CLASSROOM ASSESSMENT Dr. Deborah Brady Ribas Associates

Agendas 2 days Day 1—Setting Standards Day 1: Introductions, setting priorities, Developing Quality Assessments Defining what assessment is.  Collaborative development of common assessments  Insuring validity and reliability  Linking assessments to learning targets, mastery objectives, and standards  Creating quality performance assessments  Authentic assessment’s power to motivate  Developing rubrics and scoring guides  Using rubrics to differentiate instruction and group flexibly  Giving feedback that promotes student motivation and engagement  Using student self-assessment and peer feedback to improve performance Day 2—Data Use Day 2 Using Results to Guide Instruction and Improve Student Learning  Making instructional choices based on assessments  Understanding the limitations of specific assessments: large-scale, benchmarks, and textbook  Formative assessment’s power to improve student achievement  Formative assessments: guiding students to mastery  Formative assessments and differentiating instruction  Monitoring progress for individual students and the entire class  Measuring growth versus achievement  Assessing performances: writing, presentations, group work, and projects  Standards-based grading versus traditional grading: what each communicates Introductions: Please consider your specific needs and expectations from these two days. These items can be emphasized and de-emphasized; others might be added depending on your collective interests and needs

Day 1 Development: Participants will create a variety of valid and reliable assessments that align with their local curriculum and develop scoring guides that can be used to differentiate instruction and promote student achievement and engagement. Day 2 Using Results: Participants link results to instructional decisions to support differentiation and flexible grouping and to monitor individual and whole-class growth and achievement. Also, they will learn to embed the power of formative assessment throughout their day to improve student achievement and engagement.

Processing Partner: Someone not from your table Assessment is the single most effective instructional strategy to increase learning. Do you agree, somewhat, disagree? assessment-introduction Entire process of assessment Goal Setting  Formative  Summative  Student Reflection

Magnetic Words 1.Select a magnetic word that either attracts you or repels you from the 5 posted 1.Standardized/Normed Assessments & Summative 2. Benchmark/Common 3.“Interim-Formative”—Common 4. Assessments measuring growth (DDMs and MCAS SGP) 5.Ongoing Formative (in classroom— checks for understanding, rubrics, self-assessment, feedback) 2.Purposes may include: screening, diagnostic, progress monitoring, outcome focused 3.Discuss this word with the others who have chosen the word. Be prepared to share/discuss DefineGive examples Purpose(s)Limitations 5 Type of Assessment

copyright 2008 Ribas Associates7 Classroom Reasons for Assessing Students’ Work gb149 To motivate or demotivate?

Vygotsky’s Schemas: ZPD Social Construction of Knowledge TEACHER—Gradual Release of Responsibility STUDENT’S JOURNEY (ACQUISITION OF MASTERY) Setting Clear Goals or Targets Introduction Guided Practice Coached Practice Independent Practice Independent Mastery Starting to “own” ideas Students set their own goal for mastery Unclear understanding Misconcepti ons and mistakes begin to get clearer Use ideas on their own Some level of mastery

The Gradual Release of Responsibility Teacher ModelsTeacher GuidesTeacher CoachesTeaher Conferences, Guides, Gives Feedback Students Learn from teacher Students gradually try out Students put ideas into their own words Students work on their own (with guardrails) Asks questionsModels taking notes “Get the Gist” Models synthesisFeedback from checklists, rubrics, peer conferences, teacher conferences Provides visuals, videos, readings Models summarizing, paraphrasing Models quoting, citing Group work, Inside/outside circle, Socratic Seminars Students share as individuals and/or as groups. Students independently demonstrate their level of mastery Models inquiryStudents begin to make connections and to analyze and synthesize ideas. The ideas begin to become their own. Begin to use the language of the concept Question and answer Exposure of students to the “big picture” and “big question” Begin to develop a schema

copyright 2008 Ribas Associates Introductory Guided Practice Immediate Mastery Mastery Immediate Application Mastery Independent Application Mastery Levels of Mastery (gb 3)

copyright 2008 Ribas Associates 1.Think of a skill that you want students to master or a skill that you have recently mastered. 2.Consider the steps that it took for your students to reach mastery. 3.What level of mastery did they reach? Was it variable? 4.Pair-Share with your Elbow Partner--what strategies and/or supports do students need to reach mastery. Think – Write – Pair – Share MASTERY OBJECTIVE or GOAL or Standard

copyright 2008 Ribas Associates Nice to Know Important to Know Essential to Know Wiggins and McTighe Understanding by Design, 1998 Do you have a schema for your Mastery Objective?

