race to the top assessment toolbox 1. rt3 assessment initiatives purpose – to support teachers in...
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Race to the Top
Assessment Toolbox
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RT3 Assessment Initiatives
• Purpose – To support teachers in preparing the students for
the Common Core Assessment that is to occur in spring 2015
– To provide assessment resources that reflect the rigor of the CCGPS
– To balance the use of formative and summative assessments in the classroom
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RT3 Assessment Initiatives
• Development of a three-prong toolkit to support teachers and districts and to promote student learning– An assessment literacy professional learning
opportunity that focuses on implementation of formative instruction
– A set of benchmarks in ELA, Math, and items for grades for Science and Social Studies
– An expansive bank of formative/instructional assessment items/tasks based on CCGPS in ELA and Math as a teacher resource
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Instructional Assessment
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• Design• Teach
• Re-Design• Teach
• Re-Design• Teach
• Re-Design• Teach Common Core
State Standards
Instructional Assessment• Conducted during instruction (lesson, unit, etc.)• Identifies student strengths and weaknesses• Helps teacher determine next steps– Review– Differentiation– Continuation
• Supplies information to provide students with detailed feedback
• Assessment for the purpose of improving achievement• LOW stakes
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Assessment Toolbox Components
• Formative Item Bank (FIB)• Interim Benchmark Assessments (IBA)• Assessment Literacy Professional
Learning
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Toolbox Assessment Items• Assess students’ conceptual and skill-level
understanding• Tasks require students to– Apply the content they know to real world problems– Express logical reasoning by writing, showing their
work and/or explaining their answer • Aligned to CCGPS assessments in both content
and format
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Formative Item Bank
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Purpose of the Formative Item Bank
The purpose of the Formative Item Bank is to provide items and tasks for teachers to use in order to assess students’ knowledge while they are learning the curriculum.
• To provide an opportunity for students to show what they know and show teachers what students do not understand
• To provide teachers good examples of items that assess the rigor of the common core.
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Formative Item Bank Assessments• Developed by Pearson • Piloted in RT3 classrooms• Approved by Georgia Educators
– Teachers and School Leaders– Curriculum Experts
• Aligned to CCGPS• Format aligned with Common Core Assessments• Open-ended and constructed response items as well as multiple choice items• Holistic Rubrics• Anchor Papers• Student Exemplars• About 750 Items available in OAS this fall
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Formative Item Bank• About 1700* Formative Classroom Assessment Items • Grades 3 – High School– Math and ELA– Open-ended• Scaffolded• Extended Responses
– Selected Response• DOK– DOK 2; 19%– DOK 3; 41%– DOE 4; 39%
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*If the items are approved by curriculum experts and teachers
Formative Item Bank Availability
• All items that pass data review will be uploaded to the Georgia OAS at Level 2.• Formative Item Bank will be ready
for use by all Georgia educators Fall 2012.
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Formative Item Types
–Multiple Choice (MC)
–Extended Response (ER)
–Scaffolded Item (SC)
Extended Response Items• Performance-based tasks• May address multiple standards, multiple
domains, and/or multiple areas of the curriculum
• May allow for multiple correct responses and/or varying methods of arriving at a correct answer
• Scored through use of a rubric and associated student exemplars
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Grade 3: Reading Passage (literary)
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Grade 3: Reading Passage (Informational) and Item 1
Grade 3 Rubric for Item 1
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Grade 3: Exemplar for Item 1
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Grade 3 Sample Student Response for Item 1
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Student Response
Teacher Feedback
Rating based upon rubric
Grade 3 Sample Student Response for Item 1
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Grade 3 Sample Student Response for Item 1
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Grade 3 Sample Student Response for Item 1
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Grade 3 Sample Student Response for Item 1
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Grade 3 Sample Student Response for Item 1
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Grade 3 Sample Student Response for Item 1
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Grade 3 Sample Student Response for Item 1
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Grade 3 ELA ItemPerformance Data for Item 1
• Item Type: Extended Response• DOK: 3• Number of Students in Pilot: 90• Response Data– 4’s: 1 for 1.11%– 3’s: 6 for 6.67%– 2’s: 27 for 30%– 1’s: 53 for 58.89%– 0’s: 3 for 3.33%
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Grade 6 Math Item
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Grade 6Exemplar and Sample Student Response
