Pattern BlocksUse the blocks at

your table to make a pattern. Describe

your pattern to your group.

Georgia Performance Standards

Day 2: Day 2: Learning to Assess and Learning to Assess and Assessing to LearnAssessing to Learn

K-2 MathematicsK-2 Mathematics

Days of TrainingDays of Training• Implementation Year One

– Day One: Standards-based Education – Day Two:  Assessment– Day Three: Instruction– Day Four: Unit Design

• Implementation Year Two – Day Five: Differentiation– Day Six: Examining Student Work– Day Seven: Putting It All Together

First Grade Takes a TestFirst Grade Takes a Test

Think About:

• What do we assess?

• Why do we assess?

• How do we assess?

Table DiscussionTable Discussion

• What should we assess?

• Why should we assess?

• How should we assess?

Stephen Covey Stephen Covey QuoteQuote

“To begin with the end in mind means to start with a clear

understanding of your destination. It means to know where you’re

going so that you better understand where you are now and so that the

steps you take are always in the right direction.”

Today’s AssessmentToday’s Assessment

Develop a performance task to gather evidence of what students will know and be able to do related to the standard(s) you chose.

Performance Tasks & Performance Tasks & AssessmentsAssessments

* often occur over time

* result in a tangible product or observable performance

* encourage self-evaluation and revision

* require judgment to score

* reveal degrees of proficiency based on criteria established and

made public prior to the performance

* sometimes involve students working with others

According to Grant According to Grant Wiggins…Wiggins…

• What is to be assessed must be clear and explicit to all students.

• NO MORE SURPRISES!

• Rubrics must accompany all major assignments and assessments.

A rubric …A rubric …

• Shows levels of quality• Communicates standards• Tells students expectations for

assessment task• Is NOT a checklist (yes or no

answers)• Includes dimensions (criteria),

indicators and a rating scale.

Today’s Assessment RubricToday’s Assessment Rubric

Essential Question 1Essential Question 1

What should we assess?

Is it 15?

The area of the green triangle is one.

Can you make two different designs with an area that equals exactly 15?

What We Should Assess

• What mathematics is involved in this task?

• What standards/elements are addressed?

Is This a Good Task?Is This a Good Task?

Decide whether this is or

is not a good task.

Justify your answer.

Criteria for Good TasksCriteria for Good Tasks

• Involves significant mathematics

• Can be solved in a variety of ways

• Elicits a range of responses

• Requires communication

• Stimulates best performance

• Lends itself to a scoring rubric

Standards Based Education Standards Based Education ModelModel

GP

SG

PS

GP

SG

PS

(one or more)

StandardsElements

(one or more)

StandardsElements

Stage 1Identify Desired Results(Big Ideas) Enduring Understandings

Essential Questions

Skills and Knowledge

Stage 1Identify Desired Results(Big Ideas) Enduring Understandings

Essential Questions

Skills and Knowledge

All above, plusTasksStudent WorkTeacherCommentary

All above, plusTasksStudent WorkTeacherCommentary

Stage 2Determine Acceptable

Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Stage 2Determine Acceptable

Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Stage 3Plan Learning Experiences and

Instruction(to support student success on assessments,

leading to desired results)

Stage 3Plan Learning Experiences and

Instruction(to support student success on assessments,

leading to desired results)

All aboveAll above

Looking for Big IdeasLooking for Big Ideas M2N5. Students will represent and interpret

quantities and relationships using mathematical expressions including equality and inequality signs.

b. Represent problem situations where addition, subtraction or multiplication may be applied using mathematical expressions.

Converting problem situations into mathematical expressions

From Understandings to From Understandings to QuestionsQuestions

Students will understand how to use pictures, words, and symbols interchangeably to represent problem situations.

• How do pictures, words, and symbols relate to each other in given problem situations?

• How do I know when to add, subtract, or multiply?

Skills and KnowledgeSkills and Knowledge

Facts

Concepts

Generalizations

Rules, Laws, Procedures

KNOWLEDGE(declarative)

Skills

Procedures

Processes

SKILLS(procedural)

Skills and Skills and KnowledgeKnowledge

• Addition (putting together)• Subtraction (comparing/difference and taking away)• Multiplication: repeated addition, arrays, multiples (skip counting), • Properties: commutative, associative,

identity• Terminology: sum, difference, product,

factors, multiples• Symbols: +, -, X

Concrete

Semi-Abstract

Semi-Concrete

AbstractConceptDevelopment

Multiple RepresentationsMultiple Representations

Pictures

Tables

WordsSymbols

Graphs

Essential Question 2Essential Question 2

Why should we assess?

Boots and HatsBoots and Hats

I saw 6 kindergarten students lined up to go outside to play in the snow. Everyone was wearing boots, and everyone was wearing a hat. How many boots and hats did you see?

Why We Should AssessWhy We Should Assess

What could you learn about students based on their performance on this task?

AccountabilityAccountabilityThe purpose of the Georgia Testing Program is

to

• measure the level of student achievement of the standards

• identify students failing to achieve mastery of content

• provide teachers with diagnostic information

• assist school systems in identifying strengths and weaknesses in order to establish priorities in planning educational programs.

CRCT Informatio

n

TestingTesting

Essential Question 3Essential Question 3

How should we assess?

Bikes and Trikes

At the beginning of the party, there were 7 wheels in his driveway.

At the end of the party, there were 15 wheels.

How We Should Assess

• Which standard does this task assess?

• What are the desired results?

• How does this task assess the desired results?

