Brain Stimulator

If you were an assessment what type of assessment would you be and why?

Type your one answer into a Padlet note by going to this internet address - http://padlet.com/mmclaughlin81/ko51q0fkpuvh

Preparing Section III: Assessment Of The Honors Portfolio For Social

Studies

The Honors Level Course Implementation Process Is An LEA

ProcessLocally Controlled Locally Determined Local Decisions Local Approval

Locally Controlled Locally Determined Local Decisions Local Approval

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LEA Portfolio

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State-Level Portfolio

Submission

This Webinar Has Been Developed With Two Goals In Mind:

1. To increase the social studies educators’ knowledge and understanding of the components that must be addressed and included in the North Carolina honors portfolio as outlined in the Honors Implementation Guide, and why.

This webinar will focus on Section III: “Assessment”

Purpose Of The Webinar

The Implementation GuideThe Honors Level Course Rubric And The Honors Implementation Guide Will Serve As A Framework To Guide Teachers, Principals, And Local Education Agencies In Developing And Locally Reviewing Honors Level Courses.

The Rubric Template IS The Implementation Guide & The

Exemplar. USE IT!SOCIAL STUDIES HOORS WIKI - http://honorsimplementation.ncdpi.wikispaces.net/SOCIAL+STUDIES+HONORS+SUPPORT+WIKI

Structure and Content of The Honors Portfolio

The Honors Portfolio contains three (3) sections:

1. Curriculum Content

2. Instructional Materials and Methods

3. Assessment

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Section I

Section IISection

III

Section I

Section II

Section III

Assessment

Section III: Assessment

Section III of the rubric has four (4) areas of focus:

1.Teacher Rationale for how assessment will be used to guide instruction and determine mastery for advanced learners

2.Assessment Practices that will be used in the honors course (Hint: Many of these practices should be able to be tied back to things that can be observed in documents uploaded in Section 1 & Section 2 of the portfolio.)

3.Assessment Samples of some of the assessment tools or methods used (Hint: These samples should be tied directly back to the one completed unit, one sample lesson plan, and at least one assignment/learning experience.)

4.Student Work Assessment Samples

Several Key Questions On Which You Want to Focus As You Develop Section III are…

• How will the objectives, topics, extensions, lessons, and assignments for the honors course be assessed?

• What assessment strategies will be used to assess the learning of advanced learners?

• What type of assessment practices will be used to provide on-going feedback to both the teacher and the learner throughout the course?

• How and why are your choices of the types of assessment practices, tools, strategies and data that will be used in this course appropriate for determining the needs of advanced learners?

Are your assessment choices about how the practices, strategies and tools for assessment are used created to provide on-going feedback to both the teacher and the advanced learner, in order to develop and improve student learning?

– If it is about learning then this part of the Assessment Section should focus on providing explanations that allow the evaluator to read a detailed narrative illustrating that the choices you make about the assessment practices used in the honors course are really designed…

• 1) to assess the learning of advanced students

• 2) for the learning of advanced students; and

• 3) to improve the learning for advanced students

Or, are your assessment choices more about how students get graded, the types of tests, quizzes, essays, etc. that you assign?

– If your narrative for the Teacher Rationale for Assessment is all about the tests and quizzes you give, the essays, research papers and DBQs assigned, and that you use rubrics and scoring guides, performance tasks and pre/post assessments you are not providing the right information for the Teacher Rationale.

– If the information in the Teacher Rationale for Assessment is not about how the practices, strategies and tools for assessment are used to provide on-going feedback to both the teacher and the advanced learner, in order to develop and improve student learning, then you will receive a “NOT MET” status for the Teacher Rationale for Assessment.

Think About Your Rationale Why Do You Assess Students In Your Honors Course? For What Are You Assessing Them?

You may find these stages of teaching at -http://www.longleaf.net/ggrow/SSDL/CartoonsTeaching.html

The Teacher Rationale for Assessment MUST Include:

A detailed narrative explaining the teacher’s choice of assessment practices and how the teacher uses assessment (formative, summative and benchmark) for the teaching and learning of advanced students.

• An explanation of how the assessment practices address the standards and measure student mastery

• An explanation of how pre-assessment is used to determine prior knowledge of advanced learners.

• An explanation of how post-assessment is used to measure the learning as a result of the instructional

learning experiences provided.

• An explanation of how authentic and performance task(s) uploaded in the Instructional Materials and

Methods section of this portfolio are used to assess learning in this Honors Level Social Studies course.

• An explanation of how criteria are communicated to the students prior to the assessment.

