Page 3. Keys to Quality Classroom Assessment Clear Purposes Why Assess? What’s the purpose? Who will use results? Clear Targets Assess What? What are.

page3

Keys to Quality Classroom Assessment

Clear PurposesWhy Assess?

What’s the purpose?Who will use results?

Clear TargetsAssess What?

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

Good DesignAssess How?

What method?Sampled how?

Avoid bias how?

Sound CommunicationCommunicate How?

How manage information?How report?

Accurate Assessment

Effectively Used

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.

a. The number of cavities the sixth graders have?b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers?d. The heights of the sixth graders in inches?

Think Pad is a resource designed to:• provide evidence of

understanding and participation during student-to student dialogue

• facilitate student reflection on their thinking

page34

Premise of the Workshop

As the United States continues to compete in a global  economy that demands

innovation, the U.S. education system must equip students with the four Cs:

1. critical thinking and problem solving,

2. communication,

3. collaboration, and

4. creativity and innovation.

It’s All About: THE SECOND QUESTION

page36

Resources to Share:flexiblecreativity.com

Components of a Focused Mathematics Program

LearningDifferentiated based on the needs of the

student

Student Focused Mathematics

Program

RigorWith Nurturing

(STEAM)

Engaging Spiraling

Teaching for Mastery Reteach & Reassess as necessary (CLT-driven*)

Identifies the nonnegotiable vocabulary

necessary to decode the content

CurriculumTargeting the

Essential Knowledge and Essential Skills

Staff DevelopmentOngoing to include

feedback on success of implementation

AssessmentDriven by Essential

Knowledge and Essential Skills

VariedDiagnostic

ModelingData Driven

Ongoing

Provides College & Career Ready

Skills

Pacing reflects Data Analysis & SOL

Blueprints

page 4

Work collaboratively (e.g., construct viable arguments, critique, agree) to identify key

words that capture the essential elements of strategies to assist

all students understand math

with fidelity.

Enjoy working with your new best friend.

math learning strategies

1. Create an Environment for Learning– Helping students know what is expected of them, providing

students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills

2. Helping Students Develop Understanding– Integrating prior knowledge with new knowledge– Procedural knowledge: constructing a model of the steps

required of the process and practicing its variations; using the process or skill fluently or without any conscious thought

3. Helping Students Extend and Apply Knowledge– Moving beyond ‘right answer’ learning to an expanded

understanding and use of concepts and skills in real-world contexts.

Framework for

Instructional Planning McREL, 2012 page 42

SAMPLEPre-assessment

that includes differentiation

PRE-ASSESSMENT TOOLS pages11 - 13

The

WHAT

CELEBRATE THE STRUGGLE

EssentialVocabulary

EssentialSkills

EssentialKnowledge

LEARNING TARGET

Name thatEssential Knowledge

Essential Skills, andEssential Processes

VA Math Geometry Strand EKS:1. Determine and explain why plane figures are congruent or

noncongruent, using tracing procedures.

2. Determine the congruence of segments, angles, and polygons given their attributes.

3. Evaluate algebraic expressions for a given replacement set to include rational numbers.

4. Describe the characteristics of triangles, squares, and rectangles, including number of sides and number of angles.

5. Compare and contrast attributes of the following quadrilaterals: parallelogram, rectangle, square, rhombus, and trapezoid.

6. Compare the slopes to determine whether two lines are parallel, perpendicular, or neither.

7. Identify the domain, range, zeros, and intercepts of a function presented algebraically or graphically.

3.16

6.12

AI.1

K.11

7.7

G.3

AII.7

Grades K through Alg2 Edition

Three types of curricula exist in any classroom:The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level.The Implemented Curriculum: content/skill actually delivered by the teacher.The Attained Curriculum: content/skill actually learned by the students.

Intended Curriculum

Implemented Curriculum Attained

Curriculum

Effective Instruction: focus on essential knowledge, skills, processes, & vocabulary

Change”…is the law of life. And those who look only to the past or

present are certain to miss the future." - John F. Kennedy

page18

page38

page26

CELEBRATE THE STRUGGLE

EssentialVocabulary

EssentialSkills

EssentialKnowledge

LEARNING TARGET

Essential Vocabulary/Understandings Essential Knowledge/Skills

Category Ave. EffectSize (ES)

Percentile Gain

Identify similarities & differences 1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition .80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting objectives & providing feedback .61 23

Generating & testing hypotheses .61 23

Questions, cues, & advance organizers .59 22

High-Yield Instructional Strategies

28

Identifying Similarities and Differences

What processes can students engage in to identify similarities and differences?

Comparing

The process of identifying and articulating similarities and differences among items.

Classifying

The process of grouping things into definable categories on the basis of their attributes.

Creating Metapho

rs

The process of identifying and articulating the underlying theme or general pattern in information.

Creating Analogie

s

The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).

page35

WHY ACADEMIC VOCABULARY?

Briefly share what you know about

photosynthesis.

Tell a chain story about the process of

photosynthesis…

…without using words that begin with:

P, L, T

Research on Imagery as Elaboration

637 percentile pts. higher

than… …students who kept repeating definitions.

421 percentile pts. higher

than… …students who were using the terms in a sentence.

Students who used imagery to learn vocabulary, on average, performed

# of studies

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Principal

Organizing Theme:

Things someone would say…

Student

TeacherSuperintendent

Parent

Cafeteria Worker

EDUCATIONALSTAKEHOLDER

EDITION

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Geometry

PLANE FIGURE VOLUME VERTEX

CONGRUENT CYLINDER

TRAPEZOID

http://etc.usf.edu/clipart/

4 – second partner

Find a new friend in the room. Try to seek a partner from a different grade-level/courses.

