After Teaching is the Core Building Capacity in Assessment Literacy The Rockland BOCES Approach Pat Krizan Rockland BOCES Consultant SCDN Presentation June 9, 2016

Teaching is the Core Grant: Purpose: Review current assessments Decide to keep, eliminate or modify current assessments based upon 6 criteria Increase assessment literacy of teachers Includes parent literacy component

Fall 2014: Initial Roll-out Rockland BOCES & LCI Workshops: Administrators, curriculum and instructional facilitators, some teachers Theoretical Rockland BOCES approach

Our Priorities Curriculum Student Achievement Instruction Assessments Assessment Design Formative Assessments & Feedback Performance Based Assessments Creating Rubrics

6 Criteria of Quality Assessments NAME of Assessment Rigorous_____ Measures Reliability Learning & Standards Validity Comparable Informs Instruction Supports Learning Goals Diverse Techniques

6 Criteria of Quality Assessments NAME of Assessment Rigorous_____ Measures Reliability Learning & Standards Validity Comparable Informs Instruction Supports Learning Goals Diverse Techniques PHASE ONE PHASE TWO Possible Points 20 10 1

Phase 1 – Point Distribution Scale DESCRIPTOR EXPLANATION POINTS All 100% of the assessment meets the criteria ~ Criteria #1 - measures the learning standards ~ Criteria #2 - is reliable and valid 20 Most 85% - 99% of the assessment meets the criteria 17 Some 50% - 84% of the assessment meets the criteria 10 Little 1% - 49% of the assessment meets the criteria 5 None 0% of the assessment meets the criteria

May 2015 Building Capacity Assessment Literacy Series – Year 1 Assessment Review: Understanding Assessment Design & Evaluating Your Assessment Formative Assessments & Feedback Performance Assessments & Creating Rubrics

Workshop Game Plan Morning Session: Review & Instruction Framing the Session – 6 Criteria—Alignment Tapping Prior Knowledge—Recognizing Teacher Experience What the Experts Say Our Tools Afternoon Session: Application Applying Our Learning to Your Assessments!

Assessment Literacy Series Dr. Sue Brookhart Webinars: https://www.engageny.org/content/teaching-core-assessment-literacy-series PowerPoints Presentations: https://www.engageny.org/resource/teaching-core-assessment-literacy-series-materials

“Rigor is an appropriate match to the Standards.” What is “rigor” and how can we know (and document) that an assessment is rigorous? “Rigor is an appropriate match to the Standards.”

Measuring Learning Standards Validity Does the assessment REALLY indicate intended learning outcomes? Do the content and thinking skills match the standard? (alignment) Two recommended methods for answering this question and documenting it: Test blueprint – before or after Panel review of items or tasks – mapped back to content, skills & Standards

Test Blueprint What Standards or Cluster of Standards? ELA Common Core Reading Standards: 1-3: Key Ideas & Details 4-6: Craft & Structure 7-9: Integration of Knowledge & Ideas 11: Responding to Literature Range of Difficulty Levels? Include different levels of Bloom’s Taxonomy or Webb’s Depth of Knowledge

Guiding Questions

Teaching is the Core – Session 2 Rockland BOCES Consultant Formative Assessment & Feedback Pat Krizan Rockland BOCES Consultant

2 Minute Quick Write My understandings of formative assessments 5 examples of formative assessments I’ve used

“Learning to Love Assessment” by Carol Tomlinson Restate the Understanding as a positive statement, and share the main idea or key point: Formative Assessment is . . . .

Strategies & Tools for Formative Assessment

As a result of reviewing almost 8,000 studies, researcher John Hattie (1992) made the following comment: “The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’” (p. 9).

Feedback- Jigsaw Activity

Recent Research Articles “The Bridge Between Today's Lesson and Tomorrow's” – C. Tomlinson “Feedback That Fits” – S. Brookhart “Preventing Feedback Fizzle” – S. Brookhart “How Am I Doing?” – J. Chappuis “Helping Students Understand Assessment” J. Chappuis

Your Unit Where do or can formative assessment “moments” occur—pauses to check for understanding? What formative assessment strategies could be utilized? Feedback? What are the common errors? What feedback can you give?

Debriefing & Next Steps Today’s Work: Next Steps:

Performance Assessments & Creating Rubrics Teaching is the Core – Session #3 Performance Assessments & Creating Rubrics Pat Krizan Rockland BOCES Consultant

Thinking about our topics What is a performance assessment? List 10 examples of performance assessments. Why do we use rubrics? What is your experience with rubrics?

Questions to Pose: What is being assessed? What performance did the student have to do? What criteria? What level of thinking is involved? (assuming it’s not been talked about in class)

Your Unit Where do performance assessment “moments” occur—whether diagnostic, formative or summative? Is our performance assessment aligned to the Standards? Is it providing us with a reliable picture of student learning? What performance assessments may we want to add? Tweak?

Understanding Rubrics

Articles: Rubrics “Using Rubrics to Promote Thinking & Learning” Heidi Goodrich Andrade “What Are the Advantages and Disadvantages of Different Types of Rubrics?” S. Brookhart “Confusing Rubrics with Requirements or Quantities” Susan Brookhart

Criteria: What am I going to look for in student work? What learning should be included in the rubric Is the learning aligned to the Standards? Performance Descriptors: How can I describe the learning? What does proficiency look like? What does mastery look like? What does partial proficiency/partially meeting the Standards look like?

Criteria Should be about the learning to be demonstrated, not about the requirements for the assignment Matched to the learning goal or achievement standard you want to measure and report on

Checklist for assignment requirements — not understandings! Not used for grading – used formatively By students (self and/or peers) My Poster Checklist ___ My poster has a title. ___ My poster is neat. ___ My poster is well organized. ___ My poster has correct spelling. ___ My poster has correct capitalization. ___ My poster has correct punctuation.

Lessons Learned Lack of alignment in current assessments Challenged assumptions regarding alignment to Standards and vendor assessments Scratched the surface—first introduction to topics for many or superficial knowledge Baby steps—applications to one assessment Continued work needed, layers Formative assessment feedback & next steps Rubrics

2015-16: Continuing to Build & Deepen Capacity Assessment Literacy Series – Year 1: repeated with new cohort Elementary Secondary Assessment Literacy Series – Year 2: follow-up to deepen learning in assessment topics

2015-16 Assessment Literacy Series – Year 2 Formative Assessment Follow-Up: Planning Next Steps for Student Learning Designing Rubrics FOR Learning A Unit of Fully Aligned Assessments

2016-17 Continuing to Build Capacity Assessment Literacy Series – Year 1 New cohort Elementary Secondary Assessment Literacy Series – Year 2 Assessment Literacy Series – Year 3 Evaluating our progress

6 Criteria of Quality Assessments NAME of Assessment Rigorous_____ Measures Reliability Learning & Standards Validity Comparable Informs Instruction Supports Learning Goals Diverse Techniques

Any further questions, please feel free to call or email! Thank YOU!!! Any further questions, please feel free to call or email! Pat Krizan pkrizan@rboces.org 607-341-6596