Examples of Lesson Mastery Objectives 1.By the end of the lesson, you will be able to import, export, and link data among word processing documents and other applications 2.By the end of the lesson, you will be able to demonstrate lab safety techniques for the use of hot plates, safety goggles, chemicals, lab glassware and lab specimens 3.By the end of the lesson, you will be able to solve at least 10 two step equations and check for accuracy. Question: Does the link between Formative Assessments and Mastery Objectives make sense to you? Turn and talk then quick dip-sticking. Turn and Talk

Examples of Lesson Mastery Objectives ■What: Solve real world problems using the Pythagorean Theorem ■Why: When would you need to know the hypotenuse or one of the sides? ■How: Students will determine the cost a new rug in their classroom when only the diagonal and one side is known. ■How: Questions to ask: Make up another real world problem that uses the PT. (Consider a farmer, someone buying a fence, someone building stairs or a roof on a house and ordering materials.)

Levels 1 and 2 of Mastery Think of your Mastery Objective ■1. INTRODUCTION: A student is at the introduction level immediately after the information and/or skill has been presented to the student for the first time. At this level there is no expectation that the student will be able to demonstrate mastery of the standard. ■( The Teacher has a schema/what reaching the desired goal will look like in mind—Argument; DBQ; charcoal sketch; volleyball serve; Pythagorean Theorem; lab report.) (SCHEMA—what does the target look like to you?) ■2. G uided practice: At this level, we expect that the student can demonstrate the knowledge or skill only with prompting from the teacher or another person who has mastered the standard. copyright 2008 Ribas Associates (gb 2-3)

■3. I mmediate mastery: At this level, the student can demonstrate the information or skill of the standard independently, shortly after the teacher has presented the knowledge or skill. ■4. immediate application mastery: At this level, the student is able to use the information and skill in an unfamiliar setting, shortly after the presentation of the concept. copyright 2008 Ribas Associates 3. Levels of Mastery (Gb 2-3)

■4. Independent mastery: At this level, the student can demonstrate the information or skill after a period of time has passed since the standard was taught. ■4. Independent application mastery: At this level, the student can demonstrate mastery after a period of time has passed and in an unfamiliar situation. copyright 2008 Ribas Associates 4TH. Level of Mastery (gb 2-3)

Activity to Deeply Understand Mastery and GRR as a Learner ■Tee Shirt Challenge (Set goal) INTRODUCTORY ■Watch Video—work alone, no talking ■Watch second video—work with partner GUIDED PRACTICE- to INDEPENDENT PRACTICE ■Use directions—work with partner ■Metacognitive Moment—What is mastery? Are you a master tee-shirt folder? (Next slide has Levels of Mastery.)

copyright 2008 Ribas Associates Introductory Guided Practice Immediate Mastery Mastery Immediate Application Mastery Independent Application Mastery Levels of Mastery (gb 3)

Mastery Objectives and Assessment Alignment ■It is crucial that assessments align with the mastery objectives for the lesson/unit. ■Analyze the following examples to determine if there is alignment. ■Be prepared to share out. copyright 2008 Ribas Associates20

Quality MO and assessment? Assessment Plan The Mastery Objectives: ■I can identify fractions as part of unit wholes, parts of a collection and also be able to locate the fraction on a number line. ■I can explain how common fractions and mixed numbers are related to one another. ■I can demonstrate understanding of equivalent fractions, how to calculate equivalency and convert the fraction to a smaller or larger fraction, and interpret how the two fractions relate to one another using various manipulatives, such as fraction strips, fraction circles, or drawings. ■Pre-assessment: I will pre-assess their knowledge of equivalent fractions and ordering fractions by putting a few basic problems on the overhead projector at the start of the lesson. This assessment will include a few problems that will serve as a review from the previous lesson, and also include a few newer problems to see at what level the class is in order to determine where I can start my lesson. copyright 2008 Ribas Associates21

