Georgia Performance Standards

1
Georgia Performance Standards

• Content-Specific Training Day 3
• Assessment FOR Learning

2
Training Overview Day Three

• Introduction to Module
• Introduction to Assessment
• Balanced Assessment
• Matching Assessments to Standards
• Performance Assessments and Rubrics
• Grading Student Work
• Putting It All Together

3
Day Three Objectives

• Explain why assessment is Stage 2 in the
  Standards-Based Education process.
• Provide information on standardized testing and
  the Georgia Performance Standards.
• Identify the purpose of assessment in the
  classroom.
• Differentiate among different types of assessment
  and assessment formats.
• Given specific standard and a purpose for
  assessment, determine which assessment methods
  would be most appropriate at various times to
  increase student learning.
• Given an assessment plan for a unit, identify
  whether it meets best practice standards for
  assessment.
• Locate information about state testing programs
  and timelines.

4
Essential Question (overarching)

• What does assessment look like in a
  performance-based classroom?

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Standards Based Education Model
Stage 1 Identify Desired Results What do I want
my students to know and be able to do? Big Ideas
? Enduring Understandings ? Essential
Questions ---------------------------------------
Standards with Elements
Skills and Knowledge
GPS
Stage 2 Determine Acceptable Evidence (Design
Balanced Assessments) How will I know whether
my students have acquired the requisite
knowledge, skills, and understandings? (to assess
student progress toward desired results)
All Above, plus
Tasks Student Work Teacher Commentary
Stage 3 Plan Learning Experiences and
Instruction What will need to be done to provide
my students with multiple opportunities to
acquire the knowledge, skills, and
understandings? (to support student success on
assessments, leading to desired results)
All Above
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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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Review Unpacking Standards

• ELA4R1 The student demonstrates comprehension
  and shows evidence of a warranted and responsible
  explanation of a variety of literary and
  informational texts. The texts are of the
  quality and complexity illustrated by suggested
  titles on the Grade 4 reading list.
• For literary texts, the student
  identifies the characteristics of various genres
  and produces evidence of reading that
• a.) Relates theme in works of fiction and
  nonfiction to personal experience.
• b.) Identifies and analyzes the elements of plot,
  character, and setting in the stories they read,
  write, view, or perform.
• c.) Identifies the speaker of a poem or story.
• d.) Identifies sensory details and figurative
  language.
• e.) Identifies and shows the relevance of
  foreshadowing clues.
• f.) Makes judgments and inferences about setting,
  characters, and events and supports them with
  elaborating and convincing evidence from the
  text.
• g.) Identifies similarities and differences
  between the characters or events and theme in a
  literary work and the actual experiences in an
  authors life.
• h.) Identifies themes and lessons in folktales,
  tall tales, and fables.
• i) Identifies rhyme and rhythm, repetition,
  similes, and sensory images in poems.

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ELA4R1 The student demonstrates comprehension
and shows evidence of a warranted and responsible
explanation of a variety of literary and
informational texts. The texts are of the
quality and complexity illustrated by suggested
titles on the Grade 4 reading list.

• ENDURING UNDERSTANDINGS
• Students will understand that
• - fictional literature is comprised of several
  literary elements including character, plot,
  setting, author, theme.
• - every story has a theme.
• folktales, tall tales, and fables are fictional
  works of literature.
• ESSENTIAL QUESTIONS
• What is the theme in Charlottes Web?
• Why does Charlotte want to save Wilburs life?
• What kind of animal is Templeton?
• STUDENTS WILL KNOW
• Meaning of plot, character, and setting
  character names main events in the story the
  theme of the story.
• STUDENTS WILL BE ABLE TO
• identify literary elements (plot, character,
  setting) and speaker in Charlottes Web describe
  the characters retell the story explain why
  Charlotte wanted to save Wilburs life.

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What is assessment?

• Assessment is the systematic observation and
  evaluation of student performance.

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What is assessment?

• Do students know? Are they able to complete
  processes and demonstrate skills? Do they
  understand?
• How well do students know? How well are they
  able to complete processes and demonstrate
  skills? How well do they understand?
• What do students not know? What are they not yet
  able to do? What dont they understand?

