Regional Interim Assessment Project (DCA) Session #1TRICIA PROFIC, ANDREA TAMARAZIO, KIM LOUTTIT & STEVE GRASER

Math Warm-up

Solve 15 divided by 3 six different ways

Please use the graphic organizer to help guide your thoughts

Norms of Collaboration

Limit side conversations

Silence your devices

Actively participate

Help to quiet the room – raise hands

Objectives

Overview of assessment development process and DDI

Know the elements of a high-quality common core aligned mathematics assessment

Know how to create and choose assessment tasks that reflect a balance of rigor and give comprehensive information about students at all levels

Be able to describe what to look for when analyzing student work for a common core aligned assessment

Understand the importance of high leverage instructional strategies and the impact on implementation of common core curriculum

Update and revise Interims #1 and #2

Build Interim #3 scope and sequence and blueprint

Overview of Last Year – 6-9

Created a process for assessment development

Scope and Sequence over a given period of instructional time

Blueprint

Determining length and number of questions

Types of questions

Prioritized standards to create a focused assessment

Assessment creation based on blueprint

Answer key with annotations

Interim Assessment #1

DDI Process

Step 1: Collect and Chart Data

Data reports (performance, item analysis, standards reports)

Step 2: Analyze Strengths and Weaknesses

Data reports

Deep analysis (going beyond right and wrong answers to infer misconceptions)

Interim Assessment #1

Step 3: Goals

Deep analysis

Planning

Engage students

Step 4: Instructional Strategies

Planning

Implementation

Step 5: Results Indicators

On-going assessments

Accountability

Share out Interim #1

Informally share out results, findings, and data process used at your building/grade level

Data Analysis vs. Data Informed Instruction

DATA ANALYSIS DATA INFORMED INSTRUCTION

Data can tell us about students who are succeeding and those who are not

Identify best practice in curriculum and instruction to remedy the gaps

Data can tell us how our teachers are doing with common assessments

Through collegial expertise a prescription is written for data diagnosis

Data can tell us what items or standards students lacking proficiency in

Analyzing student work to identify gaps in understanding and misconceptions

Data can tell us what types of questions (MC, CR, etc.)

Math Article

Please complete the notice-think-wonder activity about the math warm up problem

Read the math article provided and respond to the prompts in the Interactive bookmark

3-2-1+1 to discuss article at your table

Item Writing

Balance of Rigor

Procedural Fluency

Conceptual Understanding

Application

From the Publishers’ Criteria:

Balance of Rigor

From the Assessment Evaluation Tool:

Balanced Assessments

Procedural skill and fluency

Conceptual understanding

Application

CCSSM-aligned assessments and sets of assessments will be balanced by distributing score points across the three aspects of rigor:

Procedural Fluency

Are there items that ask or imply that

students “do” math procedures?

Some good verbs: solve, add, subtract, divide, multiply, graph, compute, find

Practice Connections

MP.7 Look for and make use of structure

MP.8 Look for and express regularity in repeated reasoning

*Note fluency expectations named at each grade level. While these are not named for HS level courses there should still be procedural assessment.

Procedural Fluency

Conceptual Understanding

Are there items that ask

students to explain their thinking?

Some good verbs: Explain, determine, prove, show, compare, justify

Practice Connections

MP.3 Construct viable arguments and critique the reasoning of others.

MP.6 Attend to precision.

*More important in standards that begin with “understand.”

Conceptual Understanding

Application

Does the item have a

real-world context?

Some good examples: Single-step word problems, multi-step word problems, model-building

Practice Connections

MP.1 Make sense of problems and persevere in solving them.

MP.2: Reason abstractly and quantitatively.

MP.4: Model with mathematics.

*Application Paradox: The more directed the task, the more we can be sure it aligns to the standard, but the less authentic it becomes.

Application

Activity

Activity

Activity

Activity

Practice

Practice coding the packet of questions, taken from the interim assessments, notating whether they are Procedural, Conceptual and/or Application

Affective Organizer

Data Analysis vs. Data Informed Instruction

DATA ANALYSIS DATA INFORMED INSTRUCTION

Data can tell us about students who are succeeding and those who are not

Identify best practice in curriculum and instruction to remedy the gaps

Data can tell us how our teachers are doing with common assessments

Through collegial expertise a prescription is written for data diagnosis

Data can tell us what items or standards students lacking proficiency in

Analyzing student work to identify gaps in understanding and misconceptions

Data can tell us what types of questions (MC, CR, etc.)

Grade 7 – 7EE4a

Q# Standard % Correct

A B C D Gap to Boces

30 7EE4a 60% 3% 60% 30% 7% -5%

Grade 7 – 7EE4a

Q#

Standard

% Full Credit

% 3 points

% 2 points

% 1 point

% 0 points

Gap to Boces

65 7EE4a 40% 40% 30% 16% 14% -5%

Student work

2 out of 3 points1 out 3 points

Analyze student work:• What do

they understand?

• What don’t they understand?

• What instructional strategies will you use?

Discussion

What can you conclude about the analysis of data and student work from multiple choice questions and constructed response questions

What types of questions best inform needed modifications to curriculum and instruction

Trend Data

Interim Assessment #2

Make necessary modifications to Interim Assessment #2

Interim Assessment #3

Build a Scope and Sequence for Interim Assessment #3

Build a Blueprint for Interim Assessment #3

Next Steps

DDI process for Interim Assessment #2

Create Interim Assessment #3

By the end of the day…

Interim #2 revised on paper copy turned into Trish

If no revisions needed, turn it in with “no revisions needed” on the top

Interim #1 revised on paper copy turned into Trish

If no revisions needed, turn it in with “no revisions needed” on the top

Interim #3 scope & sequence and blueprint sent to Tprofic@e1b.org

Download interim #2 scope & sequence and blueprint from dropbox and revise for interim #3; save and send to Trish

Please consider…

FORMAT Do you want to change the amount of

multiple choice and constructed response questions?

RIGOR Do you need to change the style of

questions to better align to the three prongs of rigor (procedural skill and fluency, conceptual understanding, application)?

DATA TRENDS Do you want to modify blueprints based on

data trends?