MAC Common MAC Common Assessment Training Assessment Training

ModulesModules

Session F5Michigan School Testing Conference

February 21, 2013Ann Arbor MI

…is to improve student learning and achievement through a system of coherent curriculum, balanced assessment and effective instruction. We do this by collaboratively:

Promoting assessment knowledge and practice. Providing professional development. Providing and sharing assessment tools and products.

Michigan Assessment Michigan Assessment Consortium VisionConsortium Vision

Collaboratives and consortia advance the work

Balanced assessment is a valued enterprise Students are the most important users of

classroom assessment data Teachers and administrators must engage

students in the assessment process

Michigan Assessment Michigan Assessment Consortium BeliefsConsortium Beliefs

We believe…

We Believe….

All educators can learn to implement a balanced assessment system

Teachers and principals and central office must be assessment literate

Development and use of a coherent system (CIA) ensures quality for each student

An effective assessment system includes a balance of school, district, and state measures and uses a variety of methods

Classroom Assessment PracticesFormative – Assessment for Learning

Did the student learn what I just taught them?How can I help students learn even more?

Interim Assessments/Unit/ChapterShort-Cycle Summative AssessmentsAre students on track for proficiency?

MEAP /MME/MI-Access/End of CourseSummative – Assessment of Learning

Are students proficient?

Comprehensive Balanced Comprehensive Balanced Assessment SystemAssessment System

Aligned to Content Standards

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The trick….The trick….

…create a balanced assessment system

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MAISA Instructional Services Committee2012-13 Assessment Goal

"In cooperation with the MI Assessment Consortium and other statewide related projects, contribute to a high quality, comprehensive assessment system in the state of MI."

Vision of Excellence in Assessment Vision of Excellence in Assessment - Balanced Assessment System- Balanced Assessment System

There is a There is a balancebalance of formative and of formative and summative assessments.summative assessments.

The assessments are of The assessments are of high quality.high quality.

StudentsStudents are actively are actively engagedengaged in the in the assessment process.assessment process.

You know you have a high You know you have a high quality common assessment quality common assessment

when…..when…..

Elbow PartnerElbow Partner

Accurate assessments +

Appropriate uses resulting in productive reactions

STUDENT SUCCESS

Common Assessment Module ContentCommon Assessment Module Content

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1. Introduction and Overview of the MAC CADS Series2. What Are Common Assessments?3. Determining the Outcome of Assessment4. Determining the Targets of Assessment5. Matching the Assessment Methods to the LearningTargets6. Assessing Students with Special Needs7. Writing the Test Blueprint8. Writing the Selected-Response Items9. Writing Constructed Response Items10. Writing Performance Assessment Items11. Using Portfolios to Assess Students12. Developing and Using Scoring Guides and Rubrics

13. Editing the Draft Assessment Items14. Detecting and Eliminating Bias and Distortion15. Assembling the Assessment Instrument16. Field Testing17. Looking at Field Test Data18. Reliability19. Test Validity20. Assembling the Final Common Assessment21. Assessment Administration, Scoring and Reporting22. Standard Setting23. Presenting the Results24. Using Data to Improve Instruction

““OtherOther”” Elbow Partner Time Elbow Partner Time

When reviewing and thinking about what you When reviewing and thinking about what you currently know about the assessment development currently know about the assessment development process…process…

Which module would you want to know more Which module would you want to know more about?about?

Which module topic might you already have a Which module topic might you already have a level of confidence?level of confidence?

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Website Website www.michiganassessmentconsortium.org

Follow MACFollow MAC

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St. Joseph CountySt. Joseph CountyCommon Common Assessment Assessment ProjectProject

Beginning at the Beginning at the beginningbeginning

Why did we begin this journey?Why did we begin this journey? LEA’s desire to:LEA’s desire to:

conduct Professional Learning Communities conduct Professional Learning Communities (PLC’s)(PLC’s)

implement a multi-tiered system of support (RtI)implement a multi-tiered system of support (RtI) provide effective feedback to students around provide effective feedback to students around

learning goalslearning goals fully implement a standards-based model of fully implement a standards-based model of

instruction/assessmentinstruction/assessment

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Beginning at the Beginning at the beginningbeginning

Our challenges:Our challenges: ““Faulty” data at PLC’sFaulty” data at PLC’s Ineffective data to target the interventions for Ineffective data to target the interventions for

RtIRtI Ineffective feedback practices around Ineffective feedback practices around

data/grading and reportingdata/grading and reporting Assessments not designed for a standards Assessments not designed for a standards

based systembased system

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The “vision” began The “vision” began simply..simply..

