Summative Assessment Performance Assessments Book pgs. 1 - 8 Classroom Curriculum Assessment.

Summative Assessment Performance Assessments Book pgs. 1 - 8 Classroom Curriculum Assessment

Do You Need an Autopsy or a Check-Up? 1.Pick up an index card. 2.Write your name. 3.Answer the following questions: What is the purpose of an autopsy? What is the purpose of a check-up? Place your index card in the basket for a chance to win a prize!

Assessment Structure Performance Assessments Unit Assessments Formative Informal Formal Summative Traditional Test Performance Assessment Classroom Curriculum Assessment

ACE Collaborative 2011 Performance Assessments: Backward Design Unit Assessment Lesson Objectives & Activities Unit Goal

ACE Collaborative 2011 Performance Assessments: A Summary Purpose: To provide a culminating Unit assessment in which students demonstrate achievement of the Unit Goal through performance of a task. Basis: Students with different learning styles can demonstrate achievement in a holistic way that differs from the typical Traditional Test. Forms: A PA is expressed in 2 ways: As a SWBAT statement, and As the “prompt” that is given to students.

ACE Collaborative 2011 Includes previously unseen material that addresses the Diocesan Unit Concept at the critical-thinking level of the Diocesan Unit Goal, Is holistic in nature, often allowing students to make decisions about the content, Allows Basic, Proficient, Advanced achievement, and Is completed I&I (individually and independently).

ACE Collaborative 2011 Performance Assessments: Construction Projects and presentations are performance assessments only if: They allow students to demonstrate achievement of the Unit Goal The performance at the level of the Unit Goal is attempted independently & individually (I&I) and on previously unseen material (students in 3 rd grade and beyond). Younger students and ELLs may benefit from scaffolds and graphic organizers. Good performance assessments often allow students to make decisions about the content.

2 nd Grade Math Unit Goal: SWBAT add two digit numbers with regrouping. Performance Assessment Prompt: Dear Second Grade, I need your help! My name is Charlie Candy. My brother and sister don’t want to do their chores. They both said they would pay me in candy if I did their chores. I don’t know whose chores I should do. My sister said that she would give me 25 pieces of bubble gum and 27 pieces of chocolate if I washed the dishes for her. My brother said he would give me 38 pieces of bubble gum and 22 of chocolate to cut the grass. Whose job should I do? Sincerely, Charlie Candy Whose chores should Charlie do? Why? + + Sister Brother Classroom Curriculum Assessment

Performance Assessment 6 th Grade Math Unit Concept: Decimals Unit Goal: SWBAT apply operations to decimals to solve real- world problems. Performance Assessment Prompt: A group of your family and friends is going to your favorite restaurant for your birthday. You have the printed menu in front of you. You are tasked with figuring out the bill. Classroom Curriculum Assessment

1.What Restaurant are you going to? 1.Who is at the dinner? (between 4-8 people) 1.What did each person order (drinks, appetizers, meal)? 1.Add the total cost of the meal together. 1.Subtract $15.50 from the total cost of the meal  you have a birthday gift certificate! 1.Figure out the meal + tax by multiplying the total cost by 1.06. 1.Figure out the meal + tax + tip by multiplying the answer that you get from #6 by 1.2. 1.Find the amount that each person pays. Divide the answer from #7 by the total number of people at the dinner table, NOT INCLUDING yourself; they are treating you for your birthday!!

HS Pre-Calculus Unit Goal: SWBAT translate between representations for conics, including graphical and algebraic (standard and general forms). Performance Assessment Prompt: The United States Geological Survey is charged with determining the epicenters of earthquakes. In order to accomplish this, they have stations across the country with seismographs, i.e., machines capable of detecting motion. These machines are able to determine their distance from the earthquake. After a recent earthquake, two seismograph stations in two different locations in the United States provided the following data. The location of the first machine will be considered the origin – and the location of the other machine is given relative to it. The distance that movement was detected away from each machine is also given. StationLocationDistance from Earthquake 1Origin (0,0)25km 250km North33.5km

1.For each of the two stations, write an equation representing the possible epicenters of the earthquake. Station 1: _________________________ Station 2: _________________________ 1.On graph paper, graph the equations for Stations 1 and 2 (on one graph). Label the possible epicenter(s) with a star. 2.Solve the system of nonlinear equations from Stations 1 and 2 by graphing to find the coordinators of the possible epicenter(s). Round your coordinates to the nearest whole number! Station 1: y= ______________________ Station 2: y= ______________________ Possible epicenters:

