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ACCURATE ASSESSMENT IN THE COMMON CORE ERA Achieving student content mastery Eric Bright 8 th Grade Math Charleston Middle School

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Presentation on theme: "ACCURATE ASSESSMENT IN THE COMMON CORE ERA Achieving student content mastery Eric Bright 8 th Grade Math Charleston Middle School"— Presentation transcript:

1 ACCURATE ASSESSMENT IN THE COMMON CORE ERA Achieving student content mastery Eric Bright 8 th Grade Math Charleston Middle School

2 AGENDA  8:30 – 9:00 Assessment Purposes  9:00 – 10:00Assessment Types  10:00 – 10:30Assessment Policies  10:30 – 11:00Grading Systems  11:00 – 11:30Work Ethic “Grades”  11:30 – 12:30 Lunch  12:30 – 1:15Summative Components  1:15 – 2:00Design a Summative  2:00 – 2:45Formative Components  2:45 – 3:30Design a Formative Take a break as needed!

3 Purpose of Assessment  Bottom line: Does the student get it?  Purpose: To determine to what degree a student has mastered content standards with a high degree of validity and reliability.  Validity – the assessment measures what it is supposed to measure  Reliability – the assessment produces consistent results across evaluators

4 Formative vs. Summative  Formative – Assessment FOR learning; assessment that informs teaching and learning strategies for the teacher and/or student  May be formal or informal (observations, effort, participation, exit slips, etc.)  May be more qualitative  Includes meaningful feedback to students  Purpose: To improve student learning.

5 Formative vs. Summative  Examples of formative assessment may include:  Pre-Tests  Mastery tasks  Homework accuracy  Homework completion  Participation  Exit slips  Weekly surveys  White board work  Classroom activities  Practice quiz  Projects or PBLs

6 Designing Formative Assessments  Formative Checklist – The assessment should…  Tie directly to standards  Focus on student learning needs  Identify students’ current learning progress  Give results that you can act on  Be a regular part of instruction  Quick and easy to give and grade  If you don’t use the data, stop gathering it!

7 Formative vs. Summative  Summative – An assessment that summarizes the student’s mastery of a standard  Usually formal (test, quiz, multiple choice, short response, word problems, projects, performance, portfolios, etc.)  May be more quantitative  Purpose: To give a picture of how well a student has mastered a standard at a specific time.

8 Designing Summative Assessments  Summative Checklist – The assessment should…  Tie directly to standards  Include multiple levels of learning (Bloom’s: remember, understand, apply, analyze, evaluate, create)  Summarize students’ overall learning progress  Give results that all stakeholders can understand  Make sure to offer students prior examples of what meeting the standards looks like.

9 SPECIFIC ASSESSMENT TYPES  Extra Credit  Pop Quiz  Participation  Work Completion  Pre-Test  Homework  Problem Solving  Quiz  Post-Test  Performance Assessment with Rubric

10 Extra Credit  Does the activity address a standard?  Yes – Should be either formative or summative. This is regular credit.  No – Should not be summative since it is not the grade level standard. This is formative at best.  Does the activity go beyond or below the grade level standard?  Beyond – Should not be summative since it is not the grade level standard. It is enrichment and formative.  Below – Should not be summative since it is not the grade level standard. It is remediation and formative.

11 Pop Quiz  Summative assessment with no advanced notice.  Are there “pop” football games? We’re not out to trap the students. Give students fair notice so that they can not only learn the material, but also develop and apply good study skills. (This assumes we teach self-regulation skills.)  Innovate: Instead of pop quizzes, recent research is showing the benefits of practice quizzes. These formative assessments function like a pop quiz, but are not for a grade. They merely provide feedback on the learning process prior to the summative assessment.  Give a quick four question quiz at the beginning of class as a warm-up activity. “Grade” it and go over it together instead of going over homework.

