Building Common Assessments for the Common...

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Building Common Assessments for the Common Core

Cassandra Erkens [email protected]

HO 33 – 40 plus supplemental materials

“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

Assessment Fallacy

High-stakes assessments are targets.


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“We are currently preparing students for jobs that don’t yet exist using

technologies that haven’t yet been invented in order to solve problems we

don’t even know we have.” —James Melsa, 2007

21st Century 4 C’s

• Communication

• Critical Thinking

• Creativity

• Collaboration

Typical Option

Write a research report on a U.S. president of your choice. Be sure to use proper research strategies and documentation. Include in your report the president’s personal history, ideology, famous decisions or actions, and anything else you find relevant to how he lived his role in office.


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Future Option •  Select 3 US Presidents

who you believe have exceeded their job description.

•  Isolate the leadership traits that allowed them to do so.

•  Apply those traits to yourself so you can exceed your job here as a learner.

Common Assessments in the Context of Collaboration

(DuFour, DuFour, and Eaker, 2008)

•  What is it we expect them to learn? •  How will we know when they have

learned it? •  How will we respond when

they don’t? •  How will we respond when

they do?

Quality Indicators for Common Assessments

Design

Delivery

Data HO pages 33 - 34


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Common Assessments

“An assessment typically created collaboratively by a team of teachers responsible for the same grade level or course.” Administered to identify:

1.  Individual students needing support 2.  Most effective teaching strategies 3.  Program concerns 4.  Improvement goals for individual teachers and

the team

—DuFour, DuFour, Eaker, & Many, 2006, p. 214

Common Assessments Defined A common assessment is any assessment (formative and summative) that is team created (entire team) with consistent learning targets in advance of instruction and administered in close proximity by all instructors to collaboratively examine the results for instructionally sensitive responses in the following areas:

•  Shared learning •  Error analysis and appropriate instructional planning

for individual students •  Curriculum, instruction, and/or assessment

modifications

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Identify the 8–10 big ideas per semester.

PLC Work Before and

After Common

Assessments

Examine school data and establish SMART goals.

Create a “road map” of CAs and targets.

Establish team norms for collaboration.

Monitor progress on SMART goal.

Identify the targets of the

assessment(s).

Design formative and

summative assessments.

Tally and review CA results.

Create a plan for appropriate interventions.

Assess again, monitoring for

results.

Repeat intervention

loop as needed.

Instruction and ongoing assessment

Revise curriculum,

instruction, & assessment(s)

as needed

Process for Common Assessments

Instruction and ongoing assessment

Monitor for learning of

individual and collective results.

© Erkens HO 35


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Standards and Targets

Standard

Assessment

Curriculum

Instruction

(Wiggins & McTighe, 2005)

Target Target Target Target Target Target Target

Mapping an Assessment Plan •  RI.8.1. Target 1: Cite the textual evidence that most strongly supports an

analysis of what the text says explicitly, as well as Target 2: inferences drawn from the text.

•  RI.8.2. Target 3: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; and, Target 4: provide an objective summary of the text.

•  RI.8.3. Target 5: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

H1 H2 Q1 H3 H4 Q2 H5 Project Test

Target 1 X X X X X

Target 2 X X X X X X

Target 3 X X X X X



But What If I Stand Alone?

Specialists � Single Courses �

Varied Curriculum Within a Department

Three Options

Whole-School Effort

e.g., writing Vertical

or Horizontal Alignment

Cross Buildings or Districts


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Summarizing Rubric I am summarizing when I use fewer words than the author to state the main ideas and supporting details of a text. In order for it to be a quality summary, I must use my own words in a way that is accurate and makes sense to my audience.

