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Formative Assessment
and the Common Core
CA Mini Corps Site CoordinatorsFebruary 5, 2013
FA and the CCSS Participants will…
review the “nuts and bolts” of formative assessments share their experiences with implementation of FA
strategies and training learn about the shifts in instruction and assessment
practices required in both math and ELA with the Common Core
learn about the SMARTER Balanced Assessment Consortium (SBAC) and item types
learn about Depth of Knowledge and questioning learn accountable talk, close reading and use of text
dependent questions to check for understanding develop next steps for sharing information with tutors
Summative versus Formative
Summative When instruction is finished Assessing final performance at a point in time Analogy: Driving test at DMV Uses: report card grades; these include unit tests,
performance tasks, final exams, and, of course, high-stakes state tests;
Formative Using evidence of student understanding to continuously
fine-tune instruction and follow up with students who are confused.
Analogy: Driving with your teenager as they learn to drive. More frequent = greater impact on learning
Formative versus Summative
5
Formative Assessments
Summative Assessments
• Improve instruction
• Provide student feedback
Purpose? • Measure of student competency
• Ongoing throughout unit
When administered? • End or unit or course
• Self-monitor understanding
How do students use results?
• Gauge their progress toward course or grade level goals and benchmarks
• Check for understanding
How do teachers use results?
• Grades, promotion
Aspects of Formative AssessmentWhere the
learner is goingWhere the learner
isHow to get
there
Teacher Clarify and share
learning intentions
Understand and share learning
intentions
Understand learning
intentions
Engineering effective
discussions, tasks and activities that elicit evidence of
learning
Providing feedback that moves learners forward
PeerActivating students as learning
resources for one another
LearnerActivating students as owners
of their own learning
Techniques:Eliciting Evidence of Learning
Questioning Diagnostic Discussion Higher Order Thinking Oral Questioning
Exit Tickets Entrance Tickets 3-2-1 Summary Structured Interaction—Sentence Frames Three Minute Pause
Techniques to Elicit Responses Pre-flight Checklist Index Cards
Yes/No (Maybe) +/- Got It/No Clue
Fingers to Five Face the Fact Agree-Disagree-Neither Thumb It White Boards ABCD Cards--Multiple Choice Questions
8
Techniques: Providing Feedback
Circling Errors Find and Correct Errors I Tell You, You Tell Me No Complete Solutions Traffic Lighting Two Stars and a Wish
Three Step Interview
• Interview your partner about the topic, using the interview questions provided as a starting point.
Partners:
Question: What strategies did you use to share the FA information with your tutors? What were some successes and challenges for your tutors?
• At signal, reverse roles.Groups at Work – Copyright MiraVia LLC – All rights reserved
Three Step Interview
Partners share some of your partner’s responses
Quartets develop generalizations to share with the full group
Form quartets
Groups at Work – Copyright MiraVia LLC – All rights reserved
Key Advances in ELA
• Increased text complexity• Increased informational texts• Text-dependent questions
Reading
• Emphasis on argument and informative/explanatory writing
• Use of text-based evidenceWriting
• Inclusion of formal and informal communication
• Integrates media sources across the standards
Speaking and Listening
CCSS in ELA Set Requirements for:
English Language Arts Reading Writing Speaking and Listening Language
Literacy in History/Social Studies, Science, and Technical Subjects K-5: Embedded in ELA 6-12: Separate Section (Reading and
Writing only) 14
Literacy Standards across Disciplines
NAEP Alignment in Reading
Percentages do not imply that high school ELA teachers must teach 70% informational text; they demand instead that a great deal of reading should occur in other disciplines.
How can our tutors support this expectation?
