Using Common Core
Assessment to Enhance
Student Learning
CMC-South Conference
November 1, 2013
Sally J. Bennett-Schmidt, Ed.D.
Assessment Director
San Diego County Office of Education
Doing Some Math

25% of the fish in a bowl are guppies.
The same number of guppies as were
originally in the bowl are added. What
percentage of the bowl is now guppies?
Summative or Formative?
Rich mathematics task?
Reflects CCSS-Math? SMPs?
Session Overview
Assessment: Every Student a Winner
 It’s About Balance: Assessment OF and
FOR Student Learning
 Assessing (Common Core) Standardsbased Student Learning – Smarter
Balanced and Beyond
 Using Assessment to Promote Learning

By the end of the session
you will be able to say:


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I can describe assessment of and for learning
and I understand the components of a balanced
approach to instruction and assessment.
I understand the summative, interim, and
formative components of the Smarter Balanced
assessment system.
I can identify tools and strategies that support
using assessment to inform teaching and to
engage students in their own learning.
Considerations for Our
Work Together

Multiple hats: learner, teacher, leader

Application to your learning
and your work

Look for “gold nuggets”

Postpone distractions

Protocols for coming together
Assessment:
Every Student a Winner!
Assessment Experience #1

Think of a negative experience
you’ve had being assessed…
What made it negative?
 What effect did it have on you?

Doing Assessment Right
“You can enhance or
destroy students’ desire
to succeed in school
more quickly and
permanently through
your use of assessment
than with any other tools
you have at your
disposal.”
Rick Stiggins
Student Responses to
Assessment Experiences

Unproductive Responses
I don’t know what to do
I don’t get it
I’m probably too stupid
I give up

Productive Responses
I know what to do
I can handle this
I choose to keep trying
Assessment OF and
FOR Learning: It’s
About Balance
Why do we assess?
Why do we assess?
Inform instructional decisions
 Encourage students to try to learn


We must assess accurately, and use
results effectively in order to make sure
students react productively to the
assessment results.
A Balanced
Assessment System
Assessment OF
Assessment FOR
Summative
Periodic
After instruction
A snapshot in time
(destination)
Formative
Frequent
During instruction
A moving picture
(journey)
Essential Question:
What have students
already learned?
Essential Question:
How can we help
students learn more?
FORMATIVE TOOLS AND PROCESSES
Assessment FOR Learning
 Instructionally embedded
 Frequent
 Happens while material is being taught
\ Connected to learning targets
 Penalty Free – Isn’t used for grades
Ongoing Checking for Understanding
Classroom / Common
Formative Task(s) or
Test(s)
Classroom / Common
Formative Task(s) or
Test(s)
Classroom / Common
Formative Task(s) or
Test(s)
Classroom / Common
Formative Task(s) or
Test(s)
INSTRUCTIONAL PROGRAM
Grade/Course – School –
District Summative
Assessment
Grade/Course – School –
District Summative
Assessment
Grade/Course – School –
District – State Summative
Assessment
SUMMATIVE ASSESSMENTS
Assessment OF Learning
 Aligned to curriculum pacing
 Periodic
 Occurs after material has been taught
 Connected to standards
 Scored or graded
Smarter Balanced
Theory of Action Adaptive summative
Common
Core State
Standards
specify K-12
expectation
s for college
and career
readiness
assessments
benchmarked to
college & career
readiness
Teachers
can access
formative
tools and
practices to
improve
instruction
All students leave
high school college
and career ready
Interim assessments
that are flexible and
open
Assessing (Common
Core) Standards-based
Student Learning
Assessing Standardsbased Student Learning
We’re not assessing standards, we’re
assessing standards-based student
learning.
 Students must demonstrate standardsbased learning in multiple ways that
reflect the:

Content of the mathematics standards
 Standards for Mathematical Practice
 Instructional shifts

Assessing Standardsbased Student Learning

Integrated approach to instruction and to
assessment
Standards are not a checklist
 Multiple standards embedded in one item or
across a cluster of items


