Building Common Building Common AssessmentsAssessments

Rebecca BushRebecca BushIonia County ISDIonia County ISD

Kimberly YoungKimberly YoungIonia County ISD/MDEIonia County ISD/MDE

And Using!

Session TargetsSession Targets

Session will address:Session will address:

The key factors to consider when The key factors to consider when developing common assessmentsdeveloping common assessments

Strategies and tools for building Strategies and tools for building common assessmentscommon assessments

Understanding of the rationale for and Understanding of the rationale for and process of using common assessmentsprocess of using common assessments

Common Assessments in the Context of Common Assessments in the Context of PLCsPLCs

(DuFour, DuFour, Eaker & Many, 2006)(DuFour, DuFour, Eaker & Many, 2006)

What is it we expect students to What is it we expect students to learn?learn?

How will we know when students How will we know when students have learned it?have learned it?

How will we respond when students How will we respond when students don’t?don’t?

How will we respond when students How will we respond when students do?do?

What Do We Mean by What Do We Mean by “Common Assessments”?“Common Assessments”?

Any assessment given by two or more Any assessment given by two or more instructors with the intention of instructors with the intention of collaborativelycollaboratively examining the results examining the results for:for: Shared learningShared learning Instructional planning for individual Instructional planning for individual

students, and/orstudents, and/or Curriculum, instruction, and/or assessment Curriculum, instruction, and/or assessment

modificationsmodifications

What Constitutes Effective What Constitutes Effective Classroom Assessment?Classroom Assessment?

Key Points:Key Points: Assessment is information, not scoresAssessment is information, not scores

(Scores are accountability)(Scores are accountability) Assessment is best done early and often Assessment is best done early and often

(Assessment at the end is (Assessment at the end is accountability)accountability)

What Constitutes Effective What Constitutes Effective Classroom Assessment?Classroom Assessment?

Assessment that:Assessment that: Provides evidence of student performance Provides evidence of student performance

relative to content and performance relative to content and performance standardsstandards

Provides teachers and students with insight Provides teachers and students with insight into student errors and misunderstandinginto student errors and misunderstanding

Helps lead the teacher and/or team directly Helps lead the teacher and/or team directly to actionto action

1. Clear PurposeWhy assess?

What’s the purpose?Who will use the results?

2. Clear TargetsAssess what?

What are the learning targets?Are they clear?Are they good?

3. Good DesignAssess how?

What method?Sampled how?

Avoid bias--how?

4. Sound CommunicationCommunicate how?

How do we manage information?How do we report?

Accurate Assessment

Effectively Used

5. Student InvolvementStudents are users, too.

Students need to understand learning targets, too.Students can participate in the assessment process, too.

Students can track progress and communicate, too.

Practical Standards of AssessmentPractical Standards of Assessment

Serve clearly articulated Serve clearly articulated purposespurposes Arise from and reflect clear Arise from and reflect clear achievement targetsachievement targets Rely on the appropriate assessment Rely on the appropriate assessment method method

given in the contextgiven in the context SampleSample student achievement appropriately student achievement appropriately Avoid unwanted sources of Avoid unwanted sources of interference or errorinterference or error

Mapping A Common Assessment Mapping A Common Assessment PlanPlan

TemplateTemplate

Designing Classroom AssessmentsDesigning Classroom AssessmentsFundamental QuestionsFundamental Questions

What standard(s) are you assessing?What standard(s) are you assessing? What kinds of evidence are you What kinds of evidence are you

gathering?gathering? What levels of performance do you What levels of performance do you

expect?expect?

Kinds of Achievement TargetsKinds of Achievement Targets

Master Factual and Procedural KnowledgeMaster Factual and Procedural Knowledge To be learned outright or retrieved To be learned outright or retrieved

through reference materialsthrough reference materials Use Knowledge to Reason and Solve Use Knowledge to Reason and Solve

ProblemsProblems Analytical, comparative, inferential, or Analytical, comparative, inferential, or

evaluative reasoningevaluative reasoning Demonstrate mastery of Specific SkillsDemonstrate mastery of Specific Skills

Kinds of Achievement TargetsKinds of Achievement Targets

Demonstrate mastery of Specific SkillsDemonstrate mastery of Specific Skills Speaking a second language, public Speaking a second language, public

presentations, working on a team, presentations, working on a team, carrying out the steps in a processcarrying out the steps in a process

Create Quality ProductsCreate Quality Products Term papers, artistic/craft products, or Term papers, artistic/craft products, or

science exhibitsscience exhibits

Target-Method MatchHow well does your method of assessment match your target?

