PLC Coordinating PLC Coordinating CouncilCouncil2009-102009-10Day 1Day 1

PLC Coordinating PLC Coordinating CouncilCouncil2009-102009-10Day 1Day 1

Julie McDanielJulie McDaniel

Before you begin to build an assessment, you must

answer five questions

1. Why assess?2. Assess what?3. Assess how?4. Communicate how?5. Involve students how?

Quality Assessment Standards

(AKA The Keys to Success)

1. Clear and appropriate purpose2. Specific and appropriate learning

targets3. Solid assessment design4. Well-managed and effectively

communicated results5. Student-involved assessments

The 6-day journey1. Clear Learning

Targetsa. Learning

progressionsb. Accurate targets

2. Sound Designa. Target-method

matchingb. Sampling and

blueprints

3. Sound Designa. Performance

assessmentb. Rubric development

4. Sound Designa. Transformative

assessment b. Differentiation

5. Sound Designa. Critiquing assessmentsb. Culture

6. Effective Communication

a. Quality data/feedbackb. Reporting results

Agenda

• Setting learning targets• Creating a vision of proficiency• Learning progressions• Defining alignment and putting

it into practice

One question should be driving all planning and assessment

What is the intended learning?

Assess what? = Set specific and

appropriate learning targets

Example – Grade 2 Written Communication Unit from a Local

DistrictStudents will:– Narrow down a broader story idea to focus

on only one aspect of the total idea and write a realistic fiction or fantasy story that uses personification and 3rd person point of view (W.GN.02.01, W.PR.02.05, W.PR.02.06)

Setting targetsW.GN.02.01 – Write realistic fiction, fantasy, and/or

a personal narrative that depicts major story events, uses illustrations to match mood, and contains setting, problem/solution, and sequenced text.

W.PR.02.05 – Write in first and third person based on genre type and purposes.

W.PR.02.06 – Narrow down a broader story idea to focus on only one aspect of the total idea.

Setting targets

Setting Targets

W.GN.07.01: Write a cohesive narrative piece such as a memoir, drama, legend, mystery, poetry, or myth that includes appropriate conventions to the genre employing literary and plot devices (e.g., internal and/or external conflicts, antagonists/protagonists, personification).

At your table, talk about the decisions that have to be made before you begin clarifying the expectation.

Setting targets• E.ST.05.21 Describe the motion of

planets and moons in terms of rotation on axis and orbits due to gravity.– First, clarify the language

• Describe: to give characteristics of•  Rotation: turning around a center, spinning• Axis: a straight line (a center) about which planets and

moons spin or turn around• Orbit: the path in which something turns around a

planet • Gravity: the pull of a planet or star

– Then, convert the expectation into a target• I can tell how the pull of a planet or star causes other

planets and moons to spin and to revolve around it.• I use the words rotation, axis, orbit, and gravity to

describe this.

Setting targets

• SCI E.ST.05.03Explain the apparent motion of the stars

and sun across the sky.

– First, clarify the language• Explain –• Apparent – • Any others -

With a partner

Students will compare and contrast elements of text.

Take this standard and turn it into specific, student friendly language.

Creating a Vision of Proficiency

What does it really look like as it is being done

successfully?

• Learning targets often pertain to the “product”-compose persuasive essays-find the volume of 3-D shapes-write a narrative in 1st-person POV

• We must take into account the process– Called learning progressions or process

success criteria

Learning Progressions

• Help students while they are engaged in the task

• Summarize building blocks, key steps or ingredients students must have in order to meet the product standard

• Provide framework for assessments that provide critical information about teaching and learning

Constructing the Learning Progression

1. Know the learning target thoroughly.2. Identify all skills and knowledge

needed to meet the target.3. Determine whether the skills and

knowledge identified are assessable.4. Arrange the building blocks in a logical

sequence (instructionally defensible).

Table Talk

Come up with the progressions needed for the following tasks:

Make a banana splitor

Drive a car around the blockor

Email a message to a friend

Group Processing

What issues arose regarding the following:

Grain size?Number of criteria?

Sequencing?

Using the targets you set for the following standard, create learning progressions:

Students will compare and contrast elements of text.

In the next 10 minutes, work at your tables to complete the following steps:

2) Identify all skills and abilities that must be in place before students can meet these targets.

3) Determine if these can be measured.4) Arrange them in logical sequence.

Write persuasively using different techniques

We have written a letter to the Michigan Department of Environmental Quality regarding land, air, water, or waste. This letter includes•A statement of the viewpoint•A number of reasons for this, with evidence•A number of reasons from an alternative standpoint•Attempts at striking up empathy with the reader•Recommendation for alternative action•Reasoning connectives

We are learning to…

We’ll know we’ve achieved this because…

The Whole Process

• Choose one of the expectations from the “Whole Process” worksheet.

• Set the learning targets.• Establish learning progressions.

Quality Assessment Standards

(AKA The Keys to Success)

1. Clear and appropriate purpose2. Specific and appropriate learning

targets3. Solid assessment design4. Well-managed and effectively

communicated results5. Student-involved assessments

Next Time

Standard 3: Sound Assessment DesignTarget-Method MatchingAdequate SamplingTest Blueprints

End of Day 1

Julie.McDaniel@oakland.k12.mi.us

248-209-2346