1. What comes to mind if you have to explain / define a Balanced Assessment System?

2. Process the BAS Framework Think of an assessment… Place it on the Stiggins & Chappius assessment framework Does the assessment serve the intended purpose based on the characteristics defined?

3. How is our current system of assessment ‘out of balance’?

4. National Academies, Board on Testing and Assessment (BOTA) 2014

5. System Components The committee concludes that a science assessment system should include three components: 1.Assessments designed for use in the classroom as part of day-to-day instruction. 2.Assessments designed for monitoring purposes that include both on-demand and classroom-embedded components. 3.A set of indicators designed to monitor the quality of instruction to ensure that students have the opportunity to learn science as envisioned in the framework. Developing Assessment for the NGSS, pg. 200

6. KY’s Next Gen Science Assessment System

7. KY’s Next Generation Science Assessment System How does this early draft compare to Stiggins & Chappuis framework for a balanced assessment system?

8. The focus is building a framework for a system of assessment that begins in the classroom, focusing on generating information that enables teachers to adjust instruction and students to track their learning and focus on growth and improvement – for all levels / courses. The process of identifying defensible evidence of student understanding goes beyond the bounds of any particular assessment. The information the vendor will provide can be extrapolated to all science levels / courses.

9. What’s being asked of teachers for developing the science assessment system? 1.making formative assessment explicit, 2.collecting defensible evidence of student learning & sharing with peers for review, 3.informing the new assessment design from the classroom up. Uncomfortable?

10. What goes with what Assessment chart?????????

11. Refection on Learning Experiences Choose two Learning Experiences that you have completed this year during the Network Identify the strength of each learning experience in implementation, development, connections, assessment, etc. Identify the weakness What evidence do you have that changes need to be made? What would those specific changes look like? What were the AHAH moments?

12. LUNCH

13. Interviewing questions - WEST ED This is to allow the teachers a set of questions to begin to think/reflect/discuss their work. Using the Learning Experience you brought today with student work and the rubric complete the West Ed questionnaire. You will have 30 minutes to complete this process

14. Pair Up Assessment Task Review Process Following the process laid out on the handout take your partners Learning Experience complete the process. Once you have completed the process take the WESTED protocol and complete it for your partners paper – upon completion discuss with your partner your findings

15. Group Finding with the Room Chart your groups overall areas of weakness, strengths and AHHA moments. Gallery walk noting similarities, differences, and AHHA moments from the room. Be ready to discuss similarities and differences from the gallery walk.

16. State Wide Findings Heavily focused on the DCI, leaving the other 2 dimensions undervalued/ignored. One-dimensional targets Not measuring at the depth indicated Assessment without transfer

17. Things to think about Video on leadership (what we saw at the division meeting)

18. Questions /Comments

19. Summer Experiences