■Formative Assessments: ■ I will formatively assess the students throughout the lesson by circulating to each group to check their progress and their level of understanding. By doing this, I can easily offer help or guidance while the lesson is in progress so as to prevent the child falling behind. It will also give me a quick idea of who is following the concept, and who still needs a little more assistance. ■ I will use this time to take notes on each student's progress so as to know what direction the lesson should go in. (If I can move on, or if I need to slow it down and review). ■I will also ask various recall questions throughout the lesson in relation to the activity they are completing, such as how to find equivalent fractions, what methods we can use to find an equivalent fraction, and how can we tell if the fraction is larger or smaller when ordering them. ■My HINGE questions will be exit slips that ask students to arrange 5 mixed numbers on a number line at the end of each class in the unit. 22

■ Summative Assessments: ■I will give the class a quiz in which they will have to take different fractions and come up with two equivalent fractions to match the original fraction. ■ I will also have them explain to me why it is equivalent, either using illustrations and/or their own words to explain why ½, 2/4, and 3/6 are all equivalent. ■It is important to know that they not only know 'how' to calculate their answer, but more importantly that they know 'why' they are equal. ■ I will complete the assessment by giving them a series of fractions and ask them to order them from greatest to least and explain why they are in that particular order, and what method they used to put them in that order. They can do this by modeling their work or describing the steps they took to arrive at the conclusion. copyright 2008 Ribas Associates23

Quality Assessment Plan Example copyright 2008 Ribas Associates24

Zone of Proximal Development 1.Safe zone 2.ZPD=Just Right—Challenging, invigorating, engaging 3.Danger Zone

BUILDING A LEARNING SCAFFOLD What exactly does that mean?

Scaffolding—How and When and Where

Scaffolding ■Give students help, but not more than they can assimilate ■Not more than is needed ■Match the learner’s needs EXACTLY –Initiaally the teacher gives more –Later in the larning process, the teacher provides less (Guraddrails, –This is a temporary framework that supports the children’s thinking at a higher level than the children could manage –Direct Instruction—modeling thinking out lioud—questioning--prompting on their own.

Group Work/Partner work Protocols (warm/cool) Direct Instruction M odeling thinking out loud Sentence Frames as models Visuals, realiaQuestioning Graphic Organizers, Images, Diagrams for Schema Feedback Self-Monitoring Peer Feedback Guardrails Schema Rubrics Checklists Scaffolding Options Use “guardrails” as students acquire independence

When is scaffolding too much? ■Standard: “Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.” Non-fiction reading that could be scientific, literary, an essay, historical and a math article. Task analysis: Read, define central idea, define changes of the idea including the details of the changes, write an objective summary ■How would you scaffold appropriately? ■What might be too much or might not be appropriate?

WarningNeeds ImprovementProficientAdvanced Does not answer the question because the reading is misunderstood and/or the question is misunderstood or not answered Answers the question with a quotation, but the answer is incomplete or unexplained. Answers the question and explains in his/her own words that are accurate and apt. Answers the question in an insightful, nuanced answer that uses appropriate vocabulary and language What is the next step for each student/group of students? How can you scaffold the next step? What assessments do you make during this process? 1.Describe where the student is. 2.Describe ONLY the next step.

(if time) MCAS Open Response Create 4-levels of Scaffolds f ■ s/testitems.htmlhttp:// s/testitems.html Or for PARCC ■ essments/parcc-released-itemshttps://prc.parcconline.org/ass essments/parcc-released-items Grade 09 ELA - Narrative Writing Task - Item Set 9th Grad e Grade 09 ELA - Narrative Writing Task - Sample Student Responses 9th Grad e Grade 09 ELA - Paired Text Set - Item Set 9th Grad e Grade 09 ELA - Research Simulation Task - Item Set 9th Grad e Grade 09 ELA - Research Simulation Task - Sample Student Responses 9th Grad e Grade 09 ELA - S/M Informational Text Set - Item Set 9th Grad e Grade 10 ELA - Conventions - Sample Student Responses 10th Grad e Grade 10 ELA - Literary Analysis Task - Item Set HS Algebra 2 - PBA - Sample Student Responses - Item 13 - M th Grade, 11th Grade HS Algebra 2 - PBA - Sample student Responses - Item 14 - VF th Grade, 11th Grade HS Algebra 2 - PBA - Sample Student Responses - Item 15 - VF th Grade, 11th Grade HS Algebra 2 - PBA - Sample Student Responses - Item 16 - M th Grade, 11th Grade

Know Thy Impact—Making Learning Visible ■What are we doing? ■Why are we doing it? ■Why do we think it will work? ■How can I get started? Where are we going? How are we getting there? How are we doing? Hattie, The Power of Feedback

John Hattie—”Visible Learning” ■“When investigating the continuum of achievement, there is remarkable generality—remarkable because of the preponderance of educational researchers and teachers who argue for treating students individually, and for dealing with curriculum areas as if there were unique teaching methods associated with English, mathematics, and such. The findings from this synthesis apply, reasonably systematically, to all age groups, all curriculum areas, and to most teachers.” ■What “some” teachers do matters—those who teach in a most deliberate and visible manner.

