Coastal Plains RESA
Assessment Literacy: Formative Instructional Practices
March 27, April 23, April 30, May 7Session One: Modules 1 & 2
Session Two: Module 3Session Three: Module 4
Session Four: Module 5
Norms
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Be on time.Place cell phones on silent.Actively listen and participate.Limit sidebar conversations (take notes to discuss later).Assume good will and positive intent.Observe the work time limit.Use electronic devices for group work only.End on time.Clean your work area.Laugh often. Celebrate success!
Student Ownership of LearningAgenda
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Establish NormsSet Learning TargetsWhat does the research say about student ownership of
learning?How do we prepare students to give feedback, self-
assess, and set goals? (Activity 2, Activity 3, Create Chart)
How do we help students track their learning?Readings from Educational LeadershipIntegrating Formative Instructional Practices (FIP) in Unit
One for 2014-15Reflect
Leading Formative Instructional Practices Learning Targets
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Know how to ensure learning targets are clear to teachers and students. Know how to collect and document accurate formative evidence of learning. Know how to analyze evidence and provide effective feedback.
Know how to prepare students to give each other effective feedback.
Know how to prepare students to self-assess with a focus on learning targets.
Know how to prepare students to create specific and challenging goals.
Know how to prepare students to track, reflect on, and share their learning with others.Review each target. Underline, circle, and/or make notes to set your personal learning targets.
How do Formative Instructional Practices connect to Leader
Keys, Teacher Keys, CCRPI, …?
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Teacher Keys Effectiveness System
Leader Keys Effectiveness System
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Performance Standard 5: Assessment Strategies
The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.
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Performance Standard 6: Assessment Uses
The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents.
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Performance Standard 4: Differentiated Instruction
The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.
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Performance Standard 8: Academically Challenging EnvironmentThe teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.
Accurate Assessment
Effectively Used
Why Assess?What’s the purpose?
Who will use the results?
Assess What?What are the learning targets?
Are they clear?Are they good?
Assess How?What method?Written well?
Sampled how?Avoid bias how?
Communicate How?How manage information?
How report?
Students are users, too.
Be sure students
understand targets, too.
Students track progress and communicate, too.
Students can participate in the process, too.
Why do we want students to take ownership of their learning?
Coastal Plains RESA 2013-1411 M5, p. 9.
Coastal Plains RESA 2013-1412 M5, p. 9.
Coastal Plains RESA 2013-1413 M5, p. 9.
Coastal Plains RESA 2013-1414M5, p. 10.
Why do we want students to take ownership of their learning?
Preparing Students for Peer Feedback
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Activity 2, p. 5.With a partner, examine the following
rubric used by a teacher to help his students prepare to engage in peer feedback. How would you “fix” Getting Started for Clear Learning Targets and Getting There for Focus of Feedback so they are descriptive like the others? (If you work with primary students, you may choose to convert some of the language.)
Preparing Students to Set Specific and Challenging Goals
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Activity 3, p. 6-7.With a partner, examine the following
goals set by students of various ages. You decide:
Did the student set a specific and challenging goal or not?
What feedback would you provide the students who did not set specific and challenging goals to help get them on track?
Anchor Papers/Exemplars
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http://www.ode.state.or.us/search/page/?id=531
To help students, teachers, administrators, and parents learn what the expectations are for writers at grade 8, the site makes available sample or "anchor" papers that show varying levels of performance in each of the modes. These papers may be used for teacher training, informational documents, scoring practice with students, other audiences, or for other uses.
Sarah explains exemplars.Coastal Plains RESA 2013-1418
St. Paul School Assessment for Learning
Exemplars/Anchor Papers
Coastal Plains RESA 2013-1419Low, Medium, Medium High http://www.ode.state.or.us/search/page/?id=531
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http://mdk12.org/instruction/clg/public_release/geometry/2003_232_geo12.html
How Do We Prepare What Students to Give Feedback, Self-assess, and
Set Goals
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How do we prepare students to…
Give Feedback (Peer Assess)
Self-assess Set Goals
1. Create a chart.2. Include at least 5 bulleted items for each column.3. Limit each bulleted item to 9 words.4. Use the participant handouts, downloads, the modules, other
handouts, and other available resources for gathering the information.
