1. OCM BOCES September 24, 2012 1 OCM BOCES Network Team PHYSICAL EDUCATION & COMMON FORMATIVE ASSESSMENTS Auddie Mastroleo, OCM BOCES Network Team

2. Board of Ed Superintendents Principals Teachers CCLS DDI APPR The Big Picture

3. Formative Assessment SLO Summative Assessment How does this all fit together? After establishing the most important learning for your course with the SLO, periodically measure student progress toward that goal throughout the school year.

4. Build Shared Knowledge

5. SETTING THE STAGE FOR COMMON ASSESSMENTS Formative vs. Summative What does common mean? Putting it all together

6. Know Your Purpose Check- up Formative ( Assessment for Learning ) Autopsy Summative ( Assessment of Learning )

7. Formative vs. Summative Occurs during the learning process Identifies students experiencing difficulties Results are used to help students continue to learn (informs instruction) Informs teachers as to the effectiveness of instruction for current students Informs students in regards to progress in becoming proficient (provides feedback) Typically are NOT used to assign grades An assessment is formative if it…

8. Formative vs. Summative Occurs after the learning process has ended Is not used to improve students’ understanding of content Results are used to inform stakeholders of individual student achievement Informs teachers as to the effectiveness of instruction for future students Informs students about their academic standing in relation to others Assigns a grade to indicate student progress at a specified point in time An assessment is summative if it…

9. A Phys. Ed. teacher has students complete a graphic organizer identifying the relationship between physical activity and the prevention of illness, disease, and premature death. She grades the assignment and returns it to students. She speaks privately with a few students (who did not pass) to tell them that they’ll need to study more since this information will be on the unit test in a few weeks. FORMATIVE? SUMMATIVE?

10. A Phys. Ed. teacher observes his students to demonstrate the correct form for various weight training exercises He identifies those students who did not demonstrate proper technique and targets them for further instruction. FORMATIVE? SUMMATIVE?

11. Examples of Formative Assessments Exit/Entrance Slips Journals QuestioningDiscussions ObservationsWhiteboards

12. Examples of Summative Assessments End of Unit or Chapter Tests State Assessments Benchmark Assessments Final Exams Placement Tests Achievement Tests

13. What does common mean? Is developed collaboratively by teachers who teach the same grade level or content Uses a common process for determining the criteria for quality work Measures the same learning targets no matter the teacher Administered systematically and timely to all students enrolled in a course or grade Results are scored and analyzed collaboratively Facilitates a systematic, collective response to struggling students An assessment is common if it…

14. What do you think? “Teacher Team A” collaboratively designs an assessment that is focused on common learning goals. Each teacher grades his/her own assessments & they reconvene to discuss the results. During the analysis, one teacher reveals she gave an additional week’s worth of instruction to students prior to administering it because she felt they needed it. COMMON? NOT COMMON?

15. What do you think? Teachers on “Team B” each developed a section (accompanied by an answer key or rubric) for a common unit assessment and combined them into one. All students will take the assessment, but some of the assessment items are generic so the teachers can modify them to fit what each teacher specifically taught. COMMON? NOT COMMON?

16. Balanced Assessment System In-the-moment Formative Learning checkpoints Larger year-end goal Formative & Summative Summative

17. A Five Step Process DESIGNING QUALITY ASSESSMENTS Gather good information from the beginning!

18. Designing Quality Common Assessments A Five Step Process Decide What to Assess Decide How to Assess Develop Assessment Plan Write the Assessment Review the Assessment

19. Essential standards Non-negotiable learning Most important learning of the course Step 1 Decide What to Assess Prioritized Standards

20. Decide What to Assess Assessments Learning Targets Standards

21. Step 1 DECIDE WHAT TO ASSESS Examine your learning targets Which targets are most likely to cause certain students difficulty? Which targets are prerequisite skills for information to come later in the unit? Which targets are absolutely necessary for students to know?

22. Identify the type of learning target KnowledgeReasoningSkillProduct CLEAR TARGETS

23. http://www.ocmboces.org/teacherpage.cfm?teacher=1805 HANDOUTS FOR SESSION

24. Knowledge ReasoningSkillProduct Know List Name Identify Tell Examine Recognize Explain Understand Describe Define Compare Contrast Distinguish Analyze Organize Infer Deduce Predict Interpret Hypothesize Sort Evaluate Prove Judge Support Justify Classify Play Do Use Observe Measure Explore Demonstrate Carry out Model Listen Perform Question Conduct Speak Make Generate Design Construct Invent Produce Draw Write Create Develop

25. KnowledgeReasoningSkillProduct Physical Education 7-12 Identify the potential safety hazards associated with a wide variety of games and activities Analyze their own and others’ performance through the application of movement principles Demonstrate a variety of skills and activities that can be enjoyed throughout adult life Develop strategies to improve or maintain personal, family, and community physical activity EXAMPLES OF LEARNING TARGETS

26. KnowledgeReasoningSkillProduct Physical Education K-6 Know how injuries from physical activity can be prevented or treated Apply the concepts and principles of human movement to the development of new skills Demonstrate mastery of fundamental motor, non- locomotor, and manipulative skills Create a dance with a partner that combines movement to music from a specific culture EXAMPLES OF LEARNING TARGETS

27. Step 2 DECIDE HOW TO ASSESS Determine your assessment strategy Selected Response Constructed and extended written response Performance assessment

28. DESIGNING QUALITY ASSESSMENTS Learning Target Assessment Method

29. ASSESSMENT METHODS MethodIdeal for assessingExamplesScoring Selected Response Knowledge -level learning targets Multiple Choice Fill-in-the-blank T/F Matching Number or percent of points Constructed response Chunks of knowledge that interrelate & student reasoning Essay Short Answer Rubric Performance Assessment Learning best achieved through observable actions ( skills ) (or the development of products Playing an instrument Changing the oil in a car Conversing in a foreign language

30. Step 3 DEVELOP THE ASSESSMENT PLAN Design the Assessment Measure what you’ve taught (identified learning targets) Assess student learning at the cognitive level the information was taught

31. Step 3 DEVELOP THE ASSESSMENT PLAN Consider the sample size How many items do I need to accurately assess a learning target? Triangulate

32. Step 4 DETERMINE THE TIMELINE Frequent assessment Increased student achievement Time to plan Time with students Time to turnaround Time to intervene TIME!

