PLC Coordinating Council Day 3 Julie McDaniel

Quality Assessment Standards (AKA The Keys to Success) 1.Clear and appropriate purpose 2.Specific and appropriate learning targets 3.Solid assessment design 4.Well-managed and effectively communicated results 5.Student-involved assessments

The 6-day journey 1.Clear Learning Targets a.Learning progressions b.Accurate targets 2.Sound Design a.Target-method matching b.Sampling and blueprints 3.Sound Design a.Performance assessment b.Rubric development 4.Sound Design a.Transformative assessment b.Differentiation 5.Sound Design a. Critiquing assessments b. Culture 6.Effective Communication a.Quality data b.Reporting results

Last Time Improvement is not focusing on the results, but by focusing on improving the systems that create the results. Learning and change Target-method matching Adequate sampling Assessment blueprints

Agenda Standard 3: Sound Assessment Design Performance Assessment Rubric Development

An Inference-Making Enterprise Student’s assessment results Student’s knowledge Inference made about OVERT COVERT

‘change is inevitable; growth is optional’ Wellman 2004

Performance Assessment At least 3,000 years old Matches the behavior domain to which you are making inferences Coincides more closely to behavior than paper- and-pencil test Based on observation and judgment Students apply a performance skill or create a product that demonstrates their knowledge

2 Components to Performance Assessment 1.Tasks Activities or exercises in which students engage while the teacher observes and judges quality Examples include oral presentations, exhibitions, Socratic Seminars, driving tests, diving competitions

2 Components to Performance Assessment 2.Rubrics Basis for judging the quality of the performance on the task Other terms used interchangeably include performance criteria, assessment lists, scoring guides. Learning Progressions (process) ≠ Performance Criteria (product)

Integrating Assessment and Instruction Sorting Student Work

Sorting Student Work Purposes: 1.To increase knowledge of local learning targets by articulating characteristics of student performance that indicate quality 2.To see where criteria come from by ‘reconstructing’ a scoring guide; to see that performance assessment is ‘do-able’ 3.To experience the usefulness of building generalized scoring criteria 4.To illustrate the fusion of assessment and instruction

Sorting Student Work 1.Individually a)Read through each sample and place it in one of three piles – Low, Medium, High b)Use the sorting log to jot down characteristics/properties of samples within each pile. 2.As a group a)Use chart paper to show your consensus about the criteria for each category b)Post your paper on the walls

Creating a Vision of Proficiency What does it really look like as it is being done successfully? What is the intended learning? When all is said and done, what do you want students to know and be able to do?

A Brief Primer Every rubric has two traits –Analytical trait or Holistic Analytical trait – more than one trait of a performance is scored (Example: rubric with individual GLCEs) Holistic – a single score for the performace (Example: the MEAP writing rubric) –Task-specific or Generic Task-specific – criteria relate to a specific task Generic – criteria can be used across tasks (Example: the MEAP writing rubric)

Recap Performance Assessment –Task –Rubric Mandates a vision of proficiency in order to provide equity and systemization

Next Time Standard 4: Sound Assessment Design Transformative Assessment

End of Day