12 Participation Grades  Definition: A grade based solely on the frequency of participation in class.  What does a participation grade measure?  Content mastery? No, those with high content mastery may not participate and those without content mastery may participate frequently. This is not summative.  Willingness to participate? Yes, which is critical to success in the real world, but does not reflect content mastery. Therefore, participation grades should be formative.  Innovate: Keep track of participation with tally marks on a seating chart. Log it weekly in the grade book, but count it as worth 0%.

13 Completion Grades  Definition: A grade based solely on the amount of work completed and not the accuracy of that work.  What does a completion grade measure?  Content mastery? No, due to the lack of accuracy assessment. Therefore it is not summative.  Effort? Yes, which is critical to a student’s academic success, but is still not summative. This is formative.  Innovate: Keep completion grades in the grade book, but count them as worth 0%.

14 Pre-Tests  Definition: A test given before a unit of study to ascertain content already mastered.  Why give a pre-test?  Differentiation – Students who have already mastered content can move deeper into that content.  Identify student leaders – Students with content mastery can be used to promote mathematical discourse.  Show growth – Establishes a base line of where students are to compare with the post-test at the end of the unit.

15 The “No Homework” Policy  Examine the research on homework.  HW has no little to no effect on elementary students and begins having positive effects at the middle school level  Positive correlation between HW frequency and student achievement  Positive correlation between HW completion and student achievement  Positive correlation between HW that promotes self-regulation and student achievement  Negative correlation between the relative amount of time spent on math HW versus other subjects  Negative correlation between drill/practice HW and student achievement  Conclusion: HW is important, but we need to rethink how we use it.

16 Homework  What is the purpose of homework?  To practice skills? Then it is formative, not summative. Consequence of not doing: Nothing. Natural consequences show up on summative assessment. Innovate: Write the homework completion rate on the top of each major summative assessment so students see the relationship between their practice and achievement. Innovate: Give a homework quiz at the end of every class period (or every other day) with two to four questions from the homework. Use this quiz as a formative grade.

17 Homework  What is the purpose of homework?  To get teacher feedback? Then it is formative, not summative. Consequence of not doing: Redo the homework so feedback can be given. Innovate: Don’t write a grade on this or else the students just toss it. Give feedback qualitatively instead of quantitatively.

18 Homework  What is the purpose of homework?  To learn content through discovery? Then it is formative, not summative. Consequence of not doing: Redo the homework. Innovate: Give less homework problems but have what is assigned take more thought with higher levels of Bloom’s taxonomy. Be less helpful which forces the students to think for themselves.

19 Homework  What is the purpose of homework?  To learn time management and organization? Then it is formative, not summative. Consequence of not doing: Create a homework completion plan with parents to train students in self-regulation skills. Innovate: Focus more on the time spent on task rather than the amount of homework completed. Ask parents to track or report that data to show growth.

20 Homework  Is it possible for homework to be summative?  Yes, but for it to be summative, students must have had the chance to master the skills. They need time to correct/revise homework before it is graded. Unfortunately, the homework loses its value as a formative assessment with this method.

21 Problem Solving Activity  Definition: An extended response situation requiring multiple steps to solve, use of multiple skills, and justification of reasoning and process.  What is the purpose of the problem solving activity?  To be exposed to new applications of content? This is formative.  To demonstrate mastery of content through application? This is summative.

22 Quiz  Definition: A shorter assessment designed to assess mastery of a small set of skills.  What is the purpose of the quiz?  Establish reliability of mastery through multiple data entries? This is summative.  Provide feedback to students about particular deficit skills before a culminating summative assessment? This is formative.  Could it be a mixture of both?

