1. Before we get started: Have you located your standards AND curriculum map(s)? Have you read Chapter 1 of Classroom Assessment for Student Learning? Have you completed the sign-in sheet and created a name card?

4. At your table … Independently highlight indicators on the IC Map of where you perceive the district to be in terms of Assessment Literacy implementation

5. Table Talk What are the benefits for our students and our faculty when we are operating at a Level One or Two for implementation in all components?

6. Keys to Quality Assessment Chapter 1 CASL

7. Key 1: Clear Purpose What’s the purpose? Who will use the results? What will they use the results to do?

8. Table Talk What are the benefits for students and teachers when the purpose of assessment and learning are clear?

9. Talking Points What IS the purpose of the common assessments? What is NOT the purpose of the common assessments?

10. Common Assessments: Why Collaborate? “If all students are expected to demonstrate the same knowledge and skills, regardless of the teacher to which they are assigned, it only makes sense that teachers must work together in a collaborative effort to assess student learning.” DuFour, DuFour, Eaker, 2007

11. Why Collaborate?  Efficiency  Consistency, Equity, Fairness  Job-Embedded Professional Learning  Teacher Leadership capacity  Alignment of Curriculum, Instruction, and Assessment  Essential to Intervention Systems

14. Summarize Talking Points What IS the purpose of the common assessments? What is NOT the purpose of the common assessments?

15. Key 2: Clear Targets Are the learning targets clear to all users across schools? Are they appropriate, aligned, and congruent to the standards? Are the learning targets the focus of instruction so that there is tight alignment between targets, instruction, and assessment?

16. Knowledge—The facts and concepts we want students to know Reasoning—Students use what they know to reason and solve problems Skills—Students use their knowledge and reasoning to act skillfully Products—Students use their knowledge, reasoning, and skills to create a concrete product Four Types of Learning Targets

17. For more in-depth description, please refer to Chapter 3 in CASL

18. ELA: 6 th Grade Writing Standard #1

19. Math: 6 th Grade Number Sense

20. Science: 6 th Grade LS2-1

21. Apply It In your subject and grade-level team, use your curriculum map to identify a: Knowledge Target Reasoning Target Skill Target Product Target Copy them onto your Chart Paper Can’t find one? Try to make one.

22. Looking for Evidence Are your Learning Targets:

23. Key 3: Sound Design Do the assessment methods match the kind of learning targets to be assessed? (Target-Method Match) Do the assessment items and scoring guides/ rubrics adhere to the standards of quality? Do the assessment items align with the standards and learning targets? Can you back- map it?

24. Chapter 4 CASL Pgs. 90-93

25. Chapter 4 CASL Page 100

26. ELA: 6 th Grade Writing Standard #1

28. Situation: Your local school board is considering changing all school start times to 8:30 am because of the recent national recommendation by the American Academy of Pediatrics that asks schools to move their start time to 8:30 a.m. to accommodate the increased sleep need of teenagers. Your school board is seeking input from everyone that would be affected—including students. Task: After reading “But I’m Not Tired” and “School Districts Weigh Pros and Cons of Start Times,” write a multi-paragraph letter to your local Board of Education in which you argue whether or not schools should start at 8:30 a.m. Be sure to state your claim and support your position with at least two specific pieces of evidence from the text(s) in your response. Writing 6.1 (A-E) and …

29. Math: 6 th Grade Number Sense

30. Apply It Refer to your Chart Paper from the previous activity … Decide how you would assess each of the learning targets that you identified. Can you identify possible assessment items?

31. Item Review Checklists

32. Rubrics and Scoring Guides The goal of using a scoring guide or rubric should be to define quality in relation to the standards and learning targets … not just to provide a scoring mechanism or justification for giving a grade.

33. Rubrics and Scoring Guides Analytic Rubrics

34. Rubrics and Scoring Guides Holistic Rubric Item Specific Rubric

37. Creating Common Assessments 1.Using your curriculum map, decide which standards you will assess. Then, decide which learning targets from those standards you will assess. 2.Decide how you will assess the targets. 3.Develop the assessment plan or map. 4.Write the assessment items and create scoring guides/rubrics. 5.Prepare the assessment for administration.

38. Assessment Map

40. Assessment Quality Characteristics

41. Looking for Evidence Is Your Assessment:

42. Keys to Quality Assessment

44. Framework for Teaching Review your component with your group Be prepared to share: 1.A general overview of your component 2.How the component relates to the work from today AND during the Common Assessment implementation process

45. 1.Area of Growth 2.Excited About