33. Step 5 WRITE THE ASSESSMENT General Guidelines Selected Response Items Constructed Response Items

34. Advantages Can measure a variety of objectives Easy to score Can cover lots of material efficiently Carefully crafted distracters can provide diagnostic information Disadvantages Multiple-guess Can be difficult to identify plausible distractors MULTIPLE-CHOICE QUESTIONS

35. WRITING QUALITY MULTIPLE CHOICE QUESTIONS #1 Keep the wording simple Not this… When scientists rely on magnets in the development of electric motors they need to know about poles, which are? But rather this… What are the poles of a magnet called?

36. WRITING QUALITY MULTIPLE CHOICE QUESTIONS #2 Ask a full question in the stem (the part that precedes the options) Not this… Between 1950 and 1965 a.Interest rates increased. b.Interest rates decreased. c.Interest rates fluctuated greatly. d.Interest rates didn’t change. But rather this… What was the trend of interest rates between 1950 and 1965? a.Increased only b.Decreased only c.Increased, then decreased d.Remain unchanged

37. WRITING QUALITY MULTIPLE CHOICE QUESTIONS #3 Eliminate clues to the correct answer within the question Not this… All of these are examples of a bird that flies, except an a.Ostrich b.Falcon c.Cormorant d.Robin But rather this… Which of the following is an example of a bird that can NOT fly? a.Ostrich b.Falcon c.Cormorant d.Robin

38. WRITING QUALITY MULTIPLE CHOICE QUESTIONS #4 Highlight critical, easily overlooked words i.e., NOT, MOST, LEAST, EXCEPT Not this… Which of the following is an example of a bird that cannot fly? a.Ostrich b.Falcon c.Cormorant d.Robin But rather this… Which of the following is an example of a bird that can NOT fly? a.Ostrich b.Falcon c.Cormorant d.Robin

39. WRITING QUALITY MULTIPLE CHOICE QUESTIONS #5 Remove repetitive words within each option; instead, reword the stem Not this… Between 1950 and 1965 a.Interest rates increased. b.Interest rates decreased. c.Interest rates fluctuated greatly. d.Interest rates didn’t change. But rather this… What was the trend of interest rates between 1950 and 1965? a.Increased only b.Decreased only c.Increased, then decreased d.Remain unchanged

40. WRITING QUALITY SELECTED RESPONSE QUESTIONS Reduce the “guessing” games Eliminate “throw away” choices Put choices in a logical order such as alphabetical or small to large Avoid equal- sized lists in matching questions Choose distractors carefully; plausible, yet illuminate errors in thinking

41. WRITING QUALITY SELECTED RESPONSE QUESTIONS Avoid bias or distortion Unclear directions or expectations Poor target- method match Inappropriate context or vocabulary Vague evaluative measures

42. WRITING QUALITY CONSTRUCTED RESPONSE QUESTIONS Provide context for student answers During fitness stations, you have several opportunities to build muscle and improve cardiovascular function. You have also read about how your body benefits from aerobic and strength training exercises. Choose a fitness goal of yours and create a plan to reach that goal using what you have read about muscle and cardiovascular fitness.

43. WRITING QUALITY CONSTRUCTED RESPONSE QUESTIONS Novel (new) Prompt Describe the effects of the physical fitness, as described in the article. Recall? OR Applying to a new situation?

44. Designed with learning targets in mindUses appropriate assessment methodWell-written items, tasks, and rubricsSufficient sampling of student knowledgeAvoids potential bias QUALITIES OF SOUND ASSESSMENT DESIGN

45. PUTTING THE PROCESS INTO ACTION

46. Mapping the Interim Assessments Create an assessment using the five-step process for each data collection point Specify the learning targets at each data collection point Calendar data collection points throughout the school year Begin with the end in mind (Priority Standards)

47. “I CAN” STATEMENT Cite specific textual evidence to support analysis of primary and secondary sources. I can quote reasons and proof from what I read to show my examination of primary and secondary sources of information. Priority Standard RH.6-8.1. Summative Learning Target

48. BREAKING DOWN THE LEARNING TARGET I can quote reasons and proof from what I read to show my examination of primary and secondary sources of information. I can identify the difference between primary and secondary sources I can identify the author’s intent and purpose in a text I can quote and accurately paraphrase from a text

49. NOVEMBER 1 INTERIM ASSESSMENT Students will read The Preamble to the US Constitution and Words We live By, by Linda Monk. In a short constructed response they will answer the following: Identify which text is a primary source and which is a secondary source. Use evidence from the text to explain how you know this. Identify the author’s purpose in each text. Use specific details from both texts to explain your analysis.

50. Sample Elementary Assessment 50 OCM BOCES Network Team

51. Sample High School Assessment 51 OCM BOCES Network Team

52. Upcoming OCM BOCES: Instruction for All Students Oct. 23, 24; Nov. 13, 27; Dec. 18; & Jan. 10 Register online: My Learning Plan

53. Auddie Mastroleo amastroleo@ocmboces.org OCM BOCES Network Team 53 CONTACT INFORMATION