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West Cluster PLC: Creating Formative Assessments that Inform

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Laura Valdez

on 19 February 2013

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Transcript of West Cluster PLC: Creating Formative Assessments that Inform

Connecting Research
Teacher Practice Activity: Comparing and Contrasting the article, "Classroom Assessment: Minute by Minute, Day by Day"with the video clip, "The Formative Classroom" Where Do We Go From Here? Un-packing the Student Expectations
Matching Teacher Practice with Student Expectations Creating
Formative Assessments
that Inform Teachers will gain an understanding of planning and creating Formative Assessments through "un-packing" Student Expectations for the purpose of informing their instruction Session II Objective: West Cluster PLC Session II Reflection of Session I: Application Item: Disaggregating Data and creating a SMART Goal
Feedback from Session 1
Time Management (Session 4)
More Discussion Time
Creating Formative Assessments
More information on Data Tools provided by district and Technology (Binder)
Questions Stems from STAAR (Binder)
Strategies to Raise Achievement (Binder)
Reteach and Enrichment (Session 3) Developing a Valid Assessment Step 1: Understand the characteristics of STAAR How do you develop quality local assessments (or validate existing assessments) that are valid, reflective of STAAR and provide sufficient evidence of learning? ESSENTIAL for this year
IMPORTANT for next year
SUPPORT college and career readiness
IN-DEPTH instruction
BROAD and DEEP ideas
Approximately 30% of Assessed Curriculum
65% of STAAR Test
2-4 questions per standard Readiness Standard: This year
Next year
Last Year
Cool but not Critical
70% of Assessed Curriculum
35% of STAAR test
0-1 question per standard Supporting Standards How STAAR-Like are You? Are you testing what you teach? or Are you testing what the students are supposed to learn? Are you teaching at the level of STAAR? 3.4.A identify the meaning of common prefixes (e.g., in,dis) and suffixes (e.g., full, less), and know how they change the meaning of roots 3.4.C identify and use antonyms, synonyms, homographs, and homophones 4.2.D relate decimals to fractions that name tenths and hundredths using concrete objects and pictorial models 4.4.A model factors and products using arrays and area models 5.6.A explore the uses of energy, including mechanical, light, thermal, electrical,
and sound energy 5.6.D design an experiment that tests the
effect of force on an object Step 2: Develop Assessment Blueprint 1.Determine Units of Study to be Covered
Unit(s) of study

2. Determine # of Standards: Count Standards and Determine Breakdown (R/S)

3. Prioritize Standards if Necessary
Readiness / Supporting
Hard to reach / hard to teach

4. Fill in SE’s, Unit, # of Questions

5. Notate Verbs
Look for multiple verbs

6. Determine level of Cognitive Complexity
Use Blooms
Use your professional judgement Deconstruct the SE, understand the levels of specificity
Gather several assessment items
Textbook, Item Banks, STAAR Samples, Teacher-Developed
Choose the best items available
Review for accuracy, validity
Match of the SE: At the level of the standard or above
Novelty: Mix of direct taught / application
Rigor: A good mix / don’t go crazy… Step 3- Developing Quality Assessment Examples: The End http://lead4ward.com/resources/ Tools you could use in creating assessments: http://www.tea.state.tx.us/student.assessment/staar/exptested/ SE Tested in 2012 Envision Math
Study Island
RenLearn (STAR Math)
Safari Montage
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