Hattie’s Eight Mind Frames for Educators : 1. My fundamental task is to evaluate the effect of my teaching on students ’ learning and achievement. 2. The success and failure of my students ’ learning is about what I do or don ’ t do. I am a change agent. 3. I want to talk more about learning than teaching. 4. Assessment is about my impact. 5. I teach through dialogue not monologue. 6. I enjoy the challenge and never retreat to “ doing my best ”. 7. It ’ s my role to develop positive relationships in class and staffrooms. 8. I inform all about the language of learning.

Effect Size ■Effect Size is a common expression of the magnitude of study outcomes for many types of outcome variables, such as school achievement. An effect size of d=1.0 indicates an increase of one standard deviation on the outcome (a standard deviation increase is typically associated with advancing children’s achievement by two to three years, improving the rate of learning by 50%, or a correlation between some variable and achievement of approximately r=0.50. In implementing a new program, an d=1.0 would mean that, on average, students receiving the treatment would exceed 84% of students not receiving the treatment.

Effect Size— pretend this is a standard curve ■ ■.40

Spaced vs. Massed Practice (.71 effect size)

Feedback.73 effect size

Reciprocal Teaching (and PALS and possibly group work) (.74 effect size)

Assessment Capable Learners Hattie, J. (2009). Visible Learning. New York: Routledge Hattie, J. (2012). Visible Learning for Teaachers. New York: Routledge (1.44 effect size) Off the Charts!

Developing Assessment-Capable Students (GRR; Self-Regulatory Processes; metacognitive awareness) Learning Targets by Connie M. Moss and Susan M. Brookhart Chapter 5. Developing Assessment-Capable Students ■Students are the most important decision makers in the classroom. A teacher might have wonderful learning intentions, garner lots of materials, and offer great instructional activities. But unless the student engages with these, very little learning occurs. To engage in learning, students need answers to the three central questions of the formative assessment process: ■Where am I going? ■Where am I now? ■How can I close the gap between where I am now and where I want to go? ■Learning targets are the key to developing assessment-capable students—that is, students who regulate their own learning by answering these three questions as they work. It's the teacher's job to increase the skill (the ability to self-assess) and the will (the disposition to self-assess) of the most important data-driven decision makers of all: the students.

Published in Studies in Higher Education (2006), Vol 31(2), Formative assessment and self-regulated learning: A model and seven principles of good feedback practice

Putting it all together. How do we learn? Find a processing partner and share a tee shirt Please! NO TALKING! NO WRITING NOTES! Please LISTEN CAREFULLY. This will be played only once. ■Seeing (and Japanese instructions): Now fold the tee shirt with your partner

Fold the Tee-Shirt with your Partner ■Still no talking or writing only observing

Now with printed instructions only Try PAL technique 1.Lay shirt flat. Working on a flat surface, lay the shirt horizontally to you, face up, with the collar of the shirt aligned with your left-hand side. 2.With your right hand, “draw” a line across the middle of the shirt (vertically, from your perspective, across the tummy). Draw a second line (horizontally, from your perspective) from the top of the shoulder closest to you, to the bottom hem of the shirt, about two inches in from the edge. 3.Cross over your hands 4.With your right hand, pinch the shirt where the two lines intersect. With your left hand, pinch the shoulder along the second (horizontal) line. While holding the shirt at these two points, cross your left hand under your right wrist, and grab the bottom hem at the end of the second line. You now have the shoulder and the hem in your left hand and the middle of the shirt in your right. (It will look a little messy when you cross—don’t worry about it.) 5.Lift and uncross your hands 6.Lift shirt so that it hangs in front of you. Uncross your arms, pulling the fold taut. Shake out the T- shirt, readjusting your fingers slightly so the shirt hangs down smoothly. 7.Make your final fold 8.Still holding the shirt with both hands, place it back on the surface, this time facedown (and again with the collar of the shirt aligned with your left side). Fold shirt toward you, bringing the side in your hands over the side with the left sleeve still sticking out. 9.Smooth and store.

