disclaimer leadership for the common core in mathematics (cclm^2) project

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014

Disclaimer

Leadership for the Common Core in Mathematics (CCLM^2) ProjectUniversity of Wisconsin-Milwaukee, 2013–2014

This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes.

This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.


Assessment Development CycleStages 4 and 5

Common Core Leadership in Mathematics (CCLM)


Assessment Development Cycle

Stand up and move!

Find a partner and describe the meaning of the first four steps of the assessment development cycle. Step 1: Partner A describes step; partner B paraphrases and adds on.Step 2: Partner B describes step; partner A paraphrases and adds on.Etc.See pages 103-107 for support.


Keys to Quality Assessment: Sound Design

Key 1: Clear PurposeKey 2: Clear TargetsKey 3: Sound DesignKey 4: Effective CommunicationKey 5: Student Involvement

Sound Design: How to design assessments that align with our targets and serve our purposes.


Assessment Development Cycle

Planning Stage1. Determine who will use the assessment results and how they will use

them.2. Identify the learning targets to be assessed.3. Select appropriate assessment method or methods. 4. Determine sample size. Development Stage5. Develop or select items, exercises, tasks, and scoring procedures. 6. Review and critique the overall assessment for quality before use. Use Stage7. Conduct and score assessment.8. Revise as needed for future use.


Learning Target

Learning Target:

Deepen understanding of the connection between learning targets and quality assessments.


Homework from Last SessionAssessing the Learning Target:Working with your November learning targets, either write your own assessment item or find an assessment item from the suggested resources that will reveal evidence of student learning. At least one of your targets should be a reasoning target. Consider the learning from Chapter 4 as you put together your assessment item(s). Online Resources: http://www.illustrativemathematics.org/http://www.ncpublicschools.org/acre/standards/common-core-tools/

http://www.illustrativemathematics.org/

http://www.ncpublicschools.org/acre/standards/common-core-tools/


Target/Assessment Discussion

In pairs, examine and offer feedback to your partners on their learning targets and assessment item(s).

Spend some time in your discussion on the:1. classification of the learning target2. student-friendly language3. target as an activity or a learning4. match of assessment method/learning target5. assessment item(s)6. answer one of the assessment items as a proficient

student and discuss evidence of student learning.


Learning Target – Assessment Method Match

SelectedResponse

Written Response

Performance Assessment

Personal Communication

Knowledge Good Strong Partial Strong

Reasoning Good Strong Partial Strong

Skill Partial Poor Strong Partial

Product Poor Poor Strong Poor


Teacher’s Role in Assessment FOR Learning

1. Identify the standard.2. Deconstruct it to enabling targets.3. Transform to student friendly version.4. Create accurate classroom assessments.5. Use with students to track growth.


Sound Design:Conditions for Formative

Assessment Use


Conditions for Formative Assessment Use

1. The assessment instrument/event is designed so that it aligns directly with the content standards to be learned.

2. All of the instrument/event’s items or tasks match what has been or will be taught.

3. The instrument/event provides information of sufficient detail to pinpoint specific problems, such as misunderstandings, so that teachers can make good decisions about what actions to take and with whom.

4. The results are available in time to take action with the students who generated them.

5. Teachers and students do indeed take action based on the results.


Conditions for Formative Assessment Use

Turn to page 105, the conditions for formative use are listed.

Read carefully.

When you think about formative assessment practices in your classroom, which conditions are you feeling confident in and which conditions is still new learning for you?


Planning for Formative Assessment Events:

An Assessment Blueprint


Assessment BlueprintDiscuss the chart on page 306.

Questions to consider:1. How is the chart set up?2. What suggestions do you have for revision to

adapt to your grade level?


Assessment BlueprintA Formative Assessment Blueprint, should include:

• Learning targets• Type of Target• Description of lesson• Description of assessment


Formative Assessment Practices:

Student Involvement


Learning Target

Learning Target:

Deepen understanding of the connection between learning targets and quality assessments.


Student InvolvementTurn to page 115. With your teammates, discuss the ideas below and what they might look like in classroom practice.

Assessment for Learning Using Assessment Blueprints• Differentiate subsequent instruction after giving a quiz or test, by

grouping students according to which learning targets they had trouble with.

• Share the blueprint with students at the outset to make the learning targets clearer.

• Share the blueprint with the students and ask them to identify where each day’s instruction fits.

• Share the blueprint with students and have them write practice test questions periodically for each cell, as a form of focused review.


HomeworkChoose one or two of the ideas below to imbed into your classroom practice for your unit in November. Reflect on how you structured the assessment ideas and how it impacted student learning. Be prepared to share this in December. (Approx. 2-3 paragraphs)

Assessment for Learning Using Assessment Blueprints• Differentiate subsequent instruction after giving a quiz or test, by

grouping students according to which learning targets they had trouble with.

• Share the blueprint with students at the outset to make the learning targets clearer.

• Share the blueprint with the students and ask them to identify where each day’s instruction fits.

• Share the blueprint with students and have them write practice test questions periodically for each cell, as a form of focused review.


Reflecting on Tonight’s Learning Target

In partners, explain steps 4 and 5 of the assessment cycle.

In thinking about your November math lessons and the assessment cycle ….. 1) What do you look forward to in regards to

November’s math lessons?2) What make you anxious?

disclaimer leadership for the common core in mathematics (cclm^2) project

Documents

common core leadership

assessment planning

assessment items

overall assessment

score assessment

assessment results

learning targets

mathematics cclm leadership