1. Theron Blakeslee 517-898-4300 tblakesl@inghamisd.org

2.  Why is it important to be a good assessor?  What are the keys to quality assessment?  Are we testing what we think is important?

3. 6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (3/2) ÷ (1/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (3/2) ÷ (1/4) = 6 because 1/4 of 6 is 3/2. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/4-cup servings are in 3/2 of a cup of yogurt? How wide is a rectangular strip of land with length 1/4 mi and area 3/2 square mi?

4. Chocolate bar: ½ divided by 3 ½ divided by 6/2 Yogurt servings: 3/2 divided by 1/4 How wide is a rectangular strip of land with length 1/4 mi and area 3/2 square mi?

5.  5.SSS.c: Use a model of a rotating, spherical Earth and the relative positions of the sun and moon to explain patterns in daily changes in length and direction of shadows, day and night, and the phases of the moon.  ESS1.B: Earth and the Solar System  The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily and seasonal changes in the length and direction of shadows; phases of the moon; and different positions of the sun, moon, and stars at different times of the day, month, and year. [Note: Seasons are addressed in middle school.] (c)

6.  Why is it important to be a good assessor?  What are the keys to quality assessment?  What’s in a standard?  Are we testing what we think is important?  What makes an effective assessment item?

7.  Standards that include these verbs are classified as Knowledge Mastery: ◦ Recognize ◦ Describe ◦ Explain ◦ Know ◦ Identify ◦ Comprehend Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR. 7

8.  Use  Analyze  Evaluate  Make Decisions  Formulate questions  Make predictions  Verify  Compare  Contrast  Set goals  Strategize  Distinguish between  Examine data and propose meaningful interpretation  Use insights and conclusions from data to generate potential solutions Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR. 8

9.  These targets are often classified as skills: ◦ Measure ◦ Read aloud ◦ Dribble and pass ◦ Participate ◦ Use simple equipment ◦ Demonstrate relationships ◦ Collect data Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR. 9

10.  Example product/performance targets: ◦ Construct graphs ◦ Develop a plan ◦ Create a product to support a thesis ◦ Construct models ◦ Create a scripted scene ◦ Write simple directions ◦ Generate a viable action plan to address the problem Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR. 10

11.  Examples include: ◦ Likes mathematics ◦ Enjoys reading ◦ Plays sports for fun ◦ Plans to vote in the next election ◦ Looks forward to science ◦ Enjoys conversing in Spanish ◦ Exhibits a passion for learning Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR. 11

13.  Written Response ◦ Selected Response ◦ Short Written Response ◦ Extended Response/Essay  Performance Assessment  Observation/Conversation  Collection of existing work in portfolios 13

14. Multiple Choice True-False Matching Selected Response Diagram Fill-in-the- blank (words, phrases) Essay Short answer (sentences, paragraphs) Web Concept Map Flowchart Graph Table Matrix Illustration Presentation Movement Science lab Athletic skill Dramatization Enactment Project Debate Model Exhibition Recital Performance Task Oral questioning Observation Interview Conference Process description Checklist Rating scale Journal sharing Thinking aloud a process Student self- assessment Peer review Constructed Response Performance Assessment Observations/ Conversations Adapted from the work of Dr. Robert Marzano 14

16.  Which did you look at that passed all the criteria?  Which could be fixed with a little work?  Which did not pass most of the criteria?

17.  Why is it important to be a good assessor?  What are the keys to quality assessment?  What’s in a standard?  Are we testing what we think is important?  What makes an effective assessment item?

18. 1.The content should match the learning target and should be sufficient for solving the item (along with prerequisite knowledge); items that require connecting knowledge from two learning targets are useful for assessing whether students can make the connection, but knowledge of each learning target must be verified with separate items. 2.Mastery of the content of the learning target should be necessary to solve the item; the item should not be solvable by mere test-wiseness.

