1. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

2. Five Components of Quality Evidence

3. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Slide 1 Quality Evidence

4. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Alignment with Learning Goals and Success Criteria Appropriate to Purpose Range of Student Responses Strategic Placement Variety of Formats Slide 2 Five Criteria for Quality Evidence

5. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Learning Goals Understand the structure of a coordinate grid Relate the procedure of plotting points in quadrants to the structure of a coordinate grid SC1: I can talk and write about plotting points on a coordinate grid using correct vocabulary SC2: I can plot and label points in each quadrant on a coordinate grid SC3: I can create a rule about coordinates for each quadrant Success Criteria Slide 3 Learning Goals and Success Criteria Sharon Pernisi 6 th Grade Teacher

6. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Start of Lesson Middle of LessonEnd of Lesson Strategy: Vocabulary “whip around” to elicit prior knowledge and see how students understand the concept Opening Question: What comes to mind when you think of coordinate graphing? Success Criteria: Targeted vocabulary use: origin, x-axis, y-axis, coordinates, quadrant (SC1) Strategy: Walk coordinates to label each location on large graph (SC2) Describe the process verbally using correct vocabulary (SC1) Strategy Plot and label points in four quadrants to individually design a fictional town, “Robertsville” (SC1, SC2) Strategy: Generalize quadrant locations for set of coordinates verbally and in writing, in cooperative groups (SC3) Strategy: Chart created rules for each quadrant & gallery walk (SC3) Strategy Reflection-self assessment (SC1, SC2, SC3) Slide 4 Criteria in Action Sharon Pernisi 6 th Grade Teacher

7. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Start of LessonMiddle of LessonEnd of Lesson Are we in agreement with these definitions? How might we make the definitions more clear? Are any big ideas missing? How might some of these terms go together or be related? Where should you start? How would you label this point? How do you know? Tell me your thinking. How do you know you’ve plotted this point correctly? Key discussion questions posed during instruction: What are you noticing about all the coordinates in this quadrant? How are the coordinates alike? Different? How might you develop a rule for all the coordinates in this quadrant? How can you organize the coordinates in Quadrant 1 so you can analyze them? (a list, chart, table…) Slide 5 Criteria in Action Sharon Pernisi 6 th Grade Teacher

8. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel From Sharon Pernisi’s 6 th Grade Math Lesson Slide 6 Self-Assessment: Student Example

9. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Your Turn You will now use Handout 4.2.1; follow the directions to complete the first three steps: 1.Decide on a learning goal with corresponding success criteria 2.Decide on evidence gathering strategies to use at the start, middle, and end of your lesson 3.Write questions you will use to gather evidence during the lesson Slide 7 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

10. Now it’s time to complete Step 4 of Handout 4.2.1. Share your work with a colleague. Use the guiding questions on the handout to discuss your strategies and questions. Revise your work based on the feedback from your colleague. Consolidate Your Learning Slide 8 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

11. Try It Out Select two strategies from Handout 4.2.1. Try using both strategies with your class. After the lesson, reflect on your strategies and the evidence you collected. Base your reflection on how well you met the five components of quality evidence: 1.Alignment with learning goals and success criteria 2.Appropriate to purpose 3.Range of student responses 4.Strategic placement 5.Variety of formats Share your experience and reflection with your TLC before moving on to Lesson 3. Slide 9 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel