Common Assessments
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Common Assessments
description
Common Assessments. 5 Minute Write. Write a short sentence that describes each aspect of this year’s motto: Teaching Evaluating Assessing Motivating As a teacher, what do you need to do to ensure the success of each item?. Basic Questions. What do we want each student to learn? - PowerPoint PPT Presentation
Transcript of Common Assessments
Common Assessments
Write a short sentence that describes each aspect of this year’s motto:
TeachingEvaluatingAssessingMotivating
As a teacher, what do you need to do to ensure the success of each item?
5 Minute Write
Basic QuestionsWhat do we want each student to
learn?What strategies will we use to
facilitate learning?How will we know when each
student has learned it?How will we respond when a student
experiences difficulty in learning?
TeachingEducatingAssessingMotivating
T.E.A.M.
2012
Data
ESEA 2012 Fed Accountability ScoresFMHS – 96.8NFHS – 89.5SPHS – 62.8NWHS – 83.1RHHS – 74.4Clover – 88.4York – 87.6
ILHS – 88.2BHS – 67.9AJHS – 77.1LHS – 64.2
TITLE
ELA ProficiencyMet/Improve
d
Math Proficiency
Met/Improved
ScienceProficiency
Met/Improved
SocialStudies
ProficiencyMet/Improved
ELAPercent Tested
AMO=95
MathPercent Tested
AMO=95Graduation
Rate
ALL STUDENTS1 1 0.2 1 1 1 1
Male1 1 0 1 1 1 1
Female1 1 0.4 1 1 1 1
White1 1 1 1 1 1 1
African-American0.6 0.1 1
Asian / Pacific Islander
Hispanic1
American Indian / Alaskan
Disabled0.6
LEP0
Subsidized Meals1 1 0.3 0 1 1 0.2
Total Number of
Points
5 5 2.5 4.1 5 5 6.8
Total Number of Objectives
5 5 6 6 5 5 9
Percent of Objectives
Met
100 100 41.6 68.4 100 100 75.6
Weight 0.225 0.225 0.05 0.05 0.075 0.075 0.3
Weighted Points
Subtotal
22.5 22.5 2.1 3.4 7.5 7.5 22.7
Points Total
88.2
TITLE
ELA
Proficiency
Met/Improved
Math
Proficiency
Met/Improved
Science
Proficiency
Met/Improved
Social
Studies
Proficiency
Met/Improved
ELA
Percent
Tested
AMO=95
Math
Percent
Tested
AMO=95
Graduation
Rate
AP Totals
2005 2006 2007 2008 2009 2010 2011 20120
50
100
150
200
250
# Tested
AP Calculus
2005 2006 2007 2008 2009 2010 2011 20120
5
10
15
20
25
30
# Tested3 or better
AP English
2005 2006 2007 2008 2009 2010 2011 20120
10
20
30
40
50
60
70
80
90
# Tested3 or better
AP US History
2005 2006 2007 2008 2009 2010 2011 20120
5
10
15
20
25
30
35
# Tested3 or better
AP Chemistry
2007 2008 2009 2010 2011 20120
5
10
15
20
25
30
35
# Tested
AP Biology
2008 2009 2010 2011 20120
2
4
6
8
10
12
14
16
18
# Tested3 or better
AP Spanish
2008 2009 2010 2011 20120
1
2
3
4
5
6
7
# Tested3 or better
AP Psychology
2009 2010 2011 20120
5
10
15
20
25
30
35
40
45
# Tested3 or better
AP Statistics
2010 2011 20120
5
10
15
20
25
# Tested3 or better
EOC Algebra I
2008 2009 2010 2011 20120
5
10
15
20
25
30
35
ABCDF
EOC English I
2008 2009 2010 2011 20120
5
10
15
20
25
30
35
40
ABCDF
EOC Biology
2011 20120
5
10
15
20
25
30
35
40
ABCDF
EOC US History
2010 2011 20120
5
10
15
20
25
30
35
40
45
50
ABCDF
LCSD Dropout Data
2007-08 2008-09 2009-10 2010-11
ILHS 1.1 3.9 3.4 2.3
LCSD 4.1 3.5 3.6 4.2
State 3.9 3.4 2.9 2.8
0.25
1.25
2.25
3.25
4.25
Chart Title
Axis Title
(noun) – the act of assessing; appraisal; evaluation.
The evaluation of a student’s achievement in a course.
Brainstorm: Define
Assessment?
A Common Assessment (CA) is an assessment typically created collaboratively by a team of teachers responsible for the same grade level, course, or content area.
What is a Common Assessment?
Why Common Assessments?Analyze to identify:
where students’ learning laggedareas of shortcomingsareas of strengthswhat to reteachwhich students require additional
support/enrichment/interventionshort-term/long-term systemic
solutions
Diagnostic
Formative
Summative
3 Types of Common
Assessments
Identify Desired ResultsWhat should students know,
understand, and be able to do? What is worthy of understanding? What enduring understandings are
desired?
Backward Design Process
Determine Acceptable EvidenceHow will we know if students have
achieved the desired results and met the standards?
What will we accept as evidence of student understanding and proficiency
Backward Design Process
Plan Learning Experiences and InstructionWhat skills will students need to perform
effectively and achieve desired results?What activities will be used?What will need to be taught and coached?What materials and resources will be
needed to accomplish our goals?Is the overall design coherent and
effective?
Backward Design Process
To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that steps you take are always in the right direction.
Stephen R. Covey, The Seven Habits of Highly Effective People
Reflection is an important part of designing CA’s … Consider the following questions when meeting with your group:How well did the assessment meet the desired
purpose and provide a valid measure of the targeted standard?
How did the assessment encourage communication with students about learning?
What changes might be made before the next administration regarding purpose, targets, design to make the assessment more meaningful?
Reflection
2012 Common Assessments:EOC coursesEnd of quarterly grading periods
(3 tests)Designed by department PLCsSummative CA’s are EOC’s
Goals for ILHS
