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Common Core State Standards: Begin with the End
in Mind
Susan Gendron
Senior Fellow
International Center for Educational Leadership
Policy Coordinator, SMARTER
Standards: Important but insufficient
• To be effective in improving education and getting all students ready for college, workforce training, and life, the Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards.
Next Generation Assessments
The Challenge
How do we get from here... ...to here?
All students leave high
school college and career
ready
Common Core State Standards
specify K-12 expectations for
college and career readiness
...and, how can an assessment system contribute to this effort?
All students leave high
school college and career
ready
Common Core State Standards
specify K-12 expectations for
college and career readiness
How do we get from here... ...to here?
Assessment Consortia
1. Measure common core standards
2. Provide accurate information about what students know and can do:
a. Student achievement standardsb. Student growth from year to yearc. On-track to college and career ready by the time of HS graduation
PARCC GOVERNING STATES
SMARTER GOVERNING STATES
AZ, AR, FL, GA, IL, IN, LA, MD, MA,NJ, NM, NY, OK, RI, TN, DISTRICT OF COLUMBIA16 States
CA, CT, HI, ID, KS, ME, MI, MO, MT, NC, NH, NV, OR, UT, VT, WA, WI, WV18 States
PARCC ADVISORY STATES
SMARTER ADVISORY STATES
AL, CO, DE, KY, MS, NJ, ND, OH, PA, SC10 States
AL, CO, DE, IA, KY, ND, NJ, OH, PA, SC, SD, WY, 12 States
All students leave high school college
and career ready
Adaptive summative assessments
benchmarked to college & career readiness
Common Core State Standards
specify K-12 expectations for college and career readiness
Teachers can accessformative tools and
practices to improve
instruction
Interim assessments that are flexible and
open
A Simplified Theory of Action
Assessment System Design: Distributed Summative Assessment
10
START OF
SCHOOL YEAR
END OF
SCHOOL YEARThrough-
Course 1
Through-Course 2
25% 50%
Through-Course 3
75%
Through-Course 4
90%
End-Of-Year
Source: Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance Management (www.k12center.org)
Key components:
Three through-course components distributed throughout the year in ELA and mathematics, grades 3-11.
One Speaking/Listening assessment administered after students complete the third through course component in ELA; required but not part of summative score – could be used for course grades.
One end-of-year assessment
To learn more
Partnership for Assessment of Readiness for College and Careers
http://parcconline.org
SMARTER Balanced Assessment Consortium
www.k12.wa.us/SMARTER
Students (with prompting and support from the teacher) read “Garden Helpers” in National Geographic Young Explorers and demonstrate their understanding of the main idea of the text—not all bugs are bad—by retelling key details. [RI.K.2]
Students locate key facts or information in Claire Llewellyn’s Earthworms by using various text features (headings, table of contents, glossary) found in the text. [RI.1.5]
Students explain how the main idea that Lincoln had “many faces” in Russell Freedman’s Lincoln: A Photo biography is supported by key details in the text. [RI.3.2]
Students explain how Melvin Berger uses reasons and evidence in his book Discovering Mars: The Amazing Story of the Red Planet to support particular points regarding the topology of the planet.
[RI.4.8]
Students compare and contrast Laurence Yep’s fictional portrayal of Chinese immigrants in turn-of-the-twentieth-century San Francisco in Dragonwings to historical accounts of the same period (using materials detailing the 1906 San Francisco earthquake) in order to glean a deeper understanding of how authors use or alter historical sources to create a sense of time and place as well as make fictional characters lifelike and real. [RL.7.9]
Students evaluate Jim Murphy’s The Great Fire to identify which aspects of the text (e.g., loaded language and the inclusion of particular facts) reveal his purpose; presenting Chicago as a city that was “ready to burn.” [RH.6–8.6]
Students analyze in detail the theme of relationships between mothers and daughters and how that theme develops over the course of Amy Tan’s The Joy Luck Club. Students search the text for specific details that show how the theme emerges and how it is shaped and refined over the course of the novel. [RL.9–10.2]
PARCC examples
Your State Standards CCSS
International Center for Leadership in Education
1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
International Center for Leadership in Education
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
AcquisitionAcquisition ApplicationApplication
AdaptationAdaptationAssimilationAssimilation
Rigor/Relevance FrameworkRigor/Relevance Framework
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
RightRightAnswerAnswer
Did Students Get it Right?Did Students Get it Right?