23 Post-Test  Definition: A test designed to show mastery over a whole unit of study.  How does each type of test show mastery?  Multiple choice  Short response  Extended response  PBA or Project

24 Performance Assessment with Rubric  Projects or Extended Response Items  The rubric must address mastery of standards to be summative.  Sample bad rubric: 3D Shape Children’s Story Book5 pts4 pts3 pts2 pts PRESENTATION 1 X Posture, eye contact, grammar, pacing, clearness of speech ExcellentGoodFairPoor REQUIREMENTS 2 X Has all shapes with theme and story that flows. ExcellentGoodFairPoor NEATNESS AND CONSTRUCTION 3 X Book well built and illustrations neat and colored. ExcellentGoodFairPoor CREATIVITY 3 X Well thought out and original theme ExcellentGoodFairPoor PROJECT 1 X Overall looks great with well thought out theme. ExcellentGoodFairPoor

25 Performance Assessment with Rubric  A better rubric part 1: 3D Shape Children’s Story Book2 pts1 pts0 pts DEFINITION OF CYLINDER Student accurately defines in his own words Mastery level understanding Good understanding but copied some of the definition Does not show understanding DEFINITION OF CONE Student accurately defines in her own words Mastery level understanding Good understanding but copied some of the definition Does not show understanding DEFINITION OF SPHERE Student accurately defines in his own words Mastery level understanding Good understanding but copied some of the definition Does not show understanding VOLUME OF CYLINDER Student accurately gives the formula YesNo VOLUME OF CONE Student accurately gives the formula YesNo VOLUME OF SPHERE Student accurately gives the formula YesNo

26 Performance Assessment with Rubric  A better rubric part 2: 3D Shape Children’s Story Book2 pts1 pts0 pts FINDING VOLUME OF CYLINDER Student accurately finds volume and justifies solution with work X 2 Mastery level understanding Good understanding but computation errors Does not show understanding Finding the volume makes sense in the context of story/problemYesPartiallyNo FINDING VOLUME OF CONE Student accurately finds volume and justifies solution with work X 2 Mastery level understanding Good understanding but computation errors Does not show understanding Finding the volume makes sense in the context of story/problemYesPartiallyNo FINDING VOLUME OF SPHERE Student accurately finds volume and justifies solution with work X 2 Mastery level understanding Good understanding but computation errors Does not show understanding Finding the volume makes sense in the context of story/problemYesPartiallyNo MATHEMATICAL PRECISION Student maintains precision by using π≈ 3.14 and rounding final solutions to two decimal place x 2 6 or 7 problems solved with precision 4 or 5 problems solved with precision < 4 problems solved with precision

27 Performance Assessment with Rubric  A better rubric part 3: 3D Shape Children’s Story Book2 pts1 pts0 pts FINDING RADIUS OF CYLINDER OR CONE Student accurately finds radius and justifies solution with work Mastery level understanding Good understanding but computation errors Does not show understanding Finding the radius makes sense in the context of the storyYesPartiallyNo FINDING HEIGHT OF CYLINDER OR CONE Student accurately finds height and justifies solution with work Mastery level understanding Good understanding but computation errors Does not show understanding Finding the height makes sense in the context of the storyYesPartiallyNo FINDING RADIUS OF SPHERE Student accurately finds radius and justifies solution with work Mastery level understanding Good understanding but computation errors Does not show understanding Finding the radius makes sense in the context of the storyYesPartiallyNo FINDING VOLUME OF COMBINATION Student accurately finds volume and justifies solution with work Mastery level understanding Good understanding but computation errors Does not show understanding Finding the volume makes sense in the context of the storyYesPartiallyNo FINAL GRADE/50 ptsX 2 =__________%

28 Reflection Time  With your grade level or building, discuss the advantages and disadvantages of each of these types of assessments.

29 ASSESSMENT POLICIES  Late Work Policy  Group Grades  Partial Credit  Test Retakes  Cheating  Giving Zeroes  Common Assessments

30 Late Work  Innovate: Avoid late work in the first place:  Give students advanced notice of any out-of-class summative assessments.  Have benchmark due dates for those assessments.  Reduce the amount of out-of-class summative assessments.  If an assessment is turned in late:  Be flexible depending on the circumstances, but have a written policy in place such as: Minus 10% to grade, but only accepted up to a week late. Note late work as a formative assessment and track it with individual students and parents. Grade assessment normally, but only accept work up to a week late.