• An explanation of how the assessment data is used to guide student learning and to inform the teacher’s

instructional practices and decisions.

• An explanation of how on-going feedback through the use of both formative and summative assessment

is incorporated and used throughout the course.

Section III, Part 1 Teacher Rationale for Assessment

A Sample Exemplar Of Section III, Part 1 – Teacher Rational For Assessment

Go To The Download For Larger Image

Click To Download Exemplar Sample For Section III: Assessment (Bottom of Page)

Section III, Part 2 Assessment Practices

Assessment Practices MUST Include:

This part of Section III should be prepared with a brief narrative explaining the teacher’s choice of assessment practices. Then the teacher should provide a list of the assessment practices used in the course. The list should address and seek to answer the following questions in some way: 

• What types of grading practices are used and how are students graded in this Honors Level Social Studies course? (Is your grading system reflective of a course given to advanced learning and challenging work or does your grading system look like any standard grading system?) – NOTE: Higher grading percentages for grade categories does not make your course an honors level course.

• Is pre-assessment used and if so, how are the pre-assessments/diagnostic assessments used before instruction?

• Is post-assessment used and if so, how are the post-assessments/diagnostic assessments used to measure learning after the instruction?

• What types of formative assessment strategies are used and how do they help the teacher make decisions about instruction for advanced learners?

• Is student self-assessment and peer-assessment used in this Honors Level Social Studies course and if so, how does the teacher use this to make decisions about the learning? How does the teacher use this as feedback for the students?

• How are authentic and performance tasks used in this Honors Level Social Studies course to make decisions about the learning of advanced students?

• Are rubrics and scoring guides used in this Honors Level Social Studies course and if so, how does the teacher use them as a means to help inform students of the expectations in the learning?

A Sample Exemplar Of Section III, Part 2 –Assessment Practices

Click To Download Exemplar Sample For Section III: Assessment (Bottom of Page)

Go To The Download For Larger Image

Brain Stimulator

If you were an assessment what type of assessment would you be and why?

Type your one answer into the chat box.

ASSESSMENT: MORE THAN JUST ASSIGNMENTS, QUIZZES, TESTS & GRADES

• Assessment is about more than just giving assignments/tasks, quizzing, testing and giving grades. The results of assessments provide data and information about student competence at a particular time. Information can be acquired about a student’s achievement, ability, readiness, motivation and aptitude. This information can in turn be used to:

– Diagnose a student's strengths and weaknesses - diagnostic assessment

– Provide him/her with feedback about how he/she is doing - formative assessment

– Provide a formal recognition of accomplishment or competence - summative assessment

• On-going communication with and continuous feedback to students provides an opportunity for the teacher to gauge opinions, track levels of comprehension and to identify areas of readiness or confusion.

• Interactive class work or presentations ensure students can demonstrate their learning, exchange ideas and display their own level understanding. In order to develop and improve student learning, feedback is an integral part of the assessment process. Assessment exercises also indicate to the teacher if their instruction has been successful and can help identify areas of work that might need to be altered or delivered in a different format.

Source: Learner Centered MethodologiesWritten by Rhonda Wynne, Ireland

Are You Looking To Grow Your Knowledge Of Assessment & How To Use It? Visit - http://www.assetproject.info/learner_methodologies/during/assessment.htm

Assessment Samples MUST Include:

Examples of the assessments for the practices that were listed in the Assessment Practices section.

•One sample Formative Assessment(FA) Plan

•Two different types of summative assessments

•One sample pre-assessment

•One sample post-assessment

•One sample of a performance task

Section III, Part 3 Assessment Samples

EVIDENCE SUBMISSION NOTE: Part 3 of the Assessment Section requires evidence of the examples to be submitted. The evidence samples MUST be submitted as separate attachments. DO NOT COPY AND PASTE YOUR ASSESSMENT SAMPLES INTO THE TEMPLATE. EVIDENCE MUST BE SUBMITTED AS WORD OR PDF DOCUMENTS. NO HYPERLINKED WORK WILL BE REVIEWED.

Back to previous slide.

A Sample Exemplar Of Section III, Part 3 –Assessment Samples

Click To Download Exemplar Sample For Section III: Assessment (Bottom of Page)

Section III, Part 4 Assessment Samples Of Actual Student Work

Assessment Samples of Student Work MUST Include:

This student work that a teacher will attach to this portfolio as evidence must be examples of assessments for practices listed in the Assessment Practices section.

•One example from the Formative Assessment (FA) Plan submitted in Part 3 of the Assessment Section. The example should show the student’s and the descriptive feedback the teacher gave (Hint: This will be a task from the “Collecting Evidence” portion of the FA Plan.

