Assessment Anchors

Pennsylvania Department of Education

Assessment Anchors

Assessment Anchors

Get Ready, Get Set,

GO!

GO!


GetReady!

GetReady!


Workshop GoalsWorkshop Goals

Understand how to use the Assessment Anchors

Understand how to make connections among standards, assessment, curriculum and instruction


Where We’ve BeenWhere We’ve Been

Getting Results! a voluntary framework for School Improvement Planning http://www.pde.state.pa.us/pas/cwp/view.asp?a=3&q=96694&pasNav=|6158|&pasNav=|

Leading for Learning! a voluntary framework for District Strategic Planning Coming soon to PDE website

Getting Ready! 2004 PSSA http://www.pde.state.pa.us/pas/cwp/view.asp?a=3&q=96694&pasNav=|6158|&pasNav=|

New accommodations guidelines http://www.pde.state.pa.us/a_and_t/cwp/view.asp?a=108&Q=45132&a_and_tNav=|678|&a_and_tNav=|

And now…And now…


What are Assessment What are Assessment Anchors?Anchors?

A tool to:

• Design the PSSA

• Connect PSSA to classroom practice

• Clarify the PA Standards in Reading and Mathematics


How were the Anchors How were the Anchors developed? developed?

Internal input

External input


Why do we needWhy do we needAssessment Anchors? Assessment Anchors?

Clarity

Focus

Alignment

Grade appropriate skills

Curricular flow

Rigor

Manageability

Standard: 2.1. Numbers, Number Systems and Number Relationships

2.1.8. GRADE 8

A. Represent and use numbers in equivalent forms (e.g., integers, fractions, decimals, percents, exponents, scientific notation, square roots).

B. Simplify numerical expressions involving exponents, scientific notation and using order of operations.

M8.A Numbers and Operations

Assessment Anchor

M8.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among numbers, and number systems.

ELIGIBLE CONTENT

M8.A.1.1 Represent numbers in equivalent forms.

Reference: 2.1.8.A, 2.1.8.B

M8.A.1.1.1 Convert fractions, decimals and/or percents to equivalent forms (i.e., 1/3 = 33 1/3% = .333).

M8.A.1.1.2 Use scientific notation or exponential forms to express numbers.

M8.A.1.1.3 Find the square or cube of a whole number and/or the square root of a perfect square (without a calculator).


StandardStandardStandardStandard AnchorAnchorAnchorAnchor

R5.B.1.1 Compare characters, settings and plots

Reference: 1.3.5.B

R5.B.1.1.1 Items may ask the students to compare or explain relationships among the following:

Characters: main, supporting, actions, motives and emotions/feelings;

Settings: where or when the story takes place, a detail that describes the setting, or information form the text that suggests a setting;

Plots: conflict, rising action, climax and resolution.

Note: Items may ask students to utilize story maps or Venn diagrams to show sequence, cause & effect, and/or comparison/contrast.

ASSESSMENT ANCHOR

R5.B.1 Describe and interpret literary elements within and among texts.

R5.B Interpretation and Analysis of Literature

Standard: 1.3. Reading, Analyzing and Interpreting Literature

1.3.5. GRADE 5

A. Read and understand works of literature.

B. Compare the use of literary elements within and among texts including characters, setting, plot, theme and point of view


StandardStandardStandardStandard AnchorAnchorAnchorAnchor


The KEYS to Assessment The KEYS to Assessment AnchorsAnchors

Reporting Category

Assessment Anchor

Reference to PA Standard

Eligible Content

Sample Item


Reporting CategoriesReporting Categories

READING

A. Comprehension and Reading Skills

B. Interpretation and Analysis of Literature


How to Read Assessment Anchor How to Read Assessment Anchor Coding Coding

R3.A.1.1R3.A.1.1

ReadingReading

Grade LevelGrade Level

Reporting CategoryReporting Category

AssessmentAnchor

AssessmentAnchor



Reporting CategoriesReporting Categories

MATHEMATICS

A. Numbers and Operations

B. Measurement

C. Geometry

D. Algebraic Concepts

E. Data Analysis and Probability


How to Read Assessment Anchor How to Read Assessment Anchor Coding Coding

M8.E.1.1M8.E.1.1

MathMath

Grade LevelGrade Level

Reporting CategoryReporting Category

Assessment Anchor

Assessment Anchor



Take a LookTake a Look

What patterns do you notice?