31 Group Grades  Definition: Giving the same grade (or slightly modified grades) to each student in a group.  What does a group grade measure?  Content mastery? It can, but one student may have achieved mastery while getting a poor grade due to someone else’s lack of mastery. This is not summative for each student.  Innovate: Have students discuss ideas in a group, but…  Don’t let them write anything down until they are on their own.  Have them throw away their group work before filling out the summative assessment.  Use group work only as a formative assessment or discovery task.

32 Partial Credit  Consider the following work on an algebra assessment:  Was the mistake an algebraic mistake? This was a computation error, not an algebra error.  Innovate: If we are assessing the algebra standard, the student appears to understand inverse operations. Perhaps 3/5 points.

33 A Grading Exercise  Grade the given student work in the way you see fit.  Now grade the work again, but use the listed partial credit parameters.  Did the defined partial credit help establish inter- grader reliability?

34 Test Retakes  Should students be able to retake tests? What is the purpose of the retake?  Purpose: Assess mastery. Yes, a retake might show new mastery of content.  If a student retakes a test, should the new grade be averaged with the previous grade or should the new grade replace the previous one?  Averaging acknowledges the struggle, but does not necessarily show the student’s current level of mastery.  How many times can a student retake a test?  It is impractical to allow multiple retakes. Since a summative assessment is tied to a time frame, giving one chance to retake an assessment reinforces that timeliness and also student responsibility.

35 Cheating  What constitutes cheating?  Formative: Explaining what to do or just giving an answer without explaining why we do it.  Summative: Explaining what to do or just giving an answer.  If students cheat, what should be the consequences?  Formative: Perhaps nothing except notifying parents. Natural consequences will occur on summative assessments.  Summative: Take a different version of the assessment.

36 The “No Zero” Policy  Zero is an outlier and therefore we should only give 50% instead.  False. If the student really knows 0% of the content, the zero is the best reflection of their content mastery. It is an outlier because the outcomes (grades) are not equally likely. 60% passing is a low standard.  Giving a lower bound of 50% skews grades much higher. Think of a student with scores of 60, 10, 80, 10.

37 The “No Zero” Policy  Any zero should be redone until the student passes.  False and impossible. There is a time component to mastery. We expect mastery by a certain time. If students had the whole year to master content, they could save all assessments for the last day.  Giving one chance for a retake assessment is reasonable since students learn at different rates, but beyond that either means bad teaching in the first place or that a student truly has not mastered the content.

38 The “No Zero” Policy  The “No Zero” policy came about because teachers gave zeros for formative assessments and then counted it toward a student’s grade (summative).  This is not an inappropriate use of the zero. It is an inappropriate use of formative assessment.

39 Zeros  Innovate: Use the zero, but use it correctly!  Why do we give a zero for summative grades?  Incomplete? Then we don’t know how well a student has mastered that standard, so force the student to complete the assignment. If they refuse, our best guess is that they do not understand the topic, and the zero stands.  Total lack of mastery? Then the zero is the most accurate representation of student mastery.

40 Zeros  Innovate: Use the zero, but use it correctly!  Why do we give a zero for summative grades?  Cheating? This does not accurately assess what a student has learned. A better consequence is to retake a similar assessment.  Late? (When does late become incomplete? One day?) This does not accurately assess what a student has learned. Why is it late? If cheating, see that consequence. If effort, note that as a formative assessment.

41 Common Assessments  Definition: Identical assessments that are given by different teachers who teach the same course.  Purpose of Common Assessments:  Establish inter-grader reliability for assessments.  Count as a Type II assessment for teacher evaluations. Type I – MAP, PARCC, Universal Screener Type II – District, grade level, or course-wide assessment adopted and approved by the school district Type III – Teacher created  Give a springboard for discussing student mastery for the purposes of lesson revision.  Possible common assessments include: weekly or mid-chapter quizzes, unit or chapter tests, quarter or semester exams

42 Reflection Time  With your grade level or building, discuss the potential problems and solutions for each of these assessment policies.

