Assessment Support

1. Assessment Support Curriculum & Instruction/Assessment Adapted from Clark Maxon, Assessment Director April 2013

2. Goals: • Establish common understandings and language for: • Purposes of Assessments • Types of Assessments • Valid and Reliable Assessments • Leveling Assessment Items

4. Assessment Types Standardized Individual teacher produced Locally produced common Expense, Time-Consuming, Rigor, Valid & Reliable Obtrusive Unobtrusive Summative Formative Interim Interval between Assessment, Impact of Results on Planning and Instruction

5. Practical Application ofObtrusive & Unobtrusive Assessments • A teacher focusing on basketball asks students to demonstrate the proper execution of a free throw. • During a basketball scrimmage, the teacher observes students’ form as they shoot free throws. Unobtrusive Assessment Obtrusive Assessment

6. Assessments for/of Learning “Formative assessment is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.” (Popham, 2008) Formative Assessment Summative Assessment Summative assessment is a planned process used at the end of a learning unit or cycle to determine what students do and do not know. (adapted from NMSA, 2010)

7. Depth of Knowledge

9. Depth of Knowledge • Second Grade Example: Identify and locate cultural, human, political, and natural features using map keys and legends (DOK 1-2) Use the DOK chart to give an example of: • An instructional task at a DOK 1 • An instructional task at a DOK 2

10. Target - Item Match Is the assessment item type a good match for measuring proficiency on intended targets?

12. Valid and Reliable Validity: • The assessment gives accurate information about the level of attainment of the construct that it purports to measure OR • The assessment gives accurate information about students’ performance levels on clearly identified learning targets Reliability: • The results of an assessment are dependable and reproducible

13. Assessment Reliability and Validity

14. Validity and Reliability Activity With a partner rate each of the sample assessments using the Assessment Reliability and Validity Tool

15. Identifying Levels of Assessment Items • There are three levels of assessment items: Level 4 Items • o Inferences and applications that go beyond what was explicitly taught Level 3 Items • o Complex ideas and processes that have been explicitly taught Level 2 Items • o Simpler details and processes that have been explicitly taught

16. 1 = 3 ?!? WHAT????? • Third Grade Target – • Chronologically sequence important events in a community or region (DOK 1) • SBRC Indicator Rubric – • Assessment Items – • Level 3 – Make use of the events that are given to create a timeline of the History of SBRC changes.

17. History of SBRC Changes • Pilot years: teachers made changes to the SBRC after using it 2 years • Adjustments were made to the SBRC because schools were scoring differently – some quarterly and some end-of-year • New Colorado Academic Standards • New Common Core State Standards in math and reading, writing, and communicating • Applied the new information from Dr. Marzano in regards to standards-based grading and vertically aligned K-5 SBRCs with more specificity

18. 1=3! Your Turn!! • Fourth Grade – Recognizes and explains the meaning of similes, metaphors, common idioms, adages, proverbs, antonyms, and synonyms. Write a Level 3 assessment item for this SBRC indicator.

19. Sometimes a 3=3… • Fourth Grade – Compares and contrasts points of views (first- and third-person narrations) and the treatment of similar themes, topics, and patterns of events.

20. Next steps… • Check/revise existing questions on assessments • Check existing assessments for validity and reliability • Align assessment items to the standards • Check assessments for enough level 3 items that will allow the students to demonstrate mastery of a learning target • Create assessments and/or assessment items • Collaborate with teachers from other schools – compare ideas, share resources, etc.