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Speaking the same language?

1. Create your own definition for each of the
   following terms related to assessment. (See next
   slide and handout in Participants Guide.)
2. Find a partner to check on agreement or
   disagreement of the meaning of each term.
3. Share findings with your group and discuss
   implications.

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Defining our Terms

• Benchmarks
• Formative vs. Summative assessment
• Performance Assessment
• Authentic Assessment
• Rubric
• Checklist
• Feedback-adjustment process
• Progress Monitoring

• Assessment
• Evaluation
• Content Standards
• Performance Standards
• Characteristics of Science Standards
• Assessment for learning
• Assessment of learning

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UbDs Continuum of Assessments
Observation Dialogue
Tests Quizzes
Academic Prompts
Performance Tasks
Informal Checks
See page 142 in Workbook for examples and
explanations.
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Stiggins Assessment Methods

• Selected Response
• Essay
• Performance Assessment
• Personal Communication

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Marzanos Assessment Items

• Forced-Choice
• Essay
• Short Written Response
• Oral Reports
• Performance Tasks
• Teacher Observation
• Student Self-Assessment

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Assessment Formats

• Selected Response
• Constructed Response
• Performance Assessment
• Informal and Self-Assessment
• Adapted from Marzano, Stiggins, UbD

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Classroom Assessment Strategies
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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Sample Chart forConstructed Response

• Key Points

• Examples

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Sample Chart forConstructed Response

• Advantages

• Disadvantages

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Knowledge and Skills

• Facts
• Concepts
• Generalizations
• Rules, laws, procedures

Skills Procedures Processes
KNOWLEDGE (declarative)
SKILLS (procedural)
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Achievement Target Types

• Knowledge/Information
• Skills/Processes
• Thinking and Reasoning
• Communication
• Adapted from Marzano

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Knowledge/Informational Targets UsingM6M4
Students will determine the surface area of solid
figures (right prisms and cylinders).
a. Find the surface area of a right prism and
cylinder using manipulatives and constructing
nets. b. Compute the surface area of a right
prism and cylinder using formulae. c. Estimate
the surface area of a simple geometric solid. d.
Solve application problems involving surface area
of right prisms and cylinders.
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Knowledge/Informational Targets UsingM6M4
Students will determine the surface area of solid
figures (right prisms and cylinders).
Knowledge/Informational Targets of M6M4 Students
will know - - Definitions of right rectangular
prism, right cylinder, volume, surface area, and
net - - Formulas for surface area of a cylinder
and a right rectangular prism. (Note if teacher
determines students should memorize these)
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Skill/Process Targets UsingM6M4 Students will
determine the surface area of solid figures
(right prisms and cylinders).
Skill/Process Targets of M6M4 Students will be
able to - - Find the surface area of a right
prism and cylinder using manipulatives and
constructing nets. - - Derive formulas for the
surface areas of right rectangular prisms and
cylinders using areas of rectangles and
circles. - - Compute the surface area of right
rectangular prisms and cylinders using
formulae. - - Estimate the surface area of a
simple geometric solid. - - Solve application
problems involving surface area of right
rectangular prisms and cylinders.
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Thinking Reasoning Targets

• Comparison and contrast
• Analysis of relationships
• Classification
• Argumentation
• Induction

• Deduction
• Experimental inquiry
• Investigation
• Problem solving
• Decision making

-Marzano
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Thinking/Reasoning Targets Using

• S6E2. Students will understand the effects of the
  relative positions of the earth, moon, and sun.
• a.) Demonstrate the phases of the moon by showing
  the alignment of the earth, moon, and sun.
• S6CS5. Students will use the ideas of system,
  model, change, and scale in exploring scientific
  and technological matters.
• a.) Observe and explain how parts are related to
  other parts in systems such as weather systems,
  solar systems, and ocean systems including how
  the output from one part of a system (in the form
  of material, energy, or information) can become
  the input to other parts.
• b.) Identify several different models (such as
  physical replicas, pictures, and analogies) that
  could be used to represent the same thing, and
  evaluate their usefulness, taking into account
  such things as the models purpose and complexity

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(Thinking/Reasoning Targets, contd.)

