1. PLC Coordinating Council 2009-10 Day 2 Julie McDaniel

2. 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

3. 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 b.Reporting results

4. An Inference-Making Enterprise Student’s assessment results Student’s knowledge Inference made about OVERT COVERT

5. Determining cognitive demand Targets must then be categorized by depth of knowledge: 1.Master Factual and Procedural Knowledge 2.Use Knowledge to Reason and Solve Problems 3.Demonstrate Mastery of Specific Skills 4.Create Quality Products 5.Acquire Positive Affect and Dispositions

6. Levels of Learning and Change Learning is social and flourishes in relationships. - Margaret Wheatley

7. Levels of Learning and Change Adapted from From Coach to Awakener by Robert Dilts, Meta Publications, 2003. Environment Behavior/Skills Capabilities Values/Beliefs Identity

8. What Works 1.Identifying similarities and differences 2.Summarizing and note taking 3.Reinforcing effort and providing recognition 4.Homework and practice 5.Nonlinguistic representations 6.Cooperative learning 7.Setting objectives and providing feedback 8.Generating and testing hypotheses 9.Questions, cues, and advanced organizers

9. Target-Method Matching Item Types: 1.Selected response (multiple choice, true/false, fill-in, matching) 2.Brief constructed response 3.Extended constructed response 4.Performance task

10. Matching target to method 1.Knowledge and understanding: selected response and constructed responses 2.Reasoning: selected response, constructed responses, and some performance tasks 3.Performance skills: some selected response and constructed responses, more performance tasks 4.Products: some constructed responses, most performance tasks 5.Dispositions: some selected response and constructed responses, some performance tasks

11. We need sufficient information todraw sound inferences Called “adequate sampling” Want a large enough sample to be able to generalize to the “total performance arena being assessed” Simply ask yourself, “Have I gathered enough information to make an accurate conclusion about what a student can do? Can I be confident with what I am saying about a student’s achievement in my classroom?”

12. Assessment Blueprint 1.Clear and appropriate purpose This is always the initial step! 2.Specific and appropriate learning targets 3.Solid assessment design Proper methods Appropriate sample

13. 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

14. Next Time Standard 3: Sound Assessment Design Performance Assessment Rubric Development

15. End of Day 2 Julie.McDaniel@oakland.k12.mi.us 248-209-2346