1. PLC Coordinating Council 2009-10 Day 1 Julie McDaniel

2. Before you begin to build an assessment, you must answer five questions 1.Why assess? 2.Assess what? 3.Assess how? 4.Communicate how? 5.Involve students how?

3. Quality Assessment Standards (AKA The Keys to Success) 1.Clear and appropriate purpose 2.Specific and appropriate learning targets 3.Solid assessment design 4.Well-managed and effectively communicated results 5.Student-involved assessments

4. The 6-day journey 1.Clear Learning Targets a.Learning progressions b.Accurate targets 2.Sound Design a.Target-method matching b.Sampling and blueprints 3.Sound Design a.Performance assessment b.Rubric development 4.Sound Design a.Transformative assessment b.Differentiation 5.Sound Design a. Critiquing assessments b. Culture 6.Effective Communication a.Quality data/feedback b.Reporting results

5. Agenda Setting learning targets Creating a vision of proficiency Learning progressions Defining alignment and putting it into practice

6. One question should be driving all planning and assessment What is the intended learning?

7. Assess what? = Set specific and appropriate learning targets Example – Grade 2 Written Communication Unit from a Local District Students will: –Narrow down a broader story idea to focus on only one aspect of the total idea and write a realistic fiction or fantasy story that uses personification and 3 rd person point of view (W.GN.02.01, W.PR.02.05, W.PR.02.06)

8. Setting targets W.GN.02.01 – Write realistic fiction, fantasy, and/or a personal narrative that depicts major story events, uses illustrations to match mood, and contains setting, problem/solution, and sequenced text. W.PR.02.05 – Write in first and third person based on genre type and purposes. W.PR.02.06 – Narrow down a broader story idea to focus on only one aspect of the total idea.

9. Setting targets

10. Setting Targets W.GN.07.01: Write a cohesive narrative piece such as a memoir, drama, legend, mystery, poetry, or myth that includes appropriate conventions to the genre employing literary and plot devices (e.g., internal and/or external conflicts, antagonists/protagonists, personification). At your table, talk about the decisions that have to be made before you begin clarifying the expectation.

11. Setting targets E.ST.05.21 Describe the motion of planets and moons in terms of rotation on axis and orbits due to gravity. –First, clarify the language Describe: to give characteristics of Rotation: turning around a center, spinning Axis: a straight line (a center) about which planets and moons spin or turn around Orbit: the path in which something turns around a planet Gravity: the pull of a planet or star –Then, convert the expectation into a target I can tell how the pull of a planet or star causes other planets and moons to spin and to revolve around it. I use the words rotation, axis, orbit, and gravity to describe this.

12. Setting targets SCI E.ST.05.03 Explain the apparent motion of the stars and sun across the sky. –First, clarify the language Explain – Apparent – Any others -

13. With a partner Students will compare and contrast elements of text. Take this standard and turn it into specific, student friendly language.

14. Creating a Vision of Proficiency What does it really look like as it is being done successfully? Learning targets often pertain to the “product” -compose persuasive essays -find the volume of 3-D shapes -write a narrative in 1 st -person POV We must take into account the process –Called learning progressions or process success criteria

15. Learning Progressions Help students while they are engaged in the task Summarize building blocks, key steps or ingredients students must have in order to meet the product standard Provide framework for assessments that provide critical information about teaching and learning

16. Constructing the Learning Progression 1.Know the learning target thoroughly. 2.Identify all skills and knowledge needed to meet the target. 3.Determine whether the skills and knowledge identified are assessable. 4.Arrange the building blocks in a logical sequence (instructionally defensible).

17. Table Talk Come up with the progressions needed for the following tasks: Make a banana split or Drive a car around the block or Email a message to a friend

18. Group Processing What issues arose regarding the following: Grain size? Number of criteria? Sequencing?

19. Using the targets you set for the following standard, create learning progressions: Students will compare and contrast elements of text. In the next 10 minutes, work at your tables to complete the following steps: 2) Identify all skills and abilities that must be in place before students can meet these targets. 3) Determine if these can be measured. 4) Arrange them in logical sequence.

20. Write persuasively using different techniques We have written a letter to the Michigan Department of Environmental Quality regarding land, air, water, or waste. This letter includes A statement of the viewpoint A number of reasons for this, with evidence A number of reasons from an alternative standpoint Attempts at striking up empathy with the reader Recommendation for alternative action Reasoning connectives We are learning to… We’ll know we’ve achieved this because…

21. The Whole Process Choose one of the expectations from the “Whole Process” worksheet. Set the learning targets. Establish learning progressions.

22. Quality Assessment Standards (AKA The Keys to Success) 1.Clear and appropriate purpose 2.Specific and appropriate learning targets 3.Solid assessment design 4.Well-managed and effectively communicated results 5.Student-involved assessments

23. Next Time Standard 3: Sound Assessment Design Target-Method Matching Adequate Sampling Test Blueprints

24. End of Day 1 Julie.McDaniel@oakland.k12.mi.us 248-209-2346