What similarities/differences do you see?

How do the Anchors clarify the standards?


Get Set!Get Set!


Activities Activities

Anchors in Practice

Adopt-an-Anchor


ActivityActivity

ANCHORS IN PRACTICEANCHORS IN PRACTICE


“Students can do no better than

the assignments they are given.”

“Students can do no better than

the assignments they are given.”


Steps to AlignmentSteps to Alignment

1. Read the directions and complete the assignment.

2. Analyze the demands of the assignment. What does it require the student to know and be able to do?

3. Link the assignment to the appropriate Assessment Anchor.


Math ActivityMath Activity

A room measures 8 feet by 12 feet. The room needs to be covered with new tiles. The tiles are right triangles. The legs of the right triangles are 12 inches long. Each tile costs $.39.

How much does it cost to buy tiles to cover the floor?


Reading ActivityReading Activity

• Read the passage.

• Write a clear, opening sentence stating the subject matter and tone of the passage.

• Write a paragraph that builds upon your opening sentence.


So What?So What?

1. What is the district/school role in using Anchors in Practice?

2. What are the implications for time?

3. How is Anchors in Practice more than an activity and linked to the “bigger picture”?


Keep in Mind Keep in Mind

Clarity

Focus

Alignment

Grade appropriate skills

Curricular Flow

Rigor

Manageability


ACTIVITYACTIVITY

ADOPT-AN-ANCHORADOPT-AN-ANCHOR


ADOPT-AN-ANCHORADOPT-AN-ANCHOR

Deepens the instructional experiences in Reading and Math across content areas.

Helps staff share responsibility for teaching essential skills in Reading and Math.


Reading Assessment AnchorReading Assessment Anchor

R5.A Comprehension and Reading Skills

R5.A.2 Demonstrate the ability to understand

and interpret non-fiction texts

including informational e.g. textbooks

and print media (magazines,

brochures, etc.); autobiography;

biography…

R5.A.2.5 Retell or summarize the major ideas

or procedures of the text


Social StudiesSocial Studies

Task:

Summarize an article on the effects of Western Expansion on the Native American way of life.


Environment and EcologyEnvironment and Ecology

Task:

Summarize the causes of environmental pollution in urban areas. You must read at least three articles and synthesize your findings in one summary.


Health Education Health Education

Task:

Summarize the main points from an article on the impact of HIV on society.


World LanguagesWorld Languages

Task:

Retell or summarize the major ideas of an on-line newspaper article about the recent Mars landing of the “Spirit” explorer using a world language (Spanish, French, German or Japanese) .


Math Assessment Anchor Math Assessment Anchor

M8.E Data Analysis and Probability

M8.E.4 Develop and/or evaluate inferences and predictions or draw conclusions based on data displays.

M8.E.4.1 Draw conclusions, make inferences

and/or evaluate hypotheses based on

statistical and data displays.


ScienceScience

Task:

Based on the following graph from 2000-2004, what is your prediction that Anycity, USA, can expect a flu epidemic in the coming year? Why do you say this? What might be some influencing factors?


Your TurnYour Turn

In cross-curricular groups of three:

Choose either a Math or Reading anchor

Develop a task from any other discipline that incorporates the anchor


So What?So What?

1. What is the district/school role in using Adopt-an-Anchor?

2. What are the implications for time?

3. How can Adopt-an-Anchor be part of the “bigger picture”?


Increasing Increasing Alignment at Alignment at the School the School

LevelLevel


One period? Is it enough?One period? Is it enough?

45 Minutes/Day

180 Days/Year

=

135 Hours

22.5 School Days

-20% Waste

18 Real School Days

11/03/03 Slide Number

Graduation Requirements: Is there enough time?

EEMusicLangSciMathEEng12th

EEArtLangSciMathSSEng11th

EETech Ed

H/PESciMathSSEng10th

EEFCSH/PESciMathSSEng9th

87654321

18 Days/Subject

2.7 Years


Which Assessment Anchors are a natural fit for your discipline? Which are essential to success in your discipline? Mark ONLY the ones that fit. Don’t “stretch”– the key is to identify only those anchors that are natural to your discipline?

