who at this time will probably teach this course?

Grade(s) of DDM Grade level(s) that this assessment will cover

Alignment to State and/or District Standards

At least 2 standards must be assessed to make this assessment a “substantial” assessmentFor indirect measures, 1) what are the substantial, important, essential areas that you are assessing? 2) How does this indirect measure connect with student growth?

Please list the two (or more) standards using standards language. 1. 2.

Rigor: Check the levels of Blooms that are assessed

The original Bloom is the first word on the list. The new Bloom (all verbs) is the second. Note, in the new Bloom, Creating is on the highest level, above evaluating.More than one level can be assessed.

Knowledge, Remembering Comprehension, Understanding Application, Applying Analysis, Analyzing Synthesis, Creating Evaluation, Evaluating

Type(s) of questions

Multiple Choice, fill in, short answer (recall items from content area)

Multiple Choice, fill in, short answer (text dependent questions)

Open Response (short answer) Essay (long response). Type:

Narrative Informational Text Argument with claims and proof

One text is read Two texts are read Performance Assessment (CEPA) Other_______ (Fill in at right.)

Indicate the percentage of the assessment for each question type, for example, multiple choice=50%; 2 open responses=50% (25% each).  Multiple Choice _____% Open Response _____% Essay _____________%

Duration of assessment

Assessments can take place in a class period or over a period of days.

 

  For next year’s scheduling

and implementation

When assessment(s) will take place

Provide approximate month or window for assessment(s), for example, end of first trimester, September.Provide multiple dates if the assessment is a pre-post or is administered more than once.

Components of assessment that are completed so far.

Directions to teacher for administering Directions to students Graphic organizers (optional) The assessment Scoring guide Rubric Security Calibration protocol if this assessment has a rubric

Rubric Not Yet Does not

apply

How was the rubric created? For example,adapted from DESE’s CEPA rubric, or developed by the middle school science department.

Please include rubric (even in draft form) Begin with:

 CEPAOr PARCCOr MCAS   

Table Talk/Team Talk (10 min)

How will you develop quality assessments?

Calculating Growth Scores

Defining growth, measuring growth, calculating growth for a classroom, for a district

4503699244/ 25 SGP 230/ 35 SGP

225/ 92 SGP

Sample Student GROWTH SCORES from the MCAS

TEACHER GROWTH SCORES are developed from student growth scores

Approaches to Measuring Student Growth

Pre-Test/Post TestRepeated MeasuresHolistic EvaluationPost-Test Only

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Pre/Post Test Description:

The same or similar assessments administered at the beginning and at the end of the course or year

Example: Grade 10 ELA writing assessment aligned to College and Career Readiness Standards at beginning and end of year with the passages changed

Measuring Growth: Difference between pre- and post-test.

Considerations: Do all students have an equal chance of

demonstrating growth?

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Pre-Post AnalysisCut Scores for L-M-H Growth

Pre-test

Post test Difference

%age growthDiff/pre

%age growth low to high

Sort low to high diff

ONE “mock”

classroom

20 35 15 75% 20% 5 Cut score LOW Growth25 30 5 20% 42% 15 bottom 20%

30 50 20 67% 42% 2035 60 25 42% 50% 25 Moderate Growth

35 60 25 42% 60% 25 median teacher score

40 70 35 87% 62% 25 median Teacher score

40 65 25 62% 67% 2550 75 25 50% 70% 3050 80 30 60% 75% 35 Cut Score Top 20%?

50 85 35 70% 87% 35 HIGH GROWTH

Determining Growth with Pre- and Post Assessments

Cut scores need to be locally determined for local assessments Standardized assessments use “The Body of the Work” protocol which

easily translates to local assessments First determine the difference between pre- and post- scores for all

students in a grade or course Then determine what Low Moderate and High growth is. (Local cut

scores) Top and bottom 10% to begin as a test case Body of the Work check Then all scores are reapportioned to each teacher The MEDIAN score for each teacher determines that teacher’s growth

score

Further measures beyond pre- and post- tests

Repeated measures, Holistic Rubrics, Post-Test Only

Repeated Measures Description:

Multiple assessments given throughout the year. Example: running records, attendance, mile run

Measuring Growth:GraphicallyRanging from the sophisticated to simple

Considerations:Less pressure on each administration.Authentic Tasks

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Repeated Measures Example Running Record

449/2

4/201

2

10/3/2

012

10/12

/2012

10/21

/2012

10/30

/2012

11/8/2

012

11/17

/2012

11/26

/2012

12/5/2

012

12/14

/2012

12/23

/2012

1/1/20

13

1/10/2

013

1/19/2

013

1/28/2

013

2/6/20

13

2/15/2

013

2/24/2

013

3/5/20

13

3/14/2

013

3/23/2

013

4/1/20

13

4/10/2

013

4/19/2

013

4/28/2

013

0

10

20

30

40

50

60

70Running Record Error Rate

Low GrowthHigh GrowthMod Growth

Date of Administration

# of errors

Holistic Description:

Assess growth across student work collected throughout the year.

