I've been collecting and posting useful sites and general information of interest to anyone teaching in Indiana on our page of our schools website here. Since the forms on the IDOE website are not meant to be changed/saved, I have copied and reformatted several to facilitate submitting our work electronically. Here are the forms we will need this fall:
Appendix A - Forms
Step 1: Pre-Approval for School Based Assessments
Grade Level/Subject:
____________________________________________
Teacher(s):
_______________________________________________________________
Evaluator Name: ______________________________________________________________
Directions: For any school based
assessment used for class or targeted learning objectives, please complete the
steps below. If a department of teachers is using a common assessment, only one
copy should be turned in per assessment. (Please make sure all teachers using
the assessment are listed above).
1)
Using the IN course standards (https://learningconnection.doe.in.gov/Standards/About.aspx?art=11), identify which standards align to which
questions/tasks on your assessment. Write/type standards next to assessment
questions. Sub-standards or indicators may be summarized (ex. write 6.1 – Medieval, rather
than 6.1.3). Use the Standards
Alignment and Coverage Check Chart to summarize
which questions are aligned to which standards and to ensure that each standard
is covered by an appropriate number of questions. Attach this chart to this form.
2)
Use the Assessment Rigor Analysis
Chart to give examples of assessment questions/tasks that fall under various levels of the Depth
of Knowledge Framework. Note: Not all questions must be categorized, but there
must be sufficient examples given of questions meeting a higher-level of rigor.
Attach this chart to this form.
3) Review the format of the
assessment questions. Check for the following:
· Are
questions/tasks written clearly?
· Are there a
variety of types of questions/tasks?
· Are the
questions/tasks free of bias?
· Are the questions
appropriate for the subject/grade level?
4) If the assessment(s) will need to
be adapted for students with special needs, please specify any changes below:
5) What is the content mastery score
on this assessment? In other words, what score should students receive to indicate
that they have mastered the Indiana
content standards for this course?
Please return this form to your primary evaluator, along with a
copy of the assessment(s) (aligned to standards), Assessment Rigor Analysis
Chart, and any additional supporting materials (rubrics, scoring guides, etc).
Step 1: Standards Alignment and Coverage Check
Grade Level/Subject:
___________________________________________
Teacher(s):
______________________________________________________________
Directions: After aligning assessment to
Indiana Academic and/or Common Core State Standards, use the chart below to
list assessment questions with the corresponding standards to which they are
aligned. Not all grade levels/content areas will have 12 standards total; only
fill in the total number of standards that apply. Teachers with common
assessments need only complete one copy.
Standard Number
|
Standard Description
|
Question Numbers
|
Standard 1
|
|
|
Standard 2
|
|
|
Standard 3
|
|
|
Standard 4
|
|
|
Standard 5
|
|
|
Standard 6
|
|
|
Standard 7
|
|
|
Standard 8
|
|
|
Standard 9
|
|
|
Standard 10
|
|
|
Standard 11
|
|
|
Standard 12
|
|
|
Step 1: Assessment Rigor Analysis – Depth of Knowledge (DOK)
Grade Level/Subject:
_______________________________________Teacher(s): ___________________________
Directions: Use the chart below to categorize
assessment questions. Rigor increases as you go down the chart. While not all
questions need be categorized, there must be sufficient examples of the highest
levels of rigor. Teachers with common assessments need only complete one copy.
Level
|
Learner Action
|
Key Actions
|
Sample Question Stems
|
Question Numbers
|
Level 1:
Recall
|
Requires simple recall of such
information as a fact, definition,
term, or simple procedure
|
List, Tell, Define, Label,
Identify, Name, State,
Write, Locate, Find, Match,
Measure, Repeat
|
How many...?
Label parts of the….
Find the meaning of...?
Which is true or false...?
|
|
Level 2:
Skill/
Concept
|
Involves some mental skills,
concepts, or processing beyond a habitual response; students
must make some decisions about how to approach a problem or activity
|
Estimate, Compare,
Organize, Interpret,
Modify, Predict,
Cause/Effect, Summarize,
Graph, Classify
|
Identify patterns in...
Use context clues to...