Step 1: Individual course analysisStep 1: Individual course analysis


For example….


Social Studies “Natural Social Studies “Natural Fit”Fit”

R11A Comprehension & Reading Skills

R11.A.2 Demonstrate the ability to understand and interpret nonfiction text, including informational, …editorials, public documents…

R11.A.2.6 Check the validity and accuracy of information obtained from reading by differentiating fact from opinion


Visual Arts “Natural Fit”Visual Arts “Natural Fit”

M5C Geometry

M5.C.2 Identify and/or apply concepts of transformations or symmetry

M5.C.2.1 Analyze transformations and/or use symmetry to analyze mathematical situations


Science “Natural Fit”Science “Natural Fit”

M5E Data Analysis & Probability

M5.E.3 Understand and/or apply basic concepts of probability or outcomes

M5.E.2.1 Predict or determine all possible combinations, outcomes and/or calculate the probability of a simple event


Music “Natural Fit”Music “Natural Fit”

R11B Interpretation & Analysis of Literature

R11.B.1 Analyze the relationships and uses of literary elements

R11.B.1.1 Analyze characters, settings, plots, themes, tone and style in one or more texts


Tech Ed “Natural Fit”Tech Ed “Natural Fit”

M5B Measurement

M5.B.2 Apply appropriate techniques, tools and formulas to determine measurements

M5.B.2.1 Use appropriate tools to determine measurements


STEP 2: What’s the overall STEP 2: What’s the overall picture picture

for the school as a whole?for the school as a whole?Are all anchors adopted? Are some

orphans? Where are the gaps? Is there “overload” anywhere?

What is the specific list of Assessment Anchors for each individual discipline? What specific Assessment Anchors belong to your discipline?

Looking at your school achievement profile, and looking at the “adoption” list, is there enough time to get the job done?

For example, in math…For example, in math…English Social

StudiesMath Science H/PE FCS Tech Ed Art

NONE ME1 ALL ME1 MD2 MA3 MB1 MC2

ME2 ME2 MB1 MB2 MD4

ME3 ME3 MC1

ME4 ME4


Step 3: The PlanStep 3: The PlanWhat can we do to make sure all

Assessment Anchors are taught? What can we do to make sure all Assessment Anchors are learned?

If some Assessment Anchors are orphans, what can we do to find a good disciplinary fit while insuring that all students have full opportunity to learn and meet expectations for proficiency?


Moving on to Success

Moving on to Success

Go!Go!


Aligning Instruction to Aligning Instruction to Assessment Anchors….Assessment Anchors….

Prepares all students for the PSSA

Ensures rigorous and demanding curriculum


Next StepsNext Steps

How will you inform staff about the Assessment Anchors?

How can you use Anchors in Practice in your districts?

How would you organize an Adopt-an-Anchor conversation?


Coming Soon!Coming Soon!

Getting Ready! 2005

Test Blueprint

Item Bank

Rubrics

New GROW Reports for 2004


Our GoalOur Goal

Create reports that:

Are easy to read

Are technically sound

Improve student learning


Sneak Sneak PreviewPreview

Reports for Reports for superintendents superintendents

and administratorsand administrators

FOR DISTRICTSFOR DISTRICTS

District ReportsDistrict Reports


Reports for principals, school leaders and

instructional specialists

FOR SCHOOLSFOR SCHOOLS


School ReportsSchool Reports

Individual student Individual student reports for parents reports for parents

and teachersand teachers

FOR PARENTSFOR PARENTS


Parent ReportsParent Reports


Linking Assessment to Enrich Linking Assessment to Enrich InstructionInstruction

Parent website

Provides a customized, easy to read toolkit for Pennsylvania parents

Invites the question: “What can I do to help my child grow?”

Enables access to

strategies to help parents and students improve and enrich education


Community LinkagesCommunity Linkages


Translation GuidesTranslation Guides


The goal has The goal has never changed…never changed…

It’s STILL about student learning.

Documents

Assessment Anchors