Step-by-Step Videos Words PLUS Video ■

Metacognitive Moment Reflect on the need for Differentiation to reach mastery ■This brings much of what we’ve discussed together ■The need to define mastery (and its levels) ■The need to provide many pathways to mastery ■Your learning preferences ■Feedback/coaching

RIGOR Rigor is creating an environment in which: Each student is expected to learn at high levels Each student is supported so that he or she can learn at high levels And each student demonstrates learning at high levels Blackburn, 2008

The “Tasks”

The Task Predicts Performance—R. Elmore from Harvard ■Describe the task. ■Describe the Writing Output of the task. ■Describe the Reading involved in the task when you visit the classroom. ■Describe the Speaking, Listening, Performing of the task. ■Describe the Cognitive Demand

Climbing the Rigor Ladder ■Review the sequence of Little Red Riding Hood with a partner ■Using the Bloom’s verbs in the handout, Create questions at each of the 6 Blooms levels. ■The Bloom’s Dice can be used with students to help them develop higher order thinking questions and to generate HOTS answers Knowledge Comprehension Synthesis Evaluation Analysis Application HOTSHOTS LOTSLOTS

Basic NI Proficient Advanced Learning Target Climbing the “Goldilocks Scaffolding” to the Learning Target or Mastery Pre-assess Formative Checks Summative

LevelDefinitionActionVerbs for Questions and Activities Knowledge Lower order Recall facts and information Know it Tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall, relate Comprehension Lower order Show understandingUnderstand it Locate, explain, summarize, identify, describe, report, discuss, locate, review, paraphrase, restate, retell, show, outline, rewrite Application Higher Order (HOTS_ Use what you have learnedUse it Demonstrate, construct, record, use, diagram, revise, reformat, illustrate, interpret, dramatize, practice, organize, translate, manipulate, convert, adapt, research, calculate, operate, model, order, display, implement, sequence, integrate, incorporate Analysis HOTS Examine criticallyExamine it Compare, contrast, classify, critique, categorize, solve, deduce, examine, differentiate, appraise, distinguish, experiment, question, investigate, categorize, infer Evaluation HOTS Determine worth or value, based on criteria Judge it Judge, predict, verify, assess, justify, rate, prioritize, determine, select, decide, value, choose, forecast, estimate Synthesis HOTS Put together in a new or different way Create itCompose, hypothesize, design, formulate, create, invent, develop, refine, produce, transform

BloomVerbs for Questions and Activities BloomVerbs for WEBB Cognitive Complexity Matrix Levels Knowledge Lower order thinking skill Tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall, relate Recall and Reproduction (Level 1) Recall, observe, recognize facts, identify Comprehension Lower order thinking skill Locate, explain, summarize, identify, describe, report, discuss, locate, review, paraphrase, restate, retell, show, outline, rewrite Skills and Concepts (Level 2) (Understand) Specify, explain, make observations, explain steps, use models to represent or explain, make estimates and explain Application Higher Order Thinking Skill (HOTS_ Demonstrate, construct, record, use, diagram, revise, reformat, illustrate, interpret, dramatize, practice, organize, translate, manipulate, convert, adapt, research, calculate, operate, model, order, display, implement, sequence, integrate, incorporate Strategic Thinking (Level 3) (Apply) Design and investigation, use concepts to solve non-routine problems, translate between problem and symbolic notation Analysis HOTS Compare, contrast, classify, critique, categorize, solve, deduce, examine, differentiate, appraise, distinguish, experiment, question, investigate, categorize, infer Strategic Thinking (Level 3) and Analysis Compare information across sets Analyze author’s craft Evaluation HOTS Judge, predict, verify, assess, justify, rate, prioritize, determine, select, decide, value, choose, forecast, estimate Extended Thinking (Level 4) and Evaluation Gather, analyze and evaluate Draw conclusions and justify Synthesis HOTS Compose, hypothesize, design, formulate, create, invent, develop, refine, produce, transform Extended thinking (Level 4) and Create Hypothesize Design a model to solve real-world problems Create a poem that uses the techniques of the Romantic Age