• S6CS6. Students will communicate scientific ideas
  and activities clearly.
• b.) Understand and describe how writing for
  scientific purposes is different than writing for
  literary purposes.
• c.) Organize scientific information using
  appropriate tables, charts, graphs, and identify
  relationships they reveal.

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Possible Thinking/Reasoning Targets of Earth
Science Sample

• Compare and contrast solar and lunar eclipses.
• Design and launch an investigation that will
  explain the phases of the moon.
• Analyze the alignment of the moon and sun
  relative to the view from earth.
• Analyze the relationship between parts of solar
  systems.
• Determine how to present results from experiments
  scientifically and design appropriate graphic
  representations to display/explain those results.
  (Problem Solving)

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Communication Targets

• Communicates effectively in written form
• Communicates effectively in oral form
• Communicates effectively in a medium other than
  writing or speaking
• Communicates with diverse audiences
• Communicates for a variety of purposes
• Expresses ideas clearly
• -Marzano

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Possible Communication Targets of Earth Science
Sample

• Compose a written informational report explaining
  the phases of the moon.
• Prepare an oral presentation conveying the
  results of an experiment designed to explain the
  alignment of the moon and sun relative to a
  persons view from earth.
• Create a PowerPoint presentation or short video
  clip that explains how different cultures have
  reacted to eclipses throughout history.
• Write and perform a song or rap for children that
  explains what happens during a solar or lunar
  eclipse.

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Matching Assessments with Standards
Teacher can ask questions, evaluate answers, and
infer mastery but this may not be
time-efficient
Can assess mastery of specific elements of
content knowledge
Short answers allow students to apply content
knowledge
Not a good choice for this target other options
preferred
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Matching Assessments with Standards
Can assess under-standing of the steps of a
process, but not a good choice for evaluating
most skills
Not a good choice for this target other options
preferred.
-Adapted from Marzano and Stiggins
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Small group discussion What has to happen in
terms of assessment?

• if assessment is not working effectively in our
  classrooms every day, then assessment at all
  other levels (district, state, national, or
  international) represents a complete waste of
  time and money. Stiggins, 1999
• 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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Critical Filters

• What type of evidence is required to assess the
  standard? (e.g., recall of knowledge,
  understanding of content, ability to demonstrate
  process, thinking, reasoning, or communication
  skills)
• What assessment method will provide the type of
  evidence needed?
• Will the task (assessment method) provide enough
  evidence to determine whether students have met
  the standard?
• Is the task developmentally appropriate?
• Will the assessment provide students with various
  options for showing what they know?

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Performance Tasks Assessments . . .

• . . . often occur over time
• . . . result in a tangible product or observable
  performance
• . . . encourage self-evaluation and revision
• . . . require judgment to score
• . . . reveal degrees of proficiency based on
  criteria established and made public prior to the
  performance
• . . . sometimes involve students working with
  others

-Marzano, Pickering, McTighe
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G.R.A.S.P.S.

• G Real-world GOAL
• R Real-world ROLE
• A Real-world Audience
• S Real-world Situation
• P Real-world Products or Performances
• S Standards

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What does this cartoon illustrate about
perspectives of assessment?
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A Culminating Project/Performance Assessment Task
includes

• Instructions for the students
• Dimensions of the task (knowledge, understanding,
  skills being assessed)
• Scoring systems
• Rubricused to judge levels of performance
• Checklistused to judge whether or not the skill
  or behavior has been demonstrated

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Sample G.R.A.S.P.S Culminating Project

• You are a member of a team of scientists
  investigating deforestation of the Amazon rain
  forest. You are responsible for gathering
  scientific data (including such visual evidence
  as photographs) and producing a scientific report
  in which you summarize current conditions,
  possible future trends, and their implications
  for both the Amazon itself and its broader
  influence on our planet. Your report, which you
  will present to a United Nations subcommittee,
  should include detailed and fully-supported
  recommendations for an action plan which are
  clear and complete.