Predict what will happen when...
What differences exist between...?
If x occurs, y will….
|
|
Level 3:
Strategic
Thinking
|
Requires reasoning, planning, using evidence, and thinking at a higher
level
|
Critique, Formulate,
Hypothesize, Construct,
Revise, Investigate,
Differentiate, Compare
|
Construct a defense of….
Can you illustrate the concept of…?
Apply the method used to determine...?
What might happen if….?
Use evidence to support….
|
|
Level 4:
Extended
Thinking
|
Requires complex reasoning, planning, developing, and thinking,
most likely over an extended time. Cognitive demands are high, and students
are required to make
connections both within and among subject domains
|
Design, Connect,
Synthesize, Apply, Critique,
Analyze, Create, Prove
|
Design x in order to…..
Develop a proposal to….
Create a model that….
Critique the notion that….
|
|
http://www.wcer.wisc.edu/WAT/index.aspx and UW Teaching Academy http://teachingacademy.wisc.edu/archive/Assistance/course/blooms3.htm
Adapted from: Source:
Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center for Educational Research.
University of Wisconsin-Madison. 2 Feb. 2006.
Step 1: Assessment Approval Checklist for School-based
Assessments
Grade Level/Subject:
____________________________________________
Teacher(s):
_______________________________________________________________
Evaluator Name:
______________________________________________________________
Criterion
|
Considerations
(Check all that apply.)
|
Alignment
and Stretch
|
¨ Items/tasks cover key
subject/grade-level content standards.
¨ Where applicable,
items/tasks cover knowledge and skills that will be of value beyond the
year – either in the next level of the
subject, in other academic disciplines, or in career/life.
¨ Where applicable, there
are low- and high-end stretch items that cover pre-requisite
objectives from prior years and objectives
from the next year/course
¨ Items/tasks that are more
complex weigh more than less complex items
|
Evidence/Feedback
|
Rigor and
Complexity
|
¨ Overall, the items,
tasks, rubrics are appropriately challenging for the grade-level/course
(e.g., at right level of DOK and correct
reading level)
¨ Many items/tasks require
critical thinking and application
¨ Multiple-choice questions
are appropriately rigorous or complex (e.g. multistep)
¨ Key content standards are
assessed at greater depths of understanding and/or complexity
|
Evidence/ Feedback
|
Format
Captures
True
Mastery
|
¨ Items/tasks are written
clearly.
¨ The assessment/tasks are
free from bias; no wording or knowledge that is accessible to only
specific ethnicities, subcultures, or genders
¨ Some standards are
assessed across multiple items/tasks
¨ Item types and length of
the assessment are appropriate for the subject/grade level
¨ Tasks and open-ended
questions have rubrics that (1) articulate what students are expected
to know and do and (2) differentiate between
levels of knowledge/mastery
|
Evidence/ Feedback
|
The content
mastery score represents a rigorous target for student achievement based on the
assessment
I approve of
this assessment/task and any accompanying rubrics without further change.
Please
make changes suggested in feedback above and resubmit the assessment/tasks and
rubrics.
Signature of evaluator:
____________________________________________ Date: _______
Signature of teacher(s): ___________________________________________
Date: _______
Step 2: Identify and Approve Student Starting Points
Grade Level/Subject:
____________________________________________
Teacher(s):
_____________________________________________________
Evaluator Name:
________________________________________________________
Level of Preparedness….
|
Evidence Collected & Cut Scores Used
|
Possible Sources of Evidence
|
High
(students prerequisite
skills or
knowledge are ahead of where they need to be
starting this course)
|
|
- Results from beginning of course
(BOC) diagnostic tests or
performance tasks (e.g., a
department-compiled BOC test;
the first interim assessment)
- Results from prior tests that
assess knowledge and skills that
are pre-requisite to the current
subject/grade.
o Overall scale scores
o Sub-scores
o Performance levels
o Percent correct
- Results can come
from tests of
the same or different subjects,
as long as the test assessed prerequisite
knowledge and skills
|
Medium
(students prerequisite
skills or
knowledge are where they need to
be starting this course)
|
|
Low
(students prerequisite
skills or
knowledge are below where they
should be starting this course)
|
|
Teacher has appropriately assessed students’ starting points.
