spaulding 5 11-25 presentation stofanak

Model of PracticeModel of PracticeFrench I : Tout pour la French I : Tout pour la

RentreeRentreeMay 11 & 25, 2011May 11 & 25, 2011

Erica StofanakErica Stofanak

Competency/Standards Based Learning Environment

Unit Design - Stage 1Unit Design - Stage 1

Stage 1 - Guiding Stage 1 - Guiding QuestionsQuestions

1.1.What will students understand (about What will students understand (about what big ideas) as a result of the unit? what big ideas) as a result of the unit? “Students will understand that “Students will understand that…… [competency/learning goal][competency/learning goal]

2.2.What arguable, recurring, and What arguable, recurring, and thought-provoking questions will guide thought-provoking questions will guide inquiry and point toward the big ideas inquiry and point toward the big ideas of the unit? of the unit? [Essential Question][Essential Question]

Stage 1 (cont’d)Stage 1 (cont’d)

3.3. What are the performance indicators What are the performance indicators at the course level that should be at the course level that should be incorporated into the unit design? incorporated into the unit design?

(i.e. What should students know (i.e. What should students know and be able to do?)and be able to do?)

Stage 2: AssessmentStage 2: Assessment

Assessment Assessment PlanPlan

•Summative Summative assessment represent assessment represent application of content application of content and skills: relearn and and skills: relearn and redo to meet mastery redo to meet mastery [Engaging Scenarios, [Engaging Scenarios, Project-Based, Problem Project-Based, Problem Based Learning]Based Learning]•FormativeFormativeLearning along the Learning along the way-assessment of the way-assessment of the building blocks: building blocks: relearn and redo to relearn and redo to mastermaster

Summative Summative AssessmentAssessment

For summative assessment to be valid it must be For summative assessment to be valid it must be aligned to competencies and performance indicators. aligned to competencies and performance indicators. The measure of proficiency should be determined The measure of proficiency should be determined through use of rubrics for the performance indicators.through use of rubrics for the performance indicators.

For an assessment to be authentic, it must be relevant For an assessment to be authentic, it must be relevant to the student’s interests, engaging through creation of to the student’s interests, engaging through creation of products of learning where the student has the products of learning where the student has the opportunity to use his/her voice/choice. opportunity to use his/her voice/choice.

Summative assessments should be designed to Webb’s Summative assessments should be designed to Webb’s Depth of Knowledge at Levels 3 and/or 4. These Depth of Knowledge at Levels 3 and/or 4. These summative assessments are only valid if students have summative assessments are only valid if students have had learning tasks at Levels 3 and 4 leading up to the had learning tasks at Levels 3 and 4 leading up to the summative assessment.summative assessment.

Formative AssessmentFormative Assessment

Formative assessment INFORMS both the teacher Formative assessment INFORMS both the teacher and student relative to the building of content and and student relative to the building of content and skill on a day to day basis. Student progress can be skill on a day to day basis. Student progress can be tracked informally through the use of checklists of tracked informally through the use of checklists of skills and content associated with a competency. skills and content associated with a competency. This informs the teacher’s response to the learning This informs the teacher’s response to the learning needs of the students on a day to day basis and needs of the students on a day to day basis and GUIDES INSTRUCTION. GUIDES INSTRUCTION.

Students should be able to see their progress Students should be able to see their progress leading to mastery along the way. leading to mastery along the way.

Formative tasks and assessments should be used Formative tasks and assessments should be used flexibly to develop skills and content mastery. flexibly to develop skills and content mastery. Students who have demonstrated skill and content Students who have demonstrated skill and content mastery may not be required to do additional mastery may not be required to do additional formative tasks. Students who have demonstrated formative tasks. Students who have demonstrated competency on these tasks are then presented with competency on these tasks are then presented with more complex activities.more complex activities.

Formative assessment is informing teachers Formative assessment is informing teachers and students of progress. Not all formative and students of progress. Not all formative assessments require a grade in Infinite assessments require a grade in Infinite Campus. Campus.