CA: Whole School

•  Reading: 1) main idea and detail, 2) inference, 3) evaluation

•  Math: 1) number sense, 2) problem solving, 3) communicating thinking

•  Persuasive writing: 1) clear stance, 2) convincing argument, 3) relevant details

•  21st century skills: 1) information literacy, 2) problem solving, 3) synthesizing

CA Vertical Alignment in Reading


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CA: Vertical Alignment in Math Organize, Display,

Compare, and Interpret Data

Accurate Display of Data

Accurate Interpretation

of Data

Quality Problem Solution Resulting

From Data

MA 4.4.1.a. Represent data. MA 4.4.1.b. Compare different representations. MA 4.4.1.c. Interpret data and draw conclusions. MA 4.4.1.d. Find the mode and range. MA 4.4.1.e. Find the mean.

CA: Vertical Alignment in Math Organize, Display,

Compare, and Interpret Data

Accurate Display of Data

Accurate Interpretation

of Data

Quality Problem Solution Resulting

From Data

MA 5.4.1.a. Represent data. MA 5.4.1.b. Represent data in different formats. MA 5.4.1.c. Draw conclusions. MA 5.4.1.d. Find the mean, median, mode, and range. MA 5.4.1.e. Generate Q&As.

Standard: Political Unrest and the American Revolution, 1763 to mid-1791 •  Students will analyze the roles of key individuals and political

leaders in the American Revolution. •  Students will understand the principles of the Declaration of

Independence, including inalienable rights and self-evident truths. •  Students will understand issues and events that led to the

American Revolution, and analyze how these events affected the move toward independence from Britain.

CA: Vertical Alignment in the Social Studies


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Content Info Literacy

Civic Literacy

Analyze Influences Total

Key players

Declaration of Independence

American Revolution

Total

3

14

5

3 10

4 4 13

7

14

3

12

7

4

40

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Standard: Students will identify the major geographic characteristics of the United States and its regions. • Use a variety of geographic representations, such as political, physical, and topographic maps, a globe, aerial photographs, and satellite images, to gather and compare information about a place. • Describe the movement of people, ideas, diseases, and products throughout the world. • Give examples of the causes and consequences of current global issues, such as the expansion of global markets, the urbanization of the developing world, the consumption of natural resources, and the extinction of species, and suggest possible responses by various individuals, groups, and nations.


Content Info Literacy

Civic Literacy

Analyze Influences Total

Geographic representations

Movement

Global issues

Total

3

14

5

3 10

4 4 13

7

14

3

12

7

4

40

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CA: Vertical Alignment in the Science

Chemistry

Rubric Scored

Interp. of Data

Eval. of Models,

Inferences, and Exp. Results

Identify the factors that affect the rate of a chemical reaction.

10 10

Predict the shift in equilibrium when a system is subjected to a stress and identify the factors that cause it.

10 10

Physics

Rubric Scored

Interp. of Data

Eval. of Models,

Inferences, and Exp. Results

Interpret and provide expls. that illustrate the conservation of energy law.

10 10

Calculate the momentum of an object.

10 10

CA: Horizontal Alignment in the Arts

Art Criticism •  Artist’s purpose

in context •  Interpretation

of meaning •  Evaluation of quality

Courses •  Band •  Choir •  Drama •  Photography •  Art •  Dance •  Pottery

CA: Horizontal Alignment in Business

Core Business Processes •  Problem solving •  Ethical decision making •  Leadership •  Technology literacy

Courses •  Accounting •  Business law •  Business management •  Career development •  Communication •  Computation •  Economics •  Entrepreneurship •  Info technology •  Marketing


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Grades 6–12 History/Social Studies, Grades 9–10, Integration of Knowledge and Ideas

• RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

• RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

• RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

Grades 6–12 Science/Technical Subjects, Grades 9–10, Integration of Knowledge and Ideas

• RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

• RST.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. • RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Rubric Scored Concept Accuracy Point of View Implications

Quantitative or technical analysis

4 4 4 Reasoning and evidence to support author’s claims

4 4 4

Compare and contrast treatments of the same topic

4 4 4

Grades 6–12: Proficiency Scale


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Common Formative Assessments and the Pyramid of Interventions

Tier 1: Universal interventions. RTI begins with preventive, proactive universal interventions in all subjects and for 80-90 % of students. These interventions are based on data from regular classroom assessments. Teaching teams achieve best results when the assessments are common fomrative assessments that can inform teams and lead to targeted, differentiated instructional strategies and supports that help students learn the

Tier 2: Targeted group interventions. Approximately 5 – 15% of struggling learners

will qualify for targeted group interventions based on assessment data. The interventions are

designed to be structured, consistent, and highly efficient.