Commonalities and Generalities

The Standards

Making Claims from Evidence All disciplines ■Science: achievehttps:// achieve ■Arts and all content areas (interdisciplinary) ■ELA Socratic Seminar ■Math 4 levels of videos growth-across-grade-levels/ growth-across-grade-levels/ ■Conjecturing about functions MS: lesson-planhttps:// lesson-plan ■H/SS:

Talking about Tables and Equations To get students to use Academic Language Accurately Jesse Ragent asks the students to do a "matching game." He passes out sets of tables and equations to the students, and challenges the students to "find a triple"-- an equation, a table, and a graph that all make up a "family, triple, or set." He asks students to consider distinctions, characteristics, and attributes as they make their grouping decisions. He reviews group work protocols for turn-taking and talking, asking students to "think out loud, giving mathematical reasons for the selections" they make using language generated by the class. Pre-Planning equations-and-tables/pre-lesson Part 2: equations-and-tables/lesson-part-2http:// equations-and-tables/lesson-part-2

Step 1—Peer Feedback Critiquing other’s Thinking ■Dr. Dimas leads a lesson on constructing, communicating, and evaluating student-generated tables while making comparisons between three different financial plans, helping students use multiple representations of mathematical problems: verbal, tabular, graphical, and algebraic generalization. In this clip, Dimas asks his students to examine a table comparing DVD rental plans, and ask themselves, “Does this make mathematical sense? Why or why not?” His goal is for students to make all three representations for a new and different cost analysis situation and discuss the merit of each representation in that particular situation. This clip is also indicative of standard 1 (make sense of problems and persevere in solving them).standard 1 (make sense of problems and persevere in solving them) ■ standards/standard-3-construct-viable-arguments-critique-the-reasoning-of-othershttp:// standards/standard-3-construct-viable-arguments-critique-the-reasoning-of-others ■Step C: Differing Opinions: lessons/7th-8th-grade-math-comparing-linear-functions/problem-1-part-chttp:// lessons/7th-8th-grade-math-comparing-linear-functions/problem-1-part-c

Other Tools: MA Model Curricula and Rubrics (pp. 6-10) CEPAs Topic development: The writing and artwork identify the habitat and provide details Little topic/idea development, organization, and/or details Little or no awareness of audience and/or task Limited or weak topic/idea development, organization, and/or details Limited awareness of audience and/or task Rudimentary topic/idea development and/or organization Basic supporting details Simplistic language Moderate topic/idea development and organization Adequate, relevant details Some variety in language Full topic/idea development Logical organization Strong details Appropriate use of language Rich topic/idea development Careful and/or subtle organization Effective/rich use of language Evidence and Content Accuracy: writing includes academic vocabulary and characteristics of the animal or habitat with details Little or no evidence is included and/or content is inaccurate Use of evidence and content is limited or weak Use of evidence and content is included but is basic and simplistic Use of evidence and accurate content is relevant and adequate Use of evidence and accurate content is logical and appropriate A sophisticated selection of and inclusion of evidence and accurate content contribute to an outstanding submission Artwork; identifies special characteristics of the animal or habitat, to an appropriate level of detail Artwork does not contribute to the content of the exhibit Artwork demonstrates a limited connection to the content (describing a habitat) Artwork is basically connected to the content and contributes to the overall understanding Artwork is connected to the content of the exhibit and contributes to its quality Artwork contributes to the overall content of the exhibit and provides details Artwork adds greatly to the content of exhibit providing new insights or understandings

Rank the following from least intellectually challenging to most intellectually challenging (rigorous)—Some may be equal; some may be impossible to determne 1.This course requires at least 2 hours of homework per night. 2.Explain why buying more lottery tickets doesn’t improve your odds for winning. 3.Create your own argument proving or disproving the need for a ban on guns 4.Draw a parallelogram with a 35 degree angle. 5.Explain the water cycle. 6.List the states and their capitals. 7.Recite the Gettysburg Address 8.Retell the story we have just shared 9.Compare the results of your experiment with another; how can you explain the differences? 10.Rate how great Gatsby is; provide evidence for your answer from the text. 11.Why did Little Red Riding Hood say, “What big teeth you have, Grandma”? 12.Answer all the questions at the end of Chapter 6.

