BUILDING COMMON ASSESSMENTS (What I learned in Denver…)

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BUILDING COMMON ASSESSMENTS (What I learned in Denver…)

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BUILDING COMMON ASSESSMENTS

(What I learned in Denver…)

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TodayToday – A little review, some discussion on building common assessments (lingo), KRSP method to ready us for next week.

Next Week Next Week – Using the KRSP method to unpack our standards and make some usable common assessments.

2 Part Series…

(Not to worry…all of this will be on the blog for review.)

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Laurie Robinson, and Solution Tree (Wiggins, Dufour, etc.)

Ripped off from…

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3 “Teachers”4 “Students”

Clapping: An Exercise in Assessment

Rate the “Clap” on the basis of Volume, Appropriateness, and Originality.Each category will be given a mark in range of 1 to 4, and then averaged for a final score from each teacher.

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What if… the teachers shared with the student what they will be listening for in terms of volume, appropriateness, and originality—even providing examples of successful and unsuccessful claps in each category. The student is then given a few moments to plan, and then asked to explain the nature of the clap they are about to perform (e.g. the situation, their plans in terms of volume and originality, etc). The student performs the clap and then is asked to reflect on the entire “clapping experience.” The teachers provide the student with a leveled (consistent) mark for each category based on a rubric—and then provide the student with suggestions for “next steps” towards improvement.

Before the 5th Clapper Goes…

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What Just Took Place?

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A common assessment is any assessment given by two or more instructors to collaboratively examine the results for:

• Shared learning• Instructional planning• Curriculum, instruction, and assessment

modifications

We’ve Heard a Lot about What They Are…

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•What do we want students to learn?•How do we know they’ve learned it?•How will we respond when they don’t?•How will we respond when they do?

We’ve Heard These Questions Quite a Bit:

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But Have You Looked at Them Like This…?

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Why Common Assessments? Efficient (share the load) Fair (common pacing) Effective monitoring (timely evidence) Informed Practice (Collaborative look at

evidence) Assessment literacy (tight on what we are

assessing as a department) Raised expectations Team capacity Collective Response…

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Yeah, but I stand alone…

Specialists, Single Courses, Varied Curriculum within a department…

3 Options:

Whole School Effort

e.g. WritingVertical or Horizontal Alignment

Across Buildings or Districts

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Crucial Distinction:

Assessment OFOF learning (summative)

…how much a student has learned up to this point…like a report card…

Assessment FORFOR learning (formative)

…compiling what students have done to inform us what to do next…daily quizzes…

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Assessment Continuum

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PLC “BIG PICTURE” Flow Chart

Identify Learning Targets

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What are Learning Targets?

How do they differ from objectives?

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Deconstructing Standards

Determine the type of standard: Knowledge Reasoning Skill Product

Identify the underpinning learning targets…

…Oh…I get it…KRSP…

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Standards and Targets…

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NEXT WEEK…we’ll meet in the Lecture hall to begin unpackingunpacking our standards and identifyingidentifying targets…on our way to some sweetsweet common assessments.

K.R.S.P Method

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