Find 2 comfortable seats and relax.*Please bring your handout and a pen(cil)!

Premise of the Workshop

As the United States continues to compete in a global  economy that demands

innovation, the U.S. education system must equip students with the four Cs:

1. critical thinking and problem solving,

2. communication,

3. collaboration, and

4. creativity and innovation.

Targeting the

K – 12

Essential

Mathematics Process

Standards

pages14 – 15

This is what the processstandards ‘sound-like’…

pages 35 - 36

RIGOR … with Nurturing

Category Ave. EffectSize (ES)

Percentile Gain

Identify similarities & differences 1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition .80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting objectives & providing feedback .61 23

Generating & testing hypotheses .61 23

Questions, cues, & advance organizers .59 22

High-Yield Instructional Strategies

Name a value for the slope of a line.

State and graph a line that is perpendicular to

the line.

Name a value for the y-intercept of the line.

Describe in words, then graph the line.

Name a number for the slope of a line.

Describe what you know about your line.

Name the equation of a line perpendicular to the

existing line. Explain your process.

Name a number for the y-intercept of a line.

Describe what you know about your line.

Graph the line. Explain your process.

SPREAD the LOVE

Introduce your partner to the other people at your table. Form groups of three (3) or four (4).

Note: This may require recruitment from a neighboring table.

Cooperative Problem Solving

Rigor… with Nurturing!

A pilot wanted to know how many kilometers she flew on her last 3 flights. From NYC to London she flew 5,572 km. Then, from London to Beijing she flew 8,174 km. Finally, she flew 10,996 km from Beijing back to NYC. Round each number to the nearest thousand, then find the sum of the rounded numbers to estimate about how many kilometers the pilot flew.

Mrs. Smith’s class is learning about healthy eating habits. The students learned that the average child should consume about 12,000 calories each week. Kerry consumed 12,748 calories last week. Tyler consumed 11,702 calories last week. Round each to the nearest thousand to find who consumed closer to the recommended number of calories. Use pictures, numbers, and words to explain.

The cost of tuition at Cornell University is 43,000 per year when rounded to the nearest thousand. What is the greatest possible amount the tuition could be? What is the least possible amount the tuition could be?

A teacher asked her students to use estimation to decide if the sum of the problem below is closer to 4,000 or 5,000.

496 + 1,404 + 2,605 + 489 =One student replied that she thinks the sum is closer to 4,000. She used the estimation shown below to support her reasoning:

0 + 1,000 + 3,000 + 0 = 4,000Is the student’s reasoning correct? Use numbers and words o explain why or why not. If incorrect, explain a correct method.

Read carefully and follow directions. SHOW YOUR WORK.

1 2

3 4

Prepared for the Professional Learning Network of the

HENRY COUNTY PUBLIC SCHOOLS by Dan Mulligan, Ed. D., flexiblecreativity.com

January 2015

STEPPING UP FOR SUCCESS ON THE MATH SOL:

TAKING THE NEXT STEPS TOWARD AUTHENTIC ASSESSMENT This is you

This is the person next

to you

“It's often the people that no one imagines anything of, that do the things no one can imagine.” — The Imitation Game (2014) 

Self-Assessment Tool

WHAT’S MY RULE?Theme: Sports

YES NoStrike Stick

Split Puck

Pin Hoop

Gutter Goal

Rule: Bowling Terms

WHAT’S MY RULE?Theme: Geometry

YES NoTriangle Cube

Rectangle Pyramid

Square Pentagon

Quadrilateral Octagon

Rule: Plane figures with less than 5 sides.

WHAT’S MY RULE?Theme: _______________

YES No

Rule: _________________________

STUDENT CENTERED APPROACH

pages41 - 45

Enit or Enot…that is the quetion

Essential Knowledge, Skills, and Processes

Curriculum Framework…modified…

page5 – 7

Measurement & Geometry

Spin the Wordmodified

• Remove the cards from the bag.• Place the deck of cards face

down in the center of the table.• Determine the order of playing

by each person rolling the die.• Each card contains:

• Math vocabulary word, and• Method of giving clues

• Remember:• Each person has a turn,• Each person has a lifeline!

• Enjoy!

History

Math

Math

Click on the arrow to start and stop spinner.

KEY QUESTION: Why are common assessments so important?

“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 Trainers Institute

WHY do we ASSESS:

1. INFORM INSTRUCTIONAL DECISIONS

2. ENCOURAGE STUDENTS TO TRY

• Form a team of two (2) people…• Determine the person with the most sisters

and send them to pick-up a grid sheet for each person.

• Distribute a grid sheet to each team member.

• One team-member will face the screen and give directions. The other team member will have their back to the screen and follow the verbal clues provided by their partner (clarifying questions are encouraged).

• NOTE: Team members should NOT be able to see what each other is drawing.

Talk to Me

Each pair should share with your other team members the method you used to graph the figure.

Discuss with your team:– Which method appeals to you?– Is there another method that you would prefer?

Prepare for a “pairs choice of method” with a new graph.

Follow-up Debriefing

Key Question

Did your performance on the second attempt to complete the

grid exercise improve after having an opportunity to self-assess your

initial strategy?

KEY QUESTION: Why are common assessments so important?

“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 Trainers Institute

WHY do we ASSESS:

1. INFORM INSTRUCTIONAL DECISIONS

2. ENCOURAGE STUDENTS TO TRY

• Form a team of two (2) people…• Determine the person with the most sisters

and send them to pick-up a grid sheet for each person.

• Distribute a grid sheet to each team member.

• One team-member will face the screen and give directions. The other team member will have their back to the screen and follow the verbal clues provided by their partner (clarifying questions are encouraged).

• NOTE: Team members should NOT be able to see what each other is drawing.

Talk to Me