Transition to PA Common Core Assessment Copyright ©2010 Commonwealth of Pennsylvania.

Transition to PA Common CoreAssessment

Copyright ©2010 Commonwealth of Pennsylvania

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Practices

Assessm

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Toolbox

Local Curriculum

http://www.clker.com/clipart-25771.html

Please Do the Following:

• Connect to the Internet • Navigate to: http://www.pdesas.org

– If a registered user, sign-in– If not a registered user, join now

• Place your name and school district/organization on your name tent

Copyright ©2010 Commonwealth of Pennsylvania 3

Your NameYour School District/Organization

http://www.pdesas.org/

Essential Questions

• How are formative assessments and summative assessments similar and different?

• What processes and strategies support checks for understanding and assessment?

• What are the characteristics of assessment questions that engage students and have real world connections?


Designing and Using Formative Assessments

Activity 1: Check for UnderstandingAccording to Understanding by Design: Which of the following are techniques to check for understanding?


1) Index card summaries / questions

6) Visual representation

2) Hand signals 7) Oral questioning

3) One-minute essay 8) Follow-up probes

4) Question box or board 9) Misconception check

5) Analogy prompt 10) Ticket out the door

Source: Understanding by Design, pp. 248-249


Misconceptions About Formative Assessment

• Students’ correct answers indicate understanding.

• Questions means students understand.

• Large groups of learners make formative assessment impossible.


Source: Adopted from Understanding by Design, pp. 247


Clarification: Using Hand Signals as a Formative Assessment Strategy

• If we move on when we see a lot of thumbs up, then the Formative Assessment is FAILING to inform instruction.



Clarification: Using Hand Signals as a Formative Assessment Strategy

• If we go back and repeat the same instruction louder and slower when we see some non- affirmative responses, we are FAILING to differentiate.



Differentiation means…

“…consistently using a variety of instructional approaches to modify content, process, and/or products in response to learning readiness and interest of academically diverse students.”

- Carol Ann Tomlinson


Source: Ellis, E., Gable, R. A., Gregg, M., & Rock, M. L. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, p 32.


True or False:

Formative assessments are not graded.



True or False:

An ungraded assessment is a formative assessment.



Give an example of a formative assessment.




Source: Applying Angle Theorems, MARS Shell Center, University of Nottingham & UC Berkeley http://map.mathshell.org/materials/lessons.php?taskid=214&subpage=concept

http://map.mathshell.org/materials/lessons.php?taskid=214&subpage=concept

http://map.mathshell.org/materials/lessons.php?taskid=214&subpage=concept



Source: Applying Angle Theorems, MARS Shell Center, University of Nottingham & UC Berkeley

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3

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1



Source: Applying Angle Theorems, MARS Shell Center, University of Nottingham & UC Berkeley

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A completely different example of a formative assessment…


Source: Formative Assessment Probes Math Investigations pp 47

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&ved=0CJ0BEBYwBQ&url=http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/math/Investigations-Gr%202.pdf&ei=v76qT6bAK6Hz0gGT3LTBCw&usg=AFQjCNEDPczh0UqK-HYB1yGA7ARP0pdbCg&sig2=9qqDPSkixCxUOqksNQfwfg


Another example of a formative assessment…


Annotated Student Drawings Students make labeled illustrations that

• accesses prior knowledge and visual representation of thinking.

• encourages sense making and awareness of one’s own ideas

• benefits strong visual learners



Example of Annotated Student Drawing

Source: http://www.acara.edu.au/curriculum/worksamples/AC_Worksample_Mathematics_1.pdf



Five Key Strategies for Effective Formative Assessment

Source: www.nctm.org/news/content.aspx?id=11474Alternate Source: schools.nyc.gov/NR/rdonlyres/40877F5B-D6C0-4EB5-A5A4-5644A86CA523/0/Research_brief_04__Five_KeyStrategies.pdf

1. Clarifying, sharing, and understanding goals …2. Engineering effective classroom discussions,

questions, activities, and tasks …3. Providing feedback …4. Activating students as owners …5. Activating students as learning resources …

http://www.nctm.org/news/content.aspx?id=11474

Example of a Formative Assessment Rubric


Designing and UsingFormative Assessments

Differences Between Formative and Summative Assessments

Directed Paraphrasing:

You are a teacher in a local school district. Your partner is the parent of a student in your class.

Explain the differences between a formative assessment and a summative assessment to him/her in a parent friendly language.



What does SAS say?

The Assessment page at SAS... www.pdesas.org/module/assessment/About.aspx


http://www.pdesas.org/module/assessment/About.aspx



Formative SummativeOccurs before or during instruction

Occurs after instruction

Assessment for learning

Assessment of learning



Formative SummativeDescriptive feedback

Evaluative feedback

Continuous Periodic



Formative SummativeInformal FormalHigh impact on learning

Limited positive impact on learning



Is it Formative or Summative?Reference The Council of Chief State School Officers (CCSSO) publications at http://tinyurl.com/AssessmentExamples


Activity 2: Categorize and TransformUsing an assessment question that you brought to the workshop…• Determine if it is clearly formative or summative.

– Why? Why not?– What changes could be made to the question to place it solidly

within the formative or summative domain?

• Now modify a question or construct a similar question that is the opposite kind of assessment.– If the question was formative, construct a summative question.– If the question was summative, construct a formative question.


Designing and Using Summative Assessments

To what extent does this reflect student engagement and real world connections?


Nancy’s Carpeting Task Nancy is recarpeting her bedroom. Her room is 10 feet wide and 11 feet long. How many square feet of carpet will her parents need to purchase?


To what extent does this reflect student engagement & real world connections?


Source: Common Core State Standards and Assessments

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CLoBEBYwCA&url=http://ok.gov/sde/sites/ok.gov.sde/files/C3May20ppt.pdf&ei=QsOqT-7ICuTI0QGrksz-Cw&usg=AFQjCNGxBeU3jJpKVSJOr8msysruT02nrw&sig2=dzc8BeHzZK8e186bEF_7hw


Activity 3: Identify Engagement and Real-World Connections

• Underline elements of the assessment that reflect student engagement as indicated through the mathematical practices.

• Circle deliberate, real-world connections in the assessment questions.


Assessment

Questions???


Transition to PA Common Core Assessment Copyright ©2010 Commonwealth of Pennsylvania.

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