Assessment Anchors

1
Assessment Anchors
GO!
Get Ready, Get Set,
2
Get Ready!
3
Workshop Goals

• Understand how to use the Assessment Anchors
• Understand how to make connections among
  standards, assessment, curriculum and instruction

4
Where Weve Been

• Getting Results! a voluntary framework for School
  Improvement Planning http//www.pde.state.pa.us/pa
  s/cwp/view.asp?a3q96694pasNav6158pasNav
  
• Leading for Learning! a voluntary framework for
  District Strategic Planning
  Coming soon to PDE website
  
• Getting Ready! 2004 PSSA http//www.pde.state.pa.u
  s/pas/cwp/view.asp?a3q96694pasNav6158pasNa
  v
  
• New accommodations guidelines http//www.pde.state
  .pa.us/a_and_t/cwp/view.asp?a108Q45132a_and_tN
  av678a_and_tNav

And now
5
What are Assessment Anchors?

• A tool to
• Design the PSSA
• Connect PSSA to classroom practice
• Clarify the PA Standards in Reading and
  Mathematics

6
How were the Anchors developed?

• Internal input
• External input

7
Why do we needAssessment Anchors?

• Clarity
• Focus
• Alignment
• Grade appropriate skills
• Curricular flow
• Rigor
• Manageability

8

Standard
Anchor

• 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.
  
•  

Pennsylvania Department of Education
9

Standard
Anchor
R5.B Interpretation and Analysis of Literature
ASSESSMENT ANCHOR R5.B.1 Describe and interpret l
iterary elements within and among texts.
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
Pennsylvania Department of Education
10
The KEYS to Assessment Anchors

• Reporting Category
• Assessment Anchor
• Reference to PA Standard
• Eligible Content
• Sample Item

11
Reporting Categories

• READING
• Comprehension and Reading Skills
• Interpretation and Analysis of Literature

12
How to Read Assessment Anchor Coding

• R3.A.1.1

Assessment Anchor
Reading
Grade Level
Reporting Category
13
(No Transcript)
14
Reporting Categories

• MATHEMATICS
• Numbers and Operations
• Measurement
• Geometry
• Algebraic Concepts
• Data Analysis and Probability

15
How to Read Assessment Anchor Coding

• M8.E.1.1

Math
Assessment Anchor
Grade Level
Reporting Category
16
(No Transcript)
17
Take a Look

• What patterns do you notice?
• What similarities/differences do you see?
• How do the Anchors clarify the standards?

18
Get Set!
19
Activities

• Anchors in Practice
• Adopt-an-Anchor

20
Activity

• ANCHORS IN PRACTICE

21

• Students can do no better than the assignments
  they are given.

22
Steps to Alignment

• Read the directions and complete the assignment.
• Analyze the demands of the assignment. What does
  it require the student to know and be able to
  do?
  
• Link the assignment to the appropriate Assessment
  Anchor.
  

23
Math 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?

24
Reading 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.
  

25
So What?

• What is the district/school role in using Anchors
  in Practice?
  
• What are the implications for time?
• How is Anchors in Practice more than an activity
  and linked to the bigger picture?

26
Keep in Mind

• Clarity
• Focus
• Alignment
• Grade appropriate skills
• Curricular Flow
• Rigor
• Manageability

27
ACTIVITY

• ADOPT-AN-ANCHOR

28
ADOPT-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.

29
Reading 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

30
Social Studies

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

31
Environment 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.

32
Health Education

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

33
World 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) .

34
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.
  

35
Science

• 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?

36
Your 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

37
So What?

• What is the district/school role in using
  Adopt-an-Anchor?
  
• What are the implications for time?
• How can Adopt-an-Anchor be part of the bigger
  picture?

38
Increasing Alignment at the School Level
39
One period? Is it enough?
45 Minutes/Day 180 Days/Year 135 Hours 22.5
School Days
-20 Waste 18 Real School Days
40
(No Transcript)
41

Step 1 Individual course analysis

• Which Assessment Anchors are a natural fit for
  your discipline? Which are essential to success
  in your discipline? Mark ONLY the ones that fit.
  Dont stretch the key is to identify only
  those anchors that are natural to your
  discipline?

42
For example.
43
Social Studies Natural 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

44
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
  

45
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

46
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

47
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

48
STEP 2 Whats the overall picture 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?

49
For example, in math
50
Step 3 The Plan

• What 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?

51
Go!

• Moving on to Success

52
Aligning Instruction to Assessment Anchors.

• Prepares all students for the PSSA
• Ensures rigorous and demanding curriculum

53
Next 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?

54
Coming Soon!

• Getting Ready! 2005
• Test Blueprint
• Item Bank
• Rubrics
• New GROW Reports for 2004

55
Our Goal

• Create reports that
• Are easy to read
• Are technically sound
• Improve student learning

56
Sneak Preview
57
District Reports
FOR DISTRICTS
Reports for superintendents and administrators
Pennsylvania Department of Education
58
School Reports
FOR SCHOOLS
Reports for principals, school leaders and
instructional specialists
Pennsylvania Department of Education
59
Parent Reports
FOR PARENTS
Individual student reports for parents and
teachers
Pennsylvania Department of Education
60
Linking Assessment to Enrich Instruction
Pennsylvania Department of Education
61
Community Linkages
Parent website
Provides a customized, easy to read toolkit for
Pennsylvania parents Invites the question Wh
at can I do to help my child grow?
Enables access to strategies to help parents a
nd students improve and enrich education
Pennsylvania Department of Education
62
Translation Guides
Pennsylvania Department of Education
63
The goal has never changed

• Its STILL about student learning.