WELCOME

“The last thing I remember, I was sitting in a professional development meeting. Apparently, I died from boredom.”

Special Ed Read Math

02-03 5th NA NA

6th 33.3 16.7

03-04 5th NA NA

6th 35.7 35.7

04-05 5th 40 NA

6th 33.3 16.7

05-06 5th 23.1 0

6th 27.3 0

06-07 5th 41.2 58.8

6th 61.5 61.5

07-08 5th 69 67

6th 67 80

5. To introduce a format for short cycle assessments that has been successful in improving students’ achievement.

6. To further investigate the difference between Assessment for Learning and Assessment of Learning.

7. To expose the participants to the Ohio Center for Essential Reform’s Data Base and Question Generator.

8. To complete short cycle assessments ready for use for the 2008-09 school year.

To define and describe the differences between Common Assessments and Short Cycle Assessments.

Short/Common Cycled Assessments

What Are They?

Assessments given periodically throughout the school year to see “where students are” with regard to the Academic Content Standards

Assessments that model the content, format, vocabulary and administration of the Ohio Achievement Tests and the Ohio Graduation Test

Focused Collaboration effort that will provide systemic improvement

Increase Confidence in students learning of standards.

Build Capacity on using data that is meaningful during the year.

Most teachers use exams, quizzes, and assessments to assign grades. The formative assessment should be the essential learnings blueprint and viewed before instruction begins. The results from the formative assessment should provide the teacher with information on what and how to teach and re-teach.

Reported in Marzano (2005), The Art and Science of Teaching

The Number of Assessments

Short Cycle Assessments

Look like OATSame Font

To introduce and explain the importance of a well-thought-out pacing guide.

SCA #1SCA #1 SCA #2SCA #2 SCA #3SCA #3 SCA #4SCA #4 End of End of YearYear

2-12-12-32-32-62-62-82-83-13-13-43-43-53-53-6 lit3-6 lit3-73-7

2-22-23-23-23-43-43-83-83-6 3-6 4-14-14-24-24-44-44-64-64-84-85-15-15-75-7

2-42-42-8 2-8 3-53-53-6 3-6 3-93-93-103-104-34-34-74-73-43-4

2-42-42-52-52-72-72-8 2-8 3-33-33-43-43-63-64-44-44-84-85-25-25-55-5

4-44-44-54-54-84-85-25-25-35-35-45-4

Curriculum Pacing Chart

Grade 6 English Language Arts

To understand how to write higher level questions for quality assessments.

Lower Level Questions

Lower level, or recall questions,

involve those questions which require

the students to identify basic, literal

concepts.

According to Bloom’s Taxonomy

Level 1 is Remembering

Level 2 is Understanding

Level 3 is Applying

What is the setting of the book, To Kill a Mockingbird?

A. a big city in the westB. a small town in the southC. a ranch in the southwestD. a fishing village in the northwest

Higher Level Questions

Higher level, or thinking questions,

involve those questions which require

the students to interpret, evaluate,

critique and analyze information.

According to Bloom’s Taxonomy

Level 4: Analyzing

Level 5: Evaluating

Level 6: Creating

If the setting of the book, To Kill a Mockingbird had been in the north instead of in the south, how might that have changed the plot of the story? Explain your answer.

Format of Questions Format of Questions Found on the Found on the Ohio Achievement Tests Ohio Achievement Tests and theand theOhio Graduation TestOhio Graduation Test

Multiple Choice QuestionsMultiple Choice Questions

select the correct response from a list of fourselect the correct response from a list of four are scored as one item and given one pointare scored as one item and given one point can be lower level, or higher levelcan be lower level, or higher level approximately 2/3 of the questions on the OGT approximately 2/3 of the questions on the OGT

and Achievement Tests are multiple choice and Achievement Tests are multiple choice (about 14 per 20 questions)(about 14 per 20 questions)

there are not enough points on the multiple there are not enough points on the multiple choice for a student to pass, even if they score choice for a student to pass, even if they score 100%100%

According to the story, what will probably happen the next time Heather sees a dog?