•Two different types of summative assessments aligned to the content standards.

•One example of a pre-assessment and one example of a post-assessment that was taken and completed by a student. (Add a note on the student work of how you used the pre/post assessment to inform teaching and learning.)

•One example of the work done by a student to complete a performance task. (Remember to include the rubric you used to score.)

NOTE: The student work examples help provide the reader/evaluator with an idea of how well the student mastered the intended learning objective(s).

Sometimes in life we just have to chuckle.

EVIDENCE SUBMISSION NOTE: Part 4 of the Assessment Section requires evidence of the work the student performed on the sample submitted. The evidence of student work samples MUST be submitted as separate attachments. DO NOT COPY AND PASTE ANY STUDENT ASSESSMENT SAMPLES INTO THE TEMPLATE. EVIDENCE MUST BE SUBMITTED AS WORD OR PDF DOCUMENTS. NO HYPERLINKED WORK WILL BE REVIEWED.

A Sample Exemplar Of Section III, Part 4 – Student Work Assessment Samples

Click To Download Exemplar Sample For Section III: Assessment (Bottom of Page)

• Assessment Methods

• Assessment Practices

• Assessment Tools & Strategies

• Assessment Processes

– Formative Assessment Plan

How and why are the assessment practices, tools, strategies and data selected to be used in this course appropriate for determining the needs of advanced learners as they go through the honors level course curriculum?

Recapping Section III: Assessment

The focus of the Assessment section of the Honors Portfolio MUST be on showing how the practices, strategies and tools for assessment are used to provide on-going feedback to both the teacher and the advanced learner to improve and advance student learning.

Let The Research Help You When Thinking About Assessment, Why You Assess and How To Assess

Helpful Links to resources addressing Assessment….

•Assessing Advanced Learners (excerpted from Understanding Advanced Learners) http://www.corwin.com/upm-data/43432_Pages_from_Smutny_ch1.pdf

•Assessment http://www.assetproject.info/learner_methodologies/during/assessment.htm

•How to Assess Students’ Learning and Performance http://www.cmu.edu/teaching/assessment/assesslearning/

•Pre- and Post- Testing http://www.bumc.bu.edu/fd/files/PDF/Pre-andPost-Tests.pdf

•What are some types of classroom assessment and what student evidence can they generate? http://ims.ode.state.oh.us/ODE/IMS/Assessment/FAQ/types_of_assessment.asp

•Take a Deeper Look at Assessment for Understanding http://www.edutopia.org/performance-assessment-math

•Formal vs. Informal Assessments http://www.scholastic.com/teachers/article/formal-versus-informal-assessments

•What Are the Different Forms of Authentic Assessment? http://www.eduplace.com/rdg/res/litass/forms.html

•Good Teaching http://www.longleaf.net/ggrow/SSDL/ImpTeach.html#GoodTeaching

•Function and Importance of a Pre and Post Test http://hubpages.com/hub/PrePost-Test-A-Diagnostic-Tool-For-More-Effective-Teaching-of-EFL-Students

•Lesson 7 – Assessment Instruments http://www.itma.vt.edu/modules/spring03/instrdes/lesson7.htm

•High Achiever, Gifted Learner, Creative Thinker http://www.bertiekingore.com/high-gt-create.htm

•Types of Classroom Assessments http://www.education.com/reference/article/types-classroom-assessment/

•Research Report/How Performance Assessments Affect Teaching and Learning http://www.ascd.org/publications/educational-leadership/nov95/vol53/num03/-How-Performance-Assessments-Affect-Teaching-and-Learning.aspx

•What is Performance Assessment? http://gettingsmart.com/2013/12/performance-assessment/

•How Do Rubrics Help? http://www.edutopia.org/assessment-guide-rubrics

•Self and peer assessment – advantages and disadvantages http://sydney.edu.au/education_social_work/groupwork/docs/SelfPeerAssessment.pdf

For Information On The Honors Implementation Process Contact:

For Social Studies Specific Questions…– Michelle McLaughlin michelle.mclaughlin@dpi.nc.gov

NCDPI Honors Committee Members– Anna FrostEnglish Language Arts\– Jami Inman, Science– Denise Shulz, Mathematics– Michelle McLaughlin, Social Studies– Burt Jenkins, Healthful Living– Slater Mapp, K-12 Curriculum(Arts Education– Carol Short, Career & Technical Education– Deborah Seehorn, Career & Technical Education– Sneha Shah-Coltrane, AIG/IB Educational Programs– Dr. Robin McCoy, Academic and Instructional Services

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