Students should be provided with Students should be provided with opportunities to self-assess their learning opportunities to self-assess their learning progress. When student learning is progress. When student learning is supported through effective formative supported through effective formative assessment, relearning opportunities assessment, relearning opportunities naturally occur as part of this process.naturally occur as part of this process.

Students receive timely, frequent, and Students receive timely, frequent, and descriptive feedback based on daily descriptive feedback based on daily learning.learning.

Stage 3: InstructionStage 3: Instruction Elements of Differentiation Elements of Differentiation

Every Unit should have:Every Unit should have: Opportunities to learn in Opportunities to learn in

whole class, group, and whole class, group, and independentlyindependently

Flexible grouping using Flexible grouping using readiness, student interest, readiness, student interest, and student learning and student learning profiles throughout unitprofiles throughout unit

Respects entry point into Respects entry point into the learning by using pre-the learning by using pre-assessment informationassessment information

Student choice and voice Student choice and voice guide learning and guide learning and engagementengagement

Stage 4: GradingStage 4: Grading

1.Rubrics for Performance Indicators (PI) are designed to A,B,C,NYC.

2.Project based learning is guided by rubrics. 3.Grades are recorded by competency and

weighted either formative or summative. 4.Grading Philosophy statement should guide

all grading practices. SPAULDING HIGH SCHOOL\International Language Dept\CBA\Spaulding High School Grading Philosophy Draft2.doc

1.Rubrics for Performance Indicators (PI) are designed to A,B,C,NYC.

2.Project based learning is guided by rubrics. 3.Grades are recorded by competency and

weighted either formative or summative. 4.Grading Philosophy statement should guide

all grading practices. SPAULDING HIGH SCHOOL\International Language Dept\CBA\Spaulding High School Grading Philosophy Draft2.doc

What we have What we have already…already…

• Defined Competencies & Performance Indicators• Course Materials

• Teacher Resources• Test Generators• Personal library of materials & experience• Colleagues• Online resources• Textbooks

Where we should be Where we should be heading…heading…

• Develop or modify Formative and Summative Tests, Projects, & Performance Assessments

• Teaching Strategies • Collaboration is key!

• Student Self-Assessment

Where we should be Where we should be heading…heading…

Re-learning Requirements, Procedures & Plans

Designing Re-Assessments

Model of Practice

STEP 1 : Define competencies, performance indicators, & topics

Model of Practice

French I : Course SyllabusSPAULDING HIGH SCHOOL\FRENCH\Francais I\Syllabus_FrenchI_10-11.doc

International International LanguageLanguage

Communication is the basis of standards for all levels of modern and

classical languages. Every level, enriched with cultural awareness, will

stress the development of oral and written communication as well as

listening and reading comprehension.

Competencies

C1 - Oral Communication: On a regular basis students are expected to apply knowledge of grammar, recycle vocabulary, and employ current material in order to express themselves.

C1PI1. Students will respond orally on a variety of topics.

Competencies

C2 – Written Communication: On a regular basis students are expected to apply knowledge of grammar and mechanics, recycle vocabulary, and employ current material in order to express themselves.

C2PI1. Students will create compositions according to their level to communicate feelings, ideas, emotions and opinions.

Competencies

C3- Listening Comprehension: Students will comprehend oral communication of the target language.

C3PI1. Students will comprehend and recognize phrases, passages, and essential vocabulary and respond appropriately.

Competencies

C4 - Reading Comprehension: Students will comprehend reading passages in familiar context.

C4PI1. Students will comprehend written passages from a variety of sources according to their level and respond appropriately.

Competencies

C5 – Comprehension of the Workings of Grammar: Students will comprehend the underlying grammatical rules and workings of the target language.

C5PI1. Students will master identified verb conjugations and tenses.

C5PI2. Students will comprehend identified grammatical structures.

