1. Assessing Content Proficiency MAINE CURRICULUM LEADERS’ ASSOCIATION, SEPTEMBER 29, 2014 HEIDI MCGINLEY, EXECUTIVE DIRECTOR, DIRECTOR@MAINECLA.ORG

2. Outcomes 1.Apply a four-step standards-based assessment design/alignment process. 2.Explore options to decide what evidence is necessary and how much is sufficient to document student proficiency. 3.Be aware of key principles of alignment.

3. Two key concepts 1. It’s only about the standard. 2. It’s all about fairness to students.

4. Assumptions 1.Assessment is essential in the teaching and learning process. 2.The principles of valid assessment design and use apply in a proficiency-based system. 3.How student evidence is generated and evaluated matters in determining proficiency.

5. Steps in SB Assessment Design Step 1. Unpack the indicator. Step 2. Write the scoring guide. Step 3. Determine what methods/types of demonstration will allow students to provide the required evidence of proficiency. Step 4. Write/align the assessment.

6. Step 1. Unpack the indicator. What exactly are we measuring??

7. Identify the main ideas or concepts and the supporting details in informational text. 1. Content domain, strand 2. Level of demand (verbs) 3. Types/kinds

8. Identify the main ideas or concepts and the supporting details in informational text. 1. Content domain, strand ◦Informational text 2. Level of demand (verbs) 3. Types/kinds

9. Identify the main ideas or concepts and the supporting details in informational text. 1. Content domain, strand ◦Informational text 2. Level of demand (verbs) ◦Identify 3. Types/kinds

10. Identify the main ideas or concepts and the supporting details in informational text. 1. Content domain, strand ◦Informational text 2. Level of demand (verbs) ◦Identify 3. Types/kinds ◦Main ideas/concepts ◦Supporting details for each main idea

11. Rhetorical Essay Grading Checklist 1. Introductory paragraph and thesis statement20 points 2. Organization and coherence produce a coherent whole15 points 3. Support for the main idea.20 points 4. Conclusion15 points 5. Voice15 points 6. Conventions15 points

12. Step 2. Write the scoring guide. 1234 The student: Identifies: 1.the main ideas/concepts 2.the supporting details for each main idea.

13. Step 2. Write the scoring guide. 1234 The student: Identifies: 1.the main ideas/concepts in informational text. (How many main ideas? What kind of text?) 2.the supporting details for each main idea. (How many supporting details?)

14. Step 2. Write the scoring guide. 1234 The student: Identifies fewer than ___ main ideas/concepts and provides accurate supporting details for those identified. OR Identifies the required main ideas and provides few or inaccurate supporting details for some or all. The student: Identifies: 1.the main ideas/concepts in informational text. (How many main ideas? What kind of text?) 2.the supporting details for each main idea. (How many supporting details?)

15. Step 2. Write the scoring guide. 1234 The student: Identifies fewer than _____ main ideas with few/no relevant details. The student: Identifies fewer than ___ main ideas/concepts and provides accurate supporting details for those identified. OR Identifies the required main ideas and provides few or inaccurate supporting details for some or all. The student: Identifies: 1._____ main ideas/concepts in informational text. (How many main ideas? What kind of text?) 2.the supporting details for each main idea. (How many supporting details?) The student identifies all main ideas and all supporting details.

16. Step 3. Determine what methods/types of demonstration will allow students to provide the required evidence of proficiency. Read a new informational text with:  More than 1 main idea.  Ample supporting details for each main idea.  Appropriate level of text complexity. AND the student must:  Be provided with a way to communicate the main ideas and their associated details without re-writing the text.

17. Go to http://mainecla.org/september-29-2014/ Open Porky 1

18. Open Porky 2

19. SBA Design Principles 1.Assessing student proficiency of an indicator is a literal process. 2.The scoring guide is aligned with the requirements of the indicator. 3.The range of acceptable student responses is clearly stated at each score point and determined by what the indicator requires. 4.One demonstration of proficiency must allow students to demonstrate at all score points. 5.Methods of demonstration are aligned with the requirements of the indicator.

20. Example 1: Describe, model, and classify shapes and figures using applicable properties. 1. Content domain, strand 2. Level of demand (verbs) 3. Types/kinds

21. Example 1: Describe, model, and classify shapes and figures using applicable properties. 1. Content domain, strand Math, geometry 2. Level of demand (verbs) 3. Types/kinds

22. Example 1: Describe, model, and classify shapes and figures using applicable properties. 1. Content domain, strand Math, geometry 2. Level of demand (verbs) Describe, model, classify, use 3. Types/kinds

23. Example 1: Describe, model, and classify shapes and figures using applicable properties. 1. Content domain, strand Math, geometry 2. Level of demand (verbs) Describe, model, classify, use 3. Types/kinds Shapes and figures, applicable properties

24. Step 2. Write the scoring guide. 1234 The student uses applicable properties to demonstrate one of the 3 requirements or does not demonstrate any. The student uses applicable properties to demonstrate two of the 3 requirements. The student uses applicable properties to: 1.Describe shapes 2.Model shapes 3.Classify shapes. 4.Errors or omissions are minor and do not indicate gaps in understanding. All three of the required demonstrations employ properties accurately and thoroughly. Properties used may be sophisticated or insightful.