19. 3.The performance in the item should match the verb of the target. 4.The context should be engaging but not distracting or biased against any group of students. 5.For multi-faceted learning targets, all of the content should be represented by items on the assessment. 6.For multiple choice items, the wrong answers should be plausible and reflect common student misconceptions or errors when possible. 1.Rubrics

20. 1. Drawing a graph or number line to represent an equation or inequality or set of data. 2. Drawing a transformation or tessellation of a geometric figure, or creating a geometric construction.

21. 1. Rubrics for open-ended items 2. Item analysis – what can you learn from the test results? 3. Looking at student work – what does student work tell you about their thinking? 4. Goal setting – motivation & taking responsibility for one’s own learning

22.  Why is it important to be a good assessor?  What are the keys to quality assessment?  What’s in a standard?  Are we testing what we think is important?  What makes an effective assessment item?  How do we use results effectively?

23.  Why is it important to be a good assessor?  What are the keys to quality assessment?  What’s in a standard?  Are we testing what we think is important?  What makes an effective assessment item?  How do we use results effectively?  How can we track progress through the learning progression?

25. What does “good work” look like in mathematics or science?

29.  Counting objects to 10  Creating shape and number patterns  Classifying 2-dimensional shapes  Operating with integers  Understanding the Earth’s geological history  Solving simultaneous equations  Using the concept of work  Applying descriptive statistics

30.  Feedback for you (daily planning)  Feedback for students: Where am I going? Where am I now? How can I close the gap?

31. MondayTuesdayWednesdayThursdayFriday Whole class: Review the data collected by the class that shows the shapes of the moon over the last two months. Identify the standard phases and label them (full, gibbous, quarter, crescent). Make observations to determine the pattern in the data. Individually: Complete a chart that is labeled with each phase by making the appropriate drawing. Whole class: Make a two month strip calendar that starts with the full moon and shows the pattern. “Fist to Five”: Show me how well you understand this. Teacher planning: Consider how to help those students who indicated that they are not fully understanding. Perhaps provide a completed drawing as a reference. Whole class: Show the photo of Earth and moon. “What do you see in this picture? Where does the sunlight come from?” Small groups: Role-play the sun- Earth-moon system to show the moon’s orbit. Slow down the movement of the moon to simulate the passage of 28 days for one orbit. Bell work: Each student draws a picture of the model they created on Tuesday. Whole class: Using a globe and tennis ball, recreate the model. Use a shadeless lamp as the sun. Model day and night time on Earth and moon. Substitute half- blackened tennis balls and put the model in motion. Have students stand at the Earth with the moon orbiting around them. Students should identify full moon, quarter moons, crescent and gibbous. Connect this to the moon phase data. “Ticket out the door”: List 3 things you learned today. Teacher planning: Given the feedback from the previous day, revise instruction to re- teach as needed. Provide focused attention to those students who need more support, perhaps in a small group session. Whole class: We always see the same side of the moon, but is it always lit by the sun?... Short quiz: 1. Where does the moon’s light come from? 2. How long does it take for the moon to make one complete orbit? 3. Is it possible to see the moon during the day? 4. What questions do you have about the moon? Teacher planning: Given the feedback from the previous day, revise instruction as needed. Some students may view photos or make drawings, some may continue with the model, some may go outside to look at the moon if it is up at that time, etc. Continue instruction…

32.  http://eed.alaska.gov/tls/Frameworks/maths ci/ms5_2as1.htm http://eed.alaska.gov/tls/Frameworks/maths ci/ms5_2as1.htm

33.  Your assessment plan  Your culminating higher-order performance assessment  Your summative assessment  The learning progression  The 1- or 2-week lesson plan showing where you will get formative information

34.  Observing closely and describing what’s there  Building explanations and interpretations  Reasoning with evidence  Making connections  Considering different viewpoints and perspectives  Capturing the heart of the subject and forming conclusions

35.  Wondering and asking questions  Uncovering complexity and going below the surface of things

36.  Identifying patterns and making generalizations  Generating possibilities and alternatives  Evaluating evidence, arguments, and actions  Formulating plans and monitoring actions  Identifying claims, assumptions, and bias  Clarifying priorities, conditions and what is known