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Grade 6 Math Sample Student Responses
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Grade 6 Math ItemPerformance Data
• Item Type: Extended Response• DOK: 3• Number of Students in Pilot: 87• Response Data– 4’s: 0 for 0%– 3’s: 5 for 5.75%– 2’s: 34 for 39.08%– 1’s: 39 for 44.83%– 0’s: 9 for 10.34%
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Scaffolded Items• Include a sequence of items or tasks• Designed to demonstrate deeper
understanding• May be multi-standard and multi-domain• May guide a student to mapping out a
response to a more extended task• Scored through use of a rubric and associated
student exemplars
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Math Example—Grade 3Scaffolded Item
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Math Example—Grade 3: Performance Data
• Item Type: Scaffolded • DOK: 3• Number of Students in Pilot: 44• Response Data– 4’s: 5 for 11.36%– 3’s: 3 for 6.82%– 2’s: 18 for 40.19%– 1’s: 15 for 34.09%– 0’s: 3 for 6.82%
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Overall ELA Pilot Summary Data
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Grade
Number of students and percent falling into each score point
Total student N/ %
0 1 2 3 4 3 475 1613 713 202 45 3048
15.60% 52.90% 23.40% 6.60% 1.50% 100%4 323 1518 814 199 83 2937
11.00% 51.70% 27.70% 6.80% 2.80% 100%5 367 1100 901 518 125 3011
12.20% 36.50% 29.90% 17.20% 4.20% 100%6 155 960 811 418 111 2455
6.30% 39.10% 33.00% 17.00% 4.50% 100%7 218 1387 1275 617 146 3643
6.00% 38.10% 35.00% 16.90% 4.00% 100%8 264 1140 1029 338 89 2860
9.20% 39.90% 36.00% 11.80% 3.10% 100%9 - 10 175 1016 783 361 81 2416
7.20% 42.10% 32.40% 14.90% 3.40% 100%11 - 12 376 1018 763 196 46 2399
15.70% 42.40% 31.80% 8.20% 1.90% 100%
Key Findings from Phase I Pilot
• Preponderance of score points 1 and 2• Incomplete responses • Responses hampered by writing skills• Overall performance shortfalls
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Implications for Phase II Pilot
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• Clearer directions for students• Writing checklist to assist students in assessing their own
responses while taking the assessment• Reinforce instructional recommendations to teachers– Instruction aligned with Common Core content and rigor– Classroom assessments aligned with Common Core State
Assessments– Implementation of lessons and assessments that address
multiple standards and domains.
Overall Math Pilot Summary Data
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Grade Number of students and percent falling into each score pointTotal student N/ %
0 1 2 3 4
3 771 667 373 81 36 1928
40.00% 34.60% 19.30% 4.20% 1.90% 100%
4 795 800 360 87 58 2100
37.90% 38.10% 17.10% 4.10% 2.80% 100%
5 548 513 252 124 44 1481
37.00% 34.60% 17.00% 8.40% 3.00% 100%
6 927 768 269 65 14 2043
45.40% 37.60% 13.20% 3.20% 0.70% 100%
7 896 632 243 62 11 1844
48.60% 34.30% 13.20% 3.40% 0.60% 100%
8 984 791 314 100 51 2240
43.90% 35.30% 14.00% 4.50% 2.30% 100%
9-10 798 697 186 45 27 1753
45.50% 39.80% 10.60% 2.60% 1.50% 100%
11-12 690 602 178 63 9 1542
44.70% 39.00% 11.50% 4.10% 0.60% 100%
Interim Benchmark Assessment
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Purpose of the Interim Benchmark Assessments
To develop interim benchmark assessments and an expansive bank of items to provide information on students' preparedness for the end-of-the-year assessments
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Interim Benchmark Assessment Items
• Developed by Pearson • Piloted in RT3 classrooms• Approved by Georgia Educators
– Teachers and School Leaders– Curriculum Experts
• Aligned to CCGPS• Format aligned with Common Core Assessments• Extended Response and Performance Task items as well as Selected
Response and Short Answer items• Holistic Rubrics• Anchor Papers• Student Exemplars
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Interim Benchmark Assessments• 24 Interim Benchmark Assessments
– Math Grades 1 – HS (Coordinate Algebra , Analytic Geometry and Analytic Algebra)
– ELA Grades 1 – HS (9th Grade Literature, 10th Grade Literature, American Literature)
– Mini-summative
• Additional Assessment Item Bank (1000+ items)– Math Grades 1 – HS (Coordinate Algebra, Analytic Geometry,
Advanced Algebra)– ELA Grades 1 – HS (9th Grade Literature, 10th Grade Literature,
American Literature)– Science and Social Studies Grades 3 – HS (Biology and U.S. History)
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Interim Benchmark Assessment Items
• Items will be created in four formats– Multiple Choice– Short Answer– Extended Response– Performance Assessment
• Preponderance of DOK 3 and 4• Phase 1 Pilot to begin in winter 2013• Items and benchmark assessments will be uploaded
to the Georgia OAS at Level 3 beginning of Fall 2013
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Interim Benchmark Assessment Availability Phase 1—Fall 2013
• Benchmark Assessments– Grades 1 - 3 ELA and Math– Grade 6 – 8 ELA– High School Coordinate Algebra, 10th Grade
Literature and U.S. History• Phase I Items
• Grades 4 and 5 Social Studies and Science• Grade 8 Science
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Interim Benchmark Assessment Availability Phase 2—Fall 2014
• Benchmark Assessments – Grades 4 – 5: ELA and Math– Grades 6 – 8: Math– High School: 9th Grade Literature, Biology, 11th Grade
Literature, Analytic Geometry, and Advanced Algebra• Phase 2 Items– Grade 3: Social Studies and Science– Grade 6 – 8: Social Studies– Grade 7: Science
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Where do you Find the Items?