43 GRADING SYSTEMS  Grading on the Curve  Total Points vs. Weighted Categories  “Standards-Based” Grading

44 Grading on the Curve  Changing student grades methodically for a better grade distribution.  This does not accurately assess student mastery of content if we have a clear picture of what mastery is. If we don’t know what mastery looks like, that must be satisfied before we can assess.  Rather than making your grade distribution match the normal curve, ask yourself why the grades are distributed they way they are. This is a formative exercise.

45 Grading on the Curve  Are there too many low grades?  Was it too soon to expect mastery? Eliminate the summative grade and give the assessment later. Use this as a formative assessment.  Was the material poorly taught? Eliminate the summative grade and re-teach.  Was the assessment too difficult? Eliminate the summative grade and give a better written assessment.  Was the assessment accurate? Give students options for remediation, but move on in the curriculum.  Are there too many high grades?  Was it the assessment too easy? Eliminate the summative grade and give a better written assessment.  Was the assessment accurate? Celebrate your students!

46 Points vs. Percents  When talking about how to record grades of the same weight, this is irrelevant except for rounding differences.  For example, these are the same grade:  60%, 80%, 100%, 80% yields average of 80%  3/5, 4/5, 5/5, 4/5 yields 16/20 = 80%  These have a slight rounding error due to odd denominator:  65%, 71%, 59%, 71% yields 67%  11/17, 12/17, 10/17, 12/17 yields 66%  Moral: Choose the denominator wisely.

47 Points vs. Percents  When in reference to weighted categories versus straight points, the differences are aesthetic because every grading system is weighted.  Consider a typical “points” system:  Homework worth 5 points each  Quizzes worth 50 points each  Tests worth 100 points each  Is a test worth 20 times as much as homework?

48 Points vs. Percents  If there are 2 tests and 2 quizzes per quarter, but homework every day that gives us:  225 points of homework (43%)  100 points from quizzes (19%)  200 points from tests (38%)

49 Points vs. Percents  Think long-term. During the whole quarter say you typically have:  8 Homework summative assessments  4 Problem solving summative assessments  4 Quizzes  2 Unit tests  1 Project  1 Quarter Exam

50 Points vs. Percents  Now consider this weighted system:  Homework worth 10%  Problem Solving worth 10%  Quizzes worth 20%  Unit Tests worth 30%  Project worth 10%  Quarter Exam worth 20%

51 Points vs. Percents  It is the same as this points system:  Homework worth 100 points each  Problem Solving worth 200 points each  Quizzes worth 400 points each  Unit Tests worth 1200 points each  Project worth 800 points  Quarter Exam worth 1600 points  Hint: Making everything out of 100 makes it easier for the students. So instead of saying a quiz is out of 400 points, tell students their grade counts four times.

52 Points vs. Percents  The difference is how you get to the end grade:  In this case, both grades end with a final grade of 83% because we made sure the weight of the points matched the weight of the categories. HW1PS1HW2PS2QZ1HW3QZ2HW4TST1HW5PS3HW6PS4QZ3HW7QZ4HW8TST2ProjQ Ex Points for assignment Joe Bob (%)80%75%70%85%60%100%85%90%93%60%70%50%70%60%70%65%80%88%85%96% Joe Bob (pts) Weighted Grade80%78%75%78%69%71%77%78%84%83% 82% 81% 80%81%80% 83% Points Grade80%77%75%78%71%74%77%78%84%83%82%81% 79%78%77% 80% 83%

53 Points vs. Percents  The difference is how you get to the end grade:

54 “Standards-Based” Grading  Standards-based grading usually doesn’t actually mean standards-based grading. It usually means grading with a rubric or something similar with:  4 – Exceeds standard  3 – Meets standard  2 – Meets standard with assistance  1 – Does not meet standard  Example Report Card:  8 th Grade Pre-Algebra: 3 Number System: 4 Expression and Equations: 2 Functions: 3 Geometry: 2 Statistics and Probability: 4 Note: You can have this same break down of grades with a regular percent grading system by simply making your category of grades follow the Domain name and weighting summative assessments appropriately via points.