Matching Assessments with StandardsMatching Assessments with StandardsASSESSMENT FORMAT

ACHIEVEMENT TARGET

Selected Response

Constructed Response

Performance Tasks

Informal Assessment

Knowledge/Informational

Skills/Process

Thinking and Reasoning

Communication

Other:

Can assess mastery of specific elements of content knowledge

Short answers allow students to apply content knowledge

Not a good choice for this target; other options preferred

Teacher can ask questions, evaluate answers, and infer mastery; but this may not be time-efficient

Can assess application of some patterns of reasoning

Can observe and evaluate skills as they are being performed

Strong match when skill is oral communication

Written descriptions of complex problem solutions can provide insight into reasoning proficiency.

Can watch students solve some problems or examine some products and infer reasoning proficiency

Can ask students to “think aloud” or can ask follow-up questions to probe reasoning

Not a good choice for this target; other options preferred

Not a good choice for this target; other options preferred

Can observe and evaluate oral & written communication portions of performance tasks.

Strong match with some communication skills, especially oral communication

-Adapted from Marzano and Stiggins

Not a good choice for this target; other options preferred.

Can assess under-standing of the steps of a process, but not a good choice for evaluating most skills

Types of Classroom AssessmentTypes of Classroom Assessment

•Multiple Choice

•True-False•Matching

Selected Response

•Fill-in-the-blank (words, phrases)

•Essay•Short answer (sentences, paragraphs)

•Diagram•Web•Concept Map

•Flowchart•Graph•Table•Matrix•Illustration

•Presentation

•Movement•Science lab •Athletic skill•Dramatization

•Enactment•Project•Debate•Model•Exhibition•Recital

•Oral questioning

•Observation•Interview •Conference•Process description

•Checklist•Rating scale•Journal sharing

•Thinking aloud a process

•Student self-assessment

•Peer review

Constructed

Response

Performance

Assessment

Informal Assessment

Assessment vs. GradingAssessment vs. Grading

Student 1 receives mostly As and high Bs in the beginning; but his/her performance drops off considerably, and s/he receives an F on the final performance test.

Student 2 is erratic, receiving an equal number of As and Fs.

Student 3 is clueless at the beginning, but by the last few sessions, s/he catches on and performs flawlessly on the final performance. His/her grades are, in order from the first test to the last, F, F, F, F, C, B, A, A, A.

Assessing forAssessing for LearningLearning vs vs GradingGrading

Assessing

– Continuous process

– Provides feedback to improve student achievement

– May be formative or summative

– Provides a means of collecting evidence of student mastery of the standards

– Provides a photo album of student progress through which student growth can be observed

Grading

• A means of assigning numerical or alphabetical grade to a student’s work to inform students, parents and other stakeholders

• May be formative or summative

• Provides an attempt to quantitatively describe student achievement

• Provides a snapshot of student progress

“What Shape Am I?”

Analyze the four pieces of student work to this task

using the steps for “Analyzing Student Work”.

Analyzing Student WorkAnalyzing Student Work

1. Complete the assignment or task.

2. Identify the standards addressed by this assignment.

3. Specify the criteria of the assignment.

Analyzing Student WorkAnalyzing Student Work4. Generate a rough rubric or scoring guide

based on the standards addressed and the criteria for this assignment.

5. Score the work or provide feedback on the work, using the rubric/scoring guide.

6. Plan a strategy for improving student performance based on the work.

RubricsRubrics

• Holistic

• Analytical

• Longitudinal

Advantages of Using a Advantages of Using a RubricRubric

• Lowers students’ anxiety about what is expected of them

• Provides specific feedback about the quality of their work

• Provides a way to communicate expectations and progress

• Ensures all student work is judged by the same standard

• Disengages the “halo” effect and its reverse

• Leads students toward quality work.

Basic Rubric TemplateBasic Rubric Template Scale

Criteria

Indicator Indicator Indicator Indicator

Indicator Indicator Indicator Indicator

Indicator Indicator Indicator Indicator

Ugly RubricsUgly Rubrics

• Too wordy so that no one can understand, let alone use them for a fair grade

• Checklists – Have it, don’t have it

• Judge the wrong thing so student can just jump through hoops to get a good grade.

Pretty RubricsPretty Rubrics• Are tools

• Show level of quality of a performance or task

• Communicate standards clearly and specifically

• Are given to students to set expectations

• Show what to avoid and addresses misconceptions

• Are consistent and reliable

• Use content that matches standards and instructional emphasis

Small group discussion:Small group discussion:What has to happen?What has to happen?

• If you know what a student must understand, how do you check to see if that student understands?

• What evidence will you use to

evaluate the level of understanding?

• What will you do in your classroom

based on the evidence you collect?

Today’s AssessmentToday’s Assessment

Develop a performance task to gather evidence of what students will know and be able to do related to the standard(s) you chose.

• Work in small groups.

• Choose standard(s) and/or element(s) you have used to identify the desired results.

• Focus on each understanding and write how a teacher could use assessment to find evidence of the student’s understanding.

• Develop a culminating task and rubric.

Self-AssessmentSelf-Assessment

Setting a Goal

Field AssignmentField Assignment• Redeliver Day 2.

• Use the assessment you created today with students. Collect work samples to share with the group.

• Bring student work samples of your task to Day 3.

• Bring resources to help you develop your unit.

Days of TrainingDays of Training• Implementation Year One

– Day One: Standards-based Education – Day Two:  Assessment– Day Three: Instruction– Day Four: Unit Design

• Implementation Year Two – Day Five: Differentiation– Day Six: Examining Student Work– Day Seven: Putting It All Together

Contact InformationContact Information

Georgia Department of Education1754 Twin Towers EastAtlanta, Georgia 30334

Office Phone: (404) 463-6924Office email: lbryan@doe.k12.ga.us

Lisa Bryan