Breaking Down the Standards

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Breaking Down the Standards

• Christian County Public Schools
• Middle Math Teachers
• September 21, 2004
• Presented by
• Sherri Heise, HSE

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Purpose

• To demonstrate how to deconstruct standards to
  identify classroom level targets of assessment.

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5
Lunch
Enhancing KCCT-like items
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is about . . .
by developing and
assessments that drive curriculum and
instruction
by discussing
collegial networks to discuss continuous
assessment
    KDE Offices of   Assessment and
Accountability   Academic and Professional
Development Presented By                  
by using
by building
Tuning Protocol to evaluate KCCT-like items
 
by reviewing
implementing KCCT like items in the classroom
enhancing KCCT-like items
Unit Essential Questions
AGENDA

• Defining continuous assessment
• Breaking down a standard to determine what needs
  to be assessed

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Think about when you got your drivers
licenseWhat did you have to know? Were
problem solving skills involved? Were performance
skills required? Did you have to create a
product?
Rationale for Continuous Assessment
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Purpose and Goals of Training

• Communicate the importance of continuous
  assessment and model how to break apart the
  standards to inform instructional practice and
  curriculum

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• Lesson 1
• What is continuous assessment and how do
  teachers use the results to inform instructional
  practice?

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When you think about continuous assessment what
picture comes to mind?
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So what is Continuous Assessment?

• Formal and informal assessments conducted on a
  regular basis
• Should inform every aspect of instruction and
  curriculum
• Integrated with instruction at various times
• As we assess our students, we assess the
  effectiveness of our teaching
• Improves learning and helps guide and direct the
  teaching-learning process

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• Assessment separate from instruction is of
  little value

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Plan and Implement

• Data driven
• Focused on standards
• Aligned with curriculum
• map/ framework/course
• Embedded in standards-based unit of study that
  integrates essential questions, instructional
  strategies and continuous assessments

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Informal and Formal Assessments

• Informal
• Observation
• Checklist
• Inventory
• Questioning
• Learning log/journal
• Running record
• Anecdotal records
• Interview/conference with learner

• Formal
• Test
• Quiz
• Written exam
• Oral exam
• Performance assessment task
• Project
• Portfolio

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Modify the Instructional Plan/Implementation

• Provides information that allows for modification
  and revision of instruction helping a teacher
  know
• what to teach
• how and when to teach concepts and skills
• how to match instruction to individual student
  needs
• Should predict performance on end-of-year
  examinations

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The Big Picture Curriculum, Instruction,
Assessment
Academic Expectations and Learning Goals
Core Content for Assessment
Local and National Standards
Performance Level Descriptions
Program of Studies
District/School Curriculum
KDE Attributes of Standards-based Units of Study
Curriculum Planning Curriculum
Mapping/ Curriculum Framework/Course
Standards-based Units of Study
Essential Questions
Instructional Strategies
Continuous Assessments
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Questions to Consider

• What content knowledge, including vocabulary,is
  necessary to answer this question?
• What skill(s) should my students demonstrate in
  answering this question?

• What does the content standard mean?
• What is the purpose for asking this question
  (state or classroom)?
• Is what I want my students to have learned from
  this unit reflected in this question?
• Is this an important application of the focus of
  this unit?

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• Breaking
• down
• the standards

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Background Info

• Goal of state standards
• Benchmarks

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Questions

• What am I going to teach here?
• How do I expalin the target to students?
• Will my colleagues interpret this the same as I
  do?
• What do I do to enable students to do well on
  this?

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The Process

• Step 1 Choose a standard or benchmark
• For example
• Academic Expectations
• 2.7 Students understand number concepts and use
  numbers appropriately and accurately
• Program of Studies
• M-8-NC-1 Students will use percents, decimals,
  integers, and fractions (include percents less
  than 1.)
• Core Content for Assessment
• MA-M-1.1.1 Rational numbers (integers,
  fractions, decimals, percents).

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The Process

• Step 2 Determine the type(s) of learning
  targets
• For example
• Academic Expectations
• 2.7 Students understand number concepts and use
  numbers appropriately and accurately
• Program of Studies
• M-8-NC-1 Students will use percents, decimals,
  integers, and fractions (include percents less
  than 1.)
• Core Content for Assessment
• MA-M-1.1.1 Rational numbers (integers,
  fractions, decimals, percents).

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Types of Achievement Targets

• Look for key words
• Refer to the types of achievement targets
• This informs you of the target assessment method
  to use.

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Back to the example

• For example
• Academic Expectations
• 2.7 Students understand number concepts and use
  numbers appropriately and accurately
• Program of Studies
• M-8-NC-1 Students will use percents, decimals,
  integers, and fractions (include percents less
  than 1.)
• Core Content for Assessment
• MA-M-1.1.1 Rational numbers (integers,
  fractions, decimals, percents).

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How does that help with instruction?

• Ask yourself
• What does a student need to know and understand
  to attain mastery on this standard?
• What patterns of thinking or reasoning, if any,
  are required to attain matersry on this standard?
• On what specific performance skill, if any, must
  students attain proficiency to attain mastery on
  this standard?
• What products, if any,would students be
  proficient in reating if they were masters of
  this benchmark?

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Your Turn

• Choose a standard
• Work with a partner to go thru the process of
  unpacking the standard
• Be prepared to share your work

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Next Step

• How will you implement this in your planning of
  curriculum, instruction, and assessment?

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Thank You

• Contact Information
• sheise_at_kde.state.ky.us