ED 671 Assessment for Learning 2017
Text: Classroom Assessment for Student Learning
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Class Information

Face to face meetings March 18 and April 8
Email all assignments to: kclark@tie.net or kclark@tiegapps.net
Text used:

Session 1, Face to Face

Ch 1 Introduction/Overview

  • Read pages 3 - 8. Then watch Emily's video on the video segments DVD that came with your book.Then read page 9.
  • On p10, share out your answers to questions 1 and 2.
  • Read pages 10 - 18. The outcomes for the class are on page 18.

COMPLETE/SUBMIT - DUE TUES, FEB 21
  • Read through the table on page 27. This is an outline of topics of study for this course.
  • Take the Confidence Questionnaire Survey. This is for your information.
  • Share with me your Final Reflection. (Section F).

HANDOUTS Confidence Questionnaire Survey

Session 2, Do Individually before March 18 Face to Face Class

Ch 2 Assessment of and for Learning

Read pages 29 - 32.
  • Watch the accompanying video titled "Assessment OF/FOR Learning" by Rick Stiggins. (ON DVD)
  • Complete the table 2.1 on page 32 as you listen. Take notes and compare.
  • Compare your table 2.1 to table 2.2 on page 33. Consider any added ideas gleaned from table 2.2.
    Read pages 34 - 47. Make a personal graphic organizer of the Seven Strategies of Assessment for Learning. This representation should be unique and show connections and major ideas. A web may work well.

COMPLETE/SUBMIT
Due by Feb 21
  • Graphic Organizer of the Seven Strategies of Assessment for Learning
  • Session 2 work
  • Session 3 readings and begins Patterns of Reasoning Chart

HANDOUTS/LINKS
Table 2.1

Session 3, Do individually before March 18 Face to Face Class

Ch 3 Assess What? Clear Targets

Read pages 53 to the top of page 61.
Review your math materials to locate these items:
  • Student phrased learning goals for a unit- (What are the targets for that unit and how will I put these goals in student friendly language?)
  • Student phrased learning goals for one lesson
  • Learning goals (for unit) explained for parents in a format intended for home reading. What is available in your curriculum? How else do you share

Describe the useful resources for clear targets in your current materials. Examples may be:
  • district pacing guide
  • grade level discussions
  • studying and unpacking the standards

Patterns of Reasoning and learning targets p61-70
  • Review the CCSSM Standards for Mathematical Practice as explained in the elaborations offered by Illustrative Mathematics. Select K-5 or 6-8 to review. These documents have two sections with slightly different formats. You will want to read the half that is more in-tune with your reading style. Read each of the eight standards.
  • Making connections between the reasoning patterns and the standards for mathematical practice, complete the attached table Patterns of Reasoning mapped to the Standards for Mathematical Practice. The document is a table in which you can type your responses in each of the boxes.

COMPLETE/SUBMIT
Submit review and description of learning goals before next class.
Read p61- 70 about patterns of reasoning and learning targets, and Ch. 4
Begin Work on the Patterns of Reasoning- This will be completed in class on March 18

HANDOUTS/LINKS

Session 3 Do individually and bring to class to complete

Ch 3b Assess What? Clear Targets

Patterns of Reasoning and learning targets p61-70
  • Review the CCSSM Standards for Mathematical Practice as explained in the elaborations offered by Illustrative Mathematics. Select K-5 or 6-8 to review. These documents have two sections with slightly different formats. You will want to read the half that is more in-tune with your reading style. Read each of the eight standards.
  • Making connections between the reasoning patterns and the standards for mathematical practice, complete the attached table Reasoning Patterns Mapped to the Standards for Mathematical Practice. The document is a table in which you can type your responses in each of the boxes.

COMPLETE/SUBMIT
If you have not already done so, submit this assignment during March 18 class – A completed table Reasoning Patterns Mapped to the Standards for Mathematical Practice
Complete readings for session 4 p89-99, 99-104

HANDOUTS/LINKS

Session 4 Face to Face March 18

Ch 4 Assess How? Target-Method Match

Outcomes:
  1. Review of Learning- Seven Strategies, Learning Goals
  2. Complete Reasoning Patterns Mapped to the Standards for Mathematical Practice
  3. Understanding Target Method Match Chart
  4. Analyze Assessment Levels and Methods withing a Mathematics Unit
  5. Smarter Balanced Assessment Review

1. Review of Learning
Reflection of Seven Strategies, learning goals
  • Triad share the Seven Strategies individual graphics
  • Large group share out of the Seven Strategies poster

2. Reasoning Patterns Mapped to the Standards for Mathematical Practice
Making connections between the reasoning patterns and the standards for mathematical practice, complete the attached table Reasoning Patterns Mapped to the Standards for Mathematical Practice. The document is a table in which you can type your responses in each of the boxes. Work in a small group to complete the chart. Be ready to explain your reasoning in the large group.

HANDOUTS/LINKS

3. Target Method Match In Class Work
Target Method Match Chart, Stiggins
Read pages 89-99.
Instructions: For this activity, you will determine which assessment method or methods are the strongest match for each of the four types of learning targets: knowledge, reasoning, skill, and product. Read through the following four scenarios and record your answer to each question by marking a “Y” in the appropriate box when your answer is “Yes.”
Continue reading pages 99 to 104 using the Target-Method Match Chart to take notes about matches and non-matches of targets to methods.

