Presentation on theme: "+ OSPI Social Studies Assessment Training Classroom Based Assessments Social Studies Cadre."— Presentation transcript:
+ OSPI Social Studies Assessment Training Classroom Based Assessments Social Studies Cadre
+ PURPOSE STATMENT The purpose of this training is to provide educators with the tools to effectively implement the OSPI Social Studies Assessments (CBAs) with their students.
+ Learning Outcomes & Objectives As a result of this training participants will be able to: 1. Understand the intent of the OSPI Social Studies Assessments. 2. Better understand the rubrics used to grade the CBAs. 3. Have tools, resources, and sites to assist in teaching the CBAs. 4. Have time to collaborate and create lessons/unit plans.
+ District GoalsFeedback from District re. CBAs
+ Discussion Answer the following questions: 1. How are CBAs helpful in the classroom? 2. What important skills can students learn from the CBA process? 3. What do you find is the most challenging part of CBA implementation?
+ Effects of No Child Left Behind Center on Education Policy Survey - July 24, 2007 Average change in instructional time in elementary schools since 2002 (minutes per week): Reading: +140 Math: +87 Social Studies: - 76 Science: - 75 Art: - 57 Gym: - 40
+ Basic Education Act Provide students with the opportunity to become responsible and respectful global citizens, to contribute to their economic well-being and that of their families and communities, to explore and understand different perspectives, and to enjoy productive and satisfying lives. RCW 28A
+ Why are CBAs being used? Valid way to assess standards and help students gain knowledge & skills for citizenship Coherence through grade levels across the district Balance of social studies standards Integration of reading and writing standards Allows students to learn researched based skills
+ Social Studies CBAs are: 1. multi-stepped tasks or projects 2. aligned to specific state standards (Social Studies EALRs/GLEs), 3. target skills and knowledge necessary for engaged, informed citizenship.
+ Elements of a Classroom Based Assessments Common Rubric Position Background Reasons and Evidence Citation of Sources Accurate, Clear, Cohesive and Explicit
+ K-12 Menu of CBAs
+ Recommended Scope & Sequence for Social Studies with CBAs
+ District/School CBA Scope and Sequence
+ Understanding By Design Planning Backwards 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. - Steven Covey, 7 Habits of Mind
+ Understanding By Design Stage 1: Identify Desired Results What will students know and be able to do? State Standards Essential Question Enduring Understanding Final Assessment (CBA Cover Sheet, Rubric & Anchor Papers) Stage 2: Determine Evidence of Understanding How will you know that students are learning? Knowledge, skills and abilities Transferable concepts and processes Other Assessments & Scaffolding Exercises Stage 3: Design Learning Experiences and Instruction What are you teaching and why? Guiding Questions and Statements Scaffolding Exercises Active Learning and Inquiry Lessons Other Assessments Adapted from 2005 ASCD & Grant Wiggins & Jay McTighe
+ Insert Rubric to Analyze
+ What do Students Need to Do? 1.Identify the verbs 2. Identify the Evidence of Learning 3.Synthesize to develop a product for students
+ Stage One- Identify Desired Results 1. Choose a CBA rubric that you would like to use within your classroom 2. What do students need to do? Analyze and Unpack the Rubric & Standards a. Identify the verbs -What are students being asked to do? b. Identify the Evidence of Learning -What evidence will demonstrate student learning? -Create a checklist of student requirements. c. Synthesize to develop a product for students -What content and resources will you utilize to focus instruction? -Create a list of possible content/topics could drive the CBA. What resources will be necessary?
+ Stage Two-Determine Evidence of Understanding 3. How will you know that students are learning? a. Identify key skills -What skills will students need to complete the assessment? b. Identify necessary concepts and content -What ideas and knowledge should students have when the CBA is completed? c. Create a scaffolding -What activities and lessons will be necessary to guide students towards understanding? d. Design any additional formative assessments -How will you assess for learning to refine your plan?
+ Stage Three Design Learning Experiences & Instruction 4. What are you teaching and why? a. Develop key questions for each aspect of the rubric. -What key questions will guide student learning? b. Develop learning activities and lessons to assist students in gathering content and skills.
+ Essential Question: How is America an innovation in History? Guiding Questions & Statements: To be An American represents a continuation of the ideals upon which our nation was founded. Beyond geographic characteristics, it is a unique combination of individual ingenuity and group action that determines the legacy of America. Product: You are to create a paper, website, documentary or museum exhibit which uses primary sources to look at an individual in history and their legacy. Concepts & Content Growth of United States Melting Pot Emergence of United States as a World Power Growth of United States industry Define innovative Necessary Skills Recognizing historical context, point- of-view, and bias. Identifying/analyzing primary & secondary sources Review citing evidence Creating an annotated bibliography Utilizing graphic organizers Using Quotes and Evidence (QUERY) Organizing an essay or argument Insert model lesson plan tied to rubric youre unpacking
+ Sharing 1.Pair-Share: Select a partner(s) and discuss the CBA rubric you chose to analyze and the product you developed based upon the rubric. 2.Group-Share: Be prepared to share your work How does your product align with the CBA rubric? 3.Pair-Share: Reflect upon the unpacking process with a new partner(s). How can we use the CBAs to assist learners in uncovering the state standards?
+ Grading a CBA When scoring a CBA: Accuracy of the student generated content counts. Major inaccuracies count against the student. The student clearly states a position and explicitly supports it with evidence. The product must be cohesive. The score must follow the rubric. A student only passes a CBA when they meet Proficiency or above in all categories of the rubric. Scoring a CBA When grading a CBA: The teacher maintains control of the gradebook. Conventions, organization and style can be evaluated in your grading, not in the CBA. You may add additional categories for assessment.
+ What are we reporting? 1.What assessments, or other strategies were employed? 2.Number of students participated in elementary, middle and high school CBAs within the district. Optional survey to identify qualitative data. District support for curriculum & training Planning & Curriculum Alignment