Example: Tennessee Arts Growth Measure System Measuring Growth:

Growth Rubric (see example) Considerations:

Option for multifaceted performance assessments Rating can be challenging & time consuming

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Holistic Example

46

1 2 3 4

Details

No improvement in the level of detail.One is true* No new details across versions

* New details are added, but not included in future versions.

* A few new details are added that are not relevant, accurate or meaningful

Modest improvement in the level of detailOne is true* There are a few details included across all versions

* There are many added details are included, but they are not included consistently, or none are improved or elaborated upon.

* There are many added details, but several are not relevant, accurate or meaningful

Considerable Improvement in the level of detailAll are true* There are many examples of added details across all versions,

* At least one example of a detail that is improved or elaborated in future versions

*Details are consistently included in future versions

*The added details reflect relevant and meaningful additions

Outstanding Improvement in the level of detailAll are true* On average there are multiple details added across every version

* There are multiple examples of details that build and elaborate on previous versions

* The added details reflect the most relevant and meaningful additions

Example taken from Austin, a first grader from Anser Charter School in Boise, Idaho.  Used with permission from Expeditionary Learning. Learn more about this and other examples at http://elschools.org/student-work/butterfly-drafts

Post-Test Only Description:

A single assessment or data that is paired with other information

Example: AP exam Measuring Growth, where possible:

Use a baseline Assume equal beginning

Considerations: May be only option for some indirect measures What is the quality of the baseline information?

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Post-Test OnlyA challenge to tabulate growthPortfolios

Measuring achievement v. growth

Unit Assessments Looking at growth across a series

Capstone Projects May be a very strong measure of achievement

48

Table/Team Talk

Discuss the calculations, security, storage, fairness of determining local cut scores.

“Tools” to Support the Process

For determining what is important (Core Curriculum Objectives)

For determining adequacy for use as DDM (Quality Tool)

For making sure each educator has 2 DDMs (Excel Sheet)

For assessing rigor (Cognitive Complexity Rubric, CEPA Rubric)

Core Curriculum Objectives(CCOs—partial list for Writing to Text)

# Objective

1 Students analyze how specific details and events develop or advance a theme, characterization, or plot of a grade 9 literary text, and they support their analysis with strong and thorough textual evidence that includes inferences drawn from the text.

2 Students analyze how the structure, syntax, diction, and connotative or figurative meanings of words and phrases inform the central idea or theme of a grade 9 literary text, and they support their analysis with strong and thorough textual evidence that includes inferences drawn from the text.

3 Students analyze how specific details, concepts, or events interact to develop or advance a central idea of a grade 9 informational text, and they support their analysis with strong and thorough textual evidence that includes inferences drawn from the text.

4 Students analyze how cumulative word choice, rhetoric, syntax, diction, and the technical, connotative, or figurative meanings of words and phrases support the central idea or author’s purpose of a grade 9 informational text.

5 Students produce clear and coherent writing to craft an argument, in which the development, organization, and style are appropriate to their task, purpose, and audience, using such techniques as the following:

introducing precise claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence;

developing claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns;

using words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims;

establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing;

providing a concluding statement or section that follows from and supports the argument presented; and

demonstrating command of the conventions of Standard English.

ELA-Literacy — 9 English 9-12https://wested.app.box.com/s/pt3e203fcjfg9z8r02siAssessment

Hudson High School Portfolio Assessment for English Language Arts and Social Studies

Publisher Website/Sample

Designed to be a measure of student growth over time in high school ELA and social science courses. Student selects work samples to include and uploads them to electronic site. Includes guiding questions for students and scoring criteria. Scoring rubric for portfolio that can be adapted for use in all high school ELA and social science courses. Generalized grading criteria for a portfolio. Could be aligned to a number of CCOs, depending on specification of assignments.

Traditional Assessment

Non-Traditional Assessment

Administration/ Scoring

Traditional End-of-Grade Assessment Pre/Post or Repeated

Measures Paper/Pencil

Traditional End-of-Course Assessment Performance Task Rubric Computer Supported

Selected Response Portfolio or Work Sample Rubric Computer Adaptive

Short Constructed Response Project-Based Rubric Machine Scored

Writing Prompt/Essay Observation Rubric or Checklist Scored Locally

Other: Scored Off-Site

Sample DDMs—Local Digital PortfolioHudson, MA Buy, Borrow, Build Each sample DDM is evaluatedHudson’s Evaluation: Designed to be a measure of student growth over time in high school ELA and social science courses. Student selects work samples to include and uploads them to electronic site. Includes guiding questions for students and scoring criteria. Scoring rubric for portfolio that can be adapted for use in all high school ELA and social science courses. Generalized grading criteria for a portfolio. Could be aligned to a number of CCOs, depending on specification of assignments. Many are standardized assessments

Other Tools: MA Model Curricula and Rubrics CEPAs

( Also, Delaware rubrics for specific text types)  1 2 3 4 5 6

Topic development:

