8. One American Educator $40,000 + $60,000 $100,000 X 40 Years $4,000,000 X 25 students $100,000,000  13 Years $7,700,000 X 35 Years X 10 Teacher $2.7B

11. State: Assessment District: Benchmark Assessments School: Unit Tests Teacher: Daily Monitoring State: Assessment Teacher: Daily Monitoring

12. Reason for Assessing REPORT ACHIEVEMENT STATUS PROMOTE MORE LEARNING To Inform OTHERS ABOUT STUDENTS STUDENTS ABOUT THEMSELVES Focus of the Assessment ACHIEVEMENT STANDARDS ACHIEVEMENT TARGETS THAT UNDERPIN STANDARDS Driving Force ACCOUNTABILITYIMPROVEMENT

13. State Level: FCAT /EOC (OF) District Level: Benchmarks Assessment Diagnostics (BOTH) School Level: Interim Benchmarks (FOR) Teacher Level: Minute-by-Minute (FOR)

14. Level 3 - Policy Level User: Superintendents, Policy Makers (School Board, Dept. of Ed., Business & Community Leaders) 13 Level 2 - Support User: Principal, Curriculum Leaders, Teacher Teams Level 1 – Classroom User Student, Teacher, Parent

16. …teachers use evidence of student learning to make judgments on student achievement against goals and standards …teachers use inferences about student progress to inform their teaching. … students reflect on and monitor their progress to inform their future learning goals.

17. Reason for Assessing REPORT ACHIEVEMENT STATUS PROMOTE MORE LEARNING To Inform OTHERS ABOUT STUDENTS STUDENTS ABOUT THEMSELVES Focus of the Assessment ACHIEVEMENT STANDARDS ACHIEVEMENT TARGETS THAT UNDERPIN STANDARDS Driving Force ACCOUNTABILITYIMPROVEMENT

18. Inside the Black Box, Raising Standards Through Classroom Assessment, Black and Wiliam, Phi Delta Kappan, Last Modified in January, 2008 Effect size 0.4—0.7 Greatest gains are by low performing students

19. Effect Size 0.4 50 th to 65 th percentile Two letter grade improvement 2.0 Math PYG 2.5 Reading PYG -

20. Effect Size 0.7 US from middle to top 5 in World 3.0 Math PYG 3.5 Reading PYG Effects similar to one-on-one tutoring -

21. Instructional Targets It’s all about providing students with the opportunity to learn by setting and hitting the instructional targets -

23. What are the targets? Where do we find the targets? -

24. 23 Lessons Objectives Big Ideas Benchmarks Standards NGSSS

25. 24 Benchmarks Contain Multiple Facets

26. SC.3.P.8.1 Measure and compare the temperatures of various samples of solids and liquids -

27. -

28. Knowledge/ Understanding ReasoningSkillsProducts

29. Explain measurement concepts Identify solids and liquids. Solve problems. Compare concepts and constructs Use measurement tools. Conduct investigations. Create a chart. Construct research reports. Knowledge/ Understanding ReasoningSkillsProducts

30. I can explain measurement concepts I can identify solids and liquids. I can solve problems. I can compare concepts and constructs. I can use measurement tools. I can conduct investigations. I can make a chart. I can do research reports. Knowledge/ Understanding ReasoningSkillsProducts

31. Selected Response (Matching, MC, T/F, - Paper/Pencil) Extended Written/Oral Responses Performance Assessment Actual Student Work Knowledge/ Understanding ReasoningSkillsProducts

33. Has specific targets. Specifies for teachers and students what the targets are. Measures the students’ acquisition of the targets. Is followed by re-teaching of targets missed. Re-assesses the re-taught targets. -

37. Intrinsic Feeling of accomplishment 36 Short-Term Success Extrinsic external reward or punishment avoidance MOTIVATION Which is practiced more often? Long-Term Success

38. 37 Satisfaction of basic needs:  Competence  Belonging  Usefulness  Potency  Optimism Sagor, 2003

39. Find authentic ways to increase opportunities for students to feel competent Increase success

40. 39 use classroom governance to promote affiliation make classroom friendly to diverse learning styles help students appreciate and make productive use of cultural differences

41. 40 use cooperative learning organize instruction to include problem-based learning and service help learning

42. 41 Students have power or influence over their ultimate success. Students are engaged in outcomes that are related to their own actions, effort and hard work, not outside forces.