Grade Literature Information
4 50% 50%8 45% 55%12 30% 70%
6th GradeIntegrated Model of Literacy
Reading for Informational Text 6English Language Arts
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
History/Social Studies
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Science and Technical Subjects
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
The 3 Big Buckets of Writing
Opinion/Argument
Informative/Explanatory
Narrative
NAEP Alignment in Writing
Grade Persuade Explain Convey Experience
4 30% 35% 35%8 35% 35% 30%12 40% 40% 20%
5th GradeCollaborative Conversations
Engage effectively in collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing one’s own clearly.
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from discussions.
Key Advances in Math• Fewer topics more deeply• Emphasis on big ideas and key
concepts (areas of emphasis)Focus• Connections between ideas
within grade levels • Connections of ideas across
grade levels
Coherence
• Increased ability to justify/explain reasoning
• Apply and generalize to real world situations (modeling)
Rigorous Application
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.3. Construct viable arguments and
critique the reasoning of others.4. Model with mathematics. 5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in
repeated reasoning.
Shift in Expectations for Students
Demonstrate a deeper understanding of mathematics
Ability to justify their thinking
Identify connections between and among mathematical ideas
Use of multiple representations
23
Representations and Reasoning
Quick Imageshttps://www.teachingchannel.org/videos/visualizing-number-combinations?fd=1
Today’s Number
36
Possible Solutions18 + 1832 • 22
9+9+9+925.65 + 10.359 ÷ 1/4-15 + 513 √144
Today’s NumberWith Constraints…
Today’s Number is 36. Can you find it…
Using more than one operation? Using two digit numbers? Using fractions, decimals, percents? Using sets of numbers and operations? Using exponents, square roots? Using integers (sign numbers)? Using a set of numbers and different
operations?
Daily Number Talks
A daily routine for whole-class instruction
Number Sense (efficiency, accuracy, flexibility)
Generalized Arithmetic (conceptual understanding)
Reasoning---Problem SolvingMental MathematicsPreview-Review-Conceptual
Understanding
Mental Math Example
https://www.teachingchannel.org/videos/third-grade-mental-math?fd=1
Daily Number Talks (mental math)
Who did the math thinking during the number talk?
What specific mathematics did the students demonstrate they understood?
What did the teacher do to support the student discourse?
What recording techniques did the teacher use that supported learning in the class?
Other comments or observations?
Listen - Share - Inquire Form partners and letter off A–B Everyone listens to question(s) and takes a moment to
reflect
A shares key point or connectionB paraphrases and inquires:“And what makes that important to you?”
B responds and then shares key point or connectionA paraphrases and inquires with same question
Continue process until selection is completed
Groups at Work – Copyright MiraVia LLC – All rights reserved
So What?
What are the implications of this information for our tutors?
What information should be shared? How? When?
BREAK TIMESee you in 15 minutes….
33
The Next Generation of AssessmentsSMARTER Balanced Assessment Consortium (SBAC)
SBAC
Smarter Balanced Assessment Consortium
Governing State
Advisory State
Membership status as of March 6, 2012
SBAC Assessment System
37
Test and Item Design Test and Item Design
CCSS Assessment System Selected-Response Items Constructed-Response Items Performance Tasks
Technology-enhanced Computer-adaptive testing
Visit SMARTER Balanced Assessment Consortium at:
www.smarterbalanced.org BCOE Secondary ELA
SBAC Sample Task: Informational Essay on Pollution
Steps:1. Watch a video and read two
articles. Then, answer three questions about these sources. [35 minutes]
2. Plan and write an essay. [70 minutes]
BCOE Secondary ELA
STEP 1: Video and Two ArticlesYou will now watch one video and read two articles. Take notes because you may want to refer to your notes while writing your essay. You can look back at any of the sources as often as you like while you are taking notes. You will need to use your notes and sources to write your essay.
35 minutes
40
BCOE Secondary ELA
Watch Video: Tracking Space Debris
by Objectivity Web
http://www.youtube.com/watch?v=EIsubVLN9uE4 minutes 30 seconds
Courtesy of European Space Agency
Read the two articles.
Answer the 3 questions about the above sources.
