Presentation is loading. Please wait.

Presentation is loading. Please wait.

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

Similar presentations


Presentation on theme: "Transition to PA Common Core Assessment Copyright ©2010 Commonwealth of Pennsylvania."— Presentation transcript:

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

2 PA Common Core Toolbox Local Curriculum

3 Please Do the Following: Connect to the Internet Navigate to: – 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 Name Your School District/Organization

4 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? Copyright ©2010 Commonwealth of Pennsylvania 4

5 Designing and Using Formative Assessments Activity 1: Check for Understanding According to Understanding by Design: Which of the following are techniques to check for understanding? Copyright ©2010 Commonwealth of Pennsylvania 5 1) Index card summaries / questions 6) Visual representation 2) Hand signals7) Oral questioning 3) One-minute essay8) Follow-up probes 4) Question box or board9) Misconception check 5) Analogy prompt10) Ticket out the door Source: Understanding by Design, pp

6 Designing and Using Formative Assessments Techniques to Check for Understanding Copyright ©2010 Commonwealth of Pennsylvania 6 Michigan Education Association - Tool: Checking for understanding techniquesTool: Checking for understanding techniques Australian Curriculum, Assessment and Reporting Authority The Inquiry Project SAS Assessment Page

7 Designing and Using Formative Assessments Misconceptions About Formative Assessment Students’ correct answers indicate understanding. Questions means students understand. Large groups of learners make formative assessment impossible. Copyright ©2010 Commonwealth of Pennsylvania 7 Source: Adopted from Understanding by Design, pp. 247

8 Designing and Using Formative Assessments 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. Copyright ©2010 Commonwealth of Pennsylvania 8

9 Designing and Using Formative Assessments 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. Copyright ©2010 Commonwealth of Pennsylvania 9

10 Designing and Using Formative Assessments 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 Copyright ©2010 Commonwealth of Pennsylvania 10 Source: Ellis, E., Gable, R. A., Gregg, M., & Rock, M. L. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, p 32.

11 Designing and Using Formative Assessments True or False: Formative assessments are not graded. Copyright ©2010 Commonwealth of Pennsylvania 11

12 Designing and Using Formative Assessments True or False: An ungraded assessment is a formative assessment. Copyright ©2010 Commonwealth of Pennsylvania 12

13 Designing and Using Formative Assessments Give an example of a formative assessment. Copyright ©2010 Commonwealth of Pennsylvania 13

14 Designing and Using Formative Assessments Copyright ©2010 Commonwealth of Pennsylvania 14 Source: Applying Angle Theorems, MARS Shell Center, University of Nottingham & UC Berkeley ns.php?taskid=214&subpage=concept ns.php?taskid=214&subpage=concept

15 Designing and Using Formative Assessments Copyright ©2010 Commonwealth of Pennsylvania 15 Source: Applying Angle Theorems, MARS Shell Center, University of Nottingham & UC Berkeley

16 Designing and Using Formative Assessments Copyright ©2010 Commonwealth of Pennsylvania 16 Source: Applying Angle Theorems, MARS Shell Center, University of Nottingham & UC Berkeley

17 Designing and Using Formative Assessments A completely different example of a formative assessment… Copyright ©2010 Commonwealth of Pennsylvania 17 Source: Formative Assessment Probes Math Investigations pp 47Formative Assessment Probes Math Investigations

18 Designing and Using Formative Assessments Another example of a formative assessment… Copyright ©2010 Commonwealth of Pennsylvania 18 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

19 Designing and Using Formative Assessments Copyright ©2010 Commonwealth of Pennsylvania 19 Example of Annotated Student Drawing Source:

20 Designing and Using Formative Assessments Copyright ©2010 Commonwealth of Pennsylvania 20 Five Key Strategies for Effective Formative Assessment Source: Alternate 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 …

21 Example of a Formative Assessment Rubric Copyright ©2010 Commonwealth of Pennsylvania 21 Designing and Using Formative Assessments

22 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. Copyright ©2010 Commonwealth of Pennsylvania 22

23 Differences Between Formative and Summative Assessments What does SAS say? The Assessment page at SAS... Copyright ©2010 Commonwealth of Pennsylvania 23

24 Differences Between Formative and Summative Assessments Copyright ©2010 Commonwealth of Pennsylvania 24 FormativeSummative Occurs before or during instruction Occurs after instruction Assessment for learning Assessment of learning

25 Differences Between Formative and Summative Assessments Copyright ©2010 Commonwealth of Pennsylvania 25 FormativeSummative Descriptive feedback Evaluative feedback ContinuousPeriodic

26 Differences Between Formative and Summative Assessments Copyright ©2010 Commonwealth of Pennsylvania 26 FormativeSummative InformalFormal High impact on learning Limited positive impact on learning

27 Differences Between Formative and Summative Assessments Copyright ©2010 Commonwealth of Pennsylvania 27 Is it Formative or Summative? Reference The Council of Chief State School Officers (CCSSO) publications at

28 Differences Between Formative and Summative Assessments Activity 2: Categorize and Transform Using 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. Copyright ©2010 Commonwealth of Pennsylvania 28

29 Designing and Using Summative Assessments To what extent does this reflect student engagement and real world connections? Copyright ©2010 Commonwealth of Pennsylvania 29 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?

30 Designing and Using Summative Assessments To what extent does this reflect student engagement & real world connections? Copyright ©2010 Commonwealth of Pennsylvania 30 Source: Common Core State Standards and AssessmentsCommon Core State Standards and Assessments

31 Designing and Using Summative Assessments 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. Copyright ©2010 Commonwealth of Pennsylvania 31

32 Assessment Questions??? Copyright ©2010 Commonwealth of Pennsylvania 32


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

Similar presentations


Ads by Google