1. Race to the Top Assessment Toolbox 1

2. RT3 Assessment Initiatives Purpose – To support teachers in preparing the students for the Common Core Assessment that is to occur in spring 2015 – To provide assessment resources that reflect the rigor of the CCGPS – To balance the use of formative and summative assessments in the classroom 2

3. RT3 Assessment Initiatives Development of a three-prong toolkit to support teachers and districts and to promote student learning – An assessment literacy professional learning opportunity that focuses on implementation of formative instruction – A set of benchmarks in ELA, Math, and items for grades for Science and Social Studies – An expansive bank of formative/instructional assessment items/tasks based on CCGPS in ELA and Math as a teacher resource 3

4. Instructional Assessment 4 Formative Assessment/ Diagnostic Formative Assessment Summative Assessment Design Teach Re-Design Teach Re-Design Teach Re-Design Teach Common Core State Standards

5. Instructional Assessment Conducted during instruction (lesson, unit, etc.) Identifies student strengths and weaknesses Helps teacher determine next steps – Review – Differentiation – Continuation Supplies information to provide students with detailed feedback Assessment for the purpose of improving achievement LOW stakes 5

6. Assessment Toolbox Components Formative Item Bank (FIB) Interim Benchmark Assessments (IBA) Assessment Literacy Professional Learning 6

7. Toolbox Assessment Items Assess students’ conceptual and skill-level understanding Tasks require students to – Apply the content they know to real world problems – Express logical reasoning by writing, showing their work and/or explaining their answer Aligned to CCGPS assessments in both content and format 7

8. Formative Item Bank 8

9. Purpose of the Formative Item Bank The purpose of the Formative Item Bank is to provide items and tasks for teachers to use in order to assess students’ knowledge while they are learning the curriculum. To provide an opportunity for students to show what they know and show teachers what students do not understand To provide teachers good examples of items that assess the rigor of the common core. 9

10. Formative Item Bank Assessments Developed by Pearson Piloted in RT3 classrooms Approved by Georgia Educators – Teachers and School Leaders – Curriculum Experts Aligned to CCGPS Format aligned with Common Core Assessments Open-ended and constructed response items as well as multiple choice items Holistic Rubrics Anchor Papers Student Exemplars About 750 Items available in OAS this fall 10

11. Formative Item Bank About 1700* Formative Classroom Assessment Items Grades 3 – High School – Math and ELA – Open-ended Scaffolded Extended Responses – Selected Response DOK – DOK 2; 19% – DOK 3; 41% – DOE 4; 39% 11 *If the items are approved by curriculum experts and teachers

12. Formative Item Bank Availability All items that pass data review will be uploaded to the Georgia OAS at Level 2. Formative Item Bank will be ready for use by all Georgia educators Fall 2012. 12

13. 13 Formative Item Types – Multiple Choice (MC) – Extended Response (ER) – Scaffolded Item (SC)

14. Extended Response Items Performance-based tasks May address multiple standards, multiple domains, and/or multiple areas of the curriculum May allow for multiple correct responses and/or varying methods of arriving at a correct answer Scored through use of a rubric and associated student exemplars 14

15. Grade 3: Reading Passage (literary) 15

16. 16 Grade 3: Reading Passage (Informational) and Item 1

17. Grade 3 Rubric for Item 1 17

18. Grade 3: Exemplar for Item 1 18

19. Grade 3 Sample Student Response for Item 1 19 Student Response Teacher Feedback Rating based upon rubric

20. Grade 3 Sample Student Response for Item 1 20

21. Grade 3 Sample Student Response for Item 1 21

22. Grade 3 Sample Student Response for Item 1 22

23. Grade 3 Sample Student Response for Item 1 23

24. Grade 3 Sample Student Response for Item 1 24

25. Grade 3 Sample Student Response for Item 1 25

26. Grade 3 Sample Student Response for Item 1 26

27. Grade 3 ELA Item Performance Data for Item 1 Item Type: Extended Response DOK: 3 Number of Students in Pilot: 90 Response Data – 4’s: 1 for 1.11% – 3’s: 6 for 6.67% – 2’s: 27 for 30% – 1’s: 53 for 58.89% – 0’s: 3 for 3.33% 27

28. Grade 6 Math Item 28

29. Grade 6 Exemplar and Sample Student Response 29

30. Grade 6 Math Sample Student Responses 30

31. Grade 6 Math Item Performance Data Item Type: Extended Response DOK: 3 Number of Students in Pilot: 87 Response Data – 4’s: 0 for 0% – 3’s: 5 for 5.75% – 2’s: 34 for 39.08% – 1’s: 39 for 44.83% – 0’s: 9 for 10.34% 31

