Professional Development to Practice Common Formative Assessment Module

Professional Development to Practice Common Formative Assessment Module 4 Selected Response Items This work is licensed under a Creative Commons Attribution-Non. Commercial-No. Derivatives 4. 0 International License. The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Acknowledgements Special thanks to all contributors to the development and revision of this module. The original collection of learning packages was rolled-out for use by Regional Professional Development Center (RPDC) Consultants in July 2013 after being developed by a team of content experts. The collection of learning packages was developed through efforts funded by the Missouri State Personnel Development Grant (SPDG). The following individual/groups are thanked immensely for their hard work in developing this package. -------------------------------------------------------------------Content Development and Revision Support UMKC Institute for Human Development Ronda Jenson, Director Stefanie Lindsay Arden Day Carla Williams Jodi Arnold SPDG Management Team The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Initial Content Development Team, 2013 Rob Gordon, Team Leader, MO PLC Alan Bancroft, C RPDC Debra Cole, St. L, RPDC Cheri Fuemmeler, SE RPDC Jane Jackson, NW RPDC Melanie Whitener Needling, SE RPDC Linda Null, SE RPDC Rebecca Rider, SE RPDC Kelley Ritter, SW RPDC Jay Roth, SW, RPDC Jana Scott, HOM, RPDC Thea Scott, DESE Alicia Wilson, KC RPDC 2016 Revision Team Nancy Steele, Facilitator, NE SIS Pam Carte, NE RPDC Myra Collins, NE RPDC Deb Drury, NE RPDC Ginger Henry, DESE Sarah Spence, C SIS The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Welcome and Introductions Please take a moment to introduce (or reintroduce) yourself to the group, by telling your name, district, and position. Our trainers for the day are…. 8

Professional Development to Practice

Professional Development to Practice Collaborative Work Foundations eas s r A ey am ze ments e i l i t ov – u ssess r p 3 K tive Te e A F C y a k to im g. a iv t r t i l o a b a lla orm Qu edbac earnin 1. Co mmon F fe g & l s a o n C o t in si n i h 2. e c c e a m or s D f e s t d e a e s As ta-Bas dat ment e z a tili prove ut 3. D g u s – e s in M us im e abo oces D r Mak B p D uo alogu g am n e i t t & e n g di arnin n liz o i i t c h h c u g ou g & le CT – rove tea r h t p hin c to im ng. a te i n r a le

Professional Development to Practice Common Formative Assessment Modules 4 -6 d e t c t u n r t e m s s e Ass ms Ite d e t c le e S. 4 se n o p Res s m e It s n s o m C e. t I 5 e s n o Resp e c n a rm o f r e s t 6. P n e sm s e s s A

Professional Development to Practice

Professional Development to Practice Missouri Teacher Standards q. Common formative assessments address the following Missouri Teacher Standards: q. Standard #7: Student Assessment and Data Analysis q. Standard #2: Student Learning, Growth and Development q. Standard #4: Critical Thinking q. Standard #9: Professional Collaboration (Missouri Department of Elementary and Secondary Education, 2013) 13

Professional Development to Practice Learning Outcomes As a result of this training, you will learn qthe various types of selected-response items. qguidelines for recognizing quality multiplechoice questions. qto critique multiple-choice questions that measure higher-level cognitive processes. 14

Professional Development to Practice Norms q. Start and end on time q. Be an engaged participant q. Be an active listener – open to new ideas q. Use electronics respectfully 15

Professional Development to Practice Agenda q. Introductions q. Formative Assessment Review q. Definition of Selected Response Assessment q. Developing Selected Response Items q. Developing Answer Choices q. Identifying Higher Level Items q. Critiquing Selected Response Items q. Closing 16

Professional Development to Practice Six Word Sentence Tell your tablemates something they might not know about you or reinforce what they already know by writing a Six Word Sentence. You can share anything you want, but you may ONLY USE SIX WORDS! 17

Professional Development to Practice Example Ø School’s first day. Nervous and excited. Ø Empty house. Silence. Gone to college. Ø Went on honeymoon. Came home pregnant. Ø Sang at Fort Knox! No gold. 18

Professional Development to Practice Formative Assessments “Formative assessments are not standardized tests, but teacher-created, teacher-owned assessments that are collaboratively scored and that provide immediate feedback to students and teachers. ” (Reeves, 2012) 20

Professional Development to Practice “Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes…” (The quote continues to next page. ) 21

Professional Development to Practice “Thus, it is done by the teacher in the classroom for the explicit purpose of diagnosing where students are in their learning, where gaps in knowledge and understanding exist, and how to help teachers and students improve student learning. ” (Perie, Marion, Gong, & Wurtzel, 2007) 22

