Balanced Assessment System

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Balanced Assessment System. Professional Practice. Standards. Data. Culture. Standards-based, revised, upgraded, realigned units. Professional Practice. Data. Culture. Standards-based, revised, upgraded, realigned units. Professional Practice. Common formative/ interim assessments. - PowerPoint PPT Presentation

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Balanced Assessment SystemStandardsProfessionalPracticeDataCultureStandards-based, revised, upgraded, realigned unitsProfessionalPracticeDataCultureStandards-based, revised, upgraded, realigned unitsProfessionalPracticeCommon formative/interim assessmentsCultureStandards-based, revised, upgraded, realigned unitsAPPR, including SLOsCommon formative/interim assessmentsCultureStandards-based, revised, upgraded, realigned unitsAPPR, including SLOsCommon formative/interim assessmentsMeaningful collaboration on the right workStandardsProfessionalPracticeDataCultureBalanced Assessment SystemStandardsProfessionalPracticeDataCultureAssessment Defines the StandardProfessionalPracticeDataCulture50% of 20:67% of 81:Shawn got 7 correct answers out of 10 possible answers on his science test. What percent of questions did he get correct?J.J. Redick was on pace to set an NCAA record in career free throw percentage. Leading into the NCAA tournament in 2004, he made 97 of 104 free throw attempts. What percentage of free throws did he make?J.J. Redick was on pace to set an NCAA record in free throw percentage. Leading into the NCAA tournament in 2004, he made 97 of 104 free throw attempts. In the first tournament game, Redick missed his first five free throws. How far did his percentage drop?J.J. Redick and Chris Paul were competing for the best free-throw shooting percentage. Redick made 94% of his first 103 shots, while Paul made 47 out of 51 shots. Which one had a better shooting percentage?In the next game, Redick made only 2 of 10 shots while Paul made 7 of 10 shots. What are their new overall shooting percentages? Who is the better shooter?Jason argued that if Paul and J.J. each made the next ten shots, their shooting percentages would go up the same amount. Is this true? Why or why not?

Standards (and objectives) are meaningless until you define how to assess them.

Because of this, assessments are the starting point for instruction, not the end.Because of this, assessments are the starting point for instruction, not the end.

Standards-Based (UbD) Design:StandardsAssessmentInstructionAssessment Defines the StandardProfessionalPracticeCommon formative/interim assessmentsCultureSeptemberJuneSLO BaselineSLO SummativeCommonFormativeInterimAssessmentCommonFormativeInterimAssessmentCommonFormativeInterimAssessmentCommonFormativeInterimAssessmentCommonFormativeInterimAssessmentUNITUNITUNITUNITUNITUNITSeptemberJuneSLO BaselineSLO SummativeCommonFormativeInterimAssessmentCommonFormativeInterimAssessmentCommonFormativeInterimAssessmentCommonFormativeInterimAssessmentCommonFormativeInterimAssessmentUNITUNITUNITUNITUNITUNITSeptemberJuneSLO BaselineSLO SummativeCommonFormativeInterimAssessmentCommonFormativeInterimAssessmentCommonFormativeInterimAssessmentCommonFormativeInterimAssessmentCommonFormativeInterimAssessmentUNITUNITUNITUNITUNITUNITSeptemberJuneSLO BaselineSLO SummativeCommonFormativeInterimAssessmentCommonFormativeInterimAssessmentCommonFormativeInterimAssessmentCommonFormativeInterimAssessmentCommonFormativeInterimAssessmentUNITUNITUNITUNITUNITUNITAssessment Defines the StandardEffective Assessment by the TeacherCommon formative/interim assessmentsCultureStandard 5: Assessment for Student Learning5.1 Design, adapt, select, and use a range of assessment tools and processes to measure and document student learning and growth5.2 Understand, analyze, interpret, and use assessment data to monitor student progress and to plan and differentiate instruction5.3 Communicate information about various components of the assessment system5.4 Reflect upon and evaluate the effectiveness of their comprehensive assessment system to adjust assessment and plan instruction accordingly5.5 Prepare students to understand the formatAssessment Defines the StandardEffective Assessment by the TeacherCommon formative/interim assessmentsCultureAssessment Defines the StandardEffective Assessment by the TeacherCommon formative/interim assessmentsAuthenticProfessionalLearning Communitymakethetestmakethetestgive thetestmakethetestgive thetestanalyzetheworkmakethetestgive thetestanalyzetheworkdo something about itPLCCAssessment Defines the StandardEffective Assessment by the TeacherCommon formative/interim assessmentsAuthenticProfessionalLearning CommunityBalanced Assessment SystemShifts in Data Driven InstructionShift 1Data belongs with teachers working collaborativelyCollaboration of teachers is expected and valued. Teachers work together and take collective responsibility for student learning. Sufficient time for meaningful collaboration is built into every schedule. Protocols are in place to guide data inquiry processes.Shift 2Emphasis on formative assessmentA balanced assessment system uses classroom assessments, common formative assessments, common interim assessments, and summative assessments to paint a balanced picture of student progress. Unlike summative assessments, formative assessments take on a more prominent role in the balanced assessment system due to the quality and immediacy of the data collected. To reflect this importance, common assessments are calendared, administered, scored, and analyzed collaboratively.Shift 3Assess what is importantA guaranteed and viable curriculum is provided to all students and drives the assessment system. Teachers clearly identify, communicate, and assess the knowledge, skills, and dispositions that are the priority for each unit and course. Shift 4Take meaningful actionRather than waiting on summative data, teachers quickly respond to the data gathered from formative and interim assessments. It is this careful examination of student work that creates the foundation for all current and future curriculum, program, and instructional decisions. Shift 5Commitment to continuous improvementThe status quo can never be an option. All educators must constantly search for better ways to achieve mutual goals and increase achievement for all students. All programs, policies, and practices are continually assessed on their contribution to student learning. Shift 6Commitment to student involvementThe power of formative assessments are only truly recognized when students are included as users of the data. Therefore, students must play an integral role in the assessment process. Students must be able to assess and monitor their own progress in order to set individual goals for learning.BalancedAssessment SystemStrategicAssessment SystemSet UpSystem Classroom AssessmentsCommon Formative AssessmentsCommon Interim AssessmentsStudent Learning ObjectivesExternal AssessmentsExamplesWorksheets, classroom response, whiteboards, exit tickets, conferences, student self-assessmentChapter/unit tests, final projectsCommon tasks and prompts assessed with rubric, quizzes Performances, tests, or writing prompts given every 6-8 weeksGrowth measures designed for use with the APPR growth and local achievement3-8 tests, Regents exams, SAT, APFormatVery formative; can be diagnostic if used prior to instructionMostly summativeFormativeFormative and summativeSummativeVery summativeResponsibilityClassroom teachersClassroom teachersGrade level/discipline teams of teachers working together. District teams of representative teachers may also look at the dataTeachers and lead evaluators/principalsAn external group of expertsPurposeProvides immediate feedback and guides instructional decisionsProvision of gradesTo assess student learning in order to make instructional decisions. Also serves to assess curriculum, instruction, and pacing.Conversion to scores for use in teacher and principal evaluationAccountability and placementBalancedAssessment System

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