32. Scaffolded Items Include a sequence of items or tasks Designed to demonstrate deeper understanding May be multi-standard and multi-domain May guide a student to mapping out a response to a more extended task Scored through use of a rubric and associated student exemplars 32

33. Math Example—Grade 3 Scaffolded Item 33

34. Math Example—Grade 3: Performance Data Item Type: Scaffolded DOK: 3 Number of Students in Pilot: 44 Response Data – 4’s: 5 for 11.36% – 3’s: 3 for 6.82% – 2’s: 18 for 40.19% – 1’s: 15 for 34.09% – 0’s: 3 for 6.82% 34

35. Overall ELA Pilot Summary Data 35 Grade Number of students and percent falling into each score point Total student N/ % 01234 34751613713202453048 15.60%52.90%23.40%6.60%1.50%100% 43231518814199832937 11.00%51.70%27.70%6.80%2.80%100% 536711009015181253011 12.20%36.50%29.90%17.20%4.20%100% 61559608114181112455 6.30%39.10%33.00%17.00%4.50%100% 7218138712756171463643 6.00%38.10%35.00%16.90%4.00%100% 826411401029338892860 9.20%39.90%36.00%11.80%3.10%100% 9 - 101751016783361812416 7.20%42.10%32.40%14.90%3.40%100% 11 - 123761018763196462399 15.70%42.40%31.80%8.20%1.90%100%

36. Key Findings from Phase I Pilot Preponderance of score points 1 and 2 Incomplete responses Responses hampered by writing skills Overall performance shortfalls 36

37. Implications for Phase II Pilot 37 Clearer directions for students Writing checklist to assist students in assessing their own responses while taking the assessment Reinforce instructional recommendations to teachers – Instruction aligned with Common Core content and rigor – Classroom assessments aligned with Common Core State Assessments – Implementation of lessons and assessments that address multiple standards and domains.

38. Overall Math Pilot Summary Data 38 GradeNumber of students and percent falling into each score point Total student N/ % 01234 377166737381361928 40.00%34.60%19.30%4.20%1.90%100% 479580036087582100 37.90%38.10%17.10%4.10%2.80%100% 5548513252124441481 37.00%34.60%17.00%8.40%3.00%100% 692776826965142043 45.40%37.60%13.20%3.20%0.70%100% 789663224362111844 48.60%34.30%13.20%3.40%0.60%100% 8984791314100512240 43.90%35.30%14.00%4.50%2.30%100% 9-1079869718645271753 45.50%39.80%10.60%2.60%1.50%100% 11-126906021786391542 44.70%39.00%11.50%4.10%0.60%100%

39. Interim Benchmark Assessment 39

40. Purpose of the Interim Benchmark Assessments To develop interim benchmark assessments and an expansive bank of items to provide information on students' preparedness for the end-of-the-year assessments 40

41. Interim Benchmark Assessment Items Developed by Pearson Piloted in RT3 classrooms Approved by Georgia Educators – Teachers and School Leaders – Curriculum Experts Aligned to CCGPS Format aligned with Common Core Assessments Extended Response and Performance Task items as well as Selected Response and Short Answer items Holistic Rubrics Anchor Papers Student Exemplars 41

42. Interim Benchmark Assessments 24 Interim Benchmark Assessments – Math Grades 1 – HS (Coordinate Algebra, Analytic Geometry and Analytic Algebra) – ELA Grades 1 – HS (9 th Grade Literature, 10 th Grade Literature, American Literature) – Mini-summative Additional Assessment Item Bank (1000+ items) – Math Grades 1 – HS (Coordinate Algebra, Analytic Geometry, Advanced Algebra) – ELA Grades 1 – HS (9 th Grade Literature, 10 th Grade Literature, American Literature) – Science and Social Studies Grades 3 – HS (Biology and U.S. History) 42

43. Interim Benchmark Assessment Items Items will be created in four formats – Multiple Choice – Short Answer – Extended Response – Performance Assessment Preponderance of DOK 3 and 4 Phase 1 Pilot to begin in winter 2013 Items and benchmark assessments will be uploaded to the Georgia OAS at Level 3 beginning of Fall 2013 43

44. Interim Benchmark Assessment Availability Phase 1—Fall 2013 Benchmark Assessments – Grades 1 - 3 ELA and Math – Grade 6 – 8 ELA – High School Coordinate Algebra, 10 th Grade Literature and U.S. History Phase I Items Grades 4 and 5 Social Studies and Science Grade 8 Science 44