Deliberately planned interaction among the
content of the standards, the standards for
mathematical practice, the instructional
shifts, and the assessment strategies
Assessing Standards-based
Student Learning: Smarter
Balanced Approach

Key concepts underlying the Smarter
Balanced approach to assessment
aligned to the common core standards


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Claims
Targets
Depth of Knowledge
Smarter Balanced Assessment
Claims: Mathematics
Concepts &
Procedures
• Students can explain and apply mathematical
concepts and interpret and carry out
mathematical procedures with precision and
fluency.
Problem
Solving
• Students can solve a range of complex wellposed problems in pure and applied
mathematics, making productive use of
knowledge and problem solving strategies
Communicating
Reasoning
• Students can clearly and precisely construct
viable arguments to support their own
reasoning and to critique the reasoning of
others
Modeling &
Data Analysis
• Students can analyze complex, real-world
scenarios and can construct and use
mathematical models to interpret and solve
problems
Smarter Balanced Assessment
Targets: Mathematics
Provide more detail about the content and
depth of knowledge
 Generated from cluster headings
 Support the development of tasks & items



Grade 3 Concepts & Procedures: Solve problems
involving the four operations, and identify and explain
patterns in arithmetic.
Grade 8 Problem Solving: Apply mathematics to solve
well-posed problems arising in everyday life, society,
and the workplace.
Smarter Balanced Assessment
Cognitive Rigor: Mathematics
Type of Thinking
Revised Bloom’s Taxonomy
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
Depth of Thinking
Webb’s Depth of Knowledge
1. Recall & Reproduction
2. Basic Skills & Concepts
3. Strategic Thinking &
Reasoning
4. Extended Thinking
Smarter Balanced Assessment
Rigor: Mathematics

Webb’s DOK 1 / Bloom’s 2 (Understand)


Webb’s DOK 2 / Bloom’s 4 (Analyze)


Compare / contrast figures or data
Webb’s DOK 3 / Bloom’s 4 (Analyze)


Compose / decompose numbers
Generalize a pattern
Webb’s DOK 4 / Bloom’s 3 (Apply)

Conduct a project that specifies a problem, identifies
solution paths, solves the problem & reports results
Assessing Standardsbased Student Learning
Items individually and collectively must
measure deeper understanding and
application of concepts
 This requires a variety of item formats

Selected response
 Short and extended constructed response
 Technology enhanced
 Performance tasks

Smarter Balanced Assessment
Blueprint: Mathematics (Gr 7)
Assessing Standards-based
Student Learning
Discussion of summative, interim, and
formative assessments and practices for
measuring student learning of the
common core standards
 Using the assessment process as well
as the results to not only measure but
enhance student learning

Assessment of Learning
in Mathematics
Summative Assessment Practices
Assessment of Learning in
Mathematics: Summative
What annual summative mathematics
assessments do students currently take?
 What annual summative mathematics
assessments will students take when the
common core standards are
implemented?

Assessment of Learning in
Mathematics: Summative

What We’ve Done
CST / CMA



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
2-7 by grade level
8-11 by course
EAP gr 11
CAPA
CAHSEE
AP / IB Exams
SAT / ACT
What We Will Do
Smarter Balanced
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3-8, 11 by grade
Gr 11 = 3 yrs HS math
Gr 11 EAP cut score
CAPA / Alt Assess
CAHSEE (until new law)
AP / IB Exams
SAT / ACT
Smarter Balanced
Summative Assessment

End-of-year assessments benchmarked
to college and career readiness
Measure knowledge and skills as well as
deeper understanding and application
 Computer-adaptive portion with multiple
item types: selected response, constructed
response, technology enhanced
 Computer-based performance tasks with
classroom components

Sample Smarter Balanced
Item: Gr 3 SR
Sample Smarter Balanced
Item: Gr 11 TE / CR
Sample Smarter Balanced
Item: Gr 8 CR
Sample Smarter Balanced
Item: Gr 5 CR
Are these items…
Summative?
 Formative?


