Day 1
01 Welcome 02 Intro to CSP 03 Break 04 Course & Exam 05 Previously on... 06 Model Lesson #1: U1L2 07 Lunch 08 Model Lesson #2: U1L3 09 Break 10 Binary Number Systems 11 Plugged and Unplugged Lessons 12 Understanding the Lesson 13 Wrap-up
Day 2
14 The Teacher's Role 15 Role in Assessment 16 Break 17 Implementation Plan 18 TLO #1: U1L7 19 Previously on... 20 Lunch 21 TLO #2: U1L9 22 Break 23 TLO #3: U1L10 24 Unit 1 - Connections 25 Assessment 26 Wrap Up
Day 3
27 Ourselves & Our Position 28 Break 29 Previously, On… Unit 2 30 TLO #4: U2L2 31 TLO #5: U2L3 32 Lunch 33 Addressing Unconscious Bias 34 Break 35 TLO #6: U2L4 36 Unit 2 Connections 37 Identity and Bias 38 Wrap-up
Day 4
39 Recruiting & Retaining Students 40 Break 41 Previously, On...Unit 3 42 TLO #7: U3L2 43 Previously, on… U3L3 - 4 44 Lunch 45 TLO #8: U3L6 46 Break 47 Previously on… U3L7 48 Model Lesson #3: U3L8 49 Unit 3 Connections 50 Belonging and Differentiation 51 Wrap Up
Day 5
52 Mapping Equity 53 Values and Assessment 54 Break 55 Assessment Approach 56 Code.org Platform 57 Lunch 58 AP Scavenger Hunt 59 Planning Your Year 60 Closing Ceremonies

Session 53: Connecting Values and Assessment in CSP

45 minutes

discussion-based

Purpose

Participants reflect on their own values for the course and consider how this translates to creating an assessment approach that reflects these values.

Objectives

  • Participants have reflected on their own values for the course.
  • Participants have identified how those values could be used to form an assessment approach for the course.

Supplies & Prep

Room Setup:

  • Normal Breakout Room Set Up

Facilitator Supplies:

Participant Materials:

Agenda

Assessment and Values (40 minutes)

Describing the Assessment Resources Available (5 minutes)

Facilitation Guide

Assessment and Values (40 minutes)

(5 minutes) Setting the scene

Remarks

While we strive to keep equity at the center of our work, we know that there are logistical needs to running any class that we also want to give you time to address. For this, we are going to begin with the end in mind, by focusing on summative assessment. We saw parts of the assessments available in the curriculum in Units 1, 2 and 3. During this time, we want to give you time to intentionally plan your approach to summative assessment so you don’t have the “I need to grade something to put it in the gradebook” moment in the fall.

Review definitions of summative and formative assessment:

  • The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.
  • The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

Note: For some participants, the only “true” summative assessment is the semester final and that is okay. We are always gaining information about our students, but for our purposes here we are going to be thinking of other smaller summative assessments you may use at the end of a unit.

(35 minutes) Connecting Values and Assessment

Remarks

(2 minutes) When we think about assessment strategy, we can think about it as an opportunity for us to express our values about learning in the classroom. When you give students an assessment, you are communicating a value to them. For example:

  • Some teachers like to make sure every assessment they do prepares students for the AP test (thus sending the message that the AP test is an important thing about this class)
  • Other teachers may focus on group project based assessments where students get a group grade for the task (thus sending the message that collaboration is important and valued).
  • Some teachers value continuous improvement and offer lots of re-dos while others value accountability and responsibility and might only offer one assessment opportunity.

And a lot of this depends on what your school or district policies are! There is no one right way to summatively assess students.

Discussion Goal

We would expect to hear values such as “respect” or “putting forth best effort” in this discussion. Equity may influence what each of those values might look like. For example, “respect” can look like “tolerance” or it can look like “inclusion” of others. It is also important to recognize that the participants’ values might not be aligned to student values. For example, a participant might value students scoring high on the AP exam, but a student who is not interested in AP scores might not share that same value.

(10 minutes) Reflection

Let’s start with some reflection. To help organize our thoughts turn to the Assessment Approach Organizer on page 39 in your Curriculum Guide as a place to write your thoughts to these questions. Answer the question in Part A of the organizer:

  • What are the things you value (or want to value) in your classroom?
  • What role does equity play in influencing those values?

Think: 2 minutes
Pair: 2 minutes
Share: 6 minutes

Facilitator Tip

We expect participants to talk with one another during the 10 minutes of “documenting ideas”.

(23 minutes) Assessment Approach Organizer

(3 minutes) Now that we have our values, turn to Part B in your Assessment Approach Organizer. You have ten minutes to start to document what an assessment approach would look like to match those values, and ten minutes to share.

  • What would an assessment approach look like to match those values?

Facilitator Tip

Stress that the goal is NOT for the room to come to a single agreed upon strategy or approach. This can and should be different for each participant because their values and school/district policies are different. We just want to share ideas - NOT judge others’ ideas.

Ten minutes to document ideas, ten minutes to share-out

  • What types of summative assessments would you use? Projects? multiple choice tests? Free response questions?
    • What would the role of collaboration be?
  • What would formative assessment look like in that classroom?
  • How would students prepare for summative assessments?
  • Would there be opportunities for students to re-learn and/or improve their understanding?

Describing the Assessment Resources Available (5 minutes)

(5 minutes) Resources Available

Remarks

We are not here to tell you how to assess your students. But we do want to make it clear what assessment opportunities are available to you through the curriculum and from the College Board.

List different assessment opportunities

In the curriculum:

  • One project per unit (except unit 6)
  • One multiple choice assessment
  • Checks for understanding at the end of each lesson (intended to be formative)

From the College Board:

  • Practice multiple choice tests - found on the AP Teacher Dashboard
  • Topics Questions (strictly for formative assessment, see note) - found in AP Classroom and connected to the curriculum.
  • Have participants turn to page 45 in the Curriculum Guide to see how these Topic Questions are addressed in the Curriculum

Note: The College Board is clear on this. From the CED: “Because the AP Topics Questions are formative, the results of these assessments cannot be used to evaluate teacher effectiveness or assign letter grades to students, and any such misuses are grounds for losing school authorization to offer AP courses.”

Next, we are going to take this theoretical conversation we have been having and bring it to our own classrooms as we make an “Assessment Approach” for Units 1-3.