35 minutes
41
STEP 2: Write Informational Essay
You have watched one short video and read two informational texts about pollution. Consider how the problems of pollution on Earth and in space are similar and different. Write an informational essay comparing the problem of pollution on Earth to the problem of pollution in space. In your essay, discuss the ways in which pollution on Earth and pollution in space are similar and different in terms of the problems they create and the solutions required to deal with them. Support your essay with details from the informational texts you have read and the video you have watched.
70 minutes
BCOE Secondary ELA
February 12, 2013
42
Examining Other SBAC Samples
Compare the sample assessment items.
Compare/Contrast known (CST) to new (SBAC).
How might your tutor’s current classroom assessment practices need to change in order to move students toward CCSS expectations?
Handout: SBAC
Sample Tasks
Non-Traditional SR Item
A teacher asked her students to use estimation to decide if the sum of the problem below is closer to 4,000 or 5,000.
496 + 1,404 + 2,605 + 489 =
One student replied that she thinks the sum is closer to 4,000. She used the estimation shown below to support her reasoning.
Is the student’s reasoning correct? In the space below, use numbers and words to explain why or why not. If the student’s reasoning is not correct, explain how she should have estimated.
Constructed Response (CR)
Technology-Enhanced ItemsDraw a line of symmetry through the figure below.
The graph on the right shows a triangle. Draw the triangle after it is reflected over the y-axis.
Reorder the fractions below so that they are ordered from smallest to largest.
3/53/42/61/22/3
Classify each shape below based whether it contains at least one pair of parallel sides.
Design of Performance Tasks
Components of a Performance TaskStimulus
Readings Video clips Audio clips Graphs, charts,
other visuals Research
topic/issue/ problem
etc.
Information Processing
Research questions
Comprehension questions
Simulated Internet search
etc.
Product/Performance
Essay, report, story, script
Speech with/without graphics, other media
Responses to embedded constructed response questions.
Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school.
Emphasis on stimuli related to science, history, and social studies.
Depth of Knowledg
e
Cognitive Rigor Matrix--MathCognitive Rigor Depth of Knowledge
Cognitive Rigor Depth of Knowledge
The level of complexity of the cognitive demand. Level 1: Recall and Reproduction
Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula.
Level 2: Basic Skills and Concepts Requires the engagement of some mental processing beyond
a recall of information. Level 3: Strategic Thinking and Reasoning
Requires reasoning, planning, using evidence, and explanations of thinking.
Level 4: Extended Thinking Requires complex reasoning, planning, developing, and
thinking most likely over an extended period of time.
Same Verb—Three Different DOK Levels
DOK 1- Describe three characteristics of two quadrilaterals. (Requires simple recall)
DOK 2- Describe the difference between convex and concave polygons. (Requires cognitive processing to determine the differences in the two polygon types)
DOK 3- Describe a model that you might use to represent the relationships that exist within the set of polygons. (Requires deep understanding of polygons and a determination of how best to represent it)
http://schools.nyc.gov/Academics/CommonCoreLibrary/Videos/default.htm
Depth of Knowledge
Checking for Understanding
Oral Language Questioning Written Language Projects and Performance Tasks Common Assessments and Consensus
Scoring
Structured Interaction
I think….I agree because….
Promoting Oral Language
Accountable Talk Press for clarification and explanation
Could you describe what you mean? Require justification of proposals and challenges
Where did you find that information? Recognize and challenge misconceptions
I don’t agree because… Demand evidence for claims and arguments
Can you give me an example? Interpret and use each other’s statements
David suggested…
Accountable Talk
What is Accountable Talk?
Quick Read
Read - Share - Inquire Form partners and letter off A–B
Everyone reads to designated stopping point
A shares key point or connectionB paraphrases and inquires:
“And what makes that important to you?”