43. 42 Ensuring the students have feelings of competence, belonging, usefulness, and potency leads to optimism Vision over the future

44. 43

46. 45

47. 46  Target  Purpose  Format  Uses  Importance  Interpreting results  Setting learning goals  Monitoring progress  Acting on feedback  Reporting on their learning Pair/Share

49. 48

50. 49

51. 50 FEEDBACK/FEED-FORWARD C o n s t r u c t i v e - D e s c r i p t i v e T i m e l y S p e c i f i c t o l e a r n i n g o u t c o m e s F o c u s e d F r e q u e n t D e t a i l e d R e a l i s t i c H o n e s t Explain where and why students have made errors Provide ample time to make corrections and be successful; delaying feedback diminishes the value for learning Should be linked to objectives and standards Target achievement, not effort Maintain students moving in the right direction, not making erroneous assumptions Be specific on how to improve Suggest improvements that are achievable Be clear to students when they have serious problems

52. Positive feedback Feed-forward  celebrates success, and helps keep students motivated  provides an outline of the next steps to be taken Constructive feedback  highlights important aspects to focus on

53. 52

55. 54

56. Davies, Cameron, Politano and Gregory (2003) benchmark KnowledgeSkill 1. Product 2. Performance Task 3. Assessment Weakness Must learn to go to the next level ProductPerformance

57. 56 Marzano, 2006

59. 58

60. 59

61. 60

62. 61 Marzano, 2006

63. 62

65. 64 Target

73. Level I Items address the basic details and processes that are relatively easy for students. Level 2 Items address more complex ideas and processes and are more difficult for students. Level 3 Items go beyond what was taught in class.

74. ItemsTotal A.Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught. Total for section = ______ B.Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught Total for section = ______ C.Items 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught. Total for section = ______ Total = 100

75. ItemsTotal A.Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught. Total for section = ______ Points per item = _______ B.Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught Total for section = ______ Points per item = _______ C.Items 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught. Total for section = ______ Points per item = _______ Total = 100

76. ItemsTotal A.Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught. Total for section = ______ Points per item = _______ All correct = _____ points B.Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught Total for section = ______ Points per item = _______ All correct = _____ points C.Items 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught. Total for section = ______ Points per item = _______ All correct = _____ points

77. ItemsTotal A.Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught. Total for section = B.Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught Total for section = C.Items 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught. Total for section = Total = 100 __ 40 __ 40 __ 20

78. ItemsTotal A.Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught. Total for section = B.Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught Total for section = C.Items 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught. Total for section = Total = 60 __ 40 __ 40 __ 20 40 20 0

79. ItemsTotal A.Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught. Total for section = B.Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught Total for section = C.Items 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught. Total for section = Total = ____ __ 70 __ 20 __ 20

80. ItemsTotal A.Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught. Total for section = B.Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught Total for section = C.Items 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught. Total for section = Total = 80 __ 70 __ 20 __ 20 0 70 10

81. ItemsTotal A.Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught. Total for section = All Correct B.Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught Total for section = Two correct C.Items 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught. Total for section = None correct Total = 40 __ 20 __ 40 __ 20 0

82. ScoreDescription 4 3 2 1 0

83. ScoreDescription 4 3 Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught. 2 1 0

84. ScoreDescription 4 3 Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught. 2 The student responses indicate major errors regarding the more complex ideas and processes; but they do not indicate major errors relative to simpler details and processes 1 0

85. ScoreDescription 4 3 Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught. 2 The student responses indicate major errors regarding the more complex ideas and processes; but they do not indicate major errors relative to simpler details and processes 1 The student responses indicate lack of understanding of the knowledge. However, with help, the student shows partial understanding of some of the knowledge 0

86. ScoreDescription 4 3 Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught. 2 The student responses indicate major errors regarding the more complex ideas and processes; but they do not indicate major errors relative to simpler details and processes 1 The student responses indicate lack of understanding of the knowledge. However, with help, the student shows partial understanding of some of the knowledge 0 The student provides little or no response. Even with help, the student does not exhibit a partial understanding of the knowledge.