4. Unit Analysis of Assessment Methods and levels (begin in class, finish by April 8)
In Class work March 18
Choose a math unit
  1. What are the standards addressed in the unit?
  2. How are these standards assessed?
  • Look for methods of assessment. What different methods of assessment are used? (ie. quizzes, observation checklist, games, end of investigation, end of unit)
  • Look at level of assessment. This can be looking at the Webb level of assessment or looking at the ALDs from Smarter Balanced
  • Do you have enough information to assess student mastery at a level 3? level 4? (ALDs, or similar rubric for mastery)
  • Do your assessment methods match what you want to assess? (Target Match Method)

5. Smarter Balanced Assessment Review (complete by April 8)
  1. Read pages 106 - 118
  2. On page 113 the text discusses the relative importance of standards. Smarter Balanced Assessment Consortium and PARCC have agreed on the major clusters for the CCSSM. These clusters are considered to be worthy of more instructional time and assessment.
  3. Read through pages 5-13 of CCSS Math Shifts and Emphasis to get a feel for the vertical flow of major clusters from K-8th grade. Then very carefully read the page for the grade level you currently teach.
  4. Use the attached Test Planning Forms document to deconstruct an end of unit assessment. You can use the same unit that you are using in #4. Look up the learning targets for the unit you have selected. Fill in plan 2: Target by Assessment Method.

COMPLETE/SUBMIT
  • Unit Analysis of assessment methods and levels.
  • Read p106-118
  • Complete the Test Planning Form, plan 2
  • Session 5, Unit 5 Selected Response Assessments
  • Read p123 - 166

HANDOUTS/LINKS

Session 5 To be completed by April 8

Ch 5 Selected Response Assessments

  1. Begin by going to this SBAC practice test link to work through the practice test for one grade level. As you work through the tasks, pay attention to the ways selected response is used as an assessment method.
  2. Read pages 123 - 166.

Session 6 April 8 Face to Face

Ch 6 Extended Response

Outcomes
  1. Unit Analysis of Assessment Methods and Levels
  2. Smarter Balance Test question types
  3. Extended Response Work/Creating scoring key

1. Unit Analysis of Assessment Methods and Levels
  • What types of assessments were used?
  • Was there adequate coverage of assessment of the learning targets/standards in the unit?
  • Share your findings. We will continue to work on this during the day.

2. Smarter Balance Assessment types
Smarter Balance Assessment Analysis Choose Math. Choose a grade level. What types of questions are being asked?
Smarter Balance Test Item Examples Look at the different types of Assessment.
  • Which types do you have in your teaching of math in your class?
  • Which ones require a scoring key? a rubric?

3. Extended Written Repsonse Assessment p 167 - 187
  • Example - Extended Written Response Items
  • Extended Written Response - MARS assessment
  • Extended Written Response sample - Do the math problem and write a scoring key. Grade the papers based on your scoring key.
  • Consider ways to inform students of areas of strength and areas that need continued study. This could be individual feedback, group feedback, or a combination of both.

Ch. 7 Performance Assessment

Read p189-245
Outcomes
  1. Define a performance assessment. What are some examples.
  2. Explore a performance assessment from Smarter Balance

Performance examples
Gr4 Math Sample Performance Task - Grocery Store
HS Math Sample Performance Task - Photo Book

Final Assignment, Ch 7

Read p 189 - 245


Middle/High School participants (Brittany and Dave)
do this assignment with one middle school student
Begin by going to https://mathreasoninginventory.com/ to sign up for free. This is an online inventory (screener) for middle school students. Some tasks are at the fifth grade standard level. It was developed by Marilyn Burns through a Bill and Melinda Gates Foundation grand so it is free and public.
  • Work through all of the tasks.
  • If you can, it would be beneficial to your learning if you could actually give the assessment to a middle school student.
Elementary teachers
  1. You worked on an end of unit teacher and student rubric. If possible, follow through with this rubric. (Give the assessment, share expectations with students, score five students and give feedback to those students on how they did.
  2. Choose another unit and complete an end of unit teacher and student rubric
  3. If you work with Math Recovery or support another grade level teacher, you may choose to work with a grade or show evidence of an assessment and scoring you did with your small group of students that you work with.
  4. Choose another unit in Investigations and complete a teacher and student rubric for the end of the unit assessment.
Everyone (Elem, Middle, High School)
1. Several different assessment strategies and examples were presented on the Symbaloo. Choose 3-5 different assessment strategies that you have not done before and try them with your students. You may want to focus on exit tickets, journal assessments or reflections... your choice. Choose something that will help you determine what your students know and understand that day and how it can support your instruction the next day.
2. Currently, how do you provide feedback to students about their understanding of the content and concepts assessed? This can be daily feedback, quizzes, end of unit. Are they aware of their areas of strength and areas they still need to work on? Do you provide individual feedback? group feedback? or a combination of both? What changes might you make?
3. Read the article, Assessment for a Growth Mindset. Several ideas are shared on grading and feedback, peer assessment and self assessment. Consider the ideas shared. Commit to trying, implementing one or two of these ideas in your classroom. Share how it went.


Let's plan on completing everything on or before May 10th.
Please let me know if you have any questions. Kim


Providing Students Meaningful Feedback