55 “Standards-Based” Grading  Fact: are not equally likely.  4 may represent 90% – 100% accuracy  3 may represent 80% – 90% accuracy  2 may represent 60% – 80% accuracy  1 may represent 0% – 60% accuracy Even using objective benchmarks, they are still not equally likely.  Problem: You can’t average the scores, but we need to.  Geometry scores of 0%, 90%, 90%, 90% average to 67.5%  SB scores of 1, 4, 4, 4 average to 3.25 (meets)  Which one signals to the parent there is a problem?  To get an overall Geometry score we need to average to account for subcategories within Geometry (area, volume, Pythagorean Theorem, etc.)

56 “Standards-Based” Grading  Potential Solution: Power Law Average  The Power Law is basically a predictor of how the student would score on the next assessment based on previous performance. So scores of 1,2,3,4 might yield a 4 while scores of 4,3,2,1 might yield a 1.  Problem: Power Law only works for individual skills  Most assessments cover a multitude of skills. Getting a Geometry score of 4 on the first assessment does not mean anything about the Geometry score on the next assessment if the first assessment covered 2D geometry while the second assessment covered 3D.

57 “Standards-Based” Grading  Problem: How do you deal with assessments that incorporate multiple standards or skills? You would need multiple grades for the same assessment(s).  Problem: There is more information reported (usually) with SB grading, but it is still not useful. Does a 2 in Geometry mean I need help with transformations, volume, or the Pythagorean theorem?

58 “Standards-Based” Grading  Seven Reasons for Standards-Based Grading (quoted from Oct 2008 Educational Leadership) 1. Grades should have meaning. A - student has completed proficient work on all course objectives and advanced work on some objectives. B - student has completed proficient work on all course objectives. C - student has completed proficient work on the most important objectives, although not on all objectives. The student can continue to the next course. D - student has completed proficient work on at least one-half of the course objectives but is missing some important objectives and is at significant risk of failing the next course in the sequence. The student should repeat the course if it is a prerequisite for another course. F - student has completed proficient work on fewer than one-half of the course objectives and cannot successfully complete the next course in sequence. Response: All grades should have meaning regardless of grading system. This sounds good, but proficient needs to be clearly defined.

59 “Standards-Based” Grading  Seven Reasons for Standards-Based Grading (quoted from Oct 2008 Educational Leadership) 2. We need to challenge the status quo. Response: What? 3. We can control grading practices. Response: No kidding. 4. Reduces meaningless paperwork. Response: It increased my paperwork. Try being efficient with paperwork in the first place. Easy Grade Pro quote: “Obviously, this more complete assessment comes at a significant cost: it takes more time!”

60 “Standards-Based” Grading  Seven Reasons for Standards-Based Grading (quoted from Oct 2008 Educational Leadership) 5. It helps adjust instruction. Response: All formative assessment should adjust instruction regardless of grading system being used. 6. It teaches what quality looks like. Response: Teachers should do this all the time regardless of the grading system. 7. It’s a launch pad to other reforms. Response: Let’s change stuff so we can change more stuff?

61 “Standards-Based” Grading  Bottom Line: is just as flawed as a traditional grading system.  Solution: Use good assessment practices in whatever grading system you use and many of the problems that the SB Grading movement is trying to tackle will be resolved.

62 My Grading System  Weighted Categories  Homework Completion (0%) – Daily  Homework Accuracy (0%) – Each specific skill or set of skills  Mastery Task (0%) – Each specific skill or set of skills  Problem Solving (10%) – 4 to 8 per quarter  Weekly Quiz (30%) – 4 to 6 per quarter  Unit Pre-Test (0%) – 3 per quarter  Unit Post-Test (40%) – 3 per quarter  Quarter Project (10%) – 1 per quarter  Quarter Exam (10%) – 1 per quarter  Enrichment (0%) – As needed based on Pre-Tests  Remediation (0%) – As needed for progress monitoring  But this is not perfect! We’re working to change it!

63 Reflection Time  With your grade level or building, discuss the advantages and disadvantages of each of these grading systems.

