# Balanced Assessment System. Standards Professional Practice DataCulture.

## Presentation on theme: "Balanced Assessment System. Standards Professional Practice DataCulture."— Presentation transcript:

Balanced Assessment System

Standards Professional Practice DataCulture

Standards- based, revised, upgraded, realigned units Professional Practice DataCulture

Standards-based, revised, upgraded, realigned units Professional Practice Common formative/ interim assessments Culture

Standards- based, revised, upgraded, realigned units APPR, including SLOs Common formative/ interim assessments Culture

Standards- based, revised, upgraded, realigned units APPR, including SLOs Common formative/ interim assessments Meaningful collaboration on the right work

Standards Professional Practice DataCulture

Balanced Assessment System

Standards Professional Practice DataCulture

Assessment Defines the Standard Professional Practice DataCulture

50% of 20:

67% of 81:

Shawn got 7 correct answers out of 10 possible answers on his science test. What percent of questions did he get correct?

J.J. Redick was on pace to set an NCAA record in career free throw percentage. Leading into the NCAA tournament in 2004, he made 97 of 104 free throw attempts. What percentage of free throws did he make?

J.J. Redick was on pace to set an NCAA record in free throw percentage. Leading into the NCAA tournament in 2004, he made 97 of 104 free throw attempts. In the first tournament game, Redick missed his first five free throws. How far did his percentage drop?

J.J. Redick and Chris Paul were competing for the best free-throw shooting percentage. Redick made 94% of his first 103 shots, while Paul made 47 out of 51 shots. Which one had a better shooting percentage? In the next game, Redick made only 2 of 10 shots while Paul made 7 of 10 shots. What are their new overall shooting percentages? Who is the better shooter? Jason argued that if Paul and J.J. each made the next ten shots, their shooting percentages would go up the same amount. Is this true? Why or why not?

Standards (and objectives) are meaningless until you define how to assess them. Because of this, assessments are the starting point for instruction, not the end.

Standards-Based (UbD) Design: 1.Standards 2.Assessment 3.Instruction

Assessment Defines the Standard Professional Practice Common formative/ interim assessments Culture

SeptemberJune SLO Baseline SLO Summative Common Formative Interim Assessment UNIT

SeptemberJune SLO Baseline SLO Summative Common Formative Interim Assessment UNIT

SeptemberJune SLO Baseline SLO Summative Common Formative Interim Assessment UNIT

SeptemberJune SLO Baseline SLO Summative Common Formative Interim Assessment UNIT

Assessment Defines the Standard Effective Assessment by the Teacher Common formative/ interim assessments Culture

Standard 5: Assessment for Student Learning 5.1 Design, adapt, select, and use a range of assessment tools and processes to measure and document student learning and growth 5.2 Understand, analyze, interpret, and use assessment data to monitor student progress and to plan and differentiate instruction 5.3 Communicate information about various components of the assessment system 5.4 Reflect upon and evaluate the effectiveness of their comprehensive assessment system to adjust assessment and plan instruction accordingly 5.5 Prepare students to understand the format

Assessment Defines the Standard Effective Assessment by the Teacher Common formative/ interim assessments Culture

Assessment Defines the Standard Effective Assessment by the Teacher Common formative/ interim assessments Authentic Professional Learning Community

make the test

give the test

make the test give the test analyze the work

make the test give the test analyze the work do something about it

PLCC

Assessment Defines the Standard Effective Assessment by the Teacher Common formative/ interim assessments Authentic Professional Learning Community

Balanced Assessment System

Shifts in Data Driven Instruction Shift 1 Data belongs with teachers working collaboratively Collaboration of teachers is expected and valued. Teachers work together and take collective responsibility for student learning. Sufficient time for meaningful collaboration is built into every schedule. Protocols are in place to guide data inquiry processes. Shift 2 Emphasis on formative assessment A balanced assessment system uses classroom assessments, common formative assessments, common interim assessments, and summative assessments to paint a balanced picture of student progress. Unlike summative assessments, formative assessments take on a more prominent role in the balanced assessment system due to the quality and immediacy of the data collected. To reflect this importance, common assessments are calendared, administered, scored, and analyzed collaboratively. Shift 3 Assess what is important A guaranteed and viable curriculum is provided to all students and drives the assessment system. Teachers clearly identify, communicate, and assess the knowledge, skills, and dispositions that are the priority for each unit and course. Shift 4 Take meaningful action Rather than waiting on summative data, teachers quickly respond to the data gathered from formative and interim assessments. It is this careful examination of student work that creates the foundation for all current and future curriculum, program, and instructional decisions. Shift 5 Commitment to continuous improvement The status quo can never be an option. All educators must constantly search for better ways to achieve mutual goals and increase achievement for all students. All programs, policies, and practices are continually assessed on their contribution to student learning. Shift 6 Commitment to student involvement The power of formative assessments are only truly recognized when students are included as users of the data. Therefore, students must play an integral role in the assessment process. Students must be able to assess and monitor their own progress in order to set individual goals for learning.

Balanced Assessment System

Strategic Assessment System

Set Up System

Classroom Assessments Common Formative Assessments Common Interim Assessments Student Learning Objectives External Assessments Examples Worksheets, classroom response, whiteboards, exit tickets, conferences, student self- assessment Chapter/unit tests, final projects Common tasks and prompts assessed with rubric, quizzes Performances, tests, or writing prompts given every 6-8 weeks Growth measures designed for use with the APPR growth and local achievement 3-8 tests, Regents exams, SAT, AP Format Very formative; can be diagnostic if used prior to instruction Mostly summativeFormative Formative and summative SummativeVery summative Responsibility Classroom teachers Grade level/discipline teams of teachers working together. District teams of representative teachers may also look at the data Teachers and lead evaluators/principals An external group of “experts” Purpose Provides immediate feedback and guides instructional decisions Provision of grades To assess student learning in order to make instructional decisions. Also serves to assess curriculum, instruction, and pacing. Conversion to scores for use in teacher and principal evaluation Accountability and placement

Balanced Assessment System