Create a PA Prompt for Unit 1 that assesses the Unit Concept as a whole. is done individually and independently by each student. is previously unseen. is tiered by Task or Rubric If there is time, create a PA Prompt for Unit 2. Classroom Curriculum Assessment

As you develop your prompt, ask yourself these questions… Where would you place your assessment practice on the following continuum? Quantity of work/Presentation Quality of learning Marking/Grading Comparing students Advice for improvement Identifying individual progress

Take Home Points Performance Assessments: Measure holistic achievement of the Unit Goal Provide an alternate means of showing achievement of the Unit Goal Are often based on authentic or real-life situations Are typically graded with a rubric Classroom Curriculum Assessment

Rubrics Book pgs. 1 - 8 Classroom Curriculum Assessment

Why Use A Rubric ? To measure holistic performance To systematize grading when point counts are difficult to assign To provide structure and explicit expectations if handed out prior to the assessment Classroom Curriculum Assessment

General Rubric Principles A rubric consists of: Performance Criteria By what criteria should performance be judged? Levels of Performance What does a range of quality performance look like? Rubric criteria reflect the Unit Goal and are strongly weighted toward achievement, not effort Rubrics have a consistent progression across the different levels of performance Classroom Curriculum Assessment

Create Your Own Map & Itinerary Criteria 4321 Itinerary Components (x2) Travel itinerary is clearly detailed, including strong use of cardinal directions and at least 5 plotted sites of interest. Travel itinerary is mostly detailed, including use of cardinal directions and at least 5 plotted sites of interest. Travel itinerary is minorly detailed, including inaccurate or little use of cardinal directions and 5 or less plotted sites of interest. Travel itinerary is not detailed with inaccurate or no use of cardinal directions and less than 5 plotted sites of interest. Map Components (x2) All map components (title, compass rose, legend) are included and accurate. Map components (title, compass rose, legend) are included but some are inaccurate. Some map components (title, compass rose, legend) are missing and/or are inaccurate. All map components (title, compass rose, legend) are missing and/or are inaccurate. Matching of Itinerary and Map (x1) Travel itinerary matches drawn map route with no errors. Travel itinerary matches drawn map route with minimal (1-2) errors. Travel itinerary matches drawn map route with moderate (3-4) errors. Travel itinerary does not match drawn map route at all. Quality of Information (x1) Information for each site of interest meets required length (5+ sentences) and is described in strongly detailed, accurate, and organized paragraphs. Information for each site of interest meets required length (5+ sentences) and is described in mostly accurate and organized paragraphs. Information for each site of interest does not meet required length (5+ sentences) or is described in inaccurate and/or disorganized paragraphs. Information for each site of interest does not meet required length (5+ sentences) and/or is inaccurate, irrelevant, or missing.

Constructing Rubrics: Full Form 1. Define the Performance Criteria and Weighting Classroom Curriculum Assessment

Create Your Own Map & Itinerary Criteria 4321 Itinerary Components (x2) Travel itinerary is clearly detailed, including strong use of cardinal directions and at least 5 plotted sites of interest. Travel itinerary is mostly detailed, including use of cardinal directions and at least 5 plotted sites of interest. Travel itinerary is minimally detailed, including inaccurate or little use of cardinal directions and 5 or less plotted sites of interest. Travel itinerary is not detailed with inaccurate or no use of cardinal directions and less than 5 plotted sites of interest. Map Components (x2) All map components (title, compass rose, legend) are included and accurate. Map components (title, compass rose, legend) are included but some are inaccurate. Some map components (title, compass rose, legend) are missing and/or are inaccurate. All map components (title, compass rose, legend) are missing and/or are inaccurate. Matching of Itinerary and Map (x1) Travel itinerary matches drawn map route with no errors. Travel itinerary matches drawn map route with minimal (1-2) errors. Travel itinerary matches drawn map route with moderate (3-4) errors. Travel itinerary does not match drawn map route at all. Quality of Information (x1) Information for each site of interest meets required length (5+ sentences) and is described in strongly detailed, accurate, and organized paragraphs. Information for each site of interest meets required length (5+ sentences) and is described in mostly accurate and organized paragraphs. Information for each site of interest does not meet required length (5+ sentences) or is described in inaccurate and/or disorganized paragraphs. Information for each site of interest does not meet required length (5+ sentences) and/or is inaccurate, irrelevant, or missing.