RationalRationalAnswerAnswer
RightRightQuestionsQuestions
RightRightProcedureProcedure
High
HighLow
Low
International Center for Leadership in Education
Planning Planning
Student Learning
Student Learning
Instruction
Assessment
ExpectedStudent
Performance
ActualStudent
Performance
Rigor/Relevance
Rigor/Relevance
FeedbackReflection
What How How Well
a
Rigorous and Relevant Instruction
Sharing the standard with Students
International Center for Leadership in Education
Defining the Focus
Rigorous and Relevant Instruction
Analyze the verbs
International Center for Leadership in Education
Defining the Focus
Rigorous and Relevant Instruction
Reword – the standard
International Center for Leadership in Education
Defining the Focus
Rigorous and Relevant Instruction
“I can” statements
International Center for Leadership in Education
Defining the Focus
Student Understanding
“ What does this standard want you to be able to do or know?”
to
“What skills or knowledge do you have to demonstrate to be successful?”
International Center for Leadership in Education
Strategy
• KWL chart (Know, Want to Know, Learned)
• Strategy:– Student create a chart (KWL)– Teachers poses questions– Determine what the focus needs to be
International Center for Leadership in Education
Teacher Talk
• “We are learning…..”
• “So what do you need to remember to do?” (achieve the standard)
• Classroom discussion changes – we are learning….
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Exemplars
Show the students the high expectation for the standard
International Center for Leadership in Education
Formative Assessment Process
International Center for Leadership in Education
Formative Assessment
• What is it?
• What are the major components?
• What are the similarities with standards-based education?
• How can you share learning goals with your students?
International Center for Leadership in Education
Summative/Formative
Summative Formative
End of unit, quarter and/or year
No grade
Final results “Feedback” helps student to improve
Multiple choice, extend response, performance assessment
Part of regular classroom learning
International Center for Leadership in Education
Advantages of Formative Assessment
• Students learn faster
• Teachers know what students already know & adjust instruction
• Students aware of progress
• Most powerful moderator in student achievement
• Works for at risk students
International Center for Leadership in Education
Connecting Formative Assessment Process & the Standards
Helps the teacher understand “HOW” students can improve in learning so they can be proficient!
International Center for Leadership in Education
Formative Assessment Strategies(Black, Wiliam,1998; Sadler, 1998; Stiggins, 2007;Heritage, 2007)
• Pre-assessing students
• Sharing Learning goals with students
• Co-creating classroom discourse & questioning
• Rich & challenging tasks elicit student response
• Identifying gaps
International Center for Leadership in Education
Formative Assessment Strategies(Black, Wiliam,1998; Sadler, 1998; Stiggins, 2007;Heritage, 2007)
• Providing feedback/how to improve
• Self-assessments
• Peer- assessments
• Opportunities to close the gap
• Celebrations
International Center for Leadership in Education
Formative Assessment ProcessPopham (2008)
International Center for Leadership in Education
Pre-assess students
International Center for Leadership in Education
Formative Assessment ProcessPopham (2008)
International Center for Leadership in Education
What do students say
• Class discussion• Debate• Oral presentation• story/event telling• Agree/disagree• Choral reading• Think-Pair-Share• You’re the Judge• Ask a question• Make a Statement• Radio Show
• Small group talk• Play/drama• Reciting a poem/speech• Panel discussion• Music• Interviews• Think aloud• Answer specific• Podcasts• Read aloud• Other____
International Center for Leadership in Education
Formative Assessment ProcessPopham (2008)
International Center for Leadership in Education
Ask Questions
• Use Fingers, Cards, Fingers
• A,B, C, D cards
• Rate responses– 4 – Complete response– 3 – Demonstrates an understanding or
application of the goal– 2 – Minimal evidence– 1- No evidence
International Center for Leadership in Education
Take a Three Minute Pulse
• After 10-15 discussion, reading, lecture• Reflect, discuss what they learned using higher order
thinking skills • Suggested questions: (Marzano)
– How does this information relate to you?– How does what we’ve just learned relate to..– How is what we just learned similar or different to– Identify one thing you knew and one thing that was
new to you…
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Exit Sheet
International Center for Leadership in Education
One Minute Response
International Center for Leadership in Education
Diagnostic Learning Log
Major Concept Unsure/Questions
My solutions
International Center for Leadership in Education
Formative Assessment ProcessPopham (2008)
International Center for Leadership in Education
Feedback
International Center for Leadership in Education
More Strategies
• Traffic Light feedback
• Gallery Walk
• Portfolio
• Concept Map
• Ticket out the door
International Center for Leadership in Education
Self Assessment cards
