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