Professional Development to Practice Providing corrective feedback, modifying instruction to improve the student’s understanding, or indicating areas of further instruction are essential aspects of a classroom formative assessment. Most formative assessments are small-scale – a few seconds, a few minutes – and shortcycle. 23

Professional Development to Practice “Formative assessment is not a specific type of assessment, rather it is the manner in which the assessment is used. ” (Afflerbach, 2005) 24

Professional Development to Practice Definition of Selected Response Assessment Items q Requires students to select a response from a provided list. q Assesses student knowledge of factual information, main concepts, and basic skills. q Student answers can be quickly and objectively scored as correct or incorrect. q Types include q. Matching q. Multiple choice q Short-answer/Fill-in (from provided list) q True-False (Popham, 2003) 25

Professional Development to Practice Matching: ELA (DRC INSIGHT Online Assessment Tutorials, Copyright 2016 a) 26

Professional Development to Practice Matching: Mathematics (DRC INSIGHT Online Assessment Tutorials, Copyright 2016 b) 27

Professional Development to Practice Short Answer: ELA (DRC INSIGHT Online Assessment Tutorials, Copyright 2016 c) 28

Professional Development to Practice Short Answer: Science (DRC INSIGHT Online Assessment Tutorials, Copyright 2016 d) 29

Professional Development to Practice Short Answer: Mathematics (DRC INSIGHT Online Assessment Tutorials, Copyright 2016 e) 30

Professional Development to Practice Multiple Choice Items q. Most commonly used by teachers q. Usually used to assess basic level thinking q. May also assess higher-levels of thinking if carefully crafted q. Many multiple choice items have one correct or best answer, although students may be prompted to find ALL answers that correctly answer the prompt. 31

Professional Development to Practice Multiple Choice: Mathematics (DRC INSIGHT Online Assessment Tutorials, Copyright 2016 f) 32

Professional Development to Practice Multiple Choice: ELA (DRC INSIGHT Online Assessment Tutorials, Copyright 2016 g) 33

Professional Development to Practice Multiple Choice: Science (DRC INSIGHT Online Assessment Tutorials, Copyright 2016 h) 34

Professional Development to Practice Advantages of Selected Response q. Efficiency - maximizes number of questions asked (improves sampling) q. Easiest to score- comparatively less timeconsuming to score q. Better scoring consistency across raters/teachers q. Particularly appropriate for addressing knowledge and reasoning q. Ability to diagnose misperceptions in student thinking by analyzing errors 35

Professional Development to Practice Challenges with Selected Response Assessments q. Impacted by student reading ability q. Less adept at measuring performance and products q. Difficult to create well-constructed items q. Time-consuming to prepare 36

Professional Development to Practice General Rules for Developing Selected Response Items This work is licensed under a Creative Commons Attribution-Non. Commercial-No. Derivatives 4. 0 International License. The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Some Basic Terminology Doug grew 6 inches over three years. How many inches did he grow each year? Stimulus/Stem Distracter Options A. B. C. D. 18 inches per year 6 inches per year 3 inches per year 2 inches per year Distracter Key 38

Professional Development to Practice Item Writing Rules 1. Make the item’s stem a self-contained question or problem. 2. The stem may be an incomplete statement when this form produces the simplest and most easily understood item. When the stem is in the form of an incomplete statement, the omitted portion should be at the end of the statement. 3. Avoid negatively stated stems. (Adapted from Popham, 2006 b) 39

Professional Development to Practice Item Writing Rules continued 4. Remove all unintended clues from the item stem. This includes grammatical clues that might lead to the correct answer. 5. Avoid writing items concerning personal opinion. 6. Use age-appropriate vocabulary for every test item. 7. Provide students with clear directions. (Adapted from Popham, 2006 b) 40

Professional Development to Practice Imagine you are a student in a class that has just studied the topic of Franzipanics and now it’s test time. Since this is not your best subject and you don’t really enjoy it, you haven’t studied a lick. However, since you are pretty good at figuring things out, you are prepared to give it a go without knowing the content. Take the test and keep track of how you are figuring out the right answers. (Arter & Busick, 2001) 41

Professional Development to Practice Test of Franzipanics Answers 1. a The word ‘cluss’ is repeated 2. b it’s the longest 3. c “usually” is more often correct than “all” “always” or “no” 4. d “an” in the stem implies that the answer will begin with a vowel 5. a “are” implies more than one reason 6. b “vost” is in all of the other answers 7. c the answer to 4 gives this one away 8. d the pattern of responses gives this one away (Arter & Busick, 2001) 42

Professional Development to Practice Using Stimulus in Questions q. Cue the use of stimulus prior to the question. q. Examples. . . q. Use information from the poem, The Raven to answer questions 3 -8. q. Use the chart titled Autos in America to answer the next question. q. Use the map of South America to answer the next question. 43

