Pattern Blocks Use the blocks at your table to make a pattern. Describe your pattern to your group.

Georgia Performance Standards K-2 Mathematics Day 2: Learning to Assess and Assessing to Learn

Days of Training Implementation Year One Implementation Year Two Day One: Standards-based Education Day Two:  Assessment Day Three: Instruction Day Four: Unit Design Implementation Year Two Day Five: Differentiation Day Six: Examining Student Work Day Seven: Putting It All Together

First Grade Takes a Test Think About: What do we assess? Why do we assess? How do we assess?

Table Discussion What should we assess? Why should we assess? How should we assess?

Stephen Covey Quote “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now and so that the steps you take are always in the right direction.”

Today’s Assessment Develop a performance task to gather evidence of what students will know and be able to do related to the standard(s) you chose.

Performance Tasks & Assessments * often occur over time * result in a tangible product or observable performance * encourage self-evaluation and revision * require judgment to score * reveal degrees of proficiency based on criteria established and made public prior to the performance * sometimes involve students working with others

According to Grant Wiggins… What is to be assessed must be clear and explicit to all students. NO MORE SURPRISES! Rubrics must accompany all major assignments and assessments.

A rubric … Shows levels of quality Communicates standards Tells students expectations for assessment task Is NOT a checklist (yes or no answers) Includes dimensions (criteria), indicators and a rating scale.

Today’s Assessment Rubric

Essential Question 1 What should we assess?

Is it 15? The area of the green triangle is one. Can you make two different designs with an area that equals exactly 15?

What We Should Assess What mathematics is involved in this task? What standards/elements are addressed?

Is This a Good Task? Decide whether this is or is not a good task. Justify your answer.

Criteria for Good Tasks Involves significant mathematics Can be solved in a variety of ways Elicits a range of responses Requires communication Stimulates best performance Lends itself to a scoring rubric

Standards Based Education Model GPS Stage 1 Identify Desired Results (Big Ideas) Enduring Understandings  Essential Questions  Skills and Knowledge (one or more) Standards Elements Stage 2 Determine Acceptable Evidence (Design Balanced Assessments) (To assess student progress toward desired results) All above, plus Tasks Student Work Teacher Commentary Participant’s Guide, page 8 Stage 3 Plan Learning Experiences and Instruction (to support student success on assessments, leading to desired results) All above

Looking for Big Ideas M2N5. Students will represent and interpret quantities and relationships using mathematical expressions including equality and inequality signs. b. Represent problem situations where addition, subtraction or multiplication may be applied using mathematical expressions. Converting problem situations into mathematical expressions K Standard Share the book, The Grouchy Ladybug.

From Understandings to Questions Students will understand how to use pictures, words, and symbols interchangeably to represent problem situations. How do pictures, words, and symbols relate to each other in given problem situations? How do I know when to add, subtract, or multiply?

Skills and Knowledge KNOWLEDGE (declarative) SKILLS (procedural) Facts Concepts Generalizations Rules, Laws, Procedures Skills Procedures Processes Participant’s Guide, page 13 KNOWLEDGE (declarative) SKILLS (procedural)

Skills and Knowledge Addition (putting together) Subtraction (comparing/difference and taking away) Multiplication: repeated addition, arrays, multiples (skip counting), Properties: commutative, associative, identity Terminology: sum, difference, product, factors, multiples Symbols: +, -, X

Concept Development Abstract Semi- Abstract Semi- Concrete Concrete

Multiple Representations Pictures Tables Words Symbols Graphs Demonstrate activities that can be used to support the given standard: Arrays (Pictures) Collections (Words) Repeated Addition (Symbols) Multiplication Table (Tables) Function/ Input-Output Chart (Graphs)

Essential Question 2 Why should we assess?

Boots and Hats I saw 6 kindergarten students lined up to go outside to play in the snow. Everyone was wearing boots, and everyone was wearing a hat. How many boots and hats did you see?

Why We Should Assess What could you learn about students based on their performance on this task?

Accountability The purpose of the Georgia Testing Program is to measure the level of student achievement of the standards identify students failing to achieve mastery of content provide teachers with diagnostic information assist school systems in identifying strengths and weaknesses in order to establish priorities in planning educational programs.

Testing CRCT Information

Essential Question 3 How should we assess?

Bikes and Trikes At the beginning of the party, there were 7 wheels in his driveway. At the end of the party, there were 15 wheels.