Tier 3: Intensive individual interventions. Anywhere from 1-5 % of

students will continue to experience learning difficulties even after the

targeted group interventions.

But Where Do We Put CAs? CA Quiz CA Test

Begin Unit End Unit

Team differentiates instruction throughout based on initial results and approaches test with confidence in student success.

CA Quiz CA Quiz CA Quiz CA Quiz CA Test

Begin Unit End Unit Quizzes are short and progressive. Team differentiates instruction throughout.

CA Test 1 2 CA Retest

Begin Unit End Unit Two days between initial test and retest opportunity are reserved for intervention work.

Data Protocols for Common Assessments

•  Reflection questions o As a team: Which targets from the assessment

require more attention? o As a team: Which students did not master which

targets? o As an individual teacher: Which area was my

lowest, and how can I improve in that area? •  Create a team plan of action.


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Common Assessment Results for Information Literacy

•  I can locate information by using a variety of consumer and public documents.

•  I can explain the purposes and characteristics of different forms of written text, such as the short story, the novel, the novella, and the essay.

•  I can understand and analyze the differences in structure and purpose between various categories of information materials (such as textbooks, newspapers, and instructional or technical manuals).

•  I can assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping.

•  I can organize information in logical ways and effectively communicate my findings. HO 36

Grade 7 Common Assessment Results for Information Literacy

A B C D E F Totals by Target

Locate information. 89% 95% 97% 89% 88% 91% 92%

Explain purpose. 97% 92% 96% 98% 92% 94% 95%

Analyze difference. 91% 88% 86% 96% 77% 92% 88%

Assess evidence. 83% 92% 97% 86% 65% 72% 83%

Organize and communicate. 92% 98% 98% 85% 81% 89% 91%

Totals by Classroom 90% 93% 95% 91% 81% 85%

HO 36

Classroom E Data for Information Literacy by Student Overall

Student Number Correct Percentage

A 29 83%

B 23 66% C 30 86%

D 31 89%

E 27 77%

F 32 91%

G 30 86%

H 31 89%

I 22 63% J 27 77%

K 25 71%

L 30 86%

M 27 77%

N 30 86%

O 21 60%

P 33 94%

TOTAL 35 100%


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Student Name

Locate Info

Explain Purpose

Analyze Differences

Assess Evidence

Organize & Comm.

Number Correct

Percent Correct

A 5 4 6 5 9 29 83% B 5 6 3 4 5 23 66% C 6 6 5 4 9 30 86% D 6 6 3 6 10 31 89% E 4 5 4 6 8 27 77% F 6 6 5 5 10 32 91% G 6 5 5 5 9 30 86% H 5 6 4 7 9 31 89% I 5 4 5 3 5 22 63% J 5 5 5 4 8 27 77% K 5 6 4 2 8 25 71% L 6 6 5 4 9 30 86% M 5 5 4 5 8 27 77% N 5 6 4 5 10 30 86% O 5 6 6 2 2 21 60% P 5 6 6 6 10 33 94%

TOTAL Possible

6 6 6 7 10 35 100%

Averages 88% 92% 77% 65% 81% 80%

HO 37

•  Where am I going?

•  Where am I now?

•  How can I close the gap?

Student Involvement: Three Questions

(Chappuis, 2009)

Student Goal

Setting

(Student O, Classroom E, Information

Literacy)

HO 38


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Student Goal Setting (Student O, Classroom E, Information Literacy)

HO 39

Student Goal Setting

My areas for growth (targets I am still learning)

My learning goal

Modified from Classroom Assessment for Student Learning: Dong It Right—Using It Well (CD-ROM chapter 5, Goal Setting With Tests, p. 6) by R. J. Stiggins, J. A. Arter, J. Chappuis, and S. Chappuis, 2004, Portland, OR: Assessment Training Institute. Copyright © 2006, 2004 by Educational Testing Services. Reprinted by permission of Educational Testing Services.