Professional Development to Practice Four Parallel Choices In Order of Appearance When Little Red Riding Hood veered off the path on the way to Grandmother’s house, she… a. heard a bird singing. b. saw a squirrel in a tree. c. encountered a wolf. d. saw a woodcutter. 44

Professional Development to Practice General Rules for Developing Answer Choices This work is licensed under a Creative Commons Attribution-Non. Commercial-No. Derivatives 4. 0 International License. The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Writing Answer Choices 1) The correct response(s) should be stated simply and unambiguously. 2) Distractors should be plausible and should reflect common errors made by students. 3) Distractors must not be ridiculous. 4) All answer choices should be parallel in content and format. (Adapted from Popham, 2006 b) 46

Professional Development to Practice Writing Answer Choices continued 5) All answer choices should be grammatically appropriate to the stem. 6) All answer choices should be similar in meaning. * 7) Answer choices should be similar in length. If that is not possible, use two long answer choices and two short ones. * 8) “None of the above” and “all of the above” should not be used for answer choices. (Adapted from Popham, 2006 b) 47

Professional Development to Practice Example of Rule #7 q. Two/Two Rule The reader can tell that more discoveries will probably be made because… a. Scientists are still doing all types of research. b. Scientists are getting involved in more things. c. People are complaining. d. People want a solution. 48

Professional Development to Practice Math Answer Choices are Usually Written From Smallest to Largest The table shows the price of different quantities of mediumsized apples at Tom’s Corner Grocery Store. What is the least amount of money needed to buy exactly 20 medium-sized apples if the bags must be sold intact and there is no tax charged? A. B. C. D. E. Number of Apples Bag of 1 Bag of 6 Bag of 12 Total Price $0. 30 $1. 20 $2. 10 $3. 60 $3. 90 $4. 20 $4. 50 $6. 00 (Aspinall, 2011) 49

Professional Development to Practice Exceptions to the Rules q. If you are preparing students for a high stakes test (i. e. ACT, etc. ) and the test uses “all of the above” or “none of the above”, it may be a good idea to do the same on your tests. q. While the practice has been to have one correct answer, computer scoring has made it feasible to have questions with multiple correct answers. Consider building similar items in your own 50

Professional Development to Practice Paired Discussion 51

Professional Development to Practice Identifying Higher Level Selected Response Items This work is licensed under a Creative Commons Attribution-Non. Commercial-No. Derivatives 4. 0 International License. The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Question Classification Activity (Handout Packet) Directions: Sort the questions into two categories by writing their numbers in one of the two boxes on the chart. After sorting the questions into two categories, write a title for each category. Be ready to share if called upon to do so. 53

Professional Development to Practice Answers q. Basic Level Questions 2, 5, 7, 8, 13, 14 q. Higher-Level Questions 1, 3, 4, 6, 9, 10, 11, 12 55

Professional Development to Practice Higher-Level Multiple Choice Items q. Why is it important to include more higherlevel multiple-choice items on our classroom and common assessments? q. Generate one good reason and be ready to share. 56

Professional Development to Practice Writing Multiple-Choice Questions to Measure Higher-Level Thinking What is the most likely… o reason/motive for… o purpose for… o impact of… o outcome of… Based on the data/specifications/information, which statement/picture/graph best describes/explains/illustrates… MATH: Ask students to problem solve at a higher-level by choosing the correct answer to a non-routine problem. 57

Professional Development to Practice Critiquing Selected Response Items This work is licensed under a Creative Commons Attribution-Non. Commercial-No. Derivatives 4. 0 International License. The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Critiquing Selected Response Assessments q. Begin by determining whether the item is clearly connected to the stated learning goal or expectation. q. Next consider the stem. Does it meet the seven conditions discussed? q. Finally, consider the answer choices. Are all of the choices feasible? Can you explain why each choice has been included? 59

Professional Development to Practice Teaching Resource Audit q Examine your teaching materials and resources. q Determine if your teaching resources contain high-level multiple-choice questions. q If so, highlight or mark the high-level multiple-choice items and evaluate the items for quality. q Determine if you will… q use the item as is. q use with minor revision. q do not use item. Note: If your teaching materials do not contain any highlevel multiple-choice items, find constructed-response items and change them into high-level multiple choice items. 60

Professional Development to Practice Closing & Follow-up Common Formative Assessment Selected Response Items The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Profile 62

Professional Development to Practice Self-Assessment Practice Profile Excel Workbook http: //sapp. missouripd. org

Professional Development to Practice Next Steps: Action = Results What steps will you take to start implementing? 65

Professional Development to Practice Contact Information Please contact me to schedule follow-up coaching and/or additional professional development.