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Assessment Literacy. Tuesday, August 20, 2013 Jennifer Putman , Liaison. Comprehensive Assessment and Data System in GCISD. STAAR, End of Unit, Sem. Exams, ACT/SAT. MAP, TELPAS, CogAT , DRA2, progress monitoring. Benchmarks & Cornerstone Tasks. Assessments for Learning. Accountability. - PowerPoint PPT Presentation

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Assessment Literacy

Assessment LiteracyTuesday, August 20, 2013Jennifer Putman, LiaisonComprehensive Assessment and Data System in GCISDBenchmarks &Cornerstone TasksMAP, TELPAS,CogAT, DRA2,progress monitoringSTAAR, End of Unit, Sem. Exams, ACT/SATAssessments for LearningBrooke2Performance Indexes that determine Accountability:% of students passing state assessment% of students who met progress or exceeded progress (STAAR Level II and III)% of students in performance gap groups passing state assessmentGraduation rate/DAP Rate (not applicable to us)Accountability Brooke3What do students learn in the previous two grades to prepare them?How will students use the learning next year?

Readiness StandardsSupporting StandardsProcess StandardsTEKS LiteracyJen4Essential for success in current grade levelPrepares students for success in next grade levelRequire in-depth instructionAddresses broad and deep ideasReadiness StandardsJen5Introduced OR reinforced in the current grade levelMay be emphasized in the previous grade level OR the next grade levelPrepares students for success in the next grade levelAddresses narrow ideas

Supporting StandardsJen6

Readiness vs. SupportingThe process of how students gain and demonstrate knowledgeRepresents strategies students use to access learningRepresents the way a student communicates learningProcess StandardsJen8Levels of ConcernChallenging (red) = < 70%Moderate (orange) = 70 79%Low-Risk (yellow) = 80 100%Heat Maps

Jen - Pass out sample Heat Map; discuss and explain9Analyze data what percentage change do you notice for each standard? (+ or - )Find areas of strength what are we doing that works? Keep doing it! Which kids still need support?Find areas of concern what do we need to do and learn before we teach this again? Which kids still need support?Determine focus standards (3 lowest standards)Create and implement CBAsFollow up with Data Teams Process in PLCs

Data Teams ProcessJen Model steps 1-4 today; use the Analyzing Learning Standards sheet; use all standards (readiness, process, and supporting).step 5-6 (CBAs will be done throughout the year in PLCs)10

Determining our Focus StandardsVertical Teams: 30 minutesReading LibraryMath Jamis roomScience Art roomVertical teams break out and use their grade level heat map to analyze the learning standards; need TEKS flip charts; K-2 use their TEKS to align with 3-5 to determine focus standards K/31/42/511Grade Level Teams discuss and chart 3 focus standards for the yearBe ready to share!Determining our Focus Standards

Jen - Return to library and get into grade level teamsJigsaw use analyzing learning standards to sheet to determine their 3 focus standards for this semester using expectations listed aboveChart and share (charts will be posted in PLC room for follow-up and CBAs)12Quality AssessmentsFriday, August 23, 2013www.DMAC-solutions.netAccessing questions based on standardCreating tests

DMACLuanne14Grades 3 5: in team leaders room, use DMAC and 3 focus standards (Tuesday) to create a CBAGrades K 2: in library with Jennifer and Jami for types of assessments and how to create quality assessments using focus standards (Tuesday)Developing Quality AssessmentsJennifer and Jami15Selected Response multiple choice, true/false, matching, fill-in the blank with answer choices providedConstructed Response (Open Ended Response) open ended questions, fill in the blank with no answer choices provided, students are asked to reason or justify thinkingTypes of Assessment ResponsesK-2; Jenn and Jami16

IDP The Intentional Design ProcessThe student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to:

(B) use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones;

TEKS 1.2B Number and Operations

What number does this picture represent?(selected response question)

12 39 40 3819

True or False?(Selected Response)

=

Lisa built the number 42 using the blocks below. Is she correct? How do you know?Rubrics for constructed responseCan be scored quickly and results used right away4-7 questions totalCurriculum Based AssessmentsUse focus standards (choose 1)Use the IDP-short cut to IDP with your teamCreate a curriculum based assessment with 3 questions (selected response and constructed response)Curriculum Based Assessment K-2We can not accomplish all that we need to do without working together.Bill Richardson

ReflectionTEAM reflection24

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