how-to, step-by-step answer key only (ako)edweb.tusd1.org/cholla/teacherhub/9.08.16...

ANSWER KEY ONLY (AKO)HOW-TO, STEP-BY-STEP

1 AKOPresentation - September 8, 2016

Common Formative Assessments

● WHAT to assess

○ Agreed upon by teachers teaching the same content standards ○ Which standards are most important? ○ Which ones assess prerequisite skills? ○ Which standards are absolutely necessary for students to know?



● HOW to assess ● What type of response will you use? ○ Selected Response, Constructed or Extended, Performance

Assessment ○ ONE CFA used by ALL teachers for Chosen Standards ○ Choose if it is an AKO or will it be created in School City

● Which standards are absolutely necessary for students to know?


CREATE IT TOGETHER

USE IT TOGETHER



DATA DIVES

● NEXT STEPS ○ Gathering our Data ○ Analyzing our Data ○ Planning our response to Data ○ Review the Assessment Itself ○ Tiered Systems of Responses –

! Reteaching ! Tier One interventions ! Reassessing ! Meeting Student Success


INSTRUCTIONAL FOCUS CALENDARS FOR QUARTER ONE

INSTRUCTIONAL FOCUS CALENDARS FOR QUARTER TWO

DUE DATES WILL BE SENT VIA EMAIL (SOON)

3 CFAs per 9 Weeks


• SETTING A CYCLE

• OPTIMIZING PLC TIME AND WEDNESDAY DEPARTMENT TIME TO CREATE CFAS AND REVIEW DATA

Common Formative Assessments – This is the Work


ANSWER KEY ONLY (AKO): HOW-TO, STEP-BY-STEP

PLC WORKSHOP NORMS

▸ Equity of Voice

▸ Active Listening

▸ Respect for All Perspectives

▸ Safety and Confidentiality

▸ Respectful Use of Technology



OBJECTIVE

▸ Today, teachers will practice entering a sample Answer Key Only (AKO) assessment into School City.

▸ By the end of today’s lesson, teachers will understand the mission/purpose of CFAs, CFA expectations, the process of creating an AKO version of a CFA, and will be able to create their own School City AKO for future CFAs.



BEFORE YOU EVEN TOUCH SCHOOL CITY

▸ What is AKO?

▸ Answer Key Only assessments

▸ The AKO method is only useful if you already have an existing assessment and answer key.

▸ The AKO method is useful, because it allows the teacher cohort flexibility and more control over your CFAs. For example:

▸ You decide if it’s multiple choice, critical response, short answer, or all the above.

▸ You create the questions. School city helps you collect the data.




▸ An established and agreed upon CFA must be created.

▸ In today’s example, a sample PE CFA has been created.

▸ The rational, standards, rubric and grade breakdown have been agreed upon.

▸ These elements are important because they allow for consistency amongst teachers who give their students this assessment.




Watson’s School of Physical EducationAbdominal Crunch: Sit-Up/Curl-Up Challenge

CFA #1

Naming Protocol: Cholla.PE.HS.(S1.H3.L1)CFA#1SAMPLE Purpose of CFA1: The purpose of this assessment is to collect baseline data of how many crunches each student can complete in one minute, to document student ability to demonstrate proper sit-up technique, and evaluate student comprehension of the fitness benefits of this activity in personal and social contexts.

TUSD Physical Education Curriculum Standards for High School Alignment:Standard 1:

The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

S1.H3.L1 (Fitness Activity): Demonstrates competency in one or more specialized skills to include demonstration, application and evaluation in health and skill-related fitness activities.

Assessment Questions/Answer Key:

S1.H3.L1 (Constructed Response —No [0] or Yes [1] — Teacher Specific Area): 1ptDid student demonstrate the sit-up/curl-up/crunch activity with proper technique?

