A collaboration of 3 nonprofits through a contract award from “If you want to go fast go alone, if you want to go far, go together.â€‌ African Proverb

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A collaboration of 3 nonprofits through a contract award from

If you want to go fast go alone, if you want to go far, go together. African Proverbwww.vermontpln.org1

ASSESSMENT DESIGN

2Introductions

Introductions3Understand the CCSS and SBAC connections in terms of Curriculum, Instruction, and AssessmentExplore an Assessment Design Process and Sample AssessmentsUse an Assessment Design Process to construct quality assessments

Apply the process and tools for developing interim reading comprehension assessments. 4Common Core and Smarter Balanced ConnectionsThe Curriculum-Instruction-Assessment System

9:005Assessment is an integral part of the teaching process.

Teaching may be conceptualized as a process including quality curriculum, instruction/learning and assessment.

There should be a reciprocal relationship between curriculum, instruction, and assessment.The Curriculum-Instruction-Assessment SystemAssessment data should provide objective feedback about student learning and the effectiveness of instruction. This data can drive decision making and promotes learning. 6Types of AssessmentsIntermediate assessment to monitor achievement over a group of standardsShould predict achievement on summativeData should be used to inform re-teaching prior to summative assessmentAssessment yielded evidence about students status that guides instructional decisions and adjustments. Typically targeted to a single standardMay be embedded in a lessonProvides immediate evidence of student progressA comprehensive measurement of learning (outcomes) following instructionProvides information about what students have and have not masteredTypically administered at the end of a unit, semester, or year7

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When engaging in Common Core based Close Reading activities for a sustained period of time, it is helpful for both teacher and students to be able to assess their engagement with the text via annotations. This rubric provides such an opportunity, and focuses heavily on Reading Standards two and four.

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This slide contains an example of a formative assessment from a US History Unit. First, after instruction, and practice, students are asked to describe the political cartoon, and then identify the authors purpose. This is a preliminary, scaffolded stage in assessing skill development towards a Document Based Question that would assess multiple Common Core ELA Literacy in History Standards.

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This rubric primarily assesses students mastery of ELA History Writing Standard 1.a. Once students have mastered recounting the claims and counterclaims from a piece of text, they are ready to begin to analyze and synthesize multiple texts.11www.smarterbalanced.orghttp://sbac.portal.airast.org/practice-test/

Green Box>> Sign In>> Choose Grade Level >> Choose Test>> Choose Setting-Select>> Start my Test

What do you notice about the structure of the tests?What do you notice about the types of questions?How are the CCSS standards addressed?

Sample AssessmentsLook at entire performance task part A and part B. Just type letters in the box to proceed to final page.Look at the first reading selection and corresponding questions for the reading/writing assessment.

*Performance task requires integration and synthesis of information from multiple sources*Variety in question types requiring evidence from text*Questions address clusters of standards.

12How does assessment fit into CCSS aligned units of instruction?

What are the big ideas?

How are text sets used?

How do the unit lessons connect?

How are students assessed?

Engage NYHANDOUT 1http://www.engageny.org/sites/default/files/resource/attachments/8m1.1.pdf13Shifts of the Common Core: English Language ArtsRegular practice with complex text and academic language across content areasUsing evidence from literary and informational text to support claims and conclusions during reading, writing, and discussion, across content areasBuilding content knowledge from informational text during reading, writing, and discussion, across content areas

14Key Shift 1: Complex Text

Reading passages on tests should have appropriate grade complexity Close reading, rather than skimming, is required.Passages should be of high quality and worthy of close reading. Most of the items assessing vocabulary should focus on words that matter mostacademic vocabulary--and the use of context to determine their meaning. Source: ccsso.org

Only when assessment developers start with a complex text are they able to develop complex, challenging items. When passages are not complex, they lack full development of ideas, and thus they lack the complexity needed for CCSS-aligned test questions, which require students to locate and use evidence from the text. Vocabulary items may include:Figurative language (the meaning or intended purpose, not the identification of labels for the kinds of figurative language) Words that impact the tone of the text Words that have diverse meanings in different places in the text Grade-appropriate use of strategies like roots and affixes

15Key Shift 2: Evidence

Items require students to respond to and draw evidence from texts

Items should enable and require students to linger over the specifics, leading back to the text for close reading.