45. Interim Benchmark Assessment Availability Phase 2—Fall 2014 Benchmark Assessments – Grades 4 – 5: ELA and Math – Grades 6 – 8: Math – High School: 9 th Grade Literature, Biology, 11 th Grade Literature, Analytic Geometry, and Advanced Algebra Phase 2 Items – Grade 3: Social Studies and Science – Grade 6 – 8: Social Studies – Grade 7: Science 45

46. Where do you Find the Items? 46 rt1234567890 student Future webinars will assist systems’ to begin/extend use of OAS

47. Assessment Literacy Professional Learning Provides professional learning experiences that help teachers use formative assessment practices to meet students where they are in their learning and better respond to their needs – Pilot will inform roll-out plan – On-line Modules ultimately for use by all Georgia Teachers and Leaders – Background and support materials for school and district leaders and instructional coaches to encourage team learning – Provided by partnership between the Georgia Department of Education and BattelleforKids 47

48. Battelle for Kids Assessment Literacy Professional Learning Seven On-Line Modules – Foundations of Formative Instructional Practices – Leading and Coaching Formative Instruction Learning Path Other Lessons Customized for Georgia Suggested Blended Delivery Model – Self-Paced, On-Line Learning AND – Cohort Learning 48

49. Assessment Literacy Modules 1. Introduction to Formative Instructional Practices Understand what formative instructional practices are Become familiar with key research findings related to the effects of formative instructional practices on student achievement 2. Clear Learning Targets Understand the benefits of learning targets Know how to ensure learning targets are clear to the teacher Know how to make learning targets clear to students 49

50. 3. Collecting and Documenting Evidence of Student Learning Know how to collect accurate formative evidence of student learning Know how to document formative evidence of student learning 4. Analyzing Evidence and Providing Effective Feedback Know how to use methods of assessment formatively in order to analyze evidence of student learning Understand what makes feedback effective Know how to provide effective feedback 50 Assessment Literacy Modules

51. 5. Student Ownership of Learning: Peer Feedback, Self-Assessment, and More Know how to prepare students to give each other effective feedback Know how to prepare students to self-assess with a focus on learning targets Know how to prepare students to create specific and challenging goals Know how to prepare students to track, reflect on, and share their learning with others 51 Assessment Literacy Modules

52. 6. Leading Formative Instructional Practices Know how to promote formative instructional practices and support school-wide change Know how to lead quality formative instructional practice implementation in your school Understand the importance of developing a balanced assessment system Target audience: Facilitators, district and school leaders 52

53. 7. Coaching Formative Instructional Practices Know how to plan for the change process and to promote a systemic approach to formative instructional practices. Know how to leverage blended learning and professional learning teams. Understand how to sustain the implementation of formative instructional practices. Know how to provide teachers with effective feedback as they learn about formative instructional practices. Know how to employ resources and strategies that support formative instructional practices. Target audience: Facilitators, instructional coaches, curriculum supervisors, department heads, district and school leaders 53 Assessment Literacy Modules

54. Teacher Assessment on Performance Standards - Teacher KEYS, Georgia Department of Education 54

55. Balanced Formative Assessment Initiatives 55 Assessment Literacy Professional Learning Interim Benchmark Assessments Formative Assessment Bank

56. Tool Box Availability to ALL 1.Formative Items from Phase 1 Available on OAS Fall of 2012 2.Professional Learning Course Available January 2013 for pilot; Date TBA for all other Georgia Educators 3.Interim Benchmark Assessments Available Fall 2013! 56

57. Future Pilots 2012 – 2013 (winter) – New Formative Item Bank Items – Benchmark Assessments and Benchmark Items – Assessment Literacy Professional Learning 2013 – 2014 – Benchmark Assessments and Benchmark Items 57

58. Georgia Department of Education Assessment and Accountability Melissa Fincher Associate Superintendent Assessment and Accountability 404.651.9405 mfincher@doe.k12.ga.us Dr. Melodee Davis Director Assessment Research and Development 404.657.0312 medavis@doe.k12.ga.us Dr. Dawn Souter Project Manager. RT3 404.463.6667 dsouter@doe.k12.ga.us Robert Anthony Assessment Specialist, RT3 Formative Item Bank 404.463.6668 ranthony@doe.k12.ga.us Jan Reyes Assessment Specialist, RT3 Interim Benchmark Assessments 404.463.6665 jreyes@doe.k12.ga.us 58