December 5 and 6, 2012

1. December 5 and 6, 2012 Phase I of Formative Item Bank Formative Assessment Items and Tasks – in OAS

2. Background onRT3 Assessment Initiatives • Purpose • To provide assessment resources that reflect the rigor of the CCGPS • To balance the use of formative and summative assessments in the classroom • To promote student learning

3. RT3 Assessment Initiatives • Development of a three-prong toolkit to support teachers and districts and to promote student learning • An assessment literacy professional learning opportunity that focuses on implementation of formative instruction –Initial Pilot January 2013 • A set of interim benchmarks in ELA, Math, and selected grades for Science and Social Studies plus additional items – Initial Pilot Spring 2013 • An expansive bank of formative instructional assessment items/tasks based on CCGPS in ELA and Mathematics as a teacher resource - Phase I Release Fall 2012; Phase II release Fall 2013

4. Formative Instructional Practices • Design • Teach • Re-Design • Teach Common Core State Standards • Re-Design • Teach • Re-Design • Teach

5. Formative Instructional Practices • Conducted during instruction (lesson, unit, etc.) • Identifies student strengths and weaknesses • Helps teacher determine next steps • Review • Differentiation • Continuation • Supplies information to provide students with detailed feedback • Assessment for the purpose of improving achievement • LOW stakes

6. Purpose of the Formative Item Bank The purpose of the Formative Item Bank is to provide items and tasks for teachers to use in order to assess students’ knowledge while they are learning the curriculum. • To provide an opportunity for students to show what they know and show teachers what students do not understand • To provide teachers good examples of tasks/items that assess the rigor of the Common Core.

7. Formative Instructional Assessment Items • Assess students’ conceptual and skill-level understanding • Tasks require students to • Apply the content they know to real world problems • Express logical reasoning by writing, showing their work and/or explaining their answer

8. Items/Tasks for Formative Instructional Use • Aligned to CCGPS for Grades 3 - High School ELA & Math • Format similar to PARCC’s Common Assessments prototypes - • In other words, items/tasks are more rigorous and require students to show what they know and how they know it • Item Development Process (same as used for state tests) • Written to align with curriculum • Piloted in RT3 classrooms in spring 2012 • Reviewed with student data and approved by Georgia Educators

9. Formative Item Bank • Item types • About 1700 Formative Classroom Assessment Items • About 750 Phase I items Phase I available in OAS as of Nov. 30, 2012 • Some multiple choice items • Most are open-ended or constructed-response format • Holistic Rubric • Exemplar Paper (i.e.,“ideal response”) • Student Exemplars/Responses • DOK targets • DOK 2; 19% • DOK 3; 41% • DOK 4; 39% Anchors used in scoring

10. The Essence of the Common Core State Standards The Common Core State Standards focus on students learning how to think, not just doing by rote memorization or quick scan-reading, and sets higher expectations on student comprehension and their ability to articulate their knowledge.

11. Capturing the Essence of ELA Common Core • ELA CCSS require students to use evidence from what lies within the four corners of the text and make valid claims that can be proven with the text. • Students must be more adept at explaining that evidence orally and in writing.

12. Capturing the Essence of ELA Common Core • In order to be college-, career-, and life-ready, students need to be familiar and comfortable with a broad range of genres and formats and much greater emphasis on informational text. • In grades 3- 5: there is a call for more scientific, technical, and historic texts. • In grades 6-8: more literary nonfiction including essays, speeches, opinion pieces, literary essays, biographies, memoirs, journalism, and historical, scientific, technical, and economic accounts.

13. Capturing the Essence of Mathematics Common Core • Math CC standards require students to understand why they are doing the things they are doing. • Students should • be able to explain why they're doing what they're doing and • justify why they are doing it, not just explain what they are doing

14. Pilot • Conducted in spring 2012 • Students assigned ELA forms could respond within OAS • Students assigned Mathematics multiple-choice forms could respond within OAS. • Students assigned Mathematics constructed response items responded on a paper-pencil answer document.

