Creating Assessments In A Standards-Based System

Craig ShapiroPrincipal

David Crockett High SchoolAustin, Texas

Crockett In The News

• National Outstanding High School – High Schools That Work

Crockett High School TAKS All Students 2005-2008

50%

52%

56%

54%

60%

64%

62%

65%

84% 84%

87%86%

78%

81%

78%

83%

50%

55%

60%

65%

70%

75%

80%

85%

90%

2005 2006 2007 2008Year

Perc

en

t P

assin

g

Math

Science

SocialStudies

English

David Crockett High School Before Reforms

David Crockett High School Attendance

90.2

89.7

88.7

87.5

88

88.5

89

89.5

90

90.5

2006-07 2007-08 2008-09

90.7

AP and Pre-AP Participation at Crockett High School

2108

2507 25272669

2538

2000

2250

2500

2750

3000

3250

3500

2004-05 2005-06 2006-07 2007-08 2008-09

Years

# P

re-A

P/A

P C

lass

es T

aken

Graduation Rate

Theory of Action:Daniel Pink

He demonstrates that while carrots and sticks worked successfully in the twentieth century, that’s precisely the wrong way to motivate people for today’s challenges. In Drive, he examines the three elements of true motivation—autonomy, mastery, and purpose—and offers smart and surprising techniques for putting these into action

Daniel Pink

How Do We Measure Success

How do you calculate your grades?What are your

criteria?

What percentage do you give each criteria?

Subjectivity vs Objectivity

How do you know what students learned?

Key Terms:

Valid:

Reliable:

Having Evidence

Looking at a gradespeed report with a parent.

What can you tell the parent? What information is missing?

Unit 3 Grade Book on FORCES

Lab Report #1

Lab Report #2

Quiz

Homework

Unit 3 Test

Unit 3 Grade Book on FORCESThere are 11 concepts students need to master.

Describe what happens to an object when forces of various strengths are applied to it.

Compare a variety of forces used to: move objects, speed up, slow down, change position

Compare the effect of the same force on a variety of objects

Compare the effect of the same force on the same object on varied surfaces

Sort or classify objects according to how they respond to forces

#RS

U.S. HISTORY READINESS STANDARDS1st Qtr

2nd

Qtr3rd Qtr

4th Qtr

Understands historical points of reference1A Identify major eras from 1877-present 2.51B Sequence significant individuals and events 2.5

Understands political, economic, & social changes in U.S. from 1877-18982A Analyze politics underlying Indian policies 3.02A Analyze political machines and civil reform 1.52B Analyze industrialization and labor unions 2.52B Analyze farm issues and growth of big business 2.0

Understands emergence of U.S. as world power between 1898-19203A Explain impact and key players in Spanish-Am

War3.0

3A Explain expansionism, pros and cons, key players

3B Identify reasons for U.S. involvement in World War I

3D Analyze major issues raised by that involvement

3D Analyze Wilson’s 14 Points and Treaty of Versailles

Understands effects of reform and third party movements in American society4A Evaluate impact of Progressive Era reforms4B Evaluate impact of key reform leaders4B Evaluate impact of 3rd parties and their

candidatesUnderstands significant individuals, events and issues of the 1920s

5A Analyze immigration, Red Scare, and Prohibition

5B Analyze the changing role of women5B Analyze impact of significant individuals during

20s

New Blooms

Below Basic (Level 1) Questioning

Remembering: can the student recall or remember the information?

define, duplicate, list, memorize, recall, repeat, reproduce state

Understanding: can the student explain ideas or concepts?

classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

Level 2 (Basic) Questioning

Understanding: can the student explain ideas or concepts?

classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

Applying: can the student use the information in a new way?

choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.

Level 3 (Proficient) Questioning

Analyzing: can the student distinguish between the different parts?

appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Applying: can the student use the information in a new way?

choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.

Level 4 (Mastery) Questioning

Evaluating: can the student justify a stand or decision?

appraise, argue, defend, judge, select, support, value, evaluate

Creating: can the student create new product or point of view?

assemble, construct, create, design, develop, formulate, write.

TABS

27

TAAS

TEAMS

TAKS

Ah . . .

Remember these?

One Step:

1. Fewest barrels

TABS Exit Level Math(1982)

28

Two Steps:

1. Find point on graph

2. Multiply

30 pupils x $300 = $9,000

TEAMS Exit Level Math(1986)

29

Three Steps:

1. Find paper

on pie chart

2. Divide tons of

paper by total

tons:

72/180

3. Convert to 40%

TAAS Exit Level Math(1999)

30

Five Steps:

1. Add all votes

240 + 420 + 180 + 300 + 60 = 1,200

2. Determine which student finished 3rd

(Bridget: 240 votes)

3. Determine Bridget’s %age of votes

240 / 1,200 = 20%

4. Know that a pie chart has 360 total degrees

5. Determine 20% of 360 degrees:

.20 x 360 = 72

TAKS Exit Level Math(2002 Field Test)

31

• Great STAAR-like question– BUT . . . it tests 8.12.C– This would be an 8th grade STAAR

question, NOT an exit-level question

Five Steps:

1. The student must know how to apply the

quadratic formula to find the value of the

discrimant

2. Find quadratic equation on formula chart:

3. If

there are two real number roots of the equation

and the graph of the parabola crosses the

x-axis at those roots

4. If

there is a “multiple” or repeated root of the

equation and the vertex of the graph of the

parabola touches the x-axis at that root.

5. If

the roots of the equation are imaginary numbers

and the graph of the parabola does not

intersect the x-axis

042 acb

042 acb

042 acb

acb 42

STAAR Exit Level Math?(2012)

32

34

Shifting from percentage correct to level of performance

Having common assessments with a range of Blooms Questions

Scoring the assessments based on the level of performance

6 Ways To Improve Student Achievement

1. Take the TV’s Out Of Their Rooms

• 85%85% of students who drop out report that they had a TV in their room. Poverty, single-parent households, and other factors did not correlate with failure more than TVs

Ask to See Classwork Daily

•Students have classwork. Check it even if you do not know what you are looking at!

Get On Parent Connection

•“Trust but Verify”- Will send you email when they miss class or work. Real time attendance and grades

4. Make Sure Students Have Something To Do Between 4-7 (and they are supervised)

Colleges love to see extra curricular activities. Do you know where your children are?

5. Homework Never Killed Anyone

•High expectations in a global economy means competing for jobs. Do your children have the work ethic to succeed?

6. High School Diploma Is Not Enough

•Unemployment Rates:•College Degree 4.7%•High School Graduate 9.4%•High School Dropout 15.4%

•Are we ready to compete in the 21st century?

Crockett High SchoolExit Level By Subject

David Crockett High School Attendance

90.289.7

88.789.2

89.96

91.28

91.81

8787.5

8888.5

8989.5

9090.5

9191.5

9292.5

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-2013

Source: Austin Independent School District MIS Report and TEA AEIS Report

AP and Pre-AP Participation

2108

2507 25272669

25382428

3446

3131

2000

2250

2500

2750

3000

3250

3500

2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12

Source: Austin Independent School District MIS Report

Graduation Rate

Crockett High School Growth Comparison to State and District All Students

29%

18%

27%

41%

19%

31%

20%

30%

39%

20%

38%

31%

38% 37%

22%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

ALL ELA Math Sci SS

State Change 2003-11 District Change 2003-11 Campus Change 2003-11

Source: TEA AEIS Multiyear History Report