5. Cite the source for each bulleted item.
Track, Reflect On, and Share Learning
Coastal Plains RESA 2013-1422M5, p. 45.
Coastal Plains RESA 2013-1423M5, p. 47.
Tracking Learning
Coastal Plains RESA 2013-1424M5, p. 48.
Coastal Plains RESA 2013-1425M5, p. 50.
Review Downloads H-M. Identify a Learning Target from unit one in reading and math. Create a student tracking document.
Coastal Plains RESA 2013-1426M5, p. 62.
St. Paul School Assessment for Learning
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Robert self-assesses and sets goal.
http://www.aac.ab.ca/product/refocus-looking-at-assessment-for-learning/
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Videos available on DVD that accompanies Refocus: Looking at Assessment FOR Learning
Know how to ensure learning targets are clear to teachers and students.
Know how to analyze evidence and provide effective feedback.
Know how to prepare students to give each other effective feedback, to self-assess with a focus on learning targets, to set goals, and to track, reflect on, and share their learning with others.
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Moss, Connie M. Knowing Your Learning Target (p. 1-3 ivory handout)Answer these questions as you read. Be prepared to share whole
group citing evidence from the article.Describe a lesson with shared learning targets connected throughout.How do learning targets impact student ownership of learning?
Know how to ensure learning targets are clear to teachers and students.
Know how to analyze evidence and provide effective feedback.
Know how to prepare students to give each other effective feedback, to self-assess with a focus on learning targets, to set goals, and to track, reflect on, and share their learning with others.
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Tomlinson, Carol Ann. The Bridge Between Today’s Lesson and Tomorrow’s (p. 4-8 ivory handout)Individually read the entire article.Reread and summarize the assigned section in one
sentence.Write the sentence on the erasable whiteboard and share
whole group.
Review the FIP Learning Targets
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Integrating Formative Instructional Practices Culminating Task
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Identify or create the Learning Targets for unit one.Determine the LT type for each.List the LTs in a progression of learning.Create an graphic organizer that identifies the student
work (practice) that leads to mastery of the LT.Identify/create assessment prompts for each LT, and
identify which assessment method is used for each.Create a document for students to track their learning
for a LT or for the unit.Create a checklist or rubric for one piece of student
work aligned to a LT(s) of this unit.
Accurate Assessment
Effectively Used
Why Assess?What’s the purpose?
Who will use the results?
Assess What?What are the learning targets?
Are they clear?Are they good?
Assess How?What method?Written well?
Sampled how?Avoid bias how?
Communicate How?How manage information?
How report?
Students are users, too.
Be sure students
understand targets, too.
Students track progress and communicate, too.
Students can participate in the process, too.
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Students Who AreCollege
and Career Ready
FIP in Classrooms
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https://www.teachingchannel.org/videos/daily-lesson-assessment (Stoplight method)
https://www.youtube.com/watch?v=TM-3PFfIfvI (Do overs Wormeli)
https://www.youtube.com/watch?v=J8DQugVxHv0 (Reteach and enrich)
From your reflectionTo implement formative assessment effectively, we need… TimeClear ExpectationsCollaboration Modeling
Reflection and Goal Setting
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Review the FIP learning targets.Determine your next steps.Set three (3) specific formative instructional practices goals for 2014-15.
Resources at GaDOE
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http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GeorgiaFIP.aspx
User’s Guide
How to Access
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Resources at FIP Portal
Resources
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Chappuis, Jan. Seven Strategies for Assessment for Learning.Stiggins, Rick. Classroom Assessment for Student Learning.
Research Base
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Chappuis, Jan. Seven Strategies for Assessment for Learning.Chappuis, Jan. How Am I Doing?DuFour, Richard. Leaders of Learning.Marzano, Robert. School Leadership That Works.Moss, Connie M. Knowing Your Learning Target.Schmoker, Mike. Results Now.Stiggins, Rick. Classroom Assessment for Student Learning.Tomlinson, Carol Ann. Assessment and Student Success in a
Differentiated Classroom.Tomlinson, Carol Ann. The Bridge Between Today’s Lesson
and Tomorrow’s.
Coastal Plains RESA
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