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student
Future webinars will assist systems’ to begin/extend use of OAS
Assessment Literacy Professional Learning
• Provides professional learning experiences that help teachers use formative assessment practices to meet students where they are in their learning and better respond to their needs– Pilot will inform roll-out plan– On-line Modules ultimately for use by all Georgia Teachers
and Leaders– Background and support materials for school and district
leaders and instructional coaches to encourage team learning
– Provided by partnership between the Georgia Department of Education and BattelleforKids
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Battellefor KidsAssessment Literacy Professional
Learning• Seven On-Line Modules– Foundations of Formative Instructional Practices– Leading and Coaching Formative Instruction
Learning Path• Other Lessons Customized for Georgia• Suggested Blended Delivery Model – Self-Paced, On-Line Learning AND– Cohort Learning
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Assessment Literacy Modules
1. Introduction to Formative Instructional Practices• Understand what formative instructional practices are• Become familiar with key research findings related to
the effects of formative instructional practices on student achievement
2. Clear Learning Targets • Understand the benefits of learning targets• Know how to ensure learning targets are clear to the
teacher• Know how to make learning targets clear to students
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3. Collecting and Documenting Evidence of Student Learning• Know how to collect accurate formative evidence of
student learning• Know how to document formative evidence of
student learning
4. Analyzing Evidence and Providing Effective Feedback• Know how to use methods of assessment formatively in
order to analyze evidence of student learning• Understand what makes feedback effective• Know how to provide effective feedback
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Assessment Literacy Modules
5. Student Ownership of Learning: Peer Feedback, Self-Assessment, and More• Know how to prepare students to give each other
effective feedback• Know how to prepare students to self-assess with a focus
on learning targets• Know how to prepare students to create specific and
challenging goals• Know how to prepare students to track, reflect on, and
share their learning with others
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Assessment Literacy Modules
Assessment Literacy Modules
6. Leading Formative Instructional Practices• Know how to promote formative instructional practices
and support school-wide change• Know how to lead quality formative instructional practice
implementation in your school• Understand the importance of developing a balanced
assessment system
Target audience: Facilitators, district and school leaders
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7. Coaching Formative Instructional Practices• Know how to plan for the change process and to promote a systemic
approach to formative instructional practices. • Know how to leverage blended learning and professional learning teams.• Understand how to sustain the implementation of formative
instructional practices.• Know how to provide teachers with effective feedback as they learn
about formative instructional practices.• Know how to employ resources and strategies that support formative
instructional practices.Target audience: Facilitators, instructional coaches, curriculum supervisors, department heads, district and school leaders
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Assessment Literacy Modules
Teacher Assessment on Performance Standards
- Teacher KEYS, Georgia Department of Education54
Balanced Formative Assessment Initiatives
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Tool Box Availability to ALL1. Formative Items from Phase 1 Available
on OAS Fall of 20122. Professional Learning Course Available
January 2013 for pilot; Date TBA for all other Georgia Educators
3. Interim Benchmark Assessments Available Fall 2013!
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Future Pilots
• 2012 – 2013 (winter)– New Formative Item Bank Items– Benchmark Assessments and Benchmark Items– Assessment Literacy Professional Learning
• 2013 – 2014– Benchmark Assessments and Benchmark Items
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Georgia Department of Education Assessment and Accountability
Melissa FincherAssociate SuperintendentAssessment and [email protected]
Dr. Melodee Davis Director Assessment Research and [email protected]
Dr. Dawn SouterProject Manager. [email protected]
Robert Anthony Assessment Specialist, RT3Formative Item [email protected]
Jan ReyesAssessment Specialist, RT3Interim Benchmark [email protected]
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