Target to Target to be be

AssessedAssessed

Assessment MethodAssessment Method

SelectedSelected ResponseResponse EssayEssay Performance Performance

AssessmentAssessment

Personal Personal CommunicatioCommunicatio

nn

KnowledgeKnowledge

ReasoningReasoning

Performance Performance SkillsSkills

ProductsProducts

Target-Method MatchHow well does your method of assessment match your

target?

Target to Target to be be

AssessedAssessed

Assessment MethodAssessment Method

SelectedSelected ResponseResponse EssayEssay Performance Performance

AssessmentAssessment

Personal Personal CommunicatioCommunicatio

nn

KnowledgeKnowledge Good matchGood match Good matchGood match Not a good Not a good matchmatch Partial matchPartial match

ReasoningReasoning Partial matchPartial match Good matchGood match Good matchGood match Good matchGood match

Performance Performance SkillsSkills

Not a good Not a good matchmatch

Not a good Not a good matchmatch Good matchGood match Partial matchPartial match

ProductsProducts Not a good Not a good matchmatch Partial matchPartial match Good matchGood match Not a good Not a good

matchmatch

Assessment MethodsAssessment Methods

Selected ResponseSelected Response Multiple choiceMultiple choice True/falseTrue/false MatchingMatching Fill inFill in

Writing AssessmentsWriting Assessments Constructed responseConstructed response Extended responseExtended response EssayEssay

Assessment MethodsAssessment Methods Performance AssessmentsPerformance Assessments

SkillsSkills ProductsProducts DemonstrationsDemonstrations

Personal CommunicationPersonal Communication Questions/answersQuestions/answers ConferencesConferences InterviewsInterviews Oral examinationsOral examinations

Let’s look at an example of Let’s look at an example of one question in two formats one question in two formats designed to gather different designed to gather different

informationinformation

Multiple-Choice FormatMultiple-Choice Format

A school bus holds 36 high school A school bus holds 36 high school students. If 1,128 high school students. If 1,128 high school students are being bused to a special students are being bused to a special event, how many buses are needed?event, how many buses are needed?

a. 12a. 12

b. 31b. 31

c. 31.33c. 31.33

d. 32d. 32

Constructed Response FormatConstructed Response Format

A school bus holds 36 high school A school bus holds 36 high school students. If 1,128 high school students. If 1,128 high school students are being bused to a special students are being bused to a special event, how many buses are needed? event, how many buses are needed? Explain your answer.Explain your answer.

Student Responses to the Student Responses to the Constructed-Response TaskConstructed-Response Task

1.1. If you have 31 buses there are 12 If you have 31 buses there are 12 students left over. These students can students left over. These students can squeeze into 31 buses. So they need 31 squeeze into 31 buses. So they need 31 buses.buses.

2.2. You need 31 buses, but there are 12 You need 31 buses, but there are 12 students left. They need to go too. So students left. They need to go too. So you just need another mini-van. There you just need another mini-van. There fore, answer should be 31 buses and one fore, answer should be 31 buses and one mini-van.mini-van.

Student Responses to the Student Responses to the Constructed-Response TaskConstructed-Response Task

3.3. Twelve students are left, another bus is Twelve students are left, another bus is need for 12 students, so the answer is 32.need for 12 students, so the answer is 32.

4.4. Out of the 31 buses you can choose 12 Out of the 31 buses you can choose 12 busses to hole the 12 students, each bus busses to hole the 12 students, each bus holds 1 extra student. Therefore, you just holds 1 extra student. Therefore, you just need 31 busesneed 31 buses..

How could this question be improved to elicit How could this question be improved to elicit the desired student response?the desired student response?

Why Create a Protocol?Why Create a Protocol?

Creates a safe place to take risks Creates a safe place to take risks that positively impact student that positively impact student learninglearning

Keeps the focus on student learningKeeps the focus on student learning Fosters collaboration that supports Fosters collaboration that supports

clear learning targets and high clear learning targets and high expectations for all studentsexpectations for all students

Student Work Speaks!Student Work Speaks!

Seeking Evidence ProtocolSeeking Evidence Protocol Post and Pass ScoringPost and Pass Scoring Consensus in scoringConsensus in scoring

Reflecting on Data SetsReflecting on Data Sets Let’s try it!Let’s try it!

