A Model for Teaching and

Learning:
Focus on Assessment
February 15, 2016
 Learning Goals
By modeling effective instructional practices, we will...
Understand the role of assessment within the
broader context of Teaching and Learning in
our Strategic Plan
Build a common language regarding the basic
types and purposes of assessment and the three
big ideas of assessment identified at PRSD
Increase practical understanding of assessment
through engagement with samples of simulated
assessments
Enhance familiarity with the Continuum of
Assessment, Depth of Knowledge, and the
Three-Circle Audit by examining teacher made
sample assessments
 Formative Pre-Assessment

Formative Assessment
- occurs while
knowledge is being
learned and guides
instructional decisions

Please take 10
minutes to
complete the
simulated pre-
assessment
 Curriculum

Instructio Assessme
n nt
Leaders of Learning (DuFour and Marzano)

Essential Questions:
What is it we want our students to know?
(Curriculum)
How will we know if they are learning?
(Assessment)
How will we respond when individual students do
not learn? (Instruction)
How will we enrich and extend the learning for
students who are proficient? (Instruction)
 Curriculum, Instruction and
Assessment
The first category in our strategic plan is titled
Teaching and Learning. In the Teaching and
Learning category of the strategic plan, the first three
long-term goals in that category relate directly to
curriculum, instruction and assessment.

With substantive completion of the curriculum, we are

now shifting to the 2015 - 2016 short-term goals of
instruction and assessment.

We are in design mode. We will not actively

implement these areas until 2016 - 2017. This focus
ties directly to our mission to focus on learning for
every student every day.
Strategic Plan Review
 Case for a Common Language
This brief video clip reinforces the value of a
common, locally-developed language for teaching
and learning.

Why is common language

important?
 Case for a Common Language
This brief video clip reinforces the value of a
common, locally-developed language for teaching
and learning.

Why is common language important?

330 teachers
11 principals and assistant principals
0 35 years experience
Dozens of colleges
Multiple content areas
Different departmental levels
Varied professional development experiences
 Assessment Big Idea #1
Achievement and growth provide a
complete picture of learning.

Achievement Growth
 Assessment Big Idea #2
We assess for different reasons.
Assessment of Learning Assessment for Learning
Standardized tests Pre-test to determine prior knowledge
PSSA Quiz or informal check for
Keystone Exam understanding that leads to an
SAT instructional decision by the teacher
ACT Diagnostic-style assessment to guide
decisions
AP
CDT
Teacher Made
End of chapter test prior to moving
into the next unit We want to shift more into this area.
Mid-term or Final Exam
Types of Assessments
 Big Idea #3
Assessments measure depth of
understanding.
Many teacher tests tend
to focus on the accuracy
of knowledge and skill
rather than on evidence
of transferability
(Wiggins and McTighe, p.
150)

DuFour and Marzano (2011)

 The Challenge of Teaching...
It is a challenge to see into the
mind of one student...let alone a
classful of students.

The type of assessments and levels of

questioning are designed and utilized
to help us (as teachers) understand
our students.
 Article Review
Thank you for taking the time to read the article
provided before todays meeting and capturing your
thinking.

Our intention was to model instructional strategies

related to before/during/after reading strategies to
elevate the quality of discussion.

Asking good questions is hard work. We took some

time off stage to develop these questions so that
our on stage in-service would benefit.
 Getting Grounded - Discussion
Activity
Prior to February 15th, please take a
few minutes to read Chapter 1 - The
Case for Classroom Assessment (about
10 minutes).

Click on the hyperlink below and enter

the password.
GALE Virtual Reference Library
We have some before, during and after
Password: relevant
reading questions related to this chapter. CLICK HERE
*This online resource can be used by PRSD teachers. It contains a wide
variety of excellent books published by the Association for Supervision
and Curriculum Development.
 Article Assessment

Discussion after the quiz:

Were the questions fair based upon the learning activities?

(independent reading, independent reflections, and small group discussions)
Did the questions ask about things worth knowing?
What were the strengths and weaknesses of this assessment?
What type of assessment was this?
 Classroom Continuum of
Assessments

"Thinking Like an Assessor." Understanding by Design, Expanded 2nd ed. Grant Wiggins and Jay McTighe.
Alexandria, VA: Association for Supervision and Curriculum Development, 2005. 146-171. Gale Virtual
Reference Library. Web. 27 Jan. 2016.
 Lenses of Assessment Evaluation

Depth of Knowledge Three Circle Audit

Level 4 - Extended Thinking Enduring Understanding
Level 3 - Strategic Thinking (inner)
Level 2 - Skill/Concept Know/Do (middle)
Level 1 - Recall/Reproduction Worth Being Familiar With
(outer)
 Assess and Assessment

DOK: Level:____ 3-Circle Audit:____

 Evaluate Your Sample Assessments

Using the Continuum of Assessments,

determine the type of each assessment.
Then, using the Depth of Knowledge (DOK),
and Three Circle Audit evaluation rubric,
take the next 10 minutes to evaluate
each question on BOTH scales.
Switch assessments with a partner and take
10 minutes to evaluate his/her sample
assessments.
We will discuss the results in pairs.
 Best Samples by Category
In each department, we will now identify a
representative sample of each type of assessment
(if possible) from each department.

These samples will then be shared with the

district sub-committee focused on this topic.
This representative group will then bunker
down to understand and wrap their collective
heads around the future process (2016 -
2017).
 Assessment Committee
Unit-Based Assessments Standardized
Assessments
Dave Kristofic Madeline Anderson
Laura Burns Gene Nicastro
Jennifer Bubb Autumn Turk
Tim Converse Maura Paczan
John Simko Missy Ramirez
Vincent Thearle Tim Mahoney
Alexandra Batouyios Mindy Bramer
Pamela Beauseigneur Derek Eshbaugh
Amy Snyder

*Mike Pasquinelli, Laura Davis, Noel Hustwit and Brian Miller are
involved with both sub-committees
Assessment within Unit-Based
Curriculum
 Ticket Out the Door
Link to Assessment
Where are most of your assessments on
the Continuum of Assessments?
On a scale of 1 - 4 , Where do your
assessments fall?
1 - Assessment of learning
4 - Assessment for learning
The majority of your questions are at
what Depth of Knowledge level?
(1,2,3,4)