coastal plains resa

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

Coastal Plains RESA 2013-142

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


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


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, …?


Teacher Keys Effectiveness System

Leader Keys Effectiveness System


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.


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.


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.


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 2013-1414M5, p. 10.

Why do we want students to take ownership of their learning?

Preparing Students for Peer Feedback


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


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


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


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


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



Tracking Learning


Review Downloads H-M. Identify a Learning Target from unit one in reading and math. Create a student tracking document.

St. Paul School Assessment for Learning


Robert self-assesses and sets goal.

http://www.aac.ab.ca/product/refocus-looking-at-assessment-for-learning/


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.


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.


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


Integrating Formative Instructional Practices Culminating Task


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.


Students Who AreCollege

and Career Ready

FIP in Classrooms


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

https://www.teachingchannel.org/videos/daily-lesson-assessment

https://www.teachingchannel.org/videos/daily-lesson-assessment

https://www.youtube.com/watch?v=TM-3PFfIfvI

https://www.youtube.com/watch?v=TM-3PFfIfvI

https://www.youtube.com/watch?v=J8DQugVxHv0

https://www.youtube.com/watch?v=J8DQugVxHv0

Reflection and Goal Setting


Review the FIP learning targets.Determine your next steps.Set three (3) specific formative instructional practices goals for 2014-15.

Resources at GaDOE


http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GeorgiaFIP.aspx

User’s Guide

How to Access





Resources at CPRESA


cpresa.org [email protected]

mailto:[email protected]

mailto:[email protected]


Resources at FIP Portal

Resources


Chappuis, Jan. Seven Strategies for Assessment for Learning.Stiggins, Rick. Classroom Assessment for Student Learning.

Research Base


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.

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