A Balanced Assessment Plan

For

Petoskey Public Schools

Common Findings in Successful Schools Aligned Curriculum & Pacing Professional Learning Communities Focus on learning (using multiple assessments & data

analysis)

Use of research-based instructional practice Motivated by improvement for all students

Of all, the teacher is the most important !

(Schmoker, Fullan, Reese, Stiggins)

A Balanced Assessment Approach

Summative- OF Learning

Formative- FOR Learning

Interim- OF & FOR Learning

Working Together to Improve Learning

The Garden Analogy

SummativeMeasuring the height

of the plant to see how fast it is

growing

FormativeWatching & analyzing the

fertilizer & water to know how much to give the plant for the best growth

Common Assessments

Common Assessments: More Interim in

Nature

FOR Learning (Formative)

OF Learning

(Summative)

All AssessmentsSummative, Interim, & Formative:

Are interconnected Impact learning Involve feedback Effect the quality of teaching Are defined by timing, audience,

interpretation of data, & use.

Assessment Examples

Summative- MEAP/MME, end of unit tests, final products & performances

Interim- Common assessments, NWEA, DIBELS, teacher created, practices…

Formative- Quick checks for understanding, grand conversations, conferencing, journaling, coaching (for immediate instructional changes)…

Common Assessments

Common Assessments Have the Same:

Measured Outcomes- WHAT?

Curriculum (GLCEs/HSCEs)

Pacing Purpose(s)- WHY?

Audience- WHO? Format/Procedures-

WHEN? HOW?

Common Assessments

Purpose- Diagnose areas of weakness, guide instruction, provide intervention & differentiation

(usually not used for a grade)

Audience- Teacher, student(s), & PLC members

Common Assessment Steps

Choose a Topic.(or Strand)

Example-

Reading

Choose a Domain.

Example-

Comprehension

#1 #2

Common Assessment Steps

Read Through the GLCEs/HSCEs In That Domain

(your grade/course level)

Identify the Power Standards

Examples:

Extended GLCEs/HSCEs (MDE)

Kent ISD (on TLC Webpage)

Prof. Expertise (within PLCs)

Report Cards (K-5th)

Released Items (MDE)

#3 #4

Common Assessment Steps

“Unwrap” the Power Standards

1. Circle & discuss the GLCE/HSCE verbs.

2. Underline the key concepts.

Determine the “Big” Ideas

What are the main ideas or essential

understandings?

#5 #6

Common Assessment Steps

Compare the verbsused in the Power

Standards (GLCEs/HSCEs)

with the CognitiveTaxonomy Circle.

(Bloom)

Student TargetsWhat questions could you ask that would leadstudents to thesePower Standards orlearning goals?

#7 #8

Common Assessment Steps

Select the Assessment Type

EXAMPLES:

Selected ResponseConstructed ResponseProductsPerformancesProcess-focused

(See Framework Guide.)

Construct the assessment instrument to match your “big ideas” & student targets with the appropriate level-rigor of skills.

#9 #10

Common Assessment Steps

Create Assessment Guides

Answer Keys

Rubrics

Scales

Scoring Guides

Timing of Test

Timing of PLC Data Review

A Circular ProcessA good Idea that is poorly implemented is a BAD idea.

A good idea that is well- implemented is a GOOD idea!

Writing Common Assessments is a Process (not an Event)!

#11 #12Leadership & Learning, 2007

Research Supports

“Research suggests that, if done well,

genuine assessments FOR learning can produce among the largest achievement

gains ever reported for educational interventions (Olson, 2007).”