chapter one: assessment- where’s the bar for learning?
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Chapter One: Assessment- Where’s the Bar for Learning?. Core Ideas. Standards are meaningless until you define how you will assess them. Assessment are not the end of teaching and learning process; they’re the starting point. Interim Assessments vs. In-the-Moment Assessments. - PowerPoint PPT PresentationTRANSCRIPT
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Standards are meaningless until you define how you will assess them.
Assessment are not the end of teaching and learning process; they’re the starting point.
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Advantages of Interim Assessments◦ Road map for instruction◦ Improvement in teaching◦ Targeted Focus◦ Accountability◦ Visibility◦ Checking for Understanding w/o teacher support◦ Preparing students for high-stakes assessment
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Common Core State StandardsCCSSO and National Governors Association Center for Best
Practices (NGA Center) have released a set of state-led
education standards, the Common Core State Standards. The
English-language arts and mathematics standards for grades
K-12 were developed in collaboration with a variety of
stakeholders including content experts, states, teachers,
school administrators and parents. The standards establish
clear and consistent goals for learning that will prepare
America's children for success in college and work.
http://www.corestandards.org
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Students who meet the Standards Readily undertake the close, attentive reading that
is at the heart of understanding and enjoying great works of literature.
Habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally.
Actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews.
Reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic society.
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Fewer, clearer, higher: ◦ produce a set of fewer, clearer and higher standards. ◦ translatable to and teachable in the classroom. ◦ cover only those areas that are critical for student success◦ Scaffolded and developmental
Internationally benchmarked: ◦ informed by the content, rigor and organization of standards of
high-performing countries and states ◦ all students are prepared to succeed in a global economy and
society.
Special populations: ◦ the inclusion of all types of learners was a priority◦ Recognized that special populations may require additional time and
appropriate instructional support with aligned assessments ◦ selected language intended to make the standards documents
accessible to different learners
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Assessment: ◦ Assessment of the common core state standards is currently being
developed by PARCC◦ Standards will ultimately be the basis for an assessment system that would
include multiple measures of student performance. ◦ Attention will be turned to creating a high quality system of measurement
that would include proper incentives for teachers to teach these standards ◦ A variety of assessments must be created to reinforce teaching and learning
tied to the agreed upon expectations.
Standards and curriculum: ◦ Standards are not curriculum. ◦ This initiative is about developing a set of standards that are common across
states. ◦ The curriculum that is developed will continue to be a local responsibility (or
state-led, where appropriate). ◦ The curriculum could become more consistent from state to state based on
the commonality of the standards◦ There are multiple ways to teach these standards, and therefore, there will
be multiple approaches that could help students accomplish the goals set out in the standards.
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Fewer, clearer, more rigorous Aligned with college readiness expectations Include rigorous content and application of
knowledge through higher order thinking skills Built upon strengths and lessons of current state
standards Internationally benchmarked so that all students
are prepared to achieve in a global society Evidence and/or research based
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Introduction Comprised of Three Main Sections• One Comprehensive K-5• One ELA content area specific sections for 6-12 and • One History/Social Studies, Science, Technical Subjects content
section for 6-12 Each Section is divided into Strands• K-5 and 6-12 are Reading, Writing, Listening and Speaking and
Language• The 6-12 History/Social Studies, Science, Technical Subjects
section focuses on Reading and writing only Each Strand is headed by College and Career Readiness
Anchor Standards that is identical across all grades and content areas--where we want the children to be at the end of Grade 12.
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Measuring Text Complexity: Three Factors◦ Qualitative Evaluation of the Text- Best measured
or only measurable by an attentive human reader, such as levels of meaning, structure, language conventionality and clarity, and knowledge demands
◦ Quantitative Evaluation of the Text- refers to word length or frequency, sentence length and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently: readability measures
◦ Matching Reader to Text and Task- Reader variables such as motivation,knowledge and experiences and task variables such as purpose and the complexity generated by the task assigned and the questions posed
inherentcomplexity of text
Variablesspecific to readers
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The depth and breadth of understanding of the standard increases with each grade level.
The end expectation, college and career readiness, is made clear right from the very beginning and actually starts the document off.
This readiness is a major goal of education.
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College and Career ReadinessThis is where we want to be!!
“Read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text!”
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Grade K- With prompting and support, ask and answer questions about key details in a text
Grade 1- Ask and answer questions about key details in a text Grade 2-Ask and answer such questions as who, what, where,
when, why and how to demonstrate understanding of key details in a text
Grade 3-Ask and answer questions to demonstrate understanding of a text, explicitly using the text as the basis for the answers
Grade 4- Draw on details and examples of a text to support statements
Grade 5-Quote from a text to support statements about the text Grade 6-Cite textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text Grade 7-Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text
Grade 8-Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
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KINDERGARTEN
GRADE ONE
GRADE TWO
GRADE THREE
GRADE SIX
GRADE SEVEN
GRADE EIGHT
GRADES NINE AND TEN
GRADES ELEVEN AND TWELVE
INCREASIN
G DEPT
H AND B
READTH OF C
OMPLEXITY
COLLEGE AND CAREER READINESS
COLLEGE AND CAREERREADINESS
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Choose one anchor standardFollow it’s progression through the gradesFill in the staircase with the standard you choseHighlight the language that indicates increasing complexity
Discuss
What are the implications for the principal in shaping this work at the school?
What are the implications for these understandings in the classroom?
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The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to the mathematical processes that NCTM addresses in the Process Standards in Principles and Standards for School Mathematics.
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1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the
reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated
reasoning.
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High School
Conceptual Category
Domain
Cluster
Standards
K-8
Grade
Domain
Cluster
Standards
(No pre-K Common Core Standards)
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Grade Grade LevelLevel
DomainDomain
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StandardStandard
ClusterCluster
ClusterCluster
StandardStandard
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StandardStandard
ClusterCluster
DomainDomain
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Overarching “big ideas” that connect topics across the grades
Descriptions of the mathematical content to be learned, elaborated through clusters and standards
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Content statements
Progressions of increasing complexity from grade to grade
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May appear in multiple grade levels with increasing developmental standards as the grade levels progress
Indicate WHAT students should know and be able to do at each grade level
Reflect both mathematical understandings and skills, which are equally important
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The big ideas that connect mathematics across high school
A progression of increasing complexity Description of the mathematical content to be
learned, elaborated through domains, clusters, and standards
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For grades preK-8, a model of implementation can be found in NCTM’s Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics
For the secondary level, please see NCTM’s Focus in High School Mathematics: Reasoning and Sense Making
www.nctm.org/cfp
www.nctm.org/FHSM
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CCSS- Myth vs. FactsCCSS- Myth vs. Factshttp://www.corestandards.org/about-the-standards/myths-vs-facts