Assessment


 * Assessment: **


 * Successful implementation of the Common Core State Standards that increases levels of student learning requires //assessments// that **include the processes used to measure student mastery of the standards and the delivery of curriculum experiences through both formal and informal methods (Pellegrino, 2006).


 * Desired Outcomes: **

//Develop training programs build summative, benchmark, interim, and formative assessments aligned to the standards. // //Ensure that the assessment system and assessments are valid and reliable. // //Develop the capacity of leaders to use assessment data that identify the impact of the standards. // //Participate, implement, and support the work of the assessment consortia. // (from Innovation Configuration Map created by Great Lakes East and Great Lakes West Comprehensive Centers)

PARCC and SMARTER BALANCED Assessment Designs - []
 * Resources: **

Inside the Black Box: []

Creating Common Local Assessments: Paper from Curriculum renewal - [|www.curriculumrenewal.com/ Development%20of%20**Common**%20**Assessments**.doc] NSDC article - [] Assessment Training Institute: [] Dufour, R., Dufour, R., Eaker, R. & Many, T. (2006). Learning by doing. Bloomington, ID: Solution Tree.

Margaret Heritage Powerpoint:

Linda Darlinling Hammond Paper

Formative Assessments: [] NCTM key strategies - [] Princeton Review - []

Building Cornerstone Assessment Tasks: The curriculum should include common pre-assessments, ideas for formative assessment and summative assessments that connect directly to the core ideas, skills, understandings and questions. One way to ensure students are growing in their depth of understanding of the core ideas and skills is to build cornerstone assessment tasks. (Bellanca and Brandt, 2010 pp 159-160) Cornerstone assessment tasks build off of the core ideas and skills, understandings and questions. Cornerstone tasks have the following qualities: -They reflect genuine, real-world accomplishments and are set in authentic contexts. -They require students to apply their learning -They naturally integrate 21st century skills with the big ideas of academic content. -They recur across the grades, in increasingly sophisticated forms. (Bellanca and Brandt, 2010 pp 159-160) Teachers build a general framework for the task using the core concepts and skills, understandings and questions. These frameworks are the same for every grade level. <span style="font-family: 'times new roman','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 0pt;">One example might include: <span style="font-family: 'times new roman','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 0pt;">Examine multiple perspectives (core discipline based skill) to explain how __(question) in this context (based on the content being studied). Prepare a__ __(performance - oral, written or graphic) to share with__ __(audience) <span style="font-family: 'times new roman','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 0pt;">An elementary teacher might ask students to <span style="font-family: 'times new roman','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 0pt;">Examine **multiple perspectives** to explain what **caused** people to leave Great Brittan and come to North America. Prepare an engaging oral presentation to share with second graders to explain the different perspectives. <span style="font-family: 'times new roman','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 0pt;">A high school teacher might ask students to <span style="font-family: 'times new roman','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 0pt;">Examine **multiple perspectives** to explain what **causes the** United States to enter into international conflicts. Choose a specific conflict and prepare an editorial page of the newspaper with four different editorials to put on our classroom website.

<span style="font-family: 'times new roman','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 0pt;">The cornerstone assessment tasks can focus on the literacies identified in the //21st Century Framework for Student Learning.// The literacies include civic, global, economic/financial/entrprenuerial, environmental, and health have been identified as critical themes needed for college, career and citizenship. These literacies can frame cornerstone assessment tasks that have an interdisciplinary focus.

<span style="font-family: 'times new roman','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 0pt;">Some good frameworks to help develop and spiral the tasks are the Rigor and Relevance Framework developed by the International Center for Leadership in Education = [] (Daggett, 1991) and Fred Newmann’s Authentic Intellectual work framework - []. (Newmann, 1995)

<span style="font-family: 'times new roman','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 0pt;">These general frames can be spiraled at each grade level using different prompts but the same structure. This enables a way to look at how students are learning specific skills and content. These tasks signal to learners that these are the critical learning points throughout the curriculum.

<span style="font-family: 'times new roman','serif'; font-size: 12pt; line-height: 150%; margin: 0in 0in 0pt;">The core ideas and skills can also be used to build a portfolio for students. The core ideas and skills are placed on a matrix. The students and teachers can keep track of their progress and growth from grade to grade by placing projects and products in the portfolio showing their learning around the core ideas and skills. This helps teachers, students and parents know the critical outcomes in a K-12 program and see how they are progressing throughout the grades.