Unit Planning Templates

Define the Topics of the Course FR1 Unit Plan 5 9 2011.doc

Model of Practice

STEP 2 : Design assessments first – always keep the end in mind, clearly define the target to students.

By the end of the unit you will be able to …

Model of Practice

STEP 3 : Instruction – check in with students along the way (formative assessment)Pause as needed – re-teaching

may come into play Differentiation

WHEN DO YOU ASSESS?

Traditionally, teachers have assessed students at the end of an instructional unit or sequence.

However, when assessment and However, when assessment and instruction are interwoven, both instruction are interwoven, both the students and the teacher the students and the teacher benefit. benefit.

ASSESSMENT PROCESS

Summative Assessment

(Assessment OF Learning)

Pre – Assessment

Formative Assessment

(Assessment FOR Learning)

PRE-ASSESSMENT

The purpose of pre-assessment is to determine what students know about a topic before it is taught.

Pre-assessment will help the teacher determine flexible grouping patterns and should be used regularly.

Pre-Assessment Strategies

Checklist Pre-test KWL Charts Graphic Organizers Pre-test Student Discussions Student Demonstrations

Student Products Student Work Samples Show of hands/EPR (Every

Pupil Response) Standardized Test Data Teacher Observation Writing Prompts Writing Samples

FORMATIVE ASSESSMENT

Assessments FOR learning happens while learning Assessments FOR learning happens while learning is still underway.is still underway.

These are assessments that: are conducted throughout teaching and learning to

diagnose student needs plan the next steps in instruction provide students with feedback they can use to

improve the quality of their work help students see and feel how they are in control

of their journey to success


This Type of Assessment is NOT about

accountability…

it is about GETTING GETTING BETTERBETTER!!!!


SevenSeven StrategiesStrategies

Where am I going?

1. Provide a clear and understandable vision of the learning target

What Can Be Assessed?

Knowledge Mastery

Performance Skills

ReasoningProficiency

Ability to Create Products

ACHIEVEMENT TARGETSACHIEVEMENT TARGETS



Where am I going?

1. Provide a clear and understandable vision of the learning target

2. Use examples and models of strong and weak work



Where am I now?

3. Offer regular descriptive feedback.

4. Teach students to self-assess and set goals.


SPAULDING HIGH SCHOOL\International Language Dept\CBA\Department Rubrics\Oral Rubric.doc

SPAULDING HIGH SCHOOL\International Language Dept\CBA\Department Rubrics\Writing Rubric.doc

SPAULDING HIGH SCHOOL\International Language Dept\CBA\Department Rubrics\Grammar Rubrics_Drafts.doc



How can I close the gap??

5. Design lessons to focus on one aspect of quality at a time.

6. Teach students focused revision.

7. Engage students in self-reflection, and let them keep track of and share their learning.


Moving Beyond CompetencySPAULDING HIGH SCHOOL\FRENCH\Francais I\3. Tout pour la Rentree\Out of Competency Activity.doc

Formative Assessment Strategies

Conference Cooperative Learning

Activities Demonstrations Exit Card Graphic Organizers “I Learned” Statements Interviews Journal Entry KWLs

Learning Logs Oral Attitude Surveys Oral Presentations Peer Evaluations Problem Solving Activities Products Questioning Quiz Response Groups Self-Evaluations

Model of Practice

STEP 4 : Summative Assessment – may be used during and/or at the end of a lesson/unit

SPAULDING HIGH SCHOOL\International Language Dept\CBA\DOK_Chart.pdf

SUMMATIVE ASSESSMENT

This type of assessment is a

successful end end productproduct and/or the fulfilling of the

pre-stated objective.

SUMMATIVE ASSESSMENT

A summative assessment/evaluation is designed to: provide information make judgments about student achievement at the

end of a sequence of instruction, (e.g., final drafts/attempts, tests, exam, assignments, projects, performances)

It is a means to determine a student’s mastery and It is a means to determine a student’s mastery and understanding of information, skills, concepts, or processes.understanding of information, skills, concepts, or processes.