Constructing Rubrics: Full Form 1. Define the Performance Criteria and Weighting 2. Define the Levels of Performance Achievement Classroom Curriculum Assessment

Create Your Own Map & Itinerary Criteria 4 (Advanced) 3 (Proficient) 2 (Basic) 1 (Unsatisfactory) Itinerary Components (x2) Travel itinerary is clearly detailed, including strong use of cardinal directions and at least 5 plotted sites of interest. Travel itinerary is mostly detailed, including use of cardinal directions and at least 5 plotted sites of interest. Travel itinerary is minimally detailed, including inaccurate or little use of cardinal directions and 5 or less plotted sites of interest. Travel itinerary is not detailed with inaccurate or no use of cardinal directions and less than 5 plotted sites of interest. Map Components (x2) All map components (title, compass rose, legend) are included and accurate. Map components (title, compass rose, legend) are included but some are inaccurate. Some map components (title, compass rose, legend) are missing and/or are inaccurate. All map components (title, compass rose, legend) are missing and/or are inaccurate. Matching of Itinerary and Map (x1) Travel itinerary matches drawn map route with no errors. Travel itinerary matches drawn map route with minimal (1-2) errors. Travel itinerary matches drawn map route with moderate (3-4) errors. Travel itinerary does not match drawn map route at all. Quality of Information (x1) Information for each site of interest meets required length (5+ sentences) and is described in strongly detailed, accurate, and organized paragraphs. Information for each site of interest meets required length (5+ sentences) and is described in mostly accurate and organized paragraphs. Information for each site of interest does not meet required length (5+ sentences) or is described in inaccurate and/or disorganized paragraphs. Information for each site of interest does not meet required length (5+ sentences) and/or is inaccurate, irrelevant, or missing.

Constructing Rubrics: Full Form 1. Define the Performance Criteria and Weighting 2. Define the Levels of Performance Achievement 3. Provide Full Descriptions for Each Cell Use descriptors that sufficiently discriminate between levels of performance Indicators of performance may be helpful in articulating each description Classroom Curriculum Assessment

Constructing Rubrics: Full Form (See Workbook p. 117-118) Classroom Curriculum Assessment

Create Your Own Map & Itinerary Criteria 4321 Itinerary Components (x2) Travel itinerary is clearly detailed, including strong use of cardinal directions and at least 5 plotted sites of interest. Travel itinerary is mostly detailed, including use of cardinal directions and at least 5 plotted sites of interest. Travel itinerary is minorly detailed, including inaccurate or little use of cardinal directions and 5 or less plotted sites of interest. Travel itinerary is not detailed with inaccurate or no use of cardinal directions and less than 5 plotted sites of interest. Map Components (x2) All map components (title, compass rose, legend) are included and accurate. Map components (title, compass rose, legend) are included but some are inaccurate. Some map components (title, compass rose, legend) are missing and/or are inaccurate. All map components (title, compass rose, legend) are missing and/or are inaccurate. Matching of Itinerary and Map (x1) Travel itinerary matches drawn map route with no errors. Travel itinerary matches drawn map route with minimal (1-2) errors. Travel itinerary matches drawn map route with moderate (3-4) errors. Travel itinerary does not match drawn map route at all. Quality of Information (x1) Information for each site of interest meets required length (5+ sentences) and is described in strongly detailed, accurate, and organized paragraphs. Information for each site of interest meets required length (5+ sentences) and is described in mostly accurate and organized paragraphs. Information for each site of interest does not meet required length (5+ sentences) or is described in inaccurate and/or disorganized paragraphs. Information for each site of interest does not meet required length (5+ sentences) and/or is inaccurate, irrelevant, or missing. 43 Travel itinerary is clearly detailed, including strong use of cardinal directions and at least 5 plotted sites of interest. Travel itinerary is mostly detailed, including use of cardinal directions and at least 5 plotted sites of interest.

Take Home Points Rubrics measure holistic performance Rubrics Require: Criteria focused on the Unit Goal Levels of Performance Grading with rubrics requires professional judgments A simple percentage can not be calculated from a rubric and recorded in a grading program. Classroom Curriculum Assessment

PA Prompt and Rubrics Activity Construct a Rubric for the Unit 1 PA Prompt. Create the rubric criteria and levels of achievement for the performance assessment. Create the cell descriptions for Advanced and Unsatisfactory performances. When finished: Discuss with a partner your rubric, inviting suggestions for improvement based on the principles in the presentation and workbook. Classroom Curriculum Assessment

Summative Assessment Traditional Test Book pgs. 9 - 12 Classroom Curriculum Assessment

Assessment Structure Traditional Tests Unit Assessments Formative Informal Formal Summative Traditional Test Performance Assessment Classroom Curriculum Assessment

