using common core assessment to enhance student learning

Using Common Core Assessment to Enhance Student Learning

CMC-South Conference

November 1, 2013

Sally J. Bennett-Schmidt, Ed.D.

Assessment Director

San Diego County Office of Education

Doing Some Math

25% of the fish in a bowl are guppies. The same number of guppies as were originally in the bowl are added. What percentage of the bowl is now guppies?

Summative or Formative?

Rich mathematics task?

Reflects CCSS-Math? SMPs?

Session Overview

Assessment: Every Student a Winner It’s About Balance: Assessment OF and

FOR Student Learning Assessing (Common Core) Standards-

based Student Learning – Smarter Balanced and Beyond

Using Assessment to Promote Learning

By the end of the session you will be able to say:

I can describe assessment of and for learning and I understand the components of a balanced approach to instruction and assessment.

I understand the summative, interim, and formative components of the Smarter Balanced assessment system.

I can identify tools and strategies that support using assessment to inform teaching and to engage students in their own learning.

Considerations for Our Work Together

Multiple hats: learner, teacher, leader Application to your learning

and your work Look for “gold nuggets” Postpone distractions Protocols for coming together

Assessment:Every Student a Winner!

Assessment Experience #1

Think of a negative experience you’ve had being assessed…What made it negative?What effect did it have on you?

Doing Assessment Right

“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.”

Rick Stiggins

Unproductive ResponsesI don’t know what to do I don’t get it I’m probably too stupid I give up

Productive Responses I know what to do I can handle this I choose to keep trying

Student Responses to Assessment Experiences

Assessment OF and FOR Learning: It’s About Balance

Why do we assess?

Why do we assess?

Inform instructional decisions Encourage students to try to learn

We must assess accurately, and use results effectively in order to make sure students react productively to the assessment results.

A Balanced Assessment System

Assessment OFSummativePeriodicAfter instructionA snapshot in time

(destination)

Essential Question:

What have students already learned?

Assessment FORFormativeFrequentDuring instructionA moving picture

(journey)

Essential Question:

How can we help students learn more?

Grade/Course – School – District Summative

Assessment

Grade/Course – School – District – State Summative

Assessment

INSTRUCTIONAL PROGRAM

Classroom / Common Formative Task(s) or

Test(s)

FORMATIVE TOOLS AND PROCESSESAssessment FOR Learning

Instructionally embedded Frequent \ Connected to learning targets

Happens while material is being taught Penalty Free – Isn’t used for grades

SUMMATIVE ASSESSMENTSAssessment OF Learning

Aligned to curriculum pacing Periodic Connected to standards

Occurs after material has been taught Scored or graded

Ongoing Checking for Understanding


Test(s)


Test(s)


Test(s)

Grade/Course – School – District Summative

Assessment

Smarter BalancedTheory of Action

All students leave high school college and career ready

Adaptive summative assessments

benchmarked to college & career

readinessCommon Core State Standards

specify K-12 expectations for college and career readiness

Teachers can access formative tools and

practices to improve

instruction

Interim assessments that are flexible and

open

Assessing (Common Core) Standards-based Student Learning

Assessing Standards-based Student Learning

We’re not assessing standards, we’re assessing standards-based student learning.

Students must demonstrate standards-based learning in multiple ways that reflect the:Content of the mathematics standards Standards for Mathematical PracticeInstructional shifts


Integrated approach to instruction and to assessmentStandards are not a checklistMultiple standards embedded in one item or

across a cluster of items Deliberately planned interaction among the

content of the standards, the standards for mathematical practice, the instructional shifts, and the assessment strategies

Assessing Standards-based Student Learning: Smarter Balanced Approach

Key concepts underlying the Smarter Balanced approach to assessment aligned to the common core standards Claims Targets Depth of Knowledge

Smarter Balanced Assessment Claims: Mathematics

• Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

Concepts & Procedures

• Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies

Problem Solving

• Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others

Communicating Reasoning

• Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems

Modeling & Data Analysis

Smarter Balanced Assessment Targets: Mathematics

Provide more detail about the content and depth of knowledge

Generated from cluster headings Support the development of tasks & items

Grade 3 Concepts & Procedures: Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Grade 8 Problem Solving: Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace.

