Georgia Performance Standards

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Georgia Performance Standards

• Learning to Assess and
• Assessing to Learn

K-2 Mathematics
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First Grade Takes a Test

• Think About
• What do we assess?
• Why do we assess?
• How do we assess?

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Table Discussion

• What should we assess?
• Why should we assess?
• How should we assess?

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Days of Training

• Implementation Year One
• Day One Standards-based Education
• Day Two  Assessment
• Day Three Instruction
• Day Four Unit Design
• Implementation Year Two
• Day Five Differentiation
• Day Six Examining Student Work
• Day Seven Putting It All Together

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Stephen Covey Quote

• To begin with the end in mind means to start
  with a clear understanding of your destination.
  It means to know where youre going so that you
  better understand where you are now and so that
  the steps you take are always in the right
  direction.

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Standards Based Education Model
GPS
Stage 1 Identify Desired Results (Big Ideas)
?Enduring Understandings ? Essential Questions
? Skills and Knowledge
(one or more) Standards Elements
Stage 2 Determine Acceptable Evidence (Design
Balanced Assessments) (To assess student progress
toward desired results)
All above, plus Tasks Student Work Teacher Comment
ary
Stage 3 Plan Learning Experiences and
Instruction (to support student success on
assessments, leading to desired results)
All above
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Essential Question 1

• What should we assess?

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Bikes and Trikes

• At the beginning of the party, there were 7
  wheels in his driveway.
• At the end of the party, there were 15 wheels.

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What We Should Assess

• What mathematics is involved in this task?
• What standards/elements are addressed?

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Is This a Good Task?

• Decide whether this is or
• is not a good task.
• Justify your answer.

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Criteria for Good Tasks

• Involves significant mathematics
• Can be solved in a variety of ways
• Elicits a range of responses
• Requires communication
• Stimulates best performance
• Lends itself to a scoring rubric

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Concept Development
Abstract
Semi- Abstract
Semi- Concrete
Concrete
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Multiple Representations
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Essential Question 2

• Why should we assess?

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Boots and Hats

• I saw 6 kindergarten students lined up to go
  outside to play in the snow. Everyone was wearing
  boots, and everyone was wearing a hat. How many
  boots and hats did you see?

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Why We Should Assess

• What could you learn about students based on
  their performance on this task?

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Accountability

• The purpose of the Georgia Testing Program is to
• measure the level of student achievement of the
  standards
• identify students failing to achieve mastery of
  content
• provide teachers with diagnostic information
• assist school systems in identifying strengths
  and weaknesses in order to establish priorities
  in planning educational programs.

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Assessment vs. Grading
Student 1 receives mostly As and high Bs in the
beginning but his/her performance drops off
considerably, and s/he receives an F on the final
performance test. Student 2 is erratic,
receiving an equal number of As and Fs. Student
3 is clueless at the beginning, but by the last
few sessions, s/he catches on and performs
flawlessly on the final performance. His/her
grades are, in order from the first test to the
last, F, F, F, F, C, B, A, A, A.
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Assessing for Learning vs Grading

• Assessing
• Continuous process
• Provides feedback to improve student achievement
• May be formative or summative
• Provides a means of collecting evidence of
  student mastery of the standards
• Provides a photo album of student progress
  through which student growth can be observed

• Grading
• A means of assigning numerical or alphabetical
  grade to a students work to inform students,
  parents and other stakeholders
• May be formative or summative
• Provides an attempt to quantitatively describe
  student achievement
• Provides a snapshot of student progress

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Essential Question 3

• How should we assess?

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Farmer Brown

• Farmer Brown has 10 animals. He has cows, pigs,
  and sheep. How can he put his animals in 3 pens
  without mixing them?

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How We Should Assess

• Which standard does this task assess?
• What are the desired results?
• How does this task assess the desired results?

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Types of Classroom Assessment
Selected Response
Constructed Response
Performance Assessment
Informal Assessment

• Multiple Choice
• True-False
• Matching

• Fill-in-the-blank (words, phrases)
• Essay
• Short answer (sentences, paragraphs)
• Diagram
• Web
• Concept Map
• Flowchart
• Graph
• Table
• Matrix
• Illustration

• Presentation
• Movement
• Science lab
• Athletic skill
• Dramatization
• Enactment
• Project
• Debate
• Model
• Exhibition
• Recital

• Oral questioning
• Observation
• Interview
• Conference
• Process description
• Checklist
• Rating scale
• Journal sharing
• Thinking aloud a process
• Student self-assessment
• Peer review

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Characteristics of Exemplary Assessment

• Emphasizes learning process as well as product
• Requires active construction of meaning
• Assesses interdisciplinary and cross disciplinary
  skills
• Helps students self monitor
• Gives specific expectations for students

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Characteristics of Exemplary Assessment

• Emphasizes the application and use of knowledge
• Has meaning and relevance to students
• Emphasizes complex skills
• Makes standards public and known in advance

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According to Grant Wiggins

• What is to be assessed must be clear and explicit
  to all students.
• NO MORE SURPRISES!
• Rubrics must accompany all major assignments and
  assessments.

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A rubric

• Shows levels of quality
• Communicates standards
• Tells students expectations for assessment task
• Is NOT a checklist (yes or no answers)
• Includes dimensions (criteria), indicators and a
  rating scale.

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Basic Rubric Template
Scale Criteria
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
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Analyzing Student Work

• Complete the assignment or task.
• Identify the standards addressed by this
  assignment.
• Specify the criteria of the assignment.

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Analyzing Student Work

• Generate a rough rubric or scoring guide based on
  the standards addressed and the criteria for this
  assignment.
• Score the work or provide feedback on the work,
  using the rubric/scoring guide.
• Plan a strategy for improving student performance
  based on the work.

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Small group discussionWhat has to happen?

• If you know what a student must understand, how
  do you check to see if that student understands?
• What evidence will you use to evaluate the level
  of understanding?
• What will you do in your classroom based on the
  evidence you collect?

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Student Work Sample
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Contact Information
Lisa Bryan

• Georgia Department of Education
• 1754 Twin Towers East
• Atlanta, Georgia 30334
• Office Phone [phone]
• Office email lbryan_at_doe.k12.ga.us