How do you know?
Assessment of Learning:
Summative Assessment Results

Assessment OF Learning: What have
students already learned?
Performance levels (criterion-referenced)
 Scale scores (vertical scale)
 Growth / progress determination
 Subscores (level of detail TBD)

FORMATIVE TOOLS AND PROCESSES
Assessment FOR Learning
 Instructionally embedded
 Frequent
 Happens while material is being taught
 Connected to learning targets
 Penalty Free – Isn’t used for grades
Ongoing Checking for Understanding
Classroom / Common
Formative Task(s) or Test(s)
Classroom / Common
Formative Task(s) or Test(s)
Classroom / Common
Formative Task(s) or Test(s)
Classroom / Common
Formative Task(s) or Test(s)
INSTRUCTIONAL PROGRAM
Grade/Course – School – District
Summative Assessment
Grade/Course – School – District
Summative Assessment
Grade/Course – School – District
– State Summative Assessment
SUMMATIVE ASSESSMENTS
Assessment OF Learning
 Aligned to curriculum pacing
 Periodic
 Occurs after material has been taught
 Connected to standards
 Scored or graded
Using Summative Assessment
Results: Teachers
Predict: What might these results tell
you about student achievement of the
standards – both content and practice?
 Observe: What do these results say
about student achievement (just the
facts)?
 Infer: What do these results suggest and
what else do you need to know?

Using Summative Assessment
Results: Students

How could we get students more
involved in understanding and acting on
these summative assessment results?
Predict, Observe, Infer
 Set Goals

Turn & Talk:
Summative Assessment

How can summative assessment be used
to inform instructional decisions and
encourage students to try to learn?
We must assess accurately, and use
results effectively in order to make sure
students react productively to the
assessment results.
Assessment of and for
Learning: Mathematics
Interim Assessment Practices
Assessment of and for
Learning in Math: Interim
What interim assessments of or for
learning have teachers and students
been using in mathematics?
 What interim assessment of or for
learning might teachers and students
use as we implement the common core
state standards in mathematics?

Assessment of and for
Learning in Math: Interim




What We’ve Done
District or commercial
benchmark
assessments
Unit or chapter tests
Quizzes
Common tasks

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

What We Will Do
Smarter Balanced
interim assessments
District or commercial
assessments
Unit or chapter tests
Quizzes
Common tasks
Smarter Balanced Interim
Assessment

Optional interim assessment tools
Same delivery system, item types, and
scoring scale
 Summative assessment “clone”
 “Testlettes” assessing clusters of standards

FORMATIVE TOOLS AND PROCESSES
Assessment FOR Learning
 Instructionally embedded
 Frequent
 Happens while material is being taught
 Connected to learning targets
 Penalty Free – Isn’t used for grades
Ongoing Checking for Understanding
Classroom / Common
Formative Task(s) or Test(s)
Classroom / Common
Formative Task(s) or Test(s)
Classroom / Common
Formative Task(s) or Test(s)
Classroom / Common
Formative Task(s) or Test(s)
INSTRUCTIONAL PROGRAM
Grade/Course – School – District
Summative Assessment
Grade/Course – School – District
Summative Assessment
Grade/Course – School – District
– State Summative Assessment
SUMMATIVE ASSESSMENTS
Assessment OF Learning
 Aligned to curriculum pacing
 Periodic
 Occurs after material has been taught
 Connected to standards
 Scored or graded
The Instructional Road
Graded
Quiz
Unit Test
Pre-test
Ungraded
Common
Assessment
Ungraded
Quiz
Checks for
Understanding
Assignments /
Tasks
?????????????
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Using Interim Assessment
Results: Teachers

Assessment OF learning: What have
students already learned?
Scored / graded work
 Final result


Assessment FOR Learning: What comes
next in the learning?
Ungraded work
 Opportunity to improve

