1. Georgia Performance Standards
8th Grade Mathematics
Day 2:
Learning to Assess and
Assessing to Learn

2. Contact Information
Janet Davis
Massie McAdoo, Ph.D
Peggy Pool
Georgia Department of Education
1754 Twin Towers East
Atlanta, Georgia 30334

3. Bloom on Mastery

4. Most students (perhaps over 90 percent) CAN master what we teach
Most students (perhaps over 90 percent) CAN master what we teach. Our basic instructional task is to define what we mean by mastery of a subject and to discover methods and materials to help the largest proportion of our students reach it.
Benjamin S. Bloom (1971)

5. Table Discussion What should we assess? Why should we assess?
How should we assess?

6. According to Grant Wiggins…
What is to be assessed must be clear and explicit to all students.
NO MORE SURPRISES!
Rubrics must accompany all major assignments and assessments.

7. A rubric is a set of rules that
Shows levels of quality
Communicates standards
Tells students expectations for assessment task
Is NOT a checklist (yes or no answers)
Includes dimensions (criteria), indicators and a rating scale.

8. Essential Question 1
What should we assess?

9. Which question shows a better understanding of lines?
1. Given a slope of 5 and a y-intercept of 3, write the equation of the line. OR
2. A company that produces pens has n pens in stock at the beginning of a certain day. It produces these pens at a constant rate r for the entire day. If that day, pens have been produced at a greater constant rate, write an equation that can be used to determine the number of pens produced that day.

10. A TASK ?
Joe and Sue own a chain of ice cream stores. They have found that they sell an average of 1500 cones per summer day when they charge $1.00 each and 1200 cones per summer day when they charge $1.25 each.
a. Write these two pieces of data as ordered pairs.
b. Find the slope of the line between these ordered pairs.
c. Use the slope and an ordered pair to write an equation of the line.
d. Use this equation to predict the number of cones the will be sell at $1.30 each.

11. Is This a Good Task? Decide whether this is or is not a good task.
Justify your answer.

12. Criteria for Good Tasks
Involves significant mathematics
Can be solved in a variety of ways
Elicits a range of responses
Requires communication
Stimulates best performance
Lends itself to a scoring rubric

13. Standards Based Education Model
GPS
Stage 1
Identify Desired Results
(Big Ideas) Enduring Understandings 
Essential Questions 
Skills and Knowledge
(one or more)
Standards
Elements
Stage 2
Determine Acceptable Evidence
(Design Balanced Assessments)
(To assess student progress toward desired results)
All above, plus
Tasks
Student Work
Teacher
Commentary
Participant’s Guide, page 8
Stage 3
Plan Learning Experiences and Instruction
(to support student success on assessments,
leading to desired results)
All above

14. Looking for Big Ideas
Big Ideas are key concepts. Look for ideas in key nouns found in the standards.
M8A4. Students will graph and analyze graphs of linear equations and inequalities.
K Standard
Share the book, The Grouchy Ladybug.

15. From Understandings to Questions
“Students will use linear algebra to represent, analyze and solve problems.”
Why is it important to be able to represent data with lines?
How can I analyze that data to make conclusions and predictions?

16. Skills and Knowledge KNOWLEDGE (declarative) SKILLS (procedural) Facts
Concepts
Generalizations
Rules, Laws, Procedures
Skills
Procedures
Processes A P L I C
A T I O N
Participant’s Guide, page 13
KNOWLEDGE
(declarative)
SKILLS
(procedural)

17. Skills and Knowledge
M8A4. Students will graph and analyze graphs of linear equations and inequalities.
Graph of linear equations
Slope as rate of change
Equation of Line

18. Concept
Development
Abstract
Semi-
Abstract
Semi-
Concrete
Concrete

19. Essential Question 2
Why should we assess?

20. The purpose of summative assessment is to prove achievement, and the purpose of formative assessment is to improve achievement.
Pratt, 1980

21. Bungee Jumping Complete the task.
Identify the standards addressed by this assignment.
Specify the criteria of the assignment.

22. Bungee Jumping
What could you learn about students based on their performance on this task?

23. Accountability The purpose of the Georgia Testing Program is to
measure the level of student achievement of the standards
identify students failing to achieve mastery of content
provide teachers with diagnostic information
assist school systems in identifying strengths and weaknesses in order to establish priorities in planning educational programs.

