<p> SBE Retreat August 23, 2007 Assessment Questions Overall Questions to Clarify: 1. Where does federal testing assessment fit? Is it a partnership? 2. How does #9 & #12 address some of our math level conversations? 3. Instructional Alignment needs to vertical and horizontal. How do how get that? Comments Initials ↑ → Paragraph number Board: Pre suppose stay with current system SB X 1 NCLB – Just report “3 core area”. Give students verbally at local level NS X 1 Essential Skills (ES) in New HS Diploma. Difference between NCLB & our ES. There are 3 levels : JB X 1 CLB/ES/Other. Multiple choice test – yes & do all 3 above. Not convinced schools can pick items. Rather have bank of DW X 1 items/ ways to demonstrate content. Maybe have extended assessment like CA. Broader conceptual statement isn’t necessarily being done as extension of chamber of commerce issues AP X 1 This needs additional flushing out.. Capacity for districts to handle local validity. How specify what is on test? Who? LF X 1 What is purpose of District set of assessment? Same subject areas? ER X 1 Do we have other districts go beyond core/keystone concepts? ER X 1 Can we use bank of items and level of skills? ER X 1 Paragraph implies “sit down test” one time. Should be ahead for formature at all times vs one time? ER X 1 First step lich large test bank EW X 1 Concept of core pluss extended. Good. Broaden at standard core plus. – vs core plus extra info. for Stanley X 1 diagnostic for formative assessment. Core = keystones ER X 1 How to implement local assessment & sustainable? Restructure staff dev. – ok/good- But all doing different TL X 1 ways. By standard and strand = banked assessment = really helpful Our teachers (Gladstone) focused on CORE and “frosting” this could enrich opportunity for teachers to be BS X 1 more involved and have dynamic content & measurable along the way. Be sure to ID future value of assessment BS X 1 Board: Use of work samples we need to ensure we keep it to demonstrate proficiency. SB X 2 & 3 Like embedding performance Task & Mid course exams = better align w/ teaching and learning NS X 2 & 3 Comments Initials ↑ → Paragraph number How prescribe how much of a grade? What does it do to current alignment we have? Value to clear content NS and X 2 & 3 standards and locally organized. A lot to work out – how to protect local creativity DW Concept needs to go 1-12 “Be minimalist on state requirement” Then districts go beyond and then state JB X 2 & 3 determine how to assess. Look at what we want to improve – like work samples DW X 2 & 3 Do not specify course/year. But do homework samples & references. DW X 2 & 3 How are we doing, how to improve. DW X 2 & 3 Minimize=maximum. Local interpretation = magic. Brings more relevance AP X 2 & 3 Were all looking for relevance AP X 2 & 3 Important for parents & students- know what we want them to know. LF X 2 & 3 Advisors: Conceptually 3 views – 1 tool; many tools & tool box; 1 tool w/ many uses = choose BS X 2 & 3 Like opportunity for districts, schools and teachers for sequence and “frosting” BS X 2 & 3 How convince people that “work samples” are good – state requires this “no”. So why use? TL X 2 & 3 How to be clever & make it their idea for work samples good for learning? TL X 2 & 3 How do I convince teachers that work samples are powerful? TL X 2 & 3 How disseminate reports, collect, school to school, district, state, etc. AB X 2 & 3 Do you reach all kids? Alan B X 2 & 3 Don’t start again – How to tweek what we have? AB X 2 & 3 This assumes core structure of courses & SBE has been standardizing standards not courses ME X 2 & 3 Evidence Based Model for Ess. Skills. How do these assessments/evidence for all. Talk about it Paragraph ME X 2 & 3 2-4 together Relevance of assessments vs minimum = Failing strategy. ME X 2 & 3 We need to have relevance & next steps where does performance fit & continuance of performance & how ME X 2 & 3 does optional learning has incentive to move beyond minimum Not as apposed as you think. Grades & merit & connection – pick “target”- it can work ER X 2 & 3 Common assessment in Eng, math, ss – How perform? ER X 2 & 3 Like concept – 4 concerns. Stanley X 2 & 3 *end of course & volunteer task *Like to limit – but state might become difficult.(?) *If really “foundation” = Require & “course cut” *End of Course can get “ghettoized” Give all kids credit Stanley X 2 & 3 Unintended consequences. May not get teaching because of worry of report Stanley X 2 & 3 What happens to kids & pattern of classes – Devil in details Terry X 2 & 3 Performance Test = Hard work – how all teachers/schools process work Terry X 2 & 3 Balance between rigorous classroom & moderate state assessment (and still build capacity) Paula X 2 & 3 Comments Initials ↑ → Paragraph number Like Ideas LF X 4 AP We need to go back to key essential skills Reading, Writing, Math, we need “first set of measurements” like DW X 4 Para 1-4, then global literacy needs flexibility More connection of Essential Skills to CC, OUS, and work DW X 4 Agree w/ Duncan. JB X 4 We are going to “high stakes” = “minimum”. Current CIM is high standards = core Basics for transition to JB X 4 next step = Potential Baseline for Essential Skills. Get info to students & parents thru out K-12 experience. JB X 4 Fine with last aspect of paper. NS X 4 Agree w/ Duncan / More Thinking in details. NS X 4 Personalize it: NS X 4 *More attuned to student needs. *Plan and profile to choose & guide. *From menu of assessment tools *Ability to test self about what they care about. Like=Trades, Industry Skills, Advanced Placement, IB, etc. Change idea of value of testing/assessment to personally assist student. NS X 4 Application & Integration SB XX 4 Remember remises & already decisions: SB X 4 *Multiple ways to assess *Developmental – keep modify assessment system. May not get it all done now. *Establish standards = relevant & consistent. Has value & not manipulate standards. *Linking & integrating standards. Like capstone/5 hr project/portfolies BF X 4 Like personalization BF X 4 Leary of expert panels without who & why. BF? X? 4? Take what we have to the next level & improvement – Build on our successes. SB X 4</p><p>Advisors Final Advice: John: -Students rise or fall based on expectations connect to higher ed = open doors. -Good work</p><p>BS: -Make assessment work for students with disabilities, abuse, poverty, etc. need alternate path to victory.</p><p>TL: -Training for evidence based assessment systems.</p><p>GH: -Resource for opportunity. For integration of exit & entry assessments. Assessment should open doors not close doors & create failure. MD: -Reflects BD discussion. Creates model\framework – Now devil is in details.</p><p>AB: Paragraph 4 + 5 = great evidence based already in place . We need more training. Powerful models out there to build upon.</p><p>ME: -Walk line of capacity and not limit those father ahead then other schools.</p><p>ER -This can work if we modify it together.</p><p>Stanly: -Systems- this has large professional development needs. Assessment development easier than teachers ready for it.</p><p>Terry: -More explicit -Keep looking at small schools / ESD for Prof Dev.</p><p>PR: Broaden conversation at local level and encourage teachers.</p>