The writing and artwork identify the habitat and provide details

 

Little topic/idea development, organization, and/or details Little or no awareness of audience and/or task

Limited or weak topic/idea development, organization, and/or details Limited awareness of audience and/or task

Rudimentary topic/idea development and/or organization Basic supporting details Simplistic language

Moderate topic/idea development and organization Adequate, relevant details Some variety in language

Full topic/idea development Logical organization Strong details Appropriate use of language

Rich topic/idea development Careful and/or subtle organization Effective/rich use of language

Evidence and Content Accuracy: writing includes academic vocabulary and characteristics of the animal or habitat with details

Little or no evidence is included and/orcontent is inaccurate

Use of evidence and content is limited or weak

Use of evidence and content is included but is basic and simplistic

Use of evidence and accurate content is relevant and adequate

Use of evidence and accurate content is logical and appropriate

A sophisticated selection of and inclusion of evidence and accurate content contribute to an outstanding submission

Artwork; identifies special characteristics of the animal or habitat, to an appropriate level of detail

Artwork does not contribute to the content of the exhibit

Artwork demonstrates a limited connection to the content (describing a habitat)

Artwork is basically connected to the content and contributes to the overall understanding

Artwork is connected to the content of the exhibit and contributes to its quality

Artwork contributes to the overall content of the exhibit and provides details

Artwork adds greatly to the content of exhibit providing new insights or understandings

Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus.

As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.Thus, both comprehension of the 2 texts and the author’s craft are being assessed along with the ability of the student to craft a clear argument with substantiation from two texts.

Grade 10 Prose Constructed-Response Item

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Some Examples of Direct Measures

High School/Middle School Mid-terms Finals Common Exams Portfolios Performances Writing to text(Reading challenging passage and writing an argument or informational response)

Elementary DRA Running Records Benchmark exams Common exams

Frequently “untested” areas PE—Fitness, Health

Concepts Art—Design, color, Music—Self-critique of

performance or critique of video of performance

SPED: Social-Emotional growth

Media/Technology—Research/Search

Protocols to Use Locally for Inter-Rater Reliability; Looking at Student Work

Developing effective rubrics for large-scale assessmentDeveloping exemplarsCalibrating scoresLooking at Student Work (LASW) http://Nsfharmony.org/protocol/a_z.htmlSample for Developing Rubrics from an assessment

Next Steps Develop pilot assessments for SY 2014 Assess results; use results to help plan for full implementation in

2015 Develop a plan for all educators to have two DDMs: MCAS growth,

purchased, or local Develop a district process for assessing the quality of assessments

(DESE Quality Tool or attachment on last two pages) Develop an internal process for cut scores and determining low,

average, and high growth of students Track/organize information for June report: Educators/DDMs Plan for 2015 administration for all educators: Tracking,

scheduling, storing year 1 scores, storing year 2 scores

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Table/Team Talk Unique areas and possible solutions.Build on what you have and what you now value

Exit Slips

Please give me your feedback on this session. It is so helpful.

What was helpful?

What might improve the presentation?

Additional questions you might have. Please include your email so that I can answer you personally

Sample DDMsGood, Not-so-good, and Problematical

Demonstrating Growth(when accuracy of computation may be a concern)

Essay Prompt from Text

Read a primary source about Mohammed based on Muhammad’s Wife’s memories of her husband.Essay: Identify and describe Mohammed’s most admirable quality based on this excerpt. Select someone from your life who has this quality. Identify who they are and describe how they demonstrate this trait.

What’s wrong with this prompt?

Science Open Response from Text

Again, from a textbook, Is this

acceptable?

Scoring Guides from Text

Lou Vee Air Car built to specs (50 points) Propeller Spins Freely (60 points) Distance car travels

1m 70 2m 80 3m 90 4m 100

Best distance (10,8,5) Best car(10,8,5) Best all time distance all classes (+5)

235 points total

A scoring guide from a textbook for

building a Lou Vee Air Car. Is it good enough to ensure

inter-rater reliability?

Technology/Media RubricA multi-criteria rubric

for technology. What is good, bad,

problematical?

PE Rubric in Progress.Grade 2 Overhand

throw.Looks good?

Music: Teacher and Student Instructions

World Language Scoring Guide and Rubric

World LanguageMiddle School

“Don’t let perfection get in the way of good.”

Team Planning Time

• Adapting present assessments

• Creating new assessments

• Writing to text for HSDevelopin

g and Piloting

Assessments

• Alignment of Content

• Rigorous and appropriate expectations

• Approval of assessments

Assessing Quality

and Rigor

• Security• Calibration

of standards and of assessors

• Rubric quality

• Analysis of results: High-M-Low GrowthPiloting

• 2 DDMs per educator

• JUNE REPORT• Directions for

teachers • Directions for

students• Organizing for

the actual assessments

• Storing, tracking the information

2015 Full Implementatio

n• Data

storage• Data

Analysis• L-M-H

Growth• Roster

Verification• Data team

timeInterpretin

g the results Student Impact