B responds and then shares key point or connectionA paraphrases and inquires with same question
Continue process until selection is completed
Groups at Work – Copyright MiraVia LLC – All rights reserved
Using Questioning to Check for Understanding
http://www.ascd.org/professional-development/webinars/nancy-frey-webinar.aspx
Text Dependent QuestionsAnswered through Close ReadingEvidence comes from text, not
information from outside sourcesUnderstanding beyond basic factsNot recall!
Nancy Frey, 2012 ASCD ppt
Close Reading
Focused Reading
Individually, read article
Mark text as shown:
Groups at Work – Copyright MiraVia LLC – All rights reserved
√ I know this
! Significant idea
? Huh?/ I’d like to know more
Focused Reading
Partners: Share and compare your text markings:
Groups at Work – Copyright MiraVia LLC – All rights reserved
√ I know this
! Significant idea
? Huh?/ I’d like to know more
First Reading: Students read and write independently
Read with the pencil to annotate text. What powerful words or phrases affect you?
Circle What confuses you? Underline
Quick Write What are your impressions of ____?
Doug Fisher, 2012 Solution Tree ppt
Discussion: Partner Talk to Check Meaning
Use Accountable Talk to describe your impressionsAsk questionsProvide evidence from the textCompare and contrast your
impressions with one another
Doug Fisher, 2012 Solution Tree ppt
Second Reading: Teacher ModelingRead the entire passage aloud,
without interruption. Be sure to orient students to the text and ask them to follow along.
Doug Fisher, 2012 Solution Tree ppt
Progression of Text Dependent Questions
Opinion, arguments, inter-text connections
Inferences
Author’s Purpose
Vocabulary and Text Structure
Key Details
General Understandings
Nancy Frey, 2012 ASCD ppt
Text Dependent Questions
Do the questions require the reader to return to the text?
Do the questions require the reader to use evidence to support his or her ideas or claims?
Do the questions move from text-explicit to text-implicit knowledge?
Are there questions that require the reader to analyze, evaluate, and create?
Doug Fisher, 2012 Solution Tree ppt
Creating a Close Reading
Use a short passage.Read with a pencil.Note what’s confusing.Pay attention to patterns.Give students the chance to struggle
a bit.
Doug Fisher, 2012 Solution Tree ppt
Use of Evidence
1. Students read like detectives.2. Collaborate with others like CSI
teams.*3. Write like investigative reporters.
Scaffolding Complex Text Multiple readings:
Complex text takes multiple reads to fully understand the layers of meaning provided by the author.
Read Aloud Especially K-2, require students to follow along.
Chunking text Prompt students to unpack the difficult portions of a
text. Do not ‘think aloud’ for them, instead pose text-dependent questions that require text-based answers.
http://www.achievethecore.org/steal-these-tools/close-reading-exemplars
Text-Dependent Questions:Time-In and Out of the Text
1. More instructional time spent outside the text means less time inside the text.
2. Departing from the text in classroom discussions privileges those who already have experience with the topic.
3. It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading.
Source:www.achievethecore.orgBCOE
Secondary ELA
It’s about building reading muscles.
Text-Dependent Questions Can only be answered with evidence from the
text. Can be literal (checking for understanding) but
must also involve analysis, synthesis, evaluation. Focus on word, sentence, and paragraph, as well
as larger ideas, themes, or events. Focus on difficult portions of text in order to
enhance reading proficiency. Can also include prompts for writing and
discussion questions.www.achievethecore.org BCOE
Secondary ELA
Three Types of Text-Dependent Questions
When you are writing or reviewing a set of questions, consider the following three categories: Questions that assess themes and central
ideas Questions that assess knowledge of
vocabulary Questions that assess syntax and structure
www.achievethecore.org BCOE
Secondary ELA
Instructional Idea from The Teaching Channel
https://www.teachingchannel.org/videos/structuring-questioning-in-classroom?fd=1
The Art of Questioning: Content, Meaning and Style
Karine SchaeferLesson Objective:
Structure questioning based on content, meaning and style.