(Sourcing) Sourcing Contextualzing Corroborating Close Reading Annotating Writing Persuading Expository Historiography

■ 79 Shift #3: Rigor: In Major Topics, Pursue Conceptual Understanding, Procedural Skill and Fluency, and Application

New Science Standards ext-generation-science-standards-achieve ext-generation-science-standards-achieve ■Ideas ■Practices ■Crosscutting Concepts

Skills versus Content? How to balance?

EQUiP Assessment Standards

■Evidence of student learning ■“degree to which” ■Independently ■Accessible to all students ■Rubrics, answer keys, scoring guidelines with guidance ■Pre-Assessment ■Formative ■Summative

ELA: Matching Assessments to Standards Assessment Validity 1.What level of thinking is called for in the standard? 1.Recall—List, retell 2.Understand—explain why 3.Application—use this knowledge 4.Analyze—Consider why 5.Evaluate—Which one is more effective? 6.Synthesize/Create—Create a model of….Create your own experiment (Art of Persuasion and Craft of Argument Massachusetts Model Unit) Assess this Assessment Now with a partner, select a standard that you are going to include in your common assessment. Develop questions that match the 6 levels of Bloom’s Taxonomy.

What is a good match between standards and assessment? Argument StandardsPossible Assessment question/activity Math: Construct viable arguments and critique the reasoning of others Provide an “incorrect” answer, ask the student to correct it and to explain why. Science: Engage in arguments from evidenceUsing the data from the table or graph or experiment, what is your conclusion? How do you defend it? H/SS: Evaluate different points of view based on the same historical event. Analyze Wilson’s speech to Congress about entering the war with a contemporary critic’s. What does Wilson appeal to as motives? How does his critic question Wilson’s ideals? ELA: Read, write and speak grounded in evidenceHow great is Gatsby (rate 1-10). On what do you base your argument? How would Nick rate him? The film that we viewed? Explain your conclusions based on evidence. Engage in a Socratic Seminar to defend your views.

 Standard(s)/Objective(s)  Step 1: Think About the kind of Thinking You Want Student to engage In  Step 2: Select Tasks That Require the Demonstration of That kind of Thinking  Step 3: Determine the Indicators of Mastery  Step 4: Determine the Assessment and Standards of Quality

Course:  Standard(s)/Objective(s)  Step 1: Think About the kind of Thinking You Want Student to engage In o What kind of thinking is implied by the standard(s)/ objective(s)? o What key concepts should students understand by the end of this unit? o How should students be able to use these concepts?  Step 2: Select Tasks That Require the Demonstration of That kind of Thinking o What will students who have mastered these concepts be able to do? o What learning tasks will best help students demonstrate mastery of these concepts?  Step 3: Determine the Indicators of Mastery o What does mastery of the identified learning tasks look like?  Step 4: Determine the Assessment and Standards of Quality o What feedback methods will tell students if they have reached mastery and to what level? o Some short answer? Multiple Choice? (Lower Order Thinking Skills) o Some/one long answer with rubric developed by the department

“Juried” Resources ■Massachusetts Model Curriculum Hundreds of Units K-12 ELA, Math, SS, Sci. ■( Ask to see them and provide .) ■Literacy Design Collaborative (ASCD) Paideia Project: Active Thinking, Reading, and Writing Through Dialogue The Power of Language ■Achieve the Core. The Shifts in Practice Short video about the process of creating the Common Core Close Reading Model Lessons in ELA, History/Social Studies with both informational and literary texts. Close Reading Model Lessons.. Tools, sample texts in thematic units. For example: The Glorious Whitewasher from The Adventures of Tom Sawyer by Mark Twain (with mini- assessment) Grade 7 fiction. Text Complexity Collection This collection includes both academic research on text and qualitative and quantitative tools to assess textsAchieve the Core. The Shifts in PracticeClose Reading Model LessonsThe Glorious Whitewasher from The Adventures of Tom Sawyer by Mark Twain (with mini- assessment) ■Odell Education ELA (literary analysis), HSSTheme-based texts (print and video) without lesson plans, variety of text types: Informational, narrative, historical documents, and literary. PD: how to read closely, how to compare multiple texts, research, making evidence-based claims, etc. ■CCSSO: Model Text Sets 6-12 ELA, HSS (Taking a stand: “The Lottery,” MLKhttp:// ■

Ticket to Leave ■What do you want to address in the next workshops (new or more deeply)? ■What do you need for the next workshop? ■What went well for your needs?