formative assessment and the digital library · 04/11/2015  · definition of formative assessment...

CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction

Formative Assessment

and the Smarter Balanced Digital Library

2015–16 CAASPP Institutes

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.

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

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

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?

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

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.

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

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

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To access the Digital Library, go to http://www.caaspp.org and select the green button labeled “Smarter Balanced Digital Library.”

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 smarter-donotreply@opentestsystem.org, with the option to choose a personal password after the initial log-in.

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/

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

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

TOM TORLAKSON State Superintendent of Public Instruction

The Digital Library: 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?

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

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.

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.

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.

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

55 Access requires Digital Library log in credentials.

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

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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