S1.H3.L1 (Constructed Response — Write # of crunches in corresponding area — Teacher Specific Area): 1ptHow many sit-ups/curl-ups/crunches did the student complete in one minute? [Credit is given for attempt — Amount is recorded to chart growth — CFA #2 option to assign points for growth]

S1.H3.L1 (Short Answer - student response): 8ptCan you describe the muscle groups that are impacted by the sit-up/curl-up/crunch activity and provide one example of how this fitness activity can affect the performance of another physical activity? [Student writes response in blank space on answer document]

Zero Points Minimally Proficient (1-2pts.) Partially Proficient (3-4pts.) Proficient (5-6pts.) Highly Proficient (7-8pts.)

Did not answer. No complete sentences.Student shows very minimal understanding of the activity and its correlation to personal or social applications.Ex. Abs & Basketball.

Shows understanding of activity or understanding of the affects of performance on another physical activity, but not both with complete competency.Ex. Abs, back, and thigh muscles are impacted by repeated crunch motion, and it applies to running.

Correct muscle groups are identified, and an appropriate example of another physical activity is provided, but lacks the full explanation of how activities are correlates. Ex. Abs, back, and thigh muscles are impacted by repeated crunch activity. Crunches also impact discus throwing, because abs are also used.

Student demonstrates appropriate understanding of the fitness movement (crunches) and can appropriately identify and explain how proper technique can affect another physical activity. Ex. Abs, back, and thigh muscles are impacted by repeated crunch activity. Proper crunch technique can impact another physical activity like discus throwing. Crunches can help a discus thrower, with enhanced abdominal rotation, leg strength and balance. Both abdominal strength and proper balance can affect how far the discus is thrown.

(Student)

3.

Point Distribution Rubric:

SAMPLE

2.

1.




Watson’s School of Physical EducationAbdominal Crunch: Sit-Up/Curl-Up Challenge

CFA #1

Naming Protocol: Cholla.PE.HS.(S1.H3.L1)CFA#1SAMPLE Purpose of CFA1: The purpose of this assessment is to collect baseline data of how many crunches each student can complete in one minute, to document student ability to demonstrate proper sit-up technique, and evaluate student comprehension of the fitness benefits of this activity in personal and social contexts.

TUSD Physical Education Curriculum Standards for High School Alignment:Standard 1:

The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

S1.H3.L1 (Fitness Activity): Demonstrates competency in one or more specialized skills to include demonstration, application and evaluation in health and skill-related fitness activities.

Assessment Questions/Answer Key:

S1.H3.L1 (Constructed Response —No [0] or Yes [1] — Teacher Specific Area): 1ptDid student demonstrate the sit-up/curl-up/crunch activity with proper technique?

S1.H3.L1 (Constructed Response — Write # of crunches in corresponding area — Teacher Specific Area): 1ptHow many sit-ups/curl-ups/crunches did the student complete in one minute? [Credit is given for attempt — Amount is recorded to chart growth — CFA #2 option to assign points for growth]

S1.H3.L1 (Constructed Response - student response): 8ptCan you describe the muscle groups that are impacted by the sit-up/curl-up/crunch activity and provide one example of how this fitness activity can affect the performance of another physical activity? [Student writes response in blank space on answer document]

Zero Points Minimally Proficient (1-2pts.) Partially Proficient (3-4pts.) Proficient (5-6pts.) Highly Proficient (7-8pts.)

Did not answer. No complete sentences.Student shows very minimal understanding of the activity and its correlation to personal or social applications.Ex. Abs & Basketball.

Shows understanding of activity or understanding of the affects of performance on another physical activity, but not both with complete competency.Ex. Abs, back, and thigh muscles are impacted by repeated crunch motion, and it applies to running.

Correct muscle groups are identified, and an appropriate example of another physical activity is provided, but lacks the full explanation of how activities are correlates. Ex. Abs, back, and thigh muscles are impacted by repeated crunch activity. Crunches also impact discus throwing, because abs are also used.