Signature of evaluator: ________________________________________
Date: ________
Signature of teacher(s): _______________________________________
Date: ___________
Step 3: Set Student Learning Objective (Class)
Teacher(s):
_______________________________________________________________
Grade Level/Subject/Period:
____________________________________________
Pre-work: Step 1
|
1 Approved
Assessment
|
Step Assessment:
|
Approved Mastery Score
|
Score:
|
Pre-work: Step 2
|
Level of Student
Preparedness
|
High –
Medium -
Low -
|
|
Highly Effective
(4)
|
Effective
(3)
|
Improvement
Necessary (2)
|
Ineffective
(1)
|
Class
Objective
Rubric
|
Based on students’ starting
points, the teacher moved an exceptional number of students to
achieve content mastery.
|
Based on students’
starting points, the
teacher moved a
significant number of students to achieve content mastery.
|
Based on students’
starting points, the
teacher moved a less
than significant
number of students
to achieve content mastery.
|
Based on students’
starting points, the
teacher moved few students to achieve content mastery.
|
Class
Objective
Defined
|
|
|
|
|
Use the following directions to write your class learning
objective:
1) Complete the Pre-Work section using information from Step 1 and
Step 2 approved forms
2) Look at numbers of students in the different Levels of
Preparedness. Use the following guidance to determine what # or % of students
at each level will achieve the content mastery score determined in Step 1:
§ A “Highly
Effective” teacher should have all students in the high and medium levels of
preparedness and most of the students in the low level of preparedness achieve
content mastery.
§ An “Effective”
teacher should have all students in the high level, almost all students in the
medium level, and many students in the low level of preparedness achieve
content mastery.
§ An
“Improvement Necessary” teacher should have most students in the high and medium,
and few students in the low level of preparedness achieve content mastery.
§ An
“Ineffective” teacher should have few or no students in the high, medium, and
low level of preparedness achieve content mastery.
3) Draft objective across performance levels (Ex. “Effective”: 80% of students will score an 85/100 or above on
the end of course assessment; “Highly Effective”: 90% of students will score an
85/100 or above, etc)
Step 3: Set Student Learning Objective (Targeted)
Teacher(s): _______________________________________________________________
Grade Level/Subject/Period:
____________________________________________
|
Highly Effective
(4)
|
Effective
(3)
|
Improvement
Necessary (2)
|
Ineffective
(1)
|
Targeted
Objective
Rubric
|
The teacher has surpassed
expectations described in
the Student Learning
Objective and/or
demonstrated an
outstanding impact on
student learning.
|
The teacher has met
the expectation
described in the
Student Learning
Objective and/or has
demonstrated a
considerable impact
on student learning.
|
The teacher has not
fully met the
expectation described
in the Student
Learning Objective,
but has demonstrated
some impact on
student learning.
|
The teacher has not
met the expectation
described in the
Student Learning
Objective and has
demonstrated an
insufficient impact on
student learning.
|
Targeted
Objective
Defined
|
Targeted Population: Students who start the course at the lowest
level of preparedness as identified in Step 2
Targeted IN Content Standards:
Approved Assessment:
Growth and/or Achievement Goal:
|
Use the following directions to write your targeted learning
objective:
1. The targeted learning objective should be directed at students
who start the course at the lowest level of preparedness. These students were
identified in Step 2. If no students are categorized in this level, the teacher
should choose another sub-group of students to target.
2. The objective may cover all content standards, or a specific
subset of content standards. Based on the identified needs of the chosen
student population, specify the content standards you will address with this
objective.
3. Determine the best assessment(s) you have available for the
specified group of students and standards. Make sure the assessment meets the
approval criteria and that an evaluator has signed off on its use.
4. Based on student needs and available assessments, determine
whether this objective should focus on growth, achievement, or both. Like the
class objective, it can be a mastery goal adjusted for students’ starting
points.