87. ScoreDescription 4 In addition to exhibiting level 3 performance, the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class. 3 Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught. 2 The student responses indicate major errors regarding the more complex ideas and processes; but they do not indicate major errors relative to simpler details and processes 1 The student responses indicate lack of understanding of the knowledge. However, with help, the student shows partial understanding of some of the knowledge 0 The student provides little or no response. Even with help, the student does not exhibit a partial understanding of the knowledge.

88. ScoreDescription 4 In addition to exhibiting level 3 performance, the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class. 3 Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught. 2 The student responses indicate major errors regarding the more complex ideas and processes; but they do not indicate major errors relative to simpler details and processes 1 The student responses indicate lack of understanding of the knowledge. However, with help, the student shows partial understanding of some of the knowledge 0 The student provides little or no response. Even with help, the student does not exhibit a partial understanding of the knowledge.

89. ItemsTotal A.Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught. All Correct B.Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught Two of Four correct C.Items 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught. None correct Rubric Score = ____

90. Items A.Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught. All Correct B.Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught Two of Four Correct C.Items 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught NONE Correct

91. Score Description 4 In addition to exhibiting level 3 performance, the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class. 3 Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught. 2 The student responses indicate major errors regarding the more complex ideas and processes; but they do not indicate major errors relative to simpler details and processes 1 The student responses indicate lack of understanding of the knowledge. However, with help, the student shows partial understanding of some of the knowledge 0 The student provides little or no response. Even with help, the student does not exhibit a partial understanding of the knowledge.

92. Items A.Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught. All Correct B.Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught Two of Four Correct C.Items 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught NONE Correct Score Description 4 In addition to exhibiting level 3 performance, the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class. 3 Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught. 2 The student responses indicate major errors regarding the more complex ideas and processes; but they do not indicate major errors relative to simpler details and processes 1 The student responses indicate lack of understanding of the knowledge. However, with help, the student shows partial understanding of some of the knowledge 0 The student provides little or no response. Even with help, the student does not exhibit a partial understanding of the knowledge.

95. Measure and compare the temperatures for various samples of solids and liquids. I can: explain the difference between heat and temperature measure in Celsius and Fahrenheit use temperature to determine what clothes to wear find the temperature of different solids design a thermos to keep drinks cold measure and compare the temperature of solids and liquids

96. Grading should reflect the student’s performance at the time of the grading. Reassessment without penalty— Criterion-referenced not standardized

98.  Learning styles and multiple intelligences  Some student choice  All aspects discussed with, and understood by, students

100.  Achievement only  Individual work only  Limited and careful “number crunching”—if at all  Use of mode or median, not mean (average)

101.  Ratio of targets instructed and met  X targets met ÷ y targets instructed = Z%  Holistic Rubric  Based on “I Can” Statements

102.  Rubric Conversion  4.0 = Exemplary  3.0 = Proficient  2.0 = Approaching  1.0 = Needs Development  Rubric Conversion  3.0—4.0 = A  2.50—2.99 = B  2.0—2.49 = C  1.5—1.99 = D  Below 1.5 = F

107. 106 Ensuring the students have feelings of competence, belonging, usefulness, and potency leads to optimism Vision over the future

108. 107

109. 108 I can do this! I did this! I can answer this question even though it is challenging. I can evaluate and monitor my progress. I can assess my own learning. I know the importance of assessments. I know the purpose of academic standards. I know what I need to do to improve. I know the target.

110. 109 I feel respected in my class. I feel cared for by my teachers and my peers. I am given personal feedback on my assessment results by my teachers and my peers. I have enough time to complete my assignments and tests.

111. 110 I am needed by my peers to help them with their challenges. I am important for the success of my group. I am valued by my teachers and my peers for my strengths. I can tutor my peers.

112. 111 I have the power to do well. I have control over my behavior and performance. I am allowed to make choices on my assignments. I am involved in the assessment process. I have a clear understanding of the classroom goals and objectives. I monitor my own progress regularly.

113. 112 I know I will do well in the future. I have a vision for my future. I experience success in my assessments. I am rewarded for my success.

114. 113 Competence Potency Optimism Belonging Usefulness Optimism Assessment Literate