Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Creating Common Assessments

No description

Meghan Daniel

on 14 October 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Creating Common Assessments

Creating High Quality
Common Assessments

It's All About You :)
Why Common Assessments?
What's the value?
Depth of Knowledge Wheel
Bloom's Taxonomy
Count on Us
To provide current and relevant information for a variety of grade levels
To model protocols you can transfer to your own practice
To shape a supportive learning environment
To be open to your questions
Just Like Bruno...
Bloom's, Marzano, and all that is
"Good Teaching" Unite!
High Quality Common Assessments take planning. Thus, finding a meaningful way to hold one's thinking becomes crucial. We have developed a template to do just that:
Your Turn
Save the Last Word: Cultural Shifts

As you read, keep in mind...
How do these documents impact your understanding of the assessments you are giving?
What is the value in shifting our focus on assessments?
What would the benefits be to doing our assessments differently?
Essential Questions & Objectives
Understand why common assessments are important.
Identify the elements of a quality assessment and the tools needed to create one.
Have an opportunity to create or modify a high quality common assessment.
Evaluate the effectiveness of current assessments.

The Language of Assessment

Hayes Jacobs


Start with the Why
The "Why":
Building Relevance
Laser-Like Focus
At the Forefront of All We Do:
Align the Common Core
How do we take control
of the pitfalls?
We Intervene!
Collaboration, Collegiality, & Reflection:
Shift in Learning Community
Shift in Assessment Design & Curriculum Development
The "What": Building Theory & Triangulation
Just Do It: Application
& We'll Count on You
To participate actively
To press for clarity
To seek application: How will I use this?
To honor time constraints
What makes an assessment high quality?
What is the value of evaluating learners by common assessments?
How can we create assessments that are high quality & help to reveal & spotlight what learners know, can understand, and can do?
Essential Questions
Today's Objectives
If someone were to look only at the assessment, what picture would they have of the students’ learning AND of the instruction that leads up to that assessment?
Take a moment to reflect...
We are smarter!
Why has all this change taken place?
The door has officially been opened on examining assessments!
Level 1
Level 2
Level 3
Strategic Thinking
Level 4
Recalling information
Explaining Ideas or Concepts
Using information in another familiar situation
Breaking information into parts to explore understandings and relationships
Justifying a decision or
course of action
Generating new ideas or products
High-Fidelity Assessment of Critical Abilities

Assessments that are Internationally Benchmarked

Impact your assessments
by using varied levels of the TRIFECTA diagram. Doing so, moves these methods from independent to INTERdependent methods of assessment.
Pulling It All Together
Use of Items that Are Instructionally Sensitive and Educationally Valuable

Assessments that Are Valid, Reliable, and Fair

Assessment and instruction are aligned.
Assessment of Higher-Order Cognitive Skills

What's Missing?
Tool for Alignment
The KUD of it all.

By identifying what it is you want your students to KNOW, UNDERSTAND, and DO, you immediately have a tool by which to align DOK, Bloom's, & HF Vocab!
The Shake Out
Skill: the ability to do something well; expertise

Topic: a matter dealt with in a text, discourse, or conversation; a subject

Concept: an abstract idea; a general notion

Stanford & The Gordon Commission had this to say:
Return to your T-5 Reflection Chart and fill in the last column. Please be prepared to share your findings in a triad shortly.
Now, look at the Stanford doc. How do these 5 criteria allow you to make the shifts you have identified as most important?
You may feel like this...
Learning Facilitators: Meghan Daniel, M.Ed. & Elizabeth Garza, M.Ed.
Full transcript