Source: ccsso.org

Key Shift 3: Building Knowledge

Reading passages should include: strong, cogent examples of fiction, non-fiction, and informational text. Students should be reading like scientists, like historians, etc.

Interim/benchmark assessments should include: effective sequences of quality text-dependent questions to build content knowledge and comprehension from the text.

Source: ccsso.org

17Assessment Design Process

10:00When we examined the item bank selections earlier this year, we realized the selections and items did not meet the criteria set forth by the new Common Core Standards for ELA/Literacy. Our goal now is to apply the new criteria and process to develop quality assessments that may be shared with colleagues around the state.18The Common Core ConnectionThe first step of assessment design is clearly defining the content area (domain) and standards to be measured. For our purposes, we will focus on English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

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Claims A claim is a statement about what a student knows or is able to do. After carefully analyzing the Common Core State Standards and thinking about what students must know and be able to do in order to be prepared for college and career paths, Smarter Balanced has identified four claims specific to English Language Arts that focus on what students are expected to be able to do at each grade level.

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SBAC and CCSS ConnectionsHANDOUT 2HANDOUT 2Discuss which standards connect to claims 1 and 2. Claims are dealing with multiple standards across the curriculum.Get out of your boxshift to--collaborating /planning with colleagues, integrating content areas.Claims are the bridge from the standards to the assessment

21SMARTER BALANCED ELA LITERACY CONTENT SPECIFICATIONS

Clearly define the knowledge, skills, and abilities that students will demonstrate. For Smarter Balanced, these are called assessment targets.These targets are all connected to the clusters we looked at earlier!

Assessment Targets

23Assessment Targets for Claim 1LiteraryKey DetailsCentral IdeasWord MeaningReasoning and EvidenceAnalysis within or across textsText Structures and FeaturesLanguage UseInformational8. Key Details9. Central Ideas10. Word Meaning11. Reasoning and Evidence12. Analysis within or across texts13. Text Structures and Features14. Language Use

Students can read closely and analytically to comprehend a range of increasingly complex literary and informational textsAssessment Targets for Claim 2Students can produce effective and well-grounded writing for a range of purposes and audiences.

Determine Text Complexity MEASURES

CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

R.CCR.10

Common Core ConnectionRemember, assessment selections should be on grade level for students to read independently.

27Three Part ModelDimensions of Text Complexity

Quantitative measures

Qualitative measures

Reader and Task considerations

It is not just the length of words, sentences and paragraphs we must consider when examining complexity. Text may contain complex concepts/ideas, ironic/archaic/figurative language, and complex text structures.A readers background knowledge, motivation, and interests must also be considered.

28Quantitative Measures

Quantitative Measures Comparison

Lexile

ATOS

Source: www.corestandards.orgHANDOUT 3 (front)HANDOUT 3This chart contains current grade band levels for a variety of quantitative measure sourcesCAUTION:-Poetry and Drama cant be measured on quantitative scales-qualitative measures should override the quantitative measures30

Quantitative Measures For Santorio SantorioFlesch-Kincaid and Reading MaturityFlesch-Kincaid 6.51-10.34 Reading Maturity: 7.04-9.57For the purpose of assessment, we must be sure the text is within the appropriate grade band (so the student can read the piece independently)BE SURE TEXT IS IN PROPER FORMAT FOR MEASURING (i.e., plain text, word, pdf)31ATOS Analyzer

Show participants how to analyze text with Santorio text.32Santorio Santorio and the ThermometerEXAMPLE from www.achievethecore.org

HANDOUT 7READ THE TEXT33

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