1. Assessing the Common Core Standards
Christina Fritz
Senior Account Manager/Content

2. Agenda Assessing with Intent Understanding Depth of Knowledge
Matching Assessments to their Purpose

3. Are teachers asking the right questions?

4. Importance of Designing High Quality Items
Assesses with intent
Decisions on student proficiency are decided based on assessment items
Items should be reliable and valid

5. Validity is the extent to which a test measures what it claims to measure.

6. Reliability is the consistency of your measurement.

7. Reliability and Validity

8. Importance of Designing High Quality Assessments
Assessments measure what is being taught in the classroom
Align to the district curriculum
Curriculum Maps
Scope and Sequence
Pacing Guides
Results of the assessment are used to report on student achievement
Used to make decisions about student growth, interventions and program placement

9. Balanced System of Assessment
Classroom Assessment
Common Formative Assessment
District Level Assessment
State Mandated Assessment
This continuum represents a balanced system of assessment. With this type of balance, we can count on reliable data that will drive our instruction.
FORMATIVE
SUMMATIVE

10. The Heart of the Common Core
Deeper Understanding of the Content

11. Standards are outcome measures

12. Think About It
11/28/2018
What does it mean for a student to be proficient on this common core standard?
Grade 5 Math
Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real world problems.
Talk about what kind of assessments they would administer to students – this will vary depending on if they are a teacher or a district administrator.

13. Assessment Structure

14. BLOOM’S TAXONOMY AND ASSESSMENT

15. Webb’s Depth of Knowledge (DOK)
Level 1 Recall
Recall of a fact, information, or procedure.
Level 2 Skill/Concept
Use information or conceptual knowledge, two or more steps, etc.
Level 3 Strategic Thinking
Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer.
Level 4 Extended Thinking
Requires an investigation, time to think and process multiple conditions of the problem.

17. When assigning the DOK level, consider…
The level of work students are most commonly required to perform
The complexity of the task, rather than its difficulty.
The DOK level describes the kind of thinking involved in a task, not the likelihood that the task will be completed correctly.
The complete domain of items that would be appropriate for completing the task.
Identify the DOK level of the most common of these items.
If there is a question regarding which of two levels an objective addresses, it is usually appropriate to select the higher of the two levels.

18. Difficulty and Depth of Knowledge
Which of these men served as vice president under James Buchanan?
John C Breckenridge
George M Dallas
William R King
Daniel D Tompkins
Answer: John C Breckenridge

19. Unwrapping versus Unpacking

20. Think About It Unwrapped Standard Grade 5 Math
11/28/2018
Unwrapped Standard
Grade 5 Math
Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real world problems.
Talk about what kind of assessments they would administer to students – this will vary depending on if they are a teacher or a district administrator.

21. How can unpacking standards help us to better understand their purpose?

22. Matching Purpose with Method of Assessment
Selected Response
Extended Response
Essay
Performance
Assessment
Oral Questions
Observation
Document student mastery of content
Excellent
Poor
Fair
Document student reasoning
Fair
Good
Excellent
Document student skills
Fair
Excellent
Diagnose student weaknesses
Fair
Poor
Good
Good
Poor
Fair
Use for school accountability
Have participants review and fill in chart in their participant guide. Then you will reveal the answers and discuss.
Evaluate curriculum
Good
Fair
Good
Poor
Fair
Use as a barrier test for high school graduation
Motivate students
Fair
Good
Excellent
Good
Poor
Fair
Assess students perceptions and interests

23. 11/28/2018
Questions should be clearly written for students

24. The Common Core Standards

25. QUESTIONS

26. Contact
Christina Fritz