25. Step 3: Determine what methods/types of demonstration will allow students to provide the required evidence of proficiency. Provide shapes for description and classification. Items must make clear to students which of the three requirements they’re being asked to demonstrate. More than 1 property must be applicable in each situation. Students must be able to respond without significant writing.

26. Practice Example 2 Step 1 Individually. Find a buddy and get and give feedback. Feedback: 1.Ask clarifying questions. 2.Make statements using what is in the indicator. 3.Teach when you can.

27. Example 2: Solve real-life problems using addition and subtraction of simple fractions. 1. Content domain, strand 2. Level of demand (verbs) 3. Types/kinds

28. Example 2: Solve real-life problems using addition and subtraction of simple fractions. 1. Content domain, strand Math, fractions 2. Level of demand (verbs) Solve, add, subtract 3. Types/kinds Real-life problems, simple fractions

29. Practice Example 2 Step 2 Individually. Find a buddy and get and give feedback. Feedback: 1.Ask clarifying questions. 2.Make statements using what is in the indicator. 3.Teach when you can.

30. Step 2. Write the scoring guide. 1234 The student attempts to add or subtract simple fractions. The student either adds or subtracts simple fractions. Flaws indicate gaps in understanding. The student correctly adds and subtracts simple fractions. The student correctly add and subtracts simple fractions and justification or workspace shows sophisticated understanding of fractions.

31. Practice Example 2 Step 3 Individually. Find a buddy and get and give feedback. Feedback: 1.Ask clarifying questions. 2.Make statements using what is in the indicator. 3.Teach when you can.

32. Step 3: Determine what methods/types of demonstration will allow students to provide the required evidence of proficiency. Real-life problems – more than 1. Low text complexity. Provide multiple opportunities to add and subtract. Students do not need to identify fractions – they can be given the fractions to add and subtract. All fractions are simple fractions.

33. Practice Examples 3 – 6: All 4 steps. Get feedback from your buddy when you need it! Ask for help from me when you need it!

34. Example 3: Solve multi-step real-life problems using the four operations with whole numbers simple fractions. 1. Content domain, strand Math, operations 2. Level of demand (verbs) Solve, add, subtract, multiply, divide 3. Types/kinds Multi-step problems, real-life problems, whole numbers

35. Step 2. Write the scoring guide. 1234 The student successfully uses 2 or fewer operations to solve problems. The student successfully uses 3 of the 4 operations to solve problems. The student successfully uses all four operations to solve problems. Minor flaws do not indicate misunderstandings. The student successfully uses all four operations to solve problems and ??

36. Step 3: Determine what methods/types of demonstration will allow students to provide the required evidence of proficiency. Multi-step, real-life problems – more than 1, more than 1 step Low text complexity. Multiple opportunities to demonstrate each of the 4 operations. Whole numbers.

37. Example 4: h. Present and defend a well- supported position to a variety of audiences using a prescribed format. Step 1: Unpack the indicator. 1. Content domain 2. Level of demand (verbs) 3. Types/kinds

38. h. Present and defend a well- supported position to a variety of audiences using a prescribed format. 1. Content domain Current SS issues 2. Level of demand (verbs) Present Defend Use 3. Types/kinds Supported position, variety of audiences, proscribed format

39. h. Present and defend a well-supported position to a variety of audiences using a prescribed format. 1. Content domain, strand 2. Level of demand (verbs) + types/kinds ◦Present a position to a variety of audiences ◦Defend with support ◦Use a prescribed format

40. Step 2. Write the scoring guide. 1234 The student demonstrates one/none of the three requirements. The student demonstrates two of the three requirements. The student: 1.Presents a position to a variety (how many? What kinds?) of audiences. 2.Defends the position with (adequate and relevant?) support. 3.Uses the prescribed format (appropriately?) The student’s position is thoroughly supported with evidence appropriate to the specific audience. The demonstration may employ the prescribed format in a sophisticated or insightful manner.

41. Step 3. Determine what methods/types of demonstration will allow students to provide the required evidence of proficiency.  Could be either orally or in writing. (Could a position be adequately supported in another format?)  A common format must be provided.

42. Content Domain: Writing; informative/explanatory text Levels of demand: Introduce Organize Format Types & kinds: Topic Complex ideas Concepts Information Headings, graphics, multimedia

43. Content Domain: Writing; informative/explanatory text Levels of demand + types and kinds: Introduce ◦topic Organize ( as a unified whole) ◦Complex ideas ◦Concepts ◦Information Format to aid comprehension (headings, graphics, and/or multimedia)

44. Step 2. Write the scoring guide. 1234 The student: Introduces the topic and develops ideas, concepts, and information in a unified whole, but does not include obvious formatting. OR The student introduces the topics and uses appropriate formatting, but does not develop a unified piece. The student: 1.Introduces the topic 2.Develops a unified piece by organizing (relevant?): Complex ideas Concepts Information 3.Uses headings, graphics, or multimedia (when appropriate for audience and purpose?) as aids to comprehension The student’s work demonstrates all the characteristics of a “3” and includes insightful or sophisticated organization of ideas, concepts and information.

45. Fair Opportunity to Demonstrate 1.The method must allow students to demonstrate. 2.Last best demonstrations are counted. Evidence collected before the student is ready (or has had opportunity to learn) are not. 3.Evaluation of student evidence is uniform by all scorers. The scoring guide! 4.Student work is often the best indicator of fairness/unfairness.