Student demonstrates appropriate understanding of the fitness movement (crunches) and can appropriately identify and explain how proper technique can affect another physical activity. Ex. Abs, back, and thigh muscles are impacted by repeated crunch activity. Proper crunch technique can impact another physical activity like discus throwing. Crunches can help a discus thrower, with enhanced abdominal rotation, leg strength and balance. Both abdominal strength and proper balance can affect how far the discus is thrown.

(Student)

3.

Point Distribution Rubric:

SAMPLE

2.

1.



HOW TO LOG ON TO SCHOOL CITY

▸ Log onto the School City Kiosk:

▸ CTL+ALT+DELETE screen:

▸ Username: schoolcityemployee

▸ Password: schoolcityemployee

▸ Once on the STAFF ACCESS portal, sign in with your normal TUSD credentials

▸ If you are already logged onto a TUSD computer:

▸ Go to your web browser and type http://tusd1.schoolcity.com in the address bar

▸ Make sure you are on the School City Staff Portal

▸ Log in with your normal TUSD credentials



LET’S CREATE!



LET’S CREATE! Today, we are creating an Answer Key Only (AKO) Assessment Click “Create Assessment” and select AKO



LET’S CREATE!

Make sure you follow the appropriate assessment naming protocol: School.Subject.GradeLevel.Standard.UniqueIdentifier

Cholla.PE.HS.S1.H3.L1.CFA#1

Side Note Teachers will have the option of placing AKOs in the “My Assessments” folder or “School Assessments” folder. Assessments made for groups of teachers should go in the “School Assessments” folder. In today’s example, teachers will add this assessment to the “My Assessments” folder.



LET’S CREATE!

If you already know the standard(s) you’re testing for, type them, one at a time, in the standards search bar.

Today, we are using PE standard S1.H3.L1. Go ahead and search for it, then add it to your list.



LET’S CREATE!

Today’s CFA has 3 questions, and all of our responses will

be Critical Responses. Critical Response questions

allow you to grant partial credit on a given response.

Select your number of items and click update.

Select your standards by clicking the drop down arrows.



LET’S CREATE!

You can also skip performance levels altogether.

You can switch between percentage or cut points to determine performance levels.

Select your grade breakdown to match your proficiency

levels.

These levels should be determined and agreed upon by your assessment creation team.



LET’S CREATE!

Select your assessment window.

If your test is ready…you can click Publish.

Select both methods of delivery.

For today’s CFA, the intended user is the Teacher. You don’t have to upload the assessment or you could upload it later.

..this is the most efficient method.



LET’S CHECK OUR WORK! Now, when you are on the Assessments screen, you will go to

the tab where you saved your AKO [My Assessments or School Assessments], and will see what you have created.



ACCESS PREEXISTING ASSESSMENTS! To access CFAs you did not create, simply go to the Assessments screen, and click the School or District Assessments tab (depending on who created it).

Then, select the assessment you need.



CLOSURE

▸ CFAs are created in teams; primarily those comprised of teachers in the same content area.

▸ CFAs allow teachers to collectively spot check student mastery as they progress through the curriculum.

▸ Students get it — continue

▸ Students don’t get it — review, reteach

▸ CFAs allow teachers to model various question types that prepare students for AzMerit

▸ The AKO option allows teachers to conduct assessments they normally would, without reinventing the wheel.

▸ You can create assessments according to your team’s focus as a group, and easily share results.

▸ AKOs allow teachers to focus on the content and results, not the grading.

▸ You can create AKOs for purposes beyond CFAs - homework and quizzes.



QUESTIONS ABOUT THE AKO?

▸ Teacher Tech Liaisons (TTLs) are available to help

▸ Julie Lindner [email protected] 4th & 6th

▸ Kayla Spies [email protected] 3rd & 4th

▸ Tammy Case [email protected]

▸ Valerie Frazier [email protected] 2nd & 7th

▸ Everyone in the AIT team can help with CFA/School City questions… Ms. Mady, Viola Watson, Cathy Adams


how-to, step-by-step answer key only (ako)edweb.tusd1.org/cholla/teacherhub/9.08.16...

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