8th Grade Inquiry Standard Common 8th Grade Inquiry Standard Common Assessment Assessment

DataDataTeam ResultsTeam Results

• I can define and identify Quantitative Data

• I can define and identify Qualitative Data

• I can create examples of and geographically display Quantitative Data

• I can create examples of and logically organize Qualitative Data

• I can manipulate quantitative data to be qualitative and qualitative data to be quantitative

Far Below Far Below BasicBasic

Below Below

BasicBasicBasicBasic ProficientProficient AdvancedAdvanced

0.00%0.00% 0.00%0.00% 6.67%6.67% 13.33%13.33% 80.00%80.00%

Classroom Proficiency

8th Grade Inquiry Standard Common8th Grade Inquiry Standard CommonAssessment DataAssessment Data

Individual Classroom ResultsIndividual Classroom Results

TeacheTeacher Ar A

Teacher Teacher BB

Teacher Teacher CC

Teacher Teacher DD

Teacher Teacher EE

Totals Totals by by

TargetTarget

Defn. Defn. QuantitatiQuantitativeve

82%82% 89%89% 90%90% 90%90% 79%79% 86%86%

Defn. Defn. QualitativeQualitative

100%100% 75%75% 80%80% 82%82% 71%71% 82%82%

Display Display QuantitatiQuantitativeve

100%100% 100%100% 100%100% 100%100% 73%73% 95%95%

OrganizeOrganize

QualitativeQualitative97%97% 93%93% 96%96% 100%100% 82%82% 94%94%

Transpose Transpose each kindeach kind

100%100% 83%83% 86%86% 91%91% 80%80% 88%88%

Class Class AveragesAverages::

96%96% 91%91% 90%90% 88%88% 77%77% 89%89%

88thth grade Inquiry Test Common Assessment Data grade Inquiry Test Common Assessment DataClassroom D’s Results by StudentClassroom D’s Results by Student

Student Student NameName

Number Number CorrectCorrect

Percent Percent CorrectCorrect

Student 1Student 1 3030 100%100%

Student 2Student 2 2929 96.67%96.67%

Student 3Student 3 1919 63.33%63.33%

Student 4Student 4 3030 100%100%

Student 5Student 5 1919 63.33%63.33%

Student 6Student 6 2727 90%90%

Student 7Student 7 2828 93.33%93.33%

88thth Grade Inquiry Test Common Assessment Grade Inquiry Test Common Assessment Classroom D’s Results by Student and TargetClassroom D’s Results by Student and Target

Student Student NameName

Num Num CorrecCorrec

tt

Perc Perc CorrecCorrec

tt

Defn Defn QuantiQuanti

tt

Defn Defn QualitaQualita

tt

Display Display QuantiQuanti

tt

Org Org QualitaQualita

tt

Trans Trans eacheach

Student 1Student 1 3030 100%100% 100%100% 100%100% 100%100% 100%100% 100%100%

Student 2Student 2 2929 96.67%96.67% 100%100% 67%67% 100%100% 100%100% 100%100%

Student 3Student 3 1919 63.33%63.33% 100%100% 100%100% 100%100% 33%33% 0%0%

Student 4Student 4 3030 100%100% 100%100% 100%100% 100%100% 100%100% 100%100%

Student 5Student 5 1919 63.33%63.33% 33%33% 33%33% 100%100% 100%100% 100%100%

Student 6Student 6 2727 90%90% 100%100% 100%100% 100%100% 100%100% 100%100%

Looking at Common AssessmentsLooking at Common Assessments

Imagine this is your data. Address the results for Imagine this is your data. Address the results for your classroom/building as if you are trying to your classroom/building as if you are trying to improve student learningimprove student learning

Use the following Reflection Questions:Use the following Reflection Questions: As a team, which targets from the assessment As a team, which targets from the assessment

require more attention?require more attention? As a team, which students did not master the As a team, which students did not master the

targets?targets? As a team, which classrooms require additional As a team, which classrooms require additional

support:support: As an individual teacher, which area was my As an individual teacher, which area was my

lowest, and how can I improve in that area?lowest, and how can I improve in that area?

Looking at Common AssessmentsLooking at Common Assessments

Create and explain a team plan of action Create and explain a team plan of action to address the needs of students who have to address the needs of students who have not mastered the required targets.not mastered the required targets.

Planning a PLC/Team Response templatePlanning a PLC/Team Response template

Contact InformationContact Information

Rebecca Bush Rebecca Bush Ionia County ISDIonia County ISDrjbush@ioniaisd.orgrjbush@ioniaisd.org616.522.1407616.522.1407

Kimberly YoungKimberly YoungIonia County ISDIonia County ISDyoungk1@michigan.govyoungk1@michigan.gov517.373.0988517.373.0988