24. Testing
CRCT Information

25. Essential Question 3
How should we assess?

26. Assessment vs. Grading
Student 1 receives mostly As and high Bs in the beginning; but his/her performance drops off considerably, and s/he receives an F on the final performance test.
Student 2 is erratic, receiving an equal number of As and Fs.
Student 3 is clueless at the beginning, but by the last few sessions, s/he catches on and performs flawlessly on the final performance. His/her grades are, in order from the first test to the last, F, F, F, F, C, B, A, A, A.

27. WHICH STUDENT DO YOU WANT TO PACK YOUR PARACHUTE? WHY?

28. How should we assess?
What assessment insights did you gain from this activity?

29. Assessing for Learning vs Grading
Continuous process
Provides feedback to improve student achievement
May be formative or summative
Provides a means of collecting evidence of student mastery of the standards
Provides a photo album of student progress through which student growth can be observed
Grading
A means of assigning numerical or alphabetical grade to a student’s work to inform students, parents and other stakeholders
May be formative or summative
Provides an attempt to quantitatively describe student achievement
Provides a snapshot of student progress

30. Performance Tasks & Assessments
* often occur over time
* result in a tangible product or observable performance
* encourage self-evaluation and revision
* require judgment to score
* reveal degrees of proficiency based on criteria established and made public prior to the performance
* sometimes involve students working with others

31. Multiple Representations
Pictures
Tables
Words
Symbols
Graphs
Demonstrate activities that can be used to support the given standard:
Arrays (Pictures)
Collections (Words)
Repeated Addition (Symbols)
Multiplication Table (Tables)
Function/ Input-Output Chart (Graphs)

32. Types of Classroom Assessment
Selected Response
Constructed
Response
Performance Assessment
Informal Assessment
Multiple Choice
True-False
Matching
Fill-in-the-blank (words, phrases)
Essay
Short answer (sentences, paragraphs)
Diagram
Web
Concept Map
Flowchart
Graph
Table
Matrix
Illustration
Presentation
Movement
Science lab
Athletic skill
Dramatization
Enactment
Project
Debate
Model
Exhibition
Recital
Oral questioning
Observation
Interview
Conference
Process description
Checklist
Rating scale
Journal sharing
Thinking aloud a process
Student self-assessment
Peer review

33. Matching Assessments with Standards
ASSESSMENT FORMAT
ACHIEVEMENT TARGET
Selected Response
Constructed Response
Performance Tasks
Informal Assessment
Knowledge/
Informational
Skills/Process
Thinking and Reasoning
Communication
Other:
Can assess mastery of specific elements of content knowledge
Short answers allow students to apply content knowledge
Not a good choice for this target; other options preferred
Teacher can ask questions, evaluate answers, and infer mastery; but this may not be time-efficient
Can assess application of some patterns of reasoning
Can observe and evaluate skills as they are being performed
Strong match when skill is oral communication
Written descriptions of complex problem solutions can provide insight into reasoning proficiency.
Can watch students solve some problems or examine some products and infer reasoning proficiency
Can ask students to “think aloud” or can ask follow-up questions to probe reasoning
Can observe and evaluate oral & written communication portions of performance tasks.
Strong match with some communication skills, especially oral communication
Can assess under-standing of the steps of a process, but not a good choice for evaluating most skills
Not a good choice for this target; other options preferred.
-Adapted from Marzano and Stiggins

34. Advantages of Using a Rubric
Lowers students’ anxiety about what is expected of them
Provides specific feedback about the quality of their work
Provides a way to communicate expectations and progress
Ensures all student work is judged by the same standard
Disengages the “halo” effect and its reverse
Leads students toward quality work.

35. Basic Rubric Template Scale Criteria Indicator Indicator Indicator

36. Bungee Jumping
Create a rubric to assess the bungee jumping task as a culminating task for the unit on Equations of Lines.

37. Put that Rubric to Use
Now to try your hand at assessing student work. You are to choose two of the “works” posted around the room and assess this work using the rubric that you have created.

38. Self-Assessment
Setting a Goal

39. Field Assignment Redeliver Day 2.
Use what you have learned today to create an assessment you will use with your students. Collect work samples to share with the group.
Bring a copy of the assessment and student work samples of your task to Day 3.
Bring resources to help you plan for instruction.

40. Days of Training Implementation Year One Implementation Year Two
Day One: Standards, Content, and Curriculum Mapping
Day Two:  Assessment
Days Three and Four: Classroom Implementation
Implementation Year Two
Day Five: Differentiation
Day Six: Examining Student Work
Day Seven: On-line Survey
We don’t have to do it all today!

41. Contact Information
Janet Davis
Massie McAdoo, Ph.D
Peggy Pool
Georgia Department of Education
1754 Twin Towers East
Atlanta, Georgia 30334