Summative Assessment Strategies

Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review

The Assessment–Instruction Process

Summative Assessment

“making sure”

Pre – Assessment

“finding out”

Formative Assessment “checking

in” “feedback” “student involvement”

What types of Assessment Methods Can

Be Used?

SelectedResponse

Performance Assessments

Extended WrittenResponse

PersonalCommunication

ASSESSMENT METHODSASSESSMENT METHODS


Be Used?

SelectedResponse


Students select

the correct/best

response from

a list provided

Multiple choice, true/false, matching,short answer, fill-in questions


Be Used?

Extended WrittenResponse


Students construct a written answer in response to a question or task

Compare …… Analyze…… Interpret….Solve a problem and explain work… Describe in detail…


Be Used?

Performance Assessments


Assessment is based on observing a performance/product

and making a judgment

Performances: *playing an instrument, *carrying out steps in

an experiment*speaking in a foreign language

*working productivelyin a group

Products:*term paper*lab report*work of art


Be Used?

PersonalCommunication


Determine what a student has learned through

personal interaction with them*Responding to journals/logs

*Asking questions during instruction

*Interviewing students in conferences

*Giving examinationsorally

Matching Assessment Targets and Methods

Knowledge Mastery

ReasoningProficiency

Skills

Ability toCreate Products

TargetsTargets Selected Response

Extended Written

Response

PerformanceAssessment

Personal Communication

Match the assessments at your table with the target and

method

Classroom Assessments

Some teachers Some teachers talk about: talk about:

LEARNINGLEARNING GRADESGRADES

Can these co-exist peacefully? Should one receive emphasis over the other?

VERSUS

SOME FINAL THOUGHTS

Formative Assessment:Formative Assessment:

Refers to what happens on a daily basis in the classroom

Provides teachers with information about specific next instructional steps for students:

Assessment Drives Instruction.Assessment Drives Instruction.

Students know where they are at instructionally and where they need to go

On-going assessment provides continual feedback that helps students progress over time

Model of Practice

STEP 4 : Summative Assessment(no surprises)

Test Assessment Chart Activity Allen.doc

Model of Practice

STEP 5 : Include re-learning procedures for students who choose to take advantage of this opportunity

SPAULDING HIGH SCHOOL\International Language Dept\CBA\Re-assessment contract.doc

SPAULDING HIGH SCHOOL\International Language Dept\CBA\Re-assessment letter.doc

Model of Practice

STEP 6 : Record Keeping & Infinite Campus

Infinite CampusInfinite Campus

Department Heads will be asked for the following for each course (due before we leave for break)

1. A list of all Course Competencies2. The weight to be used for each Competency

(if one is weighted heavier than another)3. The weight to be used for Formative and Summative

Assessment All weights need to be consistent for the COURSE and may not

vary from instructor to instructor.•Plan to review the competencies and weights annually to update. Currently, we are not planning to update the weights midyear.•Remember there are no quarters – grades will be rolling and reported out on a biweekly basis.•Final exams no longer exist – they become cumulative, summative assignments.

What’s new for you in IC? What’s new for you in IC? (cont’d) (cont’d)

• We will be recording our grades by Competency Each competency will be broken down into two scoring groups:

• Formative (not to exceed 25%)• Summative (not to be less than 75%)

• Assignment Creation:• Determine if the assignment is formative or summative • Teachers will have the option to select which competencies apply to an

assignment by easily checking off a box.• Entering Grades:

• We have a new option to enter grades by Assignment

Assignment - Project #1

Student Name

Competency 1

Competency 2

Competency 3

Fred A C NYC

Ethel B C A

spaulding 5 11-25 presentation stofanak

Education

students interests

learning tasks

learning progress

effective formative

regular basis students

formative assessments

student selfassessment

student learning profiles