My strengths (targets I learned)

Strategies and activities I will use to meet my goal

(Stiggins, Arter, Chappuis, & Chappuis, 2011, p. 6)

HO 39

Error Analysis

•  Create two stacks: those that are all right and those with errors.

•  Examine error stack and subdivide into smaller stacks of like-errors.

•  Identify the most common or significant errors by stack.

•  Determine appropriate intervention strategies.


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CA Data: Error Analysis •  Is it a reading error—misunderstanding of the question?

–  Phrasing of the question –  Vocabulary concerns/background knowledge –  Misinterpreting directions –  Skipping key words

•  Is it a concept error—misunderstanding of identifying factors, for example? –  Which concepts? What is understood about the concept?

What’s missing?

•  Is it a reasoning error—solving/graphing solutions? –  What reasoning process? What, if any, part of the reasoning is in

place? What’s missing?

(Chappuis, 2009)

Error Analysis

Drawing Conclusions When reading, I use both implied and stated evidence in and around the text and then form a reasonable judgment or decision about the meaning of the text.

Common Errors •  A simple restatement •  Faulty or inappropriate

evidence •  Singular or insufficient

evidence •  Weak reasoning or

faulty logic

Error Analysis Drawing conclusions: Read a passage and select appropriate answers below:

A. Conclusion with inaccurate/insufficient evidence

B.  Correct answer C.  Literal response D.  Faulty reasoning

What’s the right answer? What’s wrong with the other answers and how would you fix them?


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Exit Slip Questions

1.  For our spring trip to Wolf Ridge, we will need school buses to transport the students. A school bus holds 36 students. If we have 269 students to be transported, how many buses will we need?

2.  Imagine we send you to the store to buy 3 items for our end-of-year celebration. The items cost $5.66, $9.07, and $2.99. Because you are in a hurry, you don’t have time to add all of the individual numbers, so how much money, rounding to the dollar, should you bring so that you will have enough without a lot of extra cash left over?

CFA: Exit Slip

Question 1

1. 7.47 is mathematical answer, so 8 buses are needed.

A. 7 B. 7.47 C. 8 D. 8.47

Exit Slip #4

Getting to Common Data

Score student work collaboratively. •  Create consistent data. •  Calibrate like understandings of

quality. •  Make sure we see all that a student

is bringing to the work. •  Explore assessment understanding. •  Improve quality tools.


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One School’s CA Data

•  The percentage of all students in grades 3–5 at Diamond Path Elementary School of International Studies who earn achievement levels of Meets the Standards or Exceeds the Standards on Mathematics MCA-II/MTAS/MTELL tests will increase from 70.7% in 2009 to 74.7% in 2010.

•  Actual: increased from 70.7% in 2009 to 88% in 2010

(Diamond Path Elementary School of International Studies, Rosemount, Minnesota)

One School’s CA Data

MATH 05–06 06–07 07–08 08–09 09–10

Grade 2 67.1 70.3 53.6 72.7 77.2 Gain: 4.3% Grade 3 59.0 43.5 58.4 52.0 69.5 Gain: 17.5% Grade 4 n/a 57.1 63.3 59.3 73.2 Gain: 13.9% Grade 5 n/a 58.0 60.6 72.6 89.8 Gain: 17.2% Grades 2–5 n/a 56.8 58.9 64.6 76.6 Gain: 12%

Noteworthy: • Common assessments in math grades 2–5 from Nov. 2009–May 2010 • Diamond Path outperformed the district scores at each grade level.

(Diamond Path Elementary School of International Studies, Rosemount, Minnesota)

•  What is it we expect them to learn?

•  How will we know when they have learned it?

•  How will we respond when they don’t?

•  How will we respond when they do?

Where are we going?

Where are we now?

How can we begin to address

the gap?

Common Assessments as Our Formatives

(DuFour & Eaker, 1998; Chappuis, 2009)

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