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Also something to consider with building common  assessments is spiraling AKS strands, i.e,  "Blast from the Past" questions, especially in content areas that have End of Course Tests. (Milestones)

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Also something to consider with building common  assessments is spiraling AKS strands, i.e,  "Blast from the Past" questions, especially in content areas that have End of Course Tests. (Milestones)

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Callahan

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Start with the assessment first.

Properly align the question with the standard

Use AP level questions and modify for lower level classes/question banks

Work on DOK level of questions

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Teachers need to be mindful that cold reads need to focus on the AKS and that the emotion needs to be taken out.
We need to continue moving away from level one questions and ask for more eyes to look at the tests before giving them out.

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How can the revision questions help use create and revise common formative assessments aligned to our summative assessments?

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Creation of new assessments (formative and summative, with greater DOK)

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Creation of new assessments (formative and summative, with greater DOK)

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We have had a lot of DOK training, but what we have learned is that there is no one-size fits all model for creating DOK questions that are 2 and higher.  I think we will need (especially for science and the new AKS) more DOK training.  Science  will have to create new formative and summative assessments with greater DOK for next year. We need time to plan now for formative/summative assessments.

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We have had a lot of DOK training, but what we have learned is that there is no one-size fits all model for creating DOK questions that are 2 and higher.  I think we will need (especially for science and the new AKS) more DOK training.  Science  will have to create new formative and summative assessments with greater DOK for next year. We need time to plan now for formative/summative assessments.

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Mintz/Daniel

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After creating a comprehensive list of problems that were revealed in the meeting, our plan in language arts is to have more informed conversations about our tests, definitely including more extensive vetting before they are administered.

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We must use the questions for creation and revision with fidelity. As instructional leaders we should try to model this work in our meetings to ensure that all team leads are comfortable in the process.

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In creating common assessments, we realized that we try too hard to make the standard fit the test that was already created.  We found it important that each question should correctly assess the standard and then guide instruction for the unit.

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Ensure curriculum groups are using the 6 questions to guide assessment creation/editing

Start each unit by looking at the assessment and plan from there

Develop common formative assessments for each unit; bring results and student samples to curriculum meetings

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I agree with Kim.
Allowing more time in curriculum meetings to revamp tests.

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Now what?  As instructional leaders, what is on your mind related to this work?