• Please notice…• I’ve learned…• I have a question…• I want you to know I was really stuck…• But I think I figured it out…• Still need practice:
– I’m struggling with…– My big question is…
International Center for Leadership in Education
International Center for Leadership in Education
Rigorous and Relevant Instruction
1. Skills, knowledge, behaviors and concepts
2. Student work (Level of Rigor and Relevance)
3. Cross-reference to state standards
Student Performance
International Center for Leadership in Education
Rigorous and Relevant Instruction
• Assessment matched student performance
• Type of assessment consistent with strategies
• Level matches the level of rigor and relevance
• Multiple measures
Assessment
Low
High
Low High
TraditionalTests
Performance
Rigor/Relevance FrameworkRigor/Relevance Framework
International Center for Leadership in Education
1
2
3
4
5
6
1 2 3 4 5
Verb list by Rigor/Relevance Verb list by Rigor/Relevance QuadrantQuadrant
Calculate matchChoose memorizeCount nameDefine recallDescribe reciteFind recordIdentify selectLabel spellList locate
Analyze differentiateCategorize discriminateClassify evaluateCompare examineConclude explainContrast inferDefend judgeDiagram justify
prove
Adapt justifyArgue modifyCompose predictConclude prioritizeConstruct proposeDesign rateEvaluate recommendFormulatereviseInvent teach
Adjust interpretApply interviewBuild makeCalculate modelConstruct playDemonstrate produceDramatize relateDraw sequenceIllustrate solve
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
RightRightAnswerAnswer
Did Students Get it Right?Did Students Get it Right?
RationalRationalAnswerAnswer
RightRightQuestionsQuestions
RightRightProcedureProcedure
High
HighLow
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Recall, facts, Recall, facts, observations, observations, demonstratedemonstrate
Next GenerationNext Generation
Summarize, Summarize, analyze, analyze, organize, organize, evaluateevaluate
Predict, design, Predict, design, create, innovatecreate, innovate
Apply, relate, Apply, relate, demonstratedemonstrate
High
HighLow
Low
A - Ask questions to recall facts, make observations, or demonstrate understanding:
What is/are ___?
How many ___?
What did you observe ___?
What can you recall ___?
In what ways ___?
What did you notice about ___?
What do/did you feel/see/hear/smell ___?
What do/did you remember ___?
What did you find out about ___?
B – Ask questions to apply or relate:
How would you do that?
Where will you use that knowledge?
How does that relate to your experience?
How can you demonstrate that?
Calculate that for ___?
How would you illustrate that?
How do you know it works?
Can you apply what you know to this real-world problem?
C – Ask questions to summarize, analyze, organize, or evaluate:
How are these similar/different?
How is this like?
What’s another way we could express that?
How can you distinguish between ___?
How would you defend your position?
What evidence can you offer?
How do you know?
D – Ask questions to predict, design, or create:
How would you design a __ to __?
How would you compose a song?
Can you see a possible solution?
Can you develop a proposal that would__?
How would you do it differently?
How would you devise your own way to deal with ___?
KNOWLEDGE
A P P L I C A T I O N
•• Extended Extended ResponseResponse
•• Product Product PerformancePerformance
Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework
•• PortfolioPortfolio•• Product Product
PerformancePerformance•• InterviewInterview•• Self ReflectionSelf Reflection
•• Process Process •• PerformancePerformance•• Product Product
PerformancePerformance
•• Multiple ChoiceMultiple Choice•• Constructed Constructed
ResponseResponse
Performance Assessments
• Set criteria
• Student knows what is expected
• Teacher must analyze what is essential in the task
Developing Scoring Guides
• Holistic
• Checklist
• Analytic
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Holistic
• Simplest
• Broad categories
• Each category is given maximum point value
• Evaluator assigns points to each measure
• Total score given to performance
International Center for Leadership in Education
Analytic (Rubric)
• Most popular for performance tasks
• Several broad categories
• Specific criteria for each category
• High to low levels of performance
• Sample guides
International Center for Leadership in Education
4 - Composition shows excellent understanding of narrative writing. It includes seven or more details to support the main idea and has a distinctive beginning, middle and ending. The paper sticks to the topic with a logical plan and sequence. It is well
elaborated and easy to understand.3 – Composition shows a reasonable understanding of narrative writing. It includes 5 or more details to support the main idea and has a beginning, middle and ending. It sticks to the topic most of the time but might have some unrelated details. The paper has a reasonable plan ….
2
1
RIGOR
RELEVANCE
AA BB
DDCC
Increasing Rigor/RelevanceIncreasing Rigor/Relevance
High
HighLow
Low
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Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
E-mail - [email protected]
www.LeaderEd.com
International Center for Leadership in Education, Inc.