Using Interim Assessment
Results: Students

How could we get students more
involved in understanding and acting on
interim assessment results?
Predict, Observe, Infer, Set Goals
 Rubric or Task Analysis
 Descriptive Feedback
 Use Re-engagement Lessons / Strategies

Turn & Talk:
Interim Assessment

How can interim assessment practices be
used to inform instructional decisions and
encourage students to try to learn?
We must assess accurately, and use
results effectively in order to make sure
students react productively to the
assessment results.
Assessment for
Learning: Mathematics
Formative Assessment Practices
Assessment for Learning in
Mathematics: Formative
What formative tools and processes
have teachers and students been using
to support teaching and learning in
mathematics?
 What formative tools and processes
might teachers and students use to
support teaching and learning of the
common core state standards in
mathematics?

Assessment of Learning in
Mathematics: Formative




What We’ve Done
Total participation
techniques
Classroom checking
for understanding
Exit slips, quick writes
Common
assignments or tasks

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What We Will Do
Smarter Balanced
Digital Library
Total participation
techniques
Exit slips, quick writes
Classroom checking
for understanding
Common assignments
or tasks
Smarter Balanced
Formative Assessment

Digital Library
Tools and strategies to support improving
teaching, increasing learning, and enabling
differentiation
 Best practices to check for student
understanding and provide timely feedback
 High quality lessons and instructional units
with embedded formative practices

Smarter Balanced Formative
Assessment Definition

Formative assessment is a deliberate
process used by teachers and students
during instruction that provides actionable
feedback that is used to adjust ongoing
teaching and learning strategies to
improve students’ attainment of curricular
learning targets/goals
Attributes of Formative
Assessment Process

Clarify Intended Learning


Elicit Evidence


Tasks or strategies to elicit evidence of learning
Interpret Evidence


Learning targets, success criteria
Methods or processes for teachers and students to
analyze and interpret the evidence of learning
Act on Evidence

Opportunities for teachers and students to respond
via further instruction or learning activities
Classroom Formative
Practices

Tools, strategies, and practices
Checking for understanding (individual,
pairs/partners, small groups, whole group)
 Total participation techniques
 Discussion or conversation protocols

Classroom Formative
Practices

The Formative Classroom
What formative practices did you notice?
 How did or would these practices support:

• All students? Students with special needs?
Using Formative Results:
Teachers

Assessment FOR Learning: What
comes next in the learning? (Ungraded)
Descriptive Feedback (oral or written)
 “Stoplights” or other cues
 Listening in with comments or questions

Using Formative Results:
Students

How could we get students more
involved in understanding and acting on
formative feedback?

Assessment for Learning strategies
Seven Strategies of
Assessment for Learning
1. Provide a clear statement of the learning target
2. Use examples and models of strong and weak
work
3. Offer regular descriptive feedback
4. Teach students to self-assess and set goals
5. Design focused lessons
6. Teach students focused revision
7. Engage students in self-reflection; let them
keep track of and share their learning
Turn & Talk:
Formative Assessment

How can formative tools and strategies
be used to inform instructional decisions
and encourage students to try to learn?
We must assess accurately, and use
results effectively in order to make sure
students react productively to the
assessment results.
Assessment:
Every Student a Winner!
Assessment Experience #2

Think of a positive experience you’ve
had being assessed…
What made it positive?
 What effect did it have on you?

Using Assessment to
Promote Student Learning

Why do we assess?
Inform instructional decisions
 Encourage students to learn


Help teachers and students answer:
Where am I going?
 Where am I now?
 How do I close the gap?

Using Assessment to
Promote Student Learning

Using rich, high-quality tasks
Sharing & shifting the cognitive “heavy lifting”
in mathematical thinking our classrooms
 When students are confronted with a
challenging math problem, rigorous instruction
involves helping students clarify their thinking
about the task, and letting them come up with
approaches and solutions….

Questions? Contact Me!

Sally Bennett-Schmidt, Assessment Director

858-292-3688 / [email protected]