The New Face of Assessment in the Common Core

Wake County Public SchoolsCommon Core Summer InstituteAugust 6, 2013

Think-Pair-Share Activity• Why do you assess?

• List ways you typically assess students in your

classroom?

• What can be assessed?

• When do you assess?

• How do you usually “grade” an assessment?

Outcomes

• By the end of the session, participants will:• Reflect on perspectives of assessment• Distinguish between different types of assessment• Consider a rationale for ongoing assessment in the

classroom• Review assessment strategies• Review/Grade assessment items

UBD: The Backward Design• Stage 1- Desired Results

• Stage 2 – Determine acceptable evidence

• Stage 3 – Plan learning experiences and instruction

Data Driven Instruction

Before teaching…Plan for assessment

Assess and implement the planDesign a quality planBrainstorm a quantity of activitiesCompile & analyze pre-assessment dataSelect the tools to pre-assess and post-assessDetermine what objectives to teach

Content and Practice Standards

Ideas for Pre-assessment Strategies• Teacher prepared pretests • Graphic organizers/KWLs • Writing prompts with

Open Ended Questioning • Yes/No Cards• Check List of skills• Graffiti Wall• Student demonstrations

and discussions • Initiating activities

Fist to Five Survey Student interviews Student products and

work samples Self-evaluations Portfolio analysis Game activities Entrance/Exit Tickets Standardized test

information Anticipation journals Classroom

Performance System Think About This

Situation from Core Plus

Core Plus Pre-Assessment

• “Think about this situation” informal pre-assessment from Core Plus

• Just in Time (found in the text under review)

• There are also pre-assessments found on CMAPP

Formative Assessment StrategiesConferenceCooperative Learning ActivitiesDemonstrationsExit CardGraphic Organizers“I Learned” StatementsPinch CardsJournal EntryKWLs Paideia Seminar3-2-1

Learning Logs Yes/No Cards Oral Presentations Peer Evaluations Memory Matrix Products Questioning Quiz Response Groups Self-Evaluations Muddiest Point Directed Paraphrasing Peer Paraphrasing RSQC2

Core Plus Formative Assessments

• Check your understanding• Summarize the mathematics• On your own questions

• Applications• Connections• Reflections• Extensions• Review

• Lesson Quizzes

Summative Assessment Strategies• Unit Test• Performance Task• Product/Exhibit• Demonstration• Portfolio Review

Core Plus Summative Assessments

• Unit Tests• Projects• Take home assessments

Write your own Assessment Questions

• Choose a standard (or group of standards) from the course you will be teaching.

• Working with others around you, what might students need to know before being taught that standard?

• How would you pre-assess this standard?• What types of formative assessment strategies would

you use to assess this standard?• What type(s) of summative assessment(s) strategies

would you use to assess this standard?• Write your responses on a piece of poster paper so

that your group can present your assessment strategies.

WCPSS Mastery Learning Model

http://myworkplace.wcpss.net/mastery-learning/index.htm

Holistic Rubrics

• Focuses on providing a fast and easy way to grade students' work.

• Requires the teacher to score the overall process or product as a whole, without judging the component parts separately

• The focus of a score reported using a holistic rubric is on the overall quality, proficiency, or understanding of the specific content

Holistic Rubric Example

4 response represents an effective solution. It shows complete understanding of the problem, thoroughly addresses all points relevant to the solution, shows logical reasoning and valid conclusions, communicates effectively and clearly through writing and/or diagrams, and includes adequate and correct computations and/or setup. It may contain insignificant errors that do not interfere with the completeness or reasonableness of the student's response.

3 response contains minor flaws. Although it shows an understanding of the problem, communicates adequately through writing and/or diagrams, and generally reaches reasonable conclusions, it shows minor flaws in reasoning and/or computation or neglects to address some aspect of the problem.

2 response shows gaps in understanding and/or execution. It shows one or some combination of the following flaws: an incomplete understanding of the problem, failure to address some aspects of the problem, faulty reasoning, weak conclusions, unclear communication in writing and/or diagrams, or a poor understanding of relevant mathematical procedures or concepts.

1 response shows some effort beyond restating the problem or copying given data. It shows some combination of the following flaws: little understanding of the problem, failure to address most aspects of the problem, major flaws in reasoning that lead to invalid conclusions, or a lack of understanding of relevant mathematical procedures or concepts.

0 Response shows no mathematical understanding of the problem or the student has failed to respond to the item.

General Scoring Rubric

5 points (100%) Contains complete response with clear, coherent, and unambiguous explanation Includes clear and simple diagram if appropriate Communicates effectively to identified audience Shows understanding of question’s mathematical ideas and processes Identifies all important elements of questions Includes examples and counterexamples Gives strong supporting arguments

4 points (90%) Same as 5 points, but may not be as clear and may not communicate ideas effectively

3 points (80%) Contains good solid response with some, but not all, of the characteristics as 5 point rubric Explains less completely May include minor error of execution, but not of understanding

2 points (70%) Contains complete response, but explanation is muddled Presents incomplete arguments Includes diagrams that are inappropriate or unclear, or fails to provide a diagram when it would be

appropriate Indicates some understanding of mathematical ideas, but in an unclear way Shows clear evidence of understanding some important ideas while also making one or more fundamental,

specific errors.

1 point: (60%) Omits parts of question and response has major errors uses inappropriate strategies

0 points: No response Frivolous or irrelevant response

Grading with a Rubric• You will receive a handout that has sample student items and

a 5 point rubric.

• Familiarize yourself with the rubric and score each of the student responses.

• Discuss the score with your group and be ready to share with the whole group

Assessment Resources• Core Plus Teacher Works• Exam View• http://www.illustrativemathematics.org/• Study Island • http://map.mathshell.org• http://www.ixl.com/