How We Should Assess Which standard does this task assess? What are the desired results? How does this task assess the desired results?

Matching Assessments with Standards ASSESSMENT FORMAT ACHIEVEMENT TARGET Selected Response Constructed Response Performance Tasks Informal Assessment Knowledge/ Informational Skills/Process Thinking and Reasoning Communication Other: Can assess mastery of specific elements of content knowledge Short answers allow students to apply content knowledge Not a good choice for this target; other options preferred Teacher can ask questions, evaluate answers, and infer mastery; but this may not be time-efficient Can assess application of some patterns of reasoning Can observe and evaluate skills as they are being performed Strong match when skill is oral communication Written descriptions of complex problem solutions can provide insight into reasoning proficiency. Can watch students solve some problems or examine some products and infer reasoning proficiency Can ask students to “think aloud” or can ask follow-up questions to probe reasoning Can observe and evaluate oral & written communication portions of performance tasks. Strong match with some communication skills, especially oral communication Can assess under-standing of the steps of a process, but not a good choice for evaluating most skills Not a good choice for this target; other options preferred. -Adapted from Marzano and Stiggins

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

Assessment vs. Grading Student 1 receives mostly As and high Bs in the beginning; but his/her performance drops off considerably, and s/he receives an F on the final performance test. Student 2 is erratic, receiving an equal number of As and Fs. Student 3 is clueless at the beginning, but by the last few sessions, s/he catches on and performs flawlessly on the final performance. His/her grades are, in order from the first test to the last, F, F, F, F, C, B, A, A, A.

Assessing for Learning vs Grading Continuous process Provides feedback to improve student achievement May be formative or summative Provides a means of collecting evidence of student mastery of the standards Provides a photo album of student progress through which student growth can be observed Grading A means of assigning numerical or alphabetical grade to a student’s work to inform students, parents and other stakeholders May be formative or summative Provides an attempt to quantitatively describe student achievement Provides a snapshot of student progress

“What Shape Am I?” Analyze the four pieces of student work to this task using the steps for “Analyzing Student Work”.

Analyzing Student Work Complete the assignment or task. Identify the standards addressed by this assignment. Specify the criteria of the assignment.

Analyzing Student Work Generate a rough rubric or scoring guide based on the standards addressed and the criteria for this assignment. Score the work or provide feedback on the work, using the rubric/scoring guide. Plan a strategy for improving student performance based on the work.

Rubrics Holistic Analytical Longitudinal

Advantages of Using a Rubric Lowers students’ anxiety about what is expected of them Provides specific feedback about the quality of their work Provides a way to communicate expectations and progress Ensures all student work is judged by the same standard Disengages the “halo” effect and its reverse Leads students toward quality work.

Basic Rubric Template Scale Criteria Indicator Indicator Indicator

Ugly Rubrics Too wordy so that no one can understand, let alone use them for a fair grade Checklists – Have it, don’t have it Judge the wrong thing so student can just jump through hoops to get a good grade.

Pretty Rubrics Are tools Show level of quality of a performance or task Communicate standards clearly and specifically Are given to students to set expectations Show what to avoid and addresses misconceptions Are consistent and reliable Use content that matches standards and instructional emphasis

Small group discussion: What has to happen? If you know what a student must understand, how do you check to see if that student understands? What evidence will you use to evaluate the level of understanding? What will you do in your classroom based on the evidence you collect?

Today’s Assessment Develop a performance task to gather evidence of what students will know and be able to do related to the standard(s) you chose.

Work in small groups. Choose standard(s) and/or element(s) you have used to identify the desired results. Focus on each understanding and write how a teacher could use assessment to find evidence of the student’s understanding. Develop a culminating task and rubric.

Self-Assessment Setting a Goal

Field Assignment Redeliver Day 2. Use the assessment you created today with students. Collect work samples to share with the group. Bring student work samples of your task to Day 3. Bring resources to help you develop your unit.

Days of Training Implementation Year One Implementation Year Two Day One: Standards-based Education Day Two:  Assessment Day Three: Instruction Day Four: Unit Design Implementation Year Two Day Five: Differentiation Day Six: Examining Student Work Day Seven: Putting It All Together

Contact Information Lisa Bryan Georgia Department of Education 1754 Twin Towers East Atlanta, Georgia 30334 Office Phone: (404) 463-6924 Office email: lbryan@doe.k12.ga.us