Purpose of the Traditional Test Assess “Important to Know” knowledge from the Acquiring and Integrating Phase. Assess connections among lesson concepts that make up the Unit Concept and Goal. Inform both teacher and student about areas for improvement. Classroom Curriculum Assessment

Test Structure and Format A 100-point test could be constructed as follows: Classroom Curriculum Assessment

Test Structure and Format A 100-point test could be constructed as follows : 45 pts Straightforward questions about the connections among the unit’s lesson concepts and skills Classroom Curriculum Assessment

Test Structure and Format A 100-point test could be constructed as follows: 45 pts Straightforward questions about the connections among the unit’s lesson concepts and skills. 15 pts 1 st semester: Straightforward questions about the connections between the unit’s lesson concepts and previous units’ enduring understandings 2 nd semester: Questions that assess Course and T/D Outcomes Both Semesters: Straightforward Content Literacy questions. Classroom Curriculum Assessment

Test Structure and Format A 100-point test could be constructed as follows: 45 pts Straightforward questions about the connections among the unit’s lesson concepts and skills. 15 pts 1 st semester: Straightforward questions about the connections between the unit’s lesson concepts and previous units’ enduring understandings 2 nd semester: Questions that assess Course and T/D Outcomes Both Semesters: Straightforward Content Literacy questions 20 pts Straightforward questions that address the Unit Goal/Concept Classroom Curriculum Assessment

Test Structure and Format A 100-point test could be constructed as follows: 45 pts Straightforward questions about the connections among the unit’s lesson concepts and skills. 15 pts 1 st semester: Straightforward questions about the connections between the unit’s lesson concepts and previous units’ enduring understandings 2 nd semester: Questions that assess Course and T/D Outcomes Both Semesters: Straightforward Content Literacy questions 20 pts Straightforward questions that address the Unit Goal/Concept Note: 80% of the traditional test is accessible to all students. Assuming a 90-80-70-60 grading scale, even if students miss 10 points on this part of the test, they show achievement of the Unit Goal Classroom Curriculum Assessment

Test Structure and Format A 100-point test could be constructed as follows: 45 pts Straightforward questions about the connections among the unit’s lesson concepts and skills. 15 pts 1 st semester: Straightforward questions about the connections between the unit’s lesson concepts and previous units’ enduring understandings 2 nd semester: Questions that assess Course and T/D Outcomes Both Semesters: Straightforward Content Literacy questions 20 pts Straightforward questions that address the Unit Goal/Concept 10 pts More challenging questions that address the Unit Goal/Concept Classroom Curriculum Assessment

Test Structure and Format A 100-point test could be constructed as follows: 45 pts Straightforward questions about the connections among the unit’s lesson concepts and skills. 15 pts 1 st semester: Straightforward questions about the connections between the unit’s lesson concepts and previous units’ enduring understandings 2 nd semester: Questions that assess Course and T/D Outcomes Both Semesters: Straightforward Content Literacy questions 20 pts Straightforward questions that address the Unit Goal/Concept 10 pts More challenging questions that address the Unit Goal/Concept 10 pts Sophisticated questions that address the Unit Goal and Concept Classroom Curriculum Assessment

Test Structure and Format A 100-point test could be constructed as follows: 45 pts Straightforward questions about the connections among the unit’s lesson concepts and skills. 15 pts 1 st semester: Straightforward questions connecting unit concepts to previous Enduring Understandings 2 nd semester: Questions that assess Course and T/D Outcomes Both Semesters: Straightforward Content Literacy questions 40 pts A written product that directly assesses Unit Concept and Unit Goal achievement - an essay, an argument in response to a previously unseen article, an explanation of a previously unseen science demonstration or how to solve an unseen math problem - with a rubric that differentiates among Straightforward, Challenging and Sophisticated Concept/Goal achievement.

Test Structure and Format Sample Test Questions Questions that address Core Concepts and Skills Unit Goal: SWBAT apply measures of central tendency and knowledge of graphing to organize data and make informed predictions. Here are the numbers of rare birds spotted by bird watchers this month: 10, 2, 7, 3, 8, and 2. 1.What is the median number of birds? 2.What is the mode? Classroom Curriculum Assessment

Test Structure and Format Sample Test Question Questions that connect core concepts with Previous Enduring Understandings Unit Goal: SWBAT apply measures of central tendency and knowledge of graphing to organize data and make informed predictions. The lengths, in feet, of 5 desks are 3, 8.5, 4.75, 2.75, and 5.25. Find the mean length of the desks with and without the outlier. Circle the outlier. Classroom Curriculum Assessment

