formative assessment and the digital library · 04/11/2015 · definition of formative assessment...
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CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction
Formative Assessment
and the Smarter Balanced Digital Library
2015–16 CAASPP Institutes
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TOM TORLAKSON State Superintendent of Public Instruction
Learning Goals
Participants understand: • The formative assessment process. • The role of all teachers and for all
students, including students with disabilities (SWDs) and English learners (ELs), in formative assessment practices within a comprehensive instructional and assessment system.
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TOM TORLAKSON State Superintendent of Public Instruction
Learning Goals (cont.)
Participants understand: • How the Smarter Balanced Digital
Library supports formative assessment practices during instruction for all students, including SWDs and ELs.
• Basic navigation and use of the Smarter Balanced Digital Library.
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TOM TORLAKSON State Superintendent of Public Instruction
Success Criteria
Participants can: • Define formative assessment and
identify attributes of the formative assessment process.
• Use the Digital Library as a resource for instruction, professional learning, and collaboration.
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TOM TORLAKSON State Superintendent of Public Instruction
Success Criteria (cont.)
Participants can: • Use specific examples to encourage
use of the Smarter Balanced Digital Library by teachers as part of a comprehensive instructional and assessment system to improve teaching and learning for all students, including SWDs and ELs.
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TOM TORLAKSON State Superintendent of Public Instruction
Assessment Cycles by Purpose
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Adapted from Herman and Heritage (2007) The ELA/ELD Framework was adopted by the California State Board of Education on July 9, 2014. The ELA/ELD Framework has not been edited for publication. © 2014 by the California Department of Education.
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TOM TORLAKSON State Superintendent of Public Instruction
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TOM TORLAKSON State Superintendent of Public Instruction
Formative Assessment Practices
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TOM TORLAKSON State Superintendent of Public Instruction
The Power of Formative Assessment Practice
“Attention to the use of assessment to inform instruction, particularly at the classroom level, in many cases effectively doubled the speed of student learning.” --Paul Black & Dylan Wiliam,1998
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TOM TORLAKSON State Superintendent of Public Instruction
Activity: What is Formative Assessment?
• Individually read the three definitions of formative assessment.
• Highlight key words and phrases in each definition.
• With a partner, identify similarities between and among the statements.
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TOM TORLAKSON State Superintendent of Public Instruction
Definition of Formative Assessment
Formative assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and
learning strategies to improve students’ attainment of curricular
learning targets/goals.
11 Citation: http://www.smarterbalanced.org/wordpress/wp-content/uploads/2015/05/Formative-Assessment-Process.pdf
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TOM TORLAKSON State Superintendent of Public Instruction
Activity: Curriculum Framework
• Read (Choose one) – Excerpt from the ELA/ELD
Framework – Excerpt from the Mathematics
Framework • Use “The Three Levels of Text
Protocol” to process the information within your teams.
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TOM TORLAKSON State Superintendent of Public Instruction
Four Attributes of the Formative Assessment
Process
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Clarify intended learning
Elicit evidence
Interpret evidence
Act on evidence
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TOM TORLAKSON State Superintendent of Public Instruction
Clarify Intended Learning
• Learning goals – Statements begin with, “I understand.” – Big Ideas or concepts.
• Success criteria – Statements begin with, “I can.” – Evidence of progression toward goals.
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TOM TORLAKSON State Superintendent of Public Instruction
Let’s Observe It: Clarify Intended Learning
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TOM TORLAKSON State Superintendent of Public Instruction
Elicit Evidence
• The evidence provides information about student progress toward the learning goals as defined by the success criteria.
• Evidence elicited from multiple sources may be used to interpret student progress.
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TOM TORLAKSON State Superintendent of Public Instruction
Let’s Observe It: Elicit Evidence
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TOM TORLAKSON State Superintendent of Public Instruction
Interpret Evidence
• Analyze student understanding in relation to the learning goals
• Provide actionable feedback
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TOM TORLAKSON State Superintendent of Public Instruction
Let’s Observe It: Interpret Evidence
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TOM TORLAKSON State Superintendent of Public Instruction
Act on Evidence
• Use actionable feedback • Determine next steps to move
learning forward • Consider:
– Student readiness – Interests – Learning preferences
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TOM TORLAKSON State Superintendent of Public Instruction
Let’s Observe It: Act on Evidence
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TOM TORLAKSON State Superintendent of Public Instruction
Four Attributes of the Formative Assessment Process:
Geometric Reflection
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What sits square with you? What’s rolling around in your head? What are 1-3 points you want to remember?
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TOM TORLAKSON State Superintendent of Public Instruction
Reflect and Connect
• Read: – Formative Assessment Snapshot
• With a partner: – How might this information support the
use of the formative assessment process in your school?