Smarter Balanced Assessment Cognitive Rigor: Mathematics

Type of Thinking Revised Bloom’s Taxonomy

1. Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create

Depth of Thinking Webb’s Depth of Knowledge

1. Recall & Reproduction

2. Basic Skills & Concepts

3. Strategic Thinking & Reasoning

4. Extended Thinking

Smarter Balanced Assessment Rigor: Mathematics

Webb’s DOK 1 / Bloom’s 2 (Understand) Compose / decompose numbers

Webb’s DOK 2 / Bloom’s 4 (Analyze) Compare / contrast figures or data

Webb’s DOK 3 / Bloom’s 4 (Analyze) Generalize a pattern

Webb’s DOK 4 / Bloom’s 3 (Apply) Conduct a project that specifies a problem, identifies

solution paths, solves the problem & reports results


Items individually and collectively must measure deeper understanding and application of concepts

This requires a variety of item formatsSelected responseShort and extended constructed responseTechnology enhancedPerformance tasks

Smarter Balanced Assessment Blueprint: Mathematics (Gr 7)


Discussion of summative, interim, and formative assessments and practices for measuring student learning of the common core standards

Using the assessment process as well as the results to not only measure but enhance student learning

Assessment of Learning in Mathematics

Summative Assessment Practices

Assessment of Learning in Mathematics: Summative

What annual summative mathematics assessments do students currently take?

What annual summative mathematics assessments will students take when the common core standards are implemented?

Assessment of Learning in Mathematics: Summative

What We’ve Done CST / CMA

2-7 by grade level 8-11 by course EAP gr 11

CAPA CAHSEE AP / IB Exams SAT / ACT

What We Will Do Smarter Balanced

3-8, 11 by grade Gr 11 = 3 yrs HS math

Gr 11 EAP cut score CAPA / Alt Assess CAHSEE (until new law)

AP / IB Exams SAT / ACT

Smarter Balanced Summative Assessment

End-of-year assessments benchmarked to college and career readiness Measure knowledge and skills as well as

deeper understanding and applicationComputer-adaptive portion with multiple

item types: selected response, constructed response, technology enhanced

Computer-based performance tasks with classroom components

Sample Smarter Balanced Item: Gr 3 SR

Sample Smarter Balanced Item: Gr 11 TE / CR

Sample Smarter Balanced Item: Gr 8 CR

Sample Smarter Balanced Item: Gr 5 CR

Are these items…

Summative? Formative?

How do you know?

Assessment of Learning: Summative Assessment Results

Assessment OF Learning: What have students already learned?Performance levels (criterion-referenced)Scale scores (vertical scale)Growth / progress determinationSubscores (level of detail TBD)

Grade/Course – School – District Summative Assessment

Grade/Course – School – District – State Summative Assessment


Classroom / Common Formative Task(s) or Test(s)


Instructionally embedded Frequent Connected to learning targets










Using Summative Assessment Results: Teachers

Predict: What might these results tell you about student achievement of the standards – both content and practice?

Observe: What do these results say about student achievement (just the facts)?

Infer: What do these results suggest and what else do you need to know?

Using Summative Assessment Results: Students

How could we get students more involved in understanding and acting on these summative assessment results?Predict, Observe, InferSet Goals

Turn & Talk: Summative Assessment

How can summative assessment be used to inform instructional decisions and encourage students to try to learn?


Assessment of and for Learning: Mathematics

Interim Assessment Practices

Assessment of and for Learning in Math: Interim

What interim assessments of or for learning have teachers and students been using in mathematics?

What interim assessment of or for learning might teachers and students use as we implement the common core state standards in mathematics?