(4:46)“How does a move from content
to meaning to style allow students to better understand
text?”
Creating Text-Dependent Questions
1. Identify the core understanding and key ideas of the text.
2. Start small to build confidence.3. Target vocabulary and text structure.4. Tackle tough sections head-on.5. Create coherent sequences of text-dependent
questions.6. Identify the standards that are being addressed.7. Create the culminating assessment.
BCOE Secondary ELA
www.achievethecore.org
Examples of TDQVocabulary Syntax
To avoid someone means to keep away from them so you don’t have to see them and they don’t have to see you. How did the boys avoid meeting Bolivia at first? (pg. 23)
Re-read the last two paragraphs on page 39. Rory had a ‘strong suspicion.’ What is suspicion? What details in the story made Rory suspicious of Bolivia?
Who are the members of the wolf pack? How many members are in the pack? To answer this, pay close attention to the use of commas and semi-colons in the last paragraph on page 377. The semi-colons separate or list each member in the pack.www.achievethecore.org
Writing from Sources:Strong writers locate and deploy evidence.
Language Frame to Justify with Evidence
BCOE Secondary ELA February 12, 2013
CAUSE & EFFECT
To open • ___________ had a significant impact on _______.• The major cause of _______ can be traced to
______.• The critical factors which led to ______ were
______.
To discuss causes and
effects
• Due to __________, ______________.• _________ contributed to _______ because ______.• _________ happens when _______________.
To support your ideas
• One cause was ___________________.• A reason for _________________was ___________.
To close • The end result was __________________________.• The findings suggest that _____________________.
InnovateEd PPT, Dec. 2012
Writing from Sources
Language Frame to Justify with Evidence
BCOE Secondary ELA February 12, 2013
COMPARE AND CONTRAST
To open • The similarities between ____ and ____ indicate ___.• By comparing ______ to _____, it becomes clear that
____.• A comparison of ______ to _____ reveals ___________.
To compare and contrast
• Although _______ and ______ are ____, _____, is _______.• _______ is ________, whereas _______ is _________.• The most obvious difference between ____ and ___ is
____.
To support your ideas
• One similarity/difference is ___________________.• Their common characteristics include ___________.
To close • By comparing _______ to ______, we learn ___________.• The differences between ______ and ______ are
important because _____________.
InnovateEd PPT, Dec. 2012
Writing from SourcesLanguage Frame to Justify with Evidence
BCOE Secondary ELA February 12, 2013
EXPLAIN AND DESCRIBE
To open • _________ is best described as _____________.• To define _______, it is necessary to understand
_________.• ________ is known for _______ and is important
because _____.
To explain and
describe
• __________ is an illustration of ________________.• ___________is frequently referred to as ____________.
To support your ideas
• Critical attributes of _____ include ______ and ______.• A defining characteristic is ___________________.• The key components are _______ and _________.
To close • An explanation of ___________ provides insight into ______.
• A complete definition of ________ allows us to ________.
InnovateEd PPT, Dec. 2012
Writing from Sources
Language Frame to Justify with Evidence
BCOE Secondary ELA
PROPOSITION AND SUPPORT
To open • In regards to ______, I believe _______________.• My opinion on the issue of __________ is
_____________.• __________ presents the position that _____________.
To state a position
• ___________ proves that _______________.• My views are based on _________________.
To support your ideas
• Many experts claim that _____________________.• According to ________________________.• Further evidence can be found in __________________.
To close • There is little doubt that ___________________.• _________________ urges us to ____________________.
InnovateEd PPT, Dec. 2012
Assessment Task Reflection THINK-WRITE-PAIR-SHARE
List 3 skills that students will need in order to be successful on this type of assessment?
What 2 things can our tutors begin to do to help students transition toward CCSS and SBAC?
What is 1 concern you have moving toward CCSS and the SBAC assessment system?
BCOE Secondary ELA
83
Next steps?Next steps?