– How might the formative assessment process inform scaffolding for ELs and SWDs? 23
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TOM TORLAKSON State Superintendent of Public Instruction
Accessibility Supports
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TOM TORLAKSON State Superintendent of Public Instruction
25 Based on regulations that will be presented to the State Board of Education in November 2015.
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TOM TORLAKSON State Superintendent of Public Instruction
Purpose and Importance of Assessment Accessibility
Equal opportunity for all students to demonstrate learning:
– During instruction – On classroom assessments – On Smarter Balanced assessments
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TOM TORLAKSON State Superintendent of Public Instruction
Guidelines for Use
General guidelines for use of all accessibility features:
– Student is familiar with the support(s).
– Supports are the same or similar to those used for instruction and classroom assessment.
– Student has multiple opportunities to practice in test environment.
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TOM TORLAKSON State Superintendent of Public Instruction
Effective Student Use of Accessibility Supports
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TOM TORLAKSON State Superintendent of Public Instruction
Smarter Balanced Resources and Practices Comparison Crosswalk
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This document can be found on the Smarter Balanced Assessment Consortium Web site at http://www.smarterbalanced.org/wordpress/wp-content/uploads/2014/03/Smarter-Balanced-Resources-and-Practices-Comparison-Crosswalk1.pdf
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TOM TORLAKSON State Superintendent of Public Instruction
Activity: Application to the Formative Process
• Review the resources and comparison document.
• Discuss with your table group how the pedagogical practices and descriptions provided can be applied to classroom formative assessment practices.
• Select one specific example generated from your discussion to share with the whole group.
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TOM TORLAKSON State Superintendent of Public Instruction
Morning Break 10 minutes
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TOM TORLAKSON State Superintendent of Public Instruction
Smarter Balanced Digital Library
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TOM TORLAKSON State Superintendent of Public Instruction
Smarter Balanced Digital Library
• Online collection of more than 2,600 resources to help educators implement the formative assessment process to improve teaching and learning
• Free to all K–12 public educators in California
• Aligned with the Common Core State Standards
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TOM TORLAKSON State Superintendent of Public Instruction
Smarter Balanced Digital Library (cont.)
• Designed for teachers in all grades and all subject areas. – Includes information on assessment
literacy and other formative assessment practices that can be used in all grade levels and subject areas.
• Incorporates educator collaboration features.
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TOM TORLAKSON State Superintendent of Public Instruction
The Digital Library Is Not:
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TOM TORLAKSON State Superintendent of Public Instruction
Digital Library Resources Submitted by Educators
• Instructional Resources • Professional Learning Resources • Combined Instructional and
Professional Learning Resources • Playlists (Under Construction!)
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TOM TORLAKSON State Superintendent of Public Instruction
Quality Criteria for Digital Library Resources
• Instructional Resources – Align with Common Core State
Standards – Demonstrate high-quality instruction
• Professional Learning Resources – Reflect principles of effective
professional learning
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TOM TORLAKSON State Superintendent of Public Instruction
Quality Criteria for Digital Library Resources (cont.)
• Both Types of Resources – Address learner differences – Are engaging and user-friendly – Incorporate formative assessment
practices – Integrate media/technology
effectively
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TOM TORLAKSON State Superintendent of Public Instruction
Resource Development, Submission, and Review Process
• Resources contributed by educators for educators.
• Vetted by educators from Smarter Balanced member states using quality criteria. – State Network of Educators – State Leadership Teams
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TOM TORLAKSON State Superintendent of Public Instruction
Digital Library Resources Commissioned
by Smarter Balanced • Assessment Modules • ELA Exemplar Instructional
Modules • Mathematics Exemplar
Instructional Modules • Score Report Modules
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TOM TORLAKSON State Superintendent of Public Instruction
Navigating the Smarter Balanced
Digital Library
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TOM TORLAKSON State Superintendent of Public Instruction
Digital Library Features
• Filter • Search • Favorites • Share • Review • Collaborate
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TOM TORLAKSON State Superintendent of Public Instruction
Accessing the Digital Library
43
To access the Digital Library, go to http://www.caaspp.org and select the green button labeled “Smarter Balanced Digital Library.”
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TOM TORLAKSON State Superintendent of Public Instruction
Digital Library Log-in Screen
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First time users will receive a system-generated temporary password from [email protected], with the option to choose a personal password after the initial log-in.
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TOM TORLAKSON State Superintendent of Public Instruction
Smarter Balanced Digital Library Home Page
45 To access the Smarter Balanced Digital Library, go to https://www.smarterbalancedlibrary.org/
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TOM TORLAKSON State Superintendent of Public Instruction
Sample Instructional Resources
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Citation: https://www.smarterbalancedlibrary.org/content/reading-closely-wolf-you-feed
Citation: https://www.smarterbalancedlibrary.org/content/milk-intensity-problema-question-ratio
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TOM TORLAKSON State Superintendent of Public Instruction
Let’s Observe It: Exemplar Instructional
Modules
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TOM TORLAKSON State Superintendent of Public Instruction
Sample Professional Learning Resource
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How could you use a resource like this in your district or school ? Citation: https://www.smarterbalancedlibrary.org/content/mathematics-primary-school-teachers-fractions
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TOM TORLAKSON State Superintendent of Public Instruction
The Digital Library: Geometric Reflection
49
What sits square with you? What’s rolling around in your head? What are 1-3 points you want to remember?