64 STUDENT WORK ETHIC  Not everything we learn in school is content based. In fact, some of the most important skills cannot be assessed in a summative grade.  Social Emotional Learning Standards  “Employability” Score

65 Work Ethic Categories  Each of the following could be evaluating quarterly using a 3 or 4 point rubric:  Attendance  Behavior  Effort  Positive Class Participation  Work Completion  Punctuality  Organization Skills  Study Skills  Content Communication  Teamwork

66 Reflection Time  With your grade level or building, attempt to finalize a consistent assessment policy.

67 Getting Accurate Grades  Keep in mind the purpose of assessments (formative and summative).  We can’t grade the way we want or the way we’ve always done it.  We have to use good grading practices.

68 LUNCH TIME  During lunch, please discuss the following issues:  What assessment policy and/or grading system information needs to be communicated with parents?  What assessment results need to be communicated to parents? For example, should all formative data be communicated to parents?  JUST KIDDING! Take a real break!

69 CREATING ASSESSMENTS  Summative Components  Design a Summative  Formative Components  Design a Formative

70 Summative Components  Common Core Shifts  Focus: Focus where the standards focus. (Validity)  Coherence: Link across grades and within. (Reliability)  Rigor: Seek with equal intensity… Conceptual understanding Procedural fluency Application

71 Summative Components  Conceptual understanding – deep knowing, not forgotten  How do you check for understanding without a procedure? Explain how and why a procedure works. Find the error in the procedure or reasoning. If it’s a knowledge level skill, prove memorization.

72 Summative Components  Conceptual understanding  Create a question to check for understanding that every number has a decimal expansion. Jordan claims that all numbers are really decimals that repeat infinitely. Alex pulls out $2.50 and says, “This doesn’t repeat infinitely! It’s just $2.50!” Jordan replies, “That is infinitely repeating and I’ll show you how.” How can Jordan prove his point?  Hint: Don’t use names that can also be other words such as Mark and Bill.

73 Summative Components  Procedural fluency – speed, accuracy, efficiency  How do you check for procedural fluency? Naked math “Thin” context  Example: Convert the following decimal expansion to a fraction:

74 Summative Components  Application – rich context  How do you check that students can apply content? Use math in a real world context. Use math in relation to another math context. Force students to decide what content to apply. Make sure there are multiple solution methods if possible.

75 Summative Components  Application – rich context  Caution: Teaching all applications makes the application procedural. Some new application should be reserved to show that students can transfer the concepts and skills to a new situation.  Caution: Some concepts have no application. Is there an application for knowing that every number has a decimal expansion?

76 Summative Components  CPA documents  PARCC Blueprints  Other considerations:  Does it assess all concepts and skills within the unit? Minimum of 5 summative questions per skill recommended throughout the unit.  Can the assessment be completed in a class period?  Would you expect the average student to get an average score?  Does the type of assessment (multiple choice, short response, extended response, etc.) best demonstrate mastery?

77 Design a Summative Assessment  With your grade level or course, begin creating a summative assessment for one of your units.

78 Formative Components  Formative assessments can take many forms, but our recent ISBE work has lumped them into the following categories:  Pre-Tests  Self-assessments  Other formative assessments

79 Formative Components  Regardless of the form, a formative assessment should provide feedback to  The teacher to identify students’ specific learning needs to be addressed through remediation or modification of future instruction.  The student to identify specific learning needs to be addressed through self-regulation.

80 Formative Components  The four steps of the formative assessment process include…  Identifying where a student is at in their process of content mastery. (Where they are.)  Clearly demonstrating what content mastery of the specific skill or concept looks like. (Whey they need to be.)  Determining a path to get to content mastery. (How to get there.)  Action.

81 Formative Components  Continue to use the CPA philosophy  Creating a Formative Assessment handout  ISBE example formative assessments

82 Design a Formative Assessment  With your grade level or course, begin creating a formative assessment for the same unit.

83 HEADING HOME!  Think about a lesson or lessons you typically use to teach the unit of study we have been building assessments for.  See you tomorrow!


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