NC FALCON: Module IIINC FALCON: Module IIICollecting & Collecting &

Documenting EvidenceDocumenting Evidence

February 2011February 2011

East Elementary East Elementary

IntroductionIntroduction

Using a variety of methods to Using a variety of methods to determine…determine…where students are in their learning.where students are in their learning.the tools that can be used to document the tools that can be used to document

this evidence.this evidence.

Methods need to Methods need to alignalign with the learning with the learning

targets and criteria for success!targets and criteria for success!

Formative Formative Assessment Assessment

ModelModel

http://center.ncsu.edu/falcon/mod/resource/view.php?id=267

Where Am I Where Am I Now?Now?Teachers and Students….Teachers and Students….

Collect Evidence of LearningCollect Evidence of Learning to to determine where students are in determine where students are in relation to the intended learning relation to the intended learning outcomes.outcomes.

Document Evidence of LearningDocument Evidence of Learning to record learning as it happens and to record learning as it happens and to communicate this progress to to communicate this progress to their students and parents.their students and parents.

Inside/Outside of the BoxInside/Outside of the Box

We need to start thinking a little We need to start thinking a little “outside the box” when it comes to “outside the box” when it comes to types of assessment. types of assessment. Brainstorm with your table group ways Brainstorm with your table group ways

that you assess student learning other that you assess student learning other than the traditional “test/quiz” way.than the traditional “test/quiz” way.

Write each way on a separate index Write each way on a separate index card with a little description of how it is card with a little description of how it is done.done.

DON’T put them in the box just yet!!DON’T put them in the box just yet!!

What happened What happened to the wordto the word “TEST” “TEST” ??

Collecting EvidenceCollecting Evidence

Use Use multiple waysmultiple ways to allow students to allow students to show what they have learnedto show what they have learned

Important that teachers Important that teachers use multiple use multiple methodsmethods that allow them to know that allow them to know where each student is in reaching where each student is in reaching the learning targetthe learning target

Provides the opportunity for teachers Provides the opportunity for teachers to to differentiate instructiondifferentiate instruction and move and move students towards their learning students towards their learning target.target.

Let’s take a look back….Let’s take a look back….

Understand the use of non-standard units in measurement of length, mass, and capacity.

Demonstrate appropriate use of non-standard units in measuring length.

I can explain length using words or pictures.

I can measure the length of an object using items from the

classroom (markers, paperclips, etc).

I can tell how using different items to measure the length of the

same object is the same or different.

I will be able to identify the longest side of an object.

I will explain that length is the longest side of an object

or draw a picture that shows the longest side of an object.

Clear Learning Target

Criteria for Success

What is a possible

strategy for collecting evidence

(that aligns)?

Possible Strategies for Collecting Evidence of Learning:

Use Exit Tickets, have students draw Use Exit Tickets, have students draw pictures illustrating the concept of length or pictures illustrating the concept of length or

write sentences that explain length.write sentences that explain length.

Your Turn:Your Turn:At your table:At your table:

Work together to think of a way of Work together to think of a way of collecting evidence for the following:collecting evidence for the following:

Learning Target: Learning Target: I can measure length of an object using I can measure length of an object using

items from the classroom.items from the classroom.Criteria for Success:Criteria for Success:

I will line up the item from end-to end.I will line up the item from end-to end.I will use the same item to measure from I will use the same item to measure from

end-to-end.end-to-end.I will not have any gaps or overlaps. I will not have any gaps or overlaps.

Documenting EvidenceDocumenting Evidence

Should reflect the learning Should reflect the learning adequately and adequately and appropriately appropriately

Provide enough information to make Provide enough information to make sound decision that sound decision that inform instructioninform instruction and and improve student learningimprove student learning . .

Examples:Examples: * Mental Notes* Mental Notes * Symbolic indicators on seating charts or rosters* Symbolic indicators on seating charts or rosters * Audio/Video recordings* Audio/Video recordings * “My progress” forms* “My progress” forms * Conference notes, etc.* Conference notes, etc.

Table TalkTable Talk

Look at the 2Look at the 2ndnd grade example grade example

Use your same assigned learning targetUse your same assigned learning target

What are some examples of possible ways What are some examples of possible ways to document evidence for the learning to document evidence for the learning targets?targets?

Share outShare out

Let’s take a lookLet’s take a look

NC Falcon 2NC Falcon 2ndnd grade example grade example with all 4 columnswith all 4 columns

Gallery WalkGallery Walk

Six charts have been placed around Six charts have been placed around the room with learning targets from the room with learning targets from each grade level.each grade level.

In groups, rotate to each poster and In groups, rotate to each poster and add ways that these teams could add ways that these teams could collect and document evidence.collect and document evidence.

ReflectionReflection

Exit Slip- Muddiest pointExit Slip- Muddiest point

Plus / DeltaPlus / Delta