15. Extended Response Items • Performance-based tasks • May address multiple standards, multiple domains, and/or multiple areas of the curriculum • May allow for multiple correct responses and/or varying methods of arriving at a correct answer • Scored through use of a rubric and associated student exemplars

16. Grade 3 ELA: Reading Passage (Literary)

17. Grade 3 ELA: Reading Passage (Informational) and Item 1

18. Grade 3 ELA: Rubric for Item 1

19. Grade 3 ELA: Exemplar for Item 1

20. Grade 3 ELA: Sample Student Response for Item 1 Student Response Teacher Feedback Rating based upon rubric

21. Grade 3 ELA: Sample Student Response for Item 1

22. Grade 3: Sample Student Response for Item 1

23. Grade 3: Sample Student Response for ELA Item 1

24. Grade 3 ELA: Performance Data for Item 1 • Item Type: Extended Response • DOK: 3 • Number of Students in Pilot: 90 • Response Data • 4’s: 1 for 1.11% • 3’s: 6 for 6.67% • 2’s: 27 for 30% • 1’s: 53 for 58.89% • 0’s: 3 for 3.33% 7.78% proficient

25. Grade 6 Math: Item

26. Grade 6 Math:Exemplar & Sample Student Response

27. Grade 6 Math: Sample Student Response

28. Grade 6 Math: Performance Data • Item Type: Extended Response • DOK: 3 • Number of Students in Pilot: 87 • Response Data • 4’s: 0 for 0% • 3’s: 5 for 5.75% • 2’s: 34 for 39.08% • 1’s: 39 for 44.83% • 0’s: 9 for 10.34% 5.75% proficient

29. Scaffolded Items • Include a sequence of items or tasks • Designed to demonstrate deeper understanding • May be multi-standard and multi-domain • May guide a student to mapping out a response to a more extended task • Scored through use of a rubric and associated student exemplars

30. Grade 3 Math: Scaffolded Item

31. Grade 3 Math: Performance Data • Item Type: Scaffolded • DOK: 3 • Number of Students in Pilot: 44 • Response Data • 4’s: 5 for 11.36% • 3’s: 3 for 6.82% • 2’s: 18 for 40.19% • 1’s: 15 for 34.09% • 0’s: 3 for 6.82% 18.18% proficient

32. Overall ELA Pilot Summary Data

33. Overall Math Pilot Summary Data

34. Key Findings from Phase I Pilot • Students should be earning 3s or 4s to demonstrate grade-level mastery of the standards • Preponderance of score points 1 and 2 • Incomplete responses • Responses hampered by writing skills • Students did not show work in mathematics and could not explain why they did what they did

35. Implications for the Classroom • Clearer directions for students so they understand the expectations of a good response • Complete sentences, good grammar and syntax • Connections • Explanations and rationales • Student self-checklists to assist students in assessing their own responses working on tasks • Reinforce instructional recommendations to teachers • Instruction aligned with CCGPS content and rigor • Classroom assessments designed with focus on students articulating how they know what they know • Lessons and classroom assessments integrate knowledge; thus, address multiple standards and domains

36. Resources to Support the Formative Items/Tasks in the OAS • About the Formative Assessment Items and Tasks in the OASprovides a summary of information the items and development. • Formative Instructional Resources – Released into OAS is a presentation with details on the items and how they were developed, how to access the items in the OAS, and how to use the items in the classroom.

37. Resources to Support the Formative Items/Tasks in the OAS • Student Self-Checklist for Written Responses to ELA Constructed Response Items • is a rubric that students can use to evaluate whether they have met the requirements of the task • provides background information and how to use appropriately and when not to use.

38. Student Self-Checklist for ELA

39. Resources to Support the Formative Items/Tasks in the OAS • Student Self-Checklist for Mathematics Constructed Response Items • isa rubric that students can use to evaluate whether they have met the requirements of the task. • provides background information and how to use appropriately and when not to use.

40. Student Self-Checklist for Mathematics

41. Resources to Support the Formative Items/Tasks in the OAS • About the OAS Formative Instructional Resources Item Search Tool provides information about how to use the tool to locate items that are tagged with multiple standards. • Item Search Tool is an Access database that allows teachers to search for items/tasks aligned to certain standards. The OAS shows only primary but this will show all standards associated with a single item/task.

42. OAS on GaDOE http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/OAS.aspx

43. Formative OAS Resources http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/OAS-Resources.aspx

44. Where Do You Find the Items?

45. Select the Tests tab

46. Select Create a new test

47. Give the test a name and unique identifier; choose any other desired options, then click Submit

48. Select an Item LevelNew CCGPS items are in Level 2

49. Select a Subject for the testNew CCGPS items are found under Language Arts or Math

50. Select a Grade levelNew CCGPS items are in grades 3-HS