1 Using Standards Aligned System to Ensure 21st Century Teaching and Learning December 8, 2009 HOMEROOM 3 Fair Assessment & Materials and Resources

2  Define and differentiate among the four types of assessments as defined.  Explain how assessments may be used for multiple purposes. pdesas.org Homeroom 3 Fair Assessment Objectives

3 FAIR ASSESSMENTS Fair assessment is a process used by teachers and students before, during, and after instruction to provide feedback and adjust ongoing teaching and learning to improve student achievement. In Pennsylvania the four types of assessment are summative, formative, benchmark, and diagnostic.

4  Measures overall achievement typically at the end of the year, a course, or a meaningful unit of study  Often used for grading, accountability, and/or research/evaluation

5 PSSA, PSSA-M, PASA W-APT, WIDA Access Placement Test TerraNova ACCESS for ELLs Stanford 10 End of Unit PVAAS (Growth and Projections using PSSA) Final Exams-Keystones Examples of Summative Assessments

6  A planned process  Used during instruction to provide feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.  Classroom-based  Formal and Informal Measures

7 Formative Assessment Strategies Questioning techniques Questioning techniques Active engagement check-ins such as response cards, traffic lights, thumbs-up Active engagement check-ins such as response cards, traffic lights, thumbs-up Think-pair-share Think-pair-share Random reporter Random reporter Observation Observation Exit tickets Exit tickets

8  Measures achievement of important grade level content periodically during the year.  May predict how a group of students would perform if the PSSA were given on that same day.  Can be used to measure achievement of content taught in the past 6-8 weeks.

9 Examples of Benchmark Assessment 4Sight 4Sight DIBELS DIBELS AIMSweb AIMSweb Riverside Assess2Know Riverside Assess2Know

10  Measures and identifies specific student strengths, weaknesses, skills and knowledge before and during instruction.  Used to plan instruction or intervention so that individual student needs are addressed.  PA will use a Computer-Adaptive testing approach

11 Examples of Diagnostic Assessments DRA DRA Running Records Running Records GRADE GRADE G-MADE G-MADE

12 DIAGNOSTIC ASSESSMENTS UNDER CONSTRUCTION

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16 Allows teachers to create customized assessments Can be formative, summative, diagnostic, or benchmark

17 Back to the PORTAL click ASSESSMENT BUILDER TAB

18 Culminating Activity Summative*Formative*Benchmark*Diagnostic Reflect on an assessment area that you will apply in your district or classroom. Identify how SAS assessments may be useful in raising student achievement at your school or district.

19  Identify the elements of the Materials and Resources and how they interconnect.  Understand how the Voluntary Model Curriculum is built – learning progressions, units, lesson plans, and other available resources. Homeroom 3 Materials and Resources Objectives

20 Materials and resources include Voluntary Model Curriculum (VMC), incorporating learning progressions, units, lesson plans, and content resources aligned to the Pennsylvania standards in curriculum frameworks for the four major content areas (mathematics, science, social studies, reading-writing-speaking-listening). MATERIALS AND RESOURCES

21 5 Elements of Materials & Resources Learning Progressions Units Lessons Materials and Resources Aligned to the Units and Lesson Plans Materials and Resources Aligned to the Other Circles

22 Learning Progressions Grades K - 12 A carefully sequenced set of building blocks that all students must master en route to mastering a more distant curriculum aim Simply stated, they are building blocks spanning K-12 that show the sub-skills and prerequisites

Voluntary Model Curriculum What it is: Aligned to PA standards, concepts and competencies, assessment anchors, and eligible content. Learning Progressions – carefully sequenced set of building blocks that all students must master en route to mastering a more distant curricular aim. Unit Plan – a segment of the learning progression focused on critical topic/theme. Lesson Plan – a written guide that specifically outlines the intended learning outcomes. 23

Voluntary Model Curriculum What it is not: A complete year-long curriculum. These are sample unit and lesson plans built upon selected learning progression. 24

25 COMPONENTS OF A UNIT PLAN Alignments Big Ideas Concepts Competencies Related Resources Lesson Plan Code Subject Grade level/course Title Objectives Essential Questions

26 Go to the MATH UNIT PLAN on your thumb drive!

27 COMPONENTS OF A LESSON PLAN Essential Questions Duration Instructional Procedures Suggested Instructional Procedures Formative Assessment Related Resources Lesson Plan Code Subject Grade level/course Title Alignments Vocabulary Objectives

WHERETO (Wiggins and McTighe, 2005) W Ensure students understand WHERE the unit is headed and WHY H HOOK student in the beginning and HOLD their attention throughout E EQUIP students with necessary experiences, tools, knowledge and know-how to meet the performance targets R Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress and REVISE their work E Build in opportunities to EVALUATE progress and self-assess T Be TAILORED to reflect individual talents, interests, styles, and needs O Be ORGANIZED to optimize deep understanding to superficial converge

29 Go to the MATH UNIT and look at LESSON ONE

30 Back to the PORTAL click Advanced Search on Materials and Resources

Formative Assessment Tools & Strategies for 21st Learning Before, During, and After the Learning Experience Back to the WIKI & Open the FormativeAssessment.doc

“An assessment activity can help learning if it provides information to be used as feedback by teachers, and by their students in assessing themselves and each other, to modify the teaching and learning activities in which they are engaged. Such assessment becomes formative assessment when the evidence is used to adapt the teaching work to meet the learning needs.” ( Black et al., 2003,p.2) ASSESSMENT ACTIVITY