A. She will pet it. B. She will walk past it. C. She will take it home. D. She will run away from it.

require students to generate a written response

require a brief response, usually a few sentences or a

numeric solution to a straight forward problem

may be lower level or higher level

may take up to five minutes to complete and student

responses receive a score of 0, 1, or 2 points

approximately ¼ of the questions on the OGT and the

Achievement Tests are short answer (about 5 per 20

questions)

Referring to the chart above, the largest percentage of students are “Lazy/don’t study/didn’t prepare”. Would you agree with this chart? Explain your answer.

require students to generate a written response

demonstrate understanding in greater depth, provide

a more in-depth response, or solve a more complex

multiple step problem or task

may be lower level or higher level

may require 5 to 15 minutes to complete, and

responses receive a score of 0, 1, 2, 3, or 4 points

approximately 1/9 of the questions on the OGT and

the Achievement Tests are extended response

(about 1 per 20 questions)

After reading the selection “A Glimpse into the Past,” what conclusions can you draw about the author’s attitude about preserving your personal history? How does the author feel about preserving your memories in a time capsule? If the author’s main purpose is to persuade the reader to create a time capsule, rate his/her effectiveness on a scale of 1 – 10, with 10 as the highest. Explain why you gave it this rating.

To introduce a format for short cycle assessments that has been successful in improving students’ achievement.

o 2/3 multiple choiceo 4-5 short answero 1 extended responseo Reading- always selections

from poetry, non-fiction and fictiono 50% higher level

1. One Multiple Choice Low level 2. One Multiple Choice High level 3. One Short Answer Low Level 4. One Short Answer High Level 5. One Extended Response High Level

To understand how quality assessments can drive instruction, re-teaching and intervention.

Short Cycle/Formative/Summative Assessments

Student Growth

Qualitative Data/Surveys

Achievement Scores

To further investigate the difference between Assessment for Learning and Assessment of Learning.

For Students on Winning Streaks (Gets A’s and B’s on

Assessments)

For Students on Losing Streaks (Gets D’s and F’s)

Assessment results provide

Continual evidence of success Continual evidence of failure

The student feels

Hopeful and optimistic Hopeless

Empowered to take productive action

Initially panicked, giving way to resignation

The student thinks

It's all good. I'm doing fine. This hurts. I'm not safe here.

See the trend? I succeed as usual.

I just can't do this . . . again.

I want more success. I'm confused. I don't like this—help!

School focuses on what I do well.

Why is it always about what I can't do?

I know what to do next. Nothing I try seems to work.

Feedback helps me. Feedback is criticism. It hurts.

Public success feels good. Public failure is embarrassing.

The student becomes more likely to

Seek challenges. Seek what's easy.

Seek exciting new ideas. Avoid new concepts and approaches.

Practice with gusto. Become confused about what to practice.

Take initiative. Avoid initiative.

Persist in the face of setbacks. Give up when things become challenging.

Take risks and stretch—go for it! Retreat and escape—trying is too dangerous!

These actions lead to

Self-enhancement Self-defeat, self-destruction

Positive self-fulfilling prophecy Negative self-fulfilling prophecy

Acceptance of responsibility Denial of responsibility

Manageable stress High stress

Feeling that success is its own reward

No feelings of success; no reward

Curiosity, enthusiasm Boredom, frustration, fear

Continuous adaptation Inability to adapt

Resilience Yielding quickly to defeat

Strong foundations for future success

Failure to master prerequisites for future success

To expose the participants to the Ohio Center for Essential Reform’s Data Base and Question Generator.

OASIS is a web based data collection and analysis system.

OASIS creates individual and systemic accountability.

OASIS provides information and data to drive decision-making.

Highly effective teachers have learned how to efficiently monitor the progress of individual students. This ongoing formative assessment is crucial in facilitating the appropriate learning rates for all students.

This skill is one of the most crucial aspects of highly effective classroom teaching.

Knowing when to re-teach certain students; knowing how to monitor retention of previous skills and concepts which have been taught are major contributors to highly effective learning rates for students.

ArmadilloLeadership.com

The New York Times science pages recently told the story of 23 heart surgeons in Maine, New Hampshire and Vermont, who agreed to observe each other regularly in the operating room and share their know-how, insights and approaches.


In the past two years after their nine-month project, the death rate among their patients fell by an astonishing 25 percent. Merely by emphasizing teamwork and communications instead of functioning as solitary craftsmen, the study showed, all the doctors brought about major changes in their individual and institutional practices.


For teachers who, like heart surgeons, have traditionally worked as isolated professionals, the experiment holds a valuable lesson. If the goal of teachers is to lower the “death rate” of young minds and to see students thrive, many educators now empathetically believe they can do better working together than by working alone.


To complete short cycle assessments ready for use for the 2008-09 school year.

WELCOME

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