Assessment of and for Learning in Math: Interim

What We’ve Done District or commercial

benchmark assessments

Unit or chapter tests Quizzes Common tasks


interim assessments District or commercial

assessments Unit or chapter tests Quizzes Common tasks

Smarter Balanced Interim Assessment

Optional interim assessment toolsSame delivery system, item types, and

scoring scaleSummative assessment “clone”“Testlettes” assessing clusters of standards


Grade/Course – School – District – State Summative Assessment




Instructionally embedded Frequent Connected to learning targets










The Instructional Road

Pre-testUngraded

Quiz

Graded Quiz Unit Test

? ? ? ? ? ? ? ? ? ? ? ? ?

Checks for Understanding

Assignments / Tasks

Ungraded Common

Assessment

Using Interim Assessment Results: Teachers

Assessment OF learning: What have students already learned?Scored / graded workFinal result

Assessment FOR Learning: What comes next in the learning? Ungraded workOpportunity to improve

Using Interim Assessment Results: Students

How could we get students more involved in understanding and acting on interim assessment results?Predict, Observe, Infer, Set GoalsRubric or Task AnalysisDescriptive FeedbackUse Re-engagement Lessons / Strategies

Turn & Talk: Interim Assessment

How can interim assessment practices be used to inform instructional decisions and encourage students to try to learn?


Assessment for Learning: Mathematics

Formative Assessment Practices

Assessment for Learning in Mathematics: Formative

What formative tools and processes have teachers and students been using to support teaching and learning in mathematics?

What formative tools and processes might teachers and students use to support teaching and learning of the common core state standards in mathematics?

Assessment of Learning in Mathematics: Formative

What We’ve Done Total participation

techniques Classroom checking

for understanding Exit slips, quick writes Common

assignments or tasks


Digital Library Total participation

techniques Exit slips, quick writes Classroom checking

for understanding Common assignments

or tasks

Smarter Balanced Formative Assessment

Digital LibraryTools and strategies to support improving

teaching, increasing learning, and enabling differentiation

Best practices to check for student understanding and provide timely feedback

High quality lessons and instructional units with embedded formative practices

Smarter Balanced Formative Assessment Definition

Formative assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals

Attributes of Formative Assessment Process

Clarify Intended Learning Learning targets, success criteria

Elicit Evidence Tasks or strategies to elicit evidence of learning

Interpret Evidence Methods or processes for teachers and students to

analyze and interpret the evidence of learning Act on Evidence

Opportunities for teachers and students to respond via further instruction or learning activities

Classroom Formative Practices

Tools, strategies, and practicesChecking for understanding (individual,

pairs/partners, small groups, whole group)Total participation techniquesDiscussion or conversation protocols

Classroom Formative Practices

The Formative ClassroomWhat formative practices did you notice?How did or would these practices support:

• All students? Students with special needs?

Using Formative Results: Teachers

Assessment FOR Learning: What comes next in the learning? (Ungraded)Descriptive Feedback (oral or written)“Stoplights” or other cuesListening in with comments or questions

Using Formative Results: Students

How could we get students more involved in understanding and acting on formative feedback?Assessment for Learning strategies

Seven Strategies of Assessment for Learning

1. Provide a clear statement of the learning target

2. Use examples and models of strong and weak work

3. Offer regular descriptive feedback

4. Teach students to self-assess and set goals

5. Design focused lessons

6. Teach students focused revision

7. Engage students in self-reflection; let them keep track of and share their learning

Turn & Talk: Formative Assessment

How can formative tools and strategies be used to inform instructional decisions and encourage students to try to learn?


Assessment:Every Student a Winner!

Assessment Experience #2

Think of a positive experience you’ve had being assessed…What made it positive?What effect did it have on you?

Using Assessment to Promote Student Learning

Why do we assess?Inform instructional decisionsEncourage students to learn

Help teachers and students answer:Where am I going?Where am I now?How do I close the gap?

Using Assessment to Promote Student Learning

Using rich, high-quality tasksSharing & shifting the cognitive “heavy lifting”

in mathematical thinking our classroomsWhen students are confronted with a

challenging math problem, rigorous instruction involves helping students clarify their thinking about the task, and letting them come up with approaches and solutions….

Questions? Contact Me!

Sally Bennett-Schmidt, Assessment Director858-292-3688 / [email protected]

mailto:[email protected]

using common core assessment to enhance student learning

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