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TOM TORLAKSON State Superintendent of Public Instruction
Digital Library Spotlight Webinar and Forum Series
• Hosted by Smarter Balanced and presented by Digital Library resource authors
• Each series highlights resources related to a particular topic
• Ongoing and upcoming series include:
– Illustrative Mathematics September 15, 2015–December 11, 2015
– Supporting Students with Disabilities September 30, 2015–January 29, 2016
• Further details available on CDE Digital Library Web page 50
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TOM TORLAKSON State Superintendent of Public Instruction
Resources for Promoting Use of the Digital Library
The following resources are available on the CDE Digital Library Web Page at http://www.cde.ca.gov/ta/tg/sa/diglib.asp.
• Videos – Introducing the Smarter Balanced Digital Library – Quality Criteria for the Digital Library – Exploring the Smarter Balanced Digital Library
• Documents – The Formative Assessment Process (PDF) – Digital Library Fact Sheet (PDF) – Digital Library Design and Sample Resources (PDF) – Coming soon! DL Introduction for Teachers (PPT)
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TOM TORLAKSON State Superintendent of Public Instruction
Additional Digital Library Resources
• Video: Clarifying Intended Learning – https://www.smarterbalancedlibrary.org/conte
nt/clarifying-intended-learning-formative-assessment-processgrades-6-8
• Interpreting Evidence Resource – https://www.smarterbalancedlibrary.org/conte
nt/interpreting-evidence-formative-assessment-process-grades-6-8
52 Access requires Digital Library log in credentials.
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TOM TORLAKSON State Superintendent of Public Instruction
Additional Digital Library Resources (cont.)
• Acting On Evidence Resource – https://www.smarterbalancedlibrary.org/con
tent/acting-evidence-formative-assessment-process-grades-3%E2%80%935
• Problem/Question Ratio Resource – https://www.smarterbalancedlibrary.org/co
ntent/milk-intensity-problema-question-ratio
53 Access requires Digital Library log in credentials.
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TOM TORLAKSON State Superintendent of Public Instruction
Additional Digital Library Resources (cont.)
• Positioning Integers Resource – https://www.smarterbalancedlibrary.org/con
tent/positioning-integers-number-line
• Grappling with New Concepts Resource – https://www.smarterbalancedlibrary.org/con
tent/grappling-new-concepts-common-core-math-workshop
54 Access requires Digital Library log in credentials.
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TOM TORLAKSON State Superintendent of Public Instruction
Additional Digital Library Resources (cont.)
• Analyzing Texts Resource – https://www.smarterbalancedlibrary.org/co
ntent/analyzing-texts-through-descriptive-outlining
• Making Evidence-based Claims Resource – https://www.smarterbalancedlibrary.org/con
tent/making-evidence-based-claims-unit-steve-jobs
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TOM TORLAKSON State Superintendent of Public Instruction
Additional Resources • CA ELA/ELD Framework (see Ch. 8:
Assessment) – http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrks
beadopted.asp • CA Mathematics Framework
– http://www.cde.ca.gov/ci/ma/cf/draft2mathfwchapters.asp.
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TOM TORLAKSON State Superintendent of Public Instruction
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Reflection, Planning, and Sharing
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TOM TORLAKSON State Superintendent of Public Instruction
System Readiness Rubric
As a team, identify where your district/school falls in terms of readiness to implement formative assessment practices and the Smarter Balanced Digital Library.
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TOM TORLAKSON State Superintendent of Public Instruction
Formative Assessment Planning Template
Use the planning template to think about and record ideas about using the formative assessment process:
– Strengths/Readiness/Resources – Considerations – Possible Plans and Action Steps
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TOM TORLAKSON State Superintendent of Public Instruction
Sharing
By table group, be prepared to briefly share a potential key action step.
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TOM TORLAKSON State Superintendent of Public Instruction
Activity (cont.)
• Go to www.socrative.com to access the quiz.
• Rating scale: 4 = Strong and able to lead others 3 = Ok, but not fully confident 2 = Definite gaps in knowledge/skill 1 = Weak in this area
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TOM TORLAKSON State Superintendent of Public Instruction
Job Alike Geometric Reflection
• Site or District Administration/Leadership
• ELA • Mathematics • Assessment or Accountability • English Language Development/English
Learners • Special Education
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TOM TORLAKSON State Superintendent of Public Instruction
Job Alike Geometric Reflection
(cont.) What sits square with you? What’s rolling around in your head? What are 1-3 points you want to remember?
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TOM TORLAKSON State Superintendent of Public Instruction
Lunch
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