Just pick the items from the CD with our text Just pick the items from the CD with our text and use that!and use that!

Just find the best one and use it countywide!Just find the best one and use it countywide! Someone has to have one to buy!Someone has to have one to buy! There’s lots of software that has items we can There’s lots of software that has items we can

use! Let’s just get that.use! Let’s just get that. Teachers can just go online and find one to Teachers can just go online and find one to

use!use! Let’s just wait for Smarter Balanced! Let’s just wait for Smarter Balanced!

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Critical First StepCritical First Step Do you have a clear and appropriate purpose(s) Do you have a clear and appropriate purpose(s)

for your assessment?for your assessment? How will the assessment be used?How will the assessment be used? Who will use the results?Who will use the results?

Which partners will help you?Which partners will help you? What learning targets will you measure?What learning targets will you measure?

Local?Local? State?State? National?National? Other?Other?

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What Makes an What Makes an Assessment Assessment ““Common?Common?””

It is more than an assessment given by It is more than an assessment given by one teacherone teacher

This is an insufficient definitionThis is an insufficient definition It is a method for creating a It is a method for creating a

community of shared practice in a community of shared practice in a school, district, across districts, even school, district, across districts, even across the stateacross the state

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The Power of the Common The Power of the Common AssessmentAssessment The The useuse of common assessment results of common assessment results

by two or more teachers in a PLC… by two or more teachers in a PLC… Provides data to inform interventionsProvides data to inform interventions Allows teachers to see how changes in Allows teachers to see how changes in

instructional practice can lead to higher instructional practice can lead to higher achievementachievement

Look deeply at their own and othersLook deeply at their own and others’’ practice practice to ultimately improve student achievementto ultimately improve student achievement

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Common AssessmentsCommon Assessments Common Assessments….Common Assessments….

are built on the are built on the samesame learning targets/goals, learning targets/goals, whether they were developed at the school, whether they were developed at the school, district, state, or national levelsdistrict, state, or national levels

These targets needed to be those contained These targets needed to be those contained within the mathematics common core within the mathematics common core standards for Algebra I and Algebra IIstandards for Algebra I and Algebra II

This was the first challenge – could they This was the first challenge – could they agree???agree???

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The decisionsThe decisions Create benchmark assessments 25 – 30 per Create benchmark assessments 25 – 30 per

coursecourse Use the traditional Algebra I and II course Use the traditional Algebra I and II course

“outline” defined in the CC“outline” defined in the CC Build the assessments by “standards cluster” – Build the assessments by “standards cluster” –

explicitly key each itemexplicitly key each item ““Unpack” each standard within a cluster to Unpack” each standard within a cluster to

determine appropriate cognitive demand and determine appropriate cognitive demand and ensure alignmentensure alignment

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CONTENT

ASSESSMENTINSTRUCTION

Alignment

Unpacked documentUnpacked document Identification of key vocabulary within each Identification of key vocabulary within each

standardstandard Determination of learning goals in the format of:Determination of learning goals in the format of:

I know statementsI know statements I can statementsI can statements

These statements determined the types of items These statements determined the types of items to include on each assessmentto include on each assessment

Direct link to standardsDirect link to standards Prerequisite skills yet to be filled inPrerequisite skills yet to be filled in

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““Vetting” of contentVetting” of content Teams of 2-3 unpackedTeams of 2-3 unpacked Another team reviewedAnother team reviewed An outside math consultant reviewed/editedAn outside math consultant reviewed/edited Final unpacking document was used to Final unpacking document was used to

develop assessment itemsdevelop assessment items Assessments assess only one cluster and Assessments assess only one cluster and

no more than 2 – 3 standardsno more than 2 – 3 standards

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CONTENT

ASSESSMENTINSTRUCTION

Alignment

Cognitive Demand Cognitive Demand It is critical to be sure that assessments It is critical to be sure that assessments

measure the correct cognitive demand of the measure the correct cognitive demand of the learning goals represented in the standards. learning goals represented in the standards.