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Sample G.R.A.S.P.S. Answers

• G The goal (within the scenario) is to
  determine current deforestation conditions and
  possible future trends.
• R Student is a member of a team of
  investigative scientists.
• A The target audience is the United Nations
  subcommittee.
• S The scenario Inform the U.N. subcommittee of
  the effects of deforestation on the Amazon rain
  forest and convince them to follow the
  recommended action plan.
• P The product is a clear and complete action
  plan.
• S The standards by which the project will be
  judged are detailed and fully-supported
  recommendations in an action plan that is both
  clear and complete.

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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 is a set of rules that

• 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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Advantages of Using a Rubric

• Lowers students anxiety about what is expected
  of them
• Provides specific feedback about the quality of
  their work
• Provides a way to communicate expectations and
  progress
• Ensures all student work is judged by the same
  standard
• Disengages the halo effect and its reverse
• Leads students toward quality work.

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Pay attention that you are scoring the evidence
of what you want the student to know and be able
to do. How good is good enough? Dont get
confused by criteria that sounds good but doesnt
match the goal.
Far Side Gallery by Gary Larsen
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Parts of a Rubric

• Dimensions, sometimes referred to as criteria,
  encompass the knowledge, skills, and
  understanding to be assessed.
• Indicators specify the evidence used to judge the
  degree to which the dimension is mastered.
• Rating Scales discriminate among the various
  levels of performance.

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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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Template for Holistic Rubrics
Score Description
5 Demonstrates complete understanding of the problem. All requirements of task are included in response.
4 Demonstrates considerable understanding of the problem. All requirements of task are included.
3 Demonstrates partial understanding of the problem. Most requirements of task are included.
2 Demonstrates little understanding of the problem. Many requirements of task are missing.
1 Demonstrates no understanding of the problem
0 No response/task not attempted
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Template for Analytic Rubrics
Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score
Criteria 1 Description reflecting beginning level of performance Description reflecting movement toward mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance
Criteria 2 Description reflecting beginning level of performance Description reflecting movement toward mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance
Criteria 3 Description reflecting beginning level of performance Description reflecting movement toward mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance
Criteria 4 Description reflecting beginning level of performance Description reflecting movement toward mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance
v
3
2
v
v
2
v
4
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Ugly Rubrics

• Too wordy so that no one can understand the
  dimensions or indicators, let alone use them for
  a fair grade
• Checklists Have it, dont have it
• Judge each work against other items of work
• Judge the wrong thing so student can just jump
  through hoops to get a good grade.

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Good Rubrics

• Are tools
• Show level of quality of a performance or task
• Communicate standards clearly and specifically
• Are given to students to set expectations
• Show what to avoid and addresses misconceptions
• Are consistent and reliable
• Use content that matches standards and
  instructional emphasis

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Workshop Participants Enthusiasm Rubric
(16 points) Exemplary Acceptable Needs Work Retire
Facial Expression
Thought Process
Movement
Oral Participation
Bright, lit up Eyes not blinking Focused on
teacher Wheels in high gear Quick, alert
motions Non-stop on task talking
Bright, lit up Eyes sometimes focused on
teacher Wheels in relaxed motion Casual
motions Talks when needed or told
Eyes glazed over and bloodshot Wheels are rusty
and slow Sluggish an occasional
itch Occasional grunts
Eyes closed Drooping Wheels arent
invented Coma Drooling No sound
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Assessment vs. Grading

• continuous process
• provides feedback to improve student achievement
• may be formative or summative
• provides a means of collecting evidence of
  student mastery of the content standards
• provides a photo album of student progress
  through which we can observe a students growth

• a means of assigning
  
  numerical or alphabetical grade to a
  students work
• may be formative or summative
• often represented as an average
• may not represent an adequate picture of a
  students growth or progress toward the learning
  goals

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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
• 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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Follow Up Assignment

• Before returning for Day 4 of training, please
  read What Happens Between Assessments? This
  article is available online at
  http//pdonline.ascd.org/pd_online/teachbehave/199
  612el_mctighe.html
• By the end of Day 3 of training, you should have
  the knowledge and skills necessary to unpack the
  standards and design assessment plans. Before
  returning for Days 4 and 5, work with other
  teachers in your department or your school to
  plan a unit of instruction all the way through
  Stages 1 and 2 of the Standards-Based Education
  process.