5. Draft objective based on what it means to be “effective” in
this context. In other words, what does it meant to have achieved “significant
mastery or progress” with this group of students? (Ex. Identified students will master the specified
course “power” objectives on the end of course assessments)
Step 3: Evaluator Approval of Student Learning Objectives
Teacher(s):
_______________________________________________________________
Evaluator: _____________________________
Class Learning Objective Assessment: ________________________
|
Highly Effective
(4)
|
Effective
(3)
|
Improvement
Necessary (2)
|
Ineffective
(1)
|
Exceptional number of students
achieve content mastery
|
Significant number of students achieve content
mastery
|
Less than significant number of students
achieve content mastery
|
Few students achieve content mastery
|
Class Learning
Objective
|
|
|
|
|
Evaluator Feedback:
Class Learning
Objective Approved
Targeted Learning Objective Assessment: ___________________
|
Highly Effective
(4)
|
Effective
(3)
|
Improvement
Necessary (2)
|
Ineffective
(1)
|
Surpassed goal or otherwise
demonstrated outstanding student
mastery or progress
|
Met goal or otherwise
demonstrated significant
student mastery or
progress
|
Did not fully meet goal,but showed some
student
mastery or progress.
|
Did not meet goal, little to no student
mastery or progress.
|
Targeted
Learning
Objective
|
Targeted Population: Students who start the course at the lowest
level of preparedness as identified in Step 2
Targeted IN Content Standards:
Growth and/or Achievement Goal:
|
Evaluator Feedback:
Targeted Learning
Objective Approved
Signature of evaluator: ___________________________________________
Date: ___________
Signature of teacher(s): __________________________________________
Date: ___________
Step 4: Mid-Course Check-in (Optional)
Teacher:
____________________________________________________________________
Grade Level/Subject/Period:
__________________________________________________
Evaluator: _________________________________________________
Date of mid-course progress check-in: _________________________________________
In preparation for the mid-course progress check-in, please
complete this questionnaire and submit it to your evaluator at least two school-days before the check-in. Your honesty is appreciated and will encourage a productive
conversation about your students’ performance and areas for improvement. You
may attach your responses to this form or write them here directly.
1) How are your students progressing
toward your Student Learning Objectives? How do you know?
2) Which students are
struggling/exceeding expectations? What are you doing to support them?
3) What additional resources do you
need to support you as you work to achieve your Student Learning Objectives?
4) Are there any student attendance
issues substantial enough to affect your Student Learning Objectives?
Please return this form to your primary evaluator, along with any
interim student learning data related to the Student Learning Objectives you
would like to discuss during the check-in at least two school days prior to the
date of the check-in.
Step 5: End-of-Course Review
Teacher:
____________________________________________________________________
Grade Level/Subject/Period:
___________________________________________________
Evaluator: _________________________________________________
Date of end-of-course progress check-in: ______________________________________
In preparation for our end-of-course review, please complete this
form and submit it to your evaluator at
least two school-days before the conference.
Class Objective
|
Highly Effective
(4)
|
Effective
(3)
|
Improvement
Necessary (2)
|
Ineffective
(1)
|
What was
your Class
Learning
Objective?
|
|
|
|
|
Content Mastery Standard
|
Number of Students Who Achieved Mastery
|
Number of Students in
Course
|
Percentage of Students
Who Achieved Mastery
|
|
|
|
|
Based
on the above table and your Class Student Learning Objective, indicate your
appropriate performance level
Ineffective Improvement Necessary Effective Highly Effective
1)
Were there any changes to the number of students in your class or significant
student attendance issues that should be considered when scoring your Class
Objective?
Targeted Objective
Targeted
Learning
Objective
|
What
was your Targeted Objective Learning Objective?
|
Did
your students meet this objective? Met Objective Did Not Meet Objective
1)
Describe the evidence used to determine whether your students either met or did
not meet the Targeted Objective.
2) If
your students did not meet the Targeted Objective, discuss additional evidence
indicating that students may have made some academic progress. If your students
did meet the Targeted Objective, discuss evidence indicating that students may
have made outstanding academic progress. Whenever possible, attach copies of the
evidence discussed to this form.
3)
Were there any changes to the number of students in your class or significant
student attendance issues that should be considered when scoring your Targeted Objective?