It is critical that whoever is ‘building It is critical that whoever is ‘building assessments’ understands this concept and assessments’ understands this concept and applies it in their workapplies it in their work

The majority of classroom teachers have not The majority of classroom teachers have not received sufficient training in assessment received sufficient training in assessment designdesign

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Target/Method MatchTarget/Method Match

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The outcomes of quality The outcomes of quality assesments….assesments….

Clear, concise data being used in Clear, concise data being used in collaborative groupscollaborative groups

Powerful data to provide feedback to Powerful data to provide feedback to teachersteachers and and studentsstudents and parents and parents

The ability to accurately inform curriculum The ability to accurately inform curriculum and instructional changesand instructional changes

Closer alignment between grades/scores Closer alignment between grades/scores and actual proficiency levels of the studentsand actual proficiency levels of the students

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The pilot test…2012/2013The pilot test…2012/2013Agreements for Pilot TeachersAgreements for Pilot TeachersAssessments are to remain “intact”Assessments are to remain “intact”Assessments assess only one cluster and no Assessments assess only one cluster and no more than 2 – 3 standards and will be given more than 2 – 3 standards and will be given whenever that content has been taughtwhenever that content has been taughtData is not to be used to determine grades or for Data is not to be used to determine grades or for teacher evaluation. These are draft!teacher evaluation. These are draft!Item level data are being collected and analyzed Item level data are being collected and analyzed to determine edits needed at follow up sessionsto determine edits needed at follow up sessions

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Validity Checklist…..Validity Checklist…..

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How did we do?

What do we “tweak” as we move forward?

Project TimelineProject TimelineALG I

ALG II

Geometry

8th Grade

6-7 Grade?

Assessment Writing

2011-2012 2012-2013 2013-2014 2014-2015

Assessment Field Testing

Assessment Implementation

Assessment Implementation

Assessment Writing

Assessment Writing

Assessment Writing

Assessment Writing

Assessment Field Testing

Assessment Field Testing

Assessment Field Testing

Assessment Implementation

Assessment Implementation

Lessons learnedLessons learned This work takes a team!This work takes a team!

Content area specialistsContent area specialists Assessment specialistsAssessment specialists Data specialistsData specialists

This work takes time!This work takes time! This work takes commitment!This work takes commitment! This work takes patience!This work takes patience! This work takes trust!This work takes trust! This work will help increase achievement if done This work will help increase achievement if done

well.well.

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““One of the most powerful, high-leverage strategies for One of the most powerful, high-leverage strategies for improving student learning available to schools is the improving student learning available to schools is the creation of frequent, common, high-quality formative creation of frequent, common, high-quality formative assessments by teachers who are working collaboratively assessments by teachers who are working collaboratively to help a group of students develop agreed-upon to help a group of students develop agreed-upon knowledge and skills.knowledge and skills.””

Fullan (2005), Hargreaves & Fink (2006), Reeves (2004), Schmoker (2003), Fullan (2005), Hargreaves & Fink (2006), Reeves (2004), Schmoker (2003), Stiggins (2005)Stiggins (2005)

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What questions might you What questions might you have?have?

Contact InformationContact Information Dodie Raycraft – St. Joseph County ISDDodie Raycraft – St. Joseph County ISD

draycraft@sjcisd.org269.467.5452269.467.5452

Keith Barnes – St. Joseph County ISDKeith Barnes – St. Joseph County ISDkbarnes@sjcisd.org269.467.5461269.467.5461

Kimberly Young – MDE/BAAKimberly Young – MDE/BAAyoungk1@michigan.gov517.373.0988517.373.0988

Kathy Dewsbury-White – Michigan Assessment ConsortiumKathy Dewsbury-White – Michigan Assessment Consortiumkdwhite@michiganassessmentconsortium.org517.927.7640517.927.7640

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