Test Structure and Format Sample Test Question Straightforward Questions that address the Unit Goal/Concept Unit Goal: SWBAT apply measures of central tendency and knowledge of graphing to organize data and make informed predictions. The following responses are results from a poll that asked how students got to school each day. Family car, bus, car pool, bike, walk, family car, bike, bus, bike, walk, bus, bike, family car, car pool, family car, bus, bus, walk, walk walk, walk, walk, car pool Create a frequency table for the data. Don’t forget to label! Classroom Curriculum Assessment

Test Structure and Format Sample Test Questions Sophisticated Questions that address the Unit Goal/Concept Unit Goal: SWBAT apply measures of central tendency and knowledge of graphing to organize data and make informed predictions. A company softball team/s ages are printed below. A.What is the team’s median age? B.What is the range? C.If a 17 year-old joins the team, which measure(s) of central tendency do not change? Explain. Classroom Curriculum Assessment

Writing Test Questions Adapt Publisher-created Tests Develop a library of questions from multiple textbooks Choose questions that assess your Unit Goal/Concept Use MC questions to form questions that ask the connection between 2 or more MC answers Create Your Own Questions Think about alternative question types Concept Maps Diagrams, Maps, Political Cartoons Questions based on previous labs or demonstrations Classroom Curriculum Assessment

Alternative Question Types Elementary Unit Test Look at the graph below. How many more newspapers were sold on Tuesday than on Monday? KEY = 100 Newspapers Mon Tues Wed Thurs Fri Number of Newspapers

Alternative Question Types Middle School Algebra Unit Test Theresa solved the following system of equations. Her work is below. She felt confident in her work; however, when you checked her solution, you realized she made several mistakes. Identify where Theresa went astray, and correct her mistakes by resolving the system of equations. 5(x – 3y = -4) 5x – 4y = -9__ 5x – 15y = -20 (-) 5x – 4y = -9__ 19y = -11_19 y =-11 19

Alternative Question Types Middle School Unit Test Write the story that would lead you to writing the linear equation below. X + 5 = 17

Alternative Question Types High School Geometry Unit Test Which of the following is the best description of a regular polygon? (3 pts) A.A regular polygon is a convex polygon whose sides and angles are all congruent B.A regular polygon is a convex polygon whose sides are all congruent C.A regular polygon is a concave polygon whose sides and angles are all congruent D.A regular polygon is a concave polygon whose angles are all congruent

Test Components that Benefit All Students Focus on the Unit’s “Knowledge Important to Know” Begin with questions that instill confidence in students Assess Unit Goal achievement at different levels of sophistication Gauge a comfortable test length Focus on content rather than reading Classroom Curriculum Assessment

Unhelpful Test Components Too many “Nice to Know” Questions Too few questions at the Unit Goal level “Extra Credit” questions “Retests” for partial credit Classroom Curriculum Assessment

ACE Collaborative 2011 Knowledge Important to Know Knowledge Nice to Know Enduring Understanding Wiggins & McTighe (1998) Designing a Quality Test Compare the ratio of “Nice to Know” vs. “Important to Know” Questions Trade tests with and provide feedback for other content area teachers

Test Grades and the Unit Structure What if you are surprised by low test grades? The teacher did not provide enough or effective formal formative assessments Or Students did not take advantage of the information provided by the formative assessments Test results may require adjustments to the E&R lesson plans to address student needs. The Performance Assessment gives students another opportunity to demonstrate Unit Goal achievement. Classroom Curriculum Assessment

Take Home Points Traditional Tests need not be long, just focused on lesson concept connections and the Unit Goal. When appropriate, tests should measure content achievement, not reading ability. Traditional tests should give all students the ability to show mastery of the Unit Goal at different levels of sophistication. Classroom Curriculum Assessment

Traditional Test Goal Questions For Unit 1, develop Two straightforward TT questions that assesses Basic Proficiency of Goal achievement One challenging TT question that assesses Proficiency of Goal achievement One sophisticated TT question that assesses Advanced Proficiency of Goal achievement From 2 nd grade upward, Goal questions involve writing in some way. Classroom Curriculum Assessment

Traditional Test Goal Questions For Unit 1 develop, Classroom Curriculum Assessment 20 pts Straightforward 10 pts CHALLENGING 10 pts SOPHISTICATED

Summative Assessment Performance Assessments Book pgs. 1 - 8 Classroom Curriculum Assessment.

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Summative Assessment Performance Assessments Book pgs. 1 - 8 Classroom Curriculum Assessment.

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