Bev PerraultDonna Hunziker

DQ 1: COMMUNICATING LEARNING GOALS AND FEEDBACK

Please sit 4 to a table. Create & label foldable and begin bell work. (See instructions at your

table.)

Bell WorkIndividually:1. Using 3 sheets of paper, create and

label a Flip Book Foldable. See Example at table.

2. In your foldable, use a graphic organizer of your choice to compare and contrast the characteristics of a “Checking for Understanding Scale” & an “Academic Scale.”

Collaboratively:3. Describe how you use Checking for

Understanding Scales in your classroom.

4. Describe how you use Academic Scales in your classroom.

GROUP NORMS

Are respectful of other’s opinions and listen with an open mind; limit the use of electronics for checking emails to breaks; focus on instructional model and not evaluation process

Collaborate in group workTake responsibility for engaging in learning and continuous growth It’s Okay to have Fun! Suffering is

Optional.

Participants will be able to describe how to communicate learning goals and provide specific feedback so that students understand their level on the scale and are motivated to enhance their status. LEARNING GOAL

SEMINOLE COUNTY PUBLIC SCHOOLS

Instructional Excellence & EquityAccessing the Power Point and other

support materials from the Instructional Model and Instruction website

From the DEPARTMENTS Tab, Choose: Instructional Model & EvaluationM

enu

Tabs

RESEARCHON AVERAGE, THE PRACTICE OF HAVING STUDENTS TRACK THEIR OWN PROGRESS WAS ASSOCIATED WITH A 32 PERCENTILE POINT GAIN IN THEIR ACHIEVEMENT.WWW.MARZANORESEARCH.COM/RESEARCH/STRATEGY20_TRACKINGPROGRESS.ASPX

1. Providing Clear Learning Goals & Scales

The teacher provides a clearly stated learning goal accompanied by scale or rubric that describes levels of performance relative to the learning goal.Teacher Evidence

Teacher has a learning goal posted so that all students can see it The learning goal is a clear statement of knowledge or information as opposed

to an activity or assignment Teacher makes reference to the learning goal throughout the lesson Teacher has a scale or rubric that relates to the learning goal posted so that

all students can see it Teacher makes reference to the scale or rubric throughout the lesson

Student Evidence When asked, students can explain the learning goal for the lesson When asked, students can explain how their current activities relate to the

learning goal When asked, students can explain the meaning of the levels of performance

articulated in the scale or rubric

1

•Providing Clear Learning Goals & Scales

Teacher

• Teacher provides clearly stated learning goal accompanied by a scale that describes levels of performance relative to the learning goal.

Student

• Students understand the learning goal and the levels of performance on the scale.

Instructional Excellence & Equity

SEMINOLE COUNTY PUBLIC SCHOOLS

Academic Scale vs. Check for

Understanding Can you tell the difference?

Check for Understanding Scales Non Specific Communicates student

self-assessment of • daily objective• current activity• instructions

Academic Scales Specific to Learning Goal Identifies levels of

progressive complexity towards mastery of the learning goal.• Score 2.0 – Simple Content• Score 3.0 – Complex Content

of Learning Goal• Score 4.0 – More Complex

Content

Instructional Excellence & Equity

SEMINOLE COUNTY PUBLIC SCHOOLS

Acad

emic

Sca

le Check for

Understanding

2

Check forUnderstanding

Academic Scale

2

Scales and the Use of Feedback (Center IF/Then)

If•goals provide clear targets for learning

Then•feedback facilitates the process of reaching those targets.

2. Tracking Student ProgressThe teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment.Teacher Evidence

Teacher helps student track their individual progress on the learning goal

Teacher uses formal and informal means to assign scores to students on the scale or rubric depicting student status on the learning goal

Teacher charts the progress of the entire class on the learning goal

Student Evidence When asked, students can describe their status relative to the

learning goal using the scale or rubric Students systematically update their status on the learning

goal

2. Tracking Student Progress Rating Scale

+ Highly

Effective +

Highly Effective

Effective Developing

/Needs Improvemen

t

Unsatisfactory

Adapts and creates new strategies for unique student needs and situations in order for the desired effect to be evident in all students.

Facilitates tracking of student progress using a formative approach to assessment and monitors for evidence of the extent to which the majority of students understand their level of performance.

Facilitates tracking of student progress using a formative approach to assessment, but the majority of students are not monitored for the desired effect of the strategy.

Uses strategy incorrectly or with parts missing.

Strategy was called for but not exhibited.

Facilitates tracking of student progress USING a FORMATIVE APPROACH TO ASSESSMENT and students understand their level of performance.

Facilitates tracking of student progress USING A FORMATIVE APPROACH TO ASSESSMENT,

desired effect

•Tracking Student Progress

Teacher

• Teacher facilitates tracking of student progress using a FORMATIVE approach to assessment.

Student •Students understand their level of performance on the scale.

2

Assessment Card SortSort cards by assessment category.

5 Minutes

17

Assessment for Learning

Assessment of Learning

Teachers, students and parents are the primary users

Teachers, principals, supervisors, program planners, and policy makers are the primary users

During learning After learning

Used to provide information on what and how to improve

achievement

Used to certify student competence

Used by teachers to identify and respond to student needs

Used to rank and sort students

Purpose: improve learning Purpose: document achievement of standards

Primary motivator: belief that success is achievable

Primary motivator: threat of punishment, promise of reward

Continuous PeriodicExamples: peer assessment, using rubrics with students,

descriptive feedback

Examples: final exams, placement tests, state assessments, unit

tests

“The Best Value in Formative Assessment”

As you read the article, code and annotate the text as follows:

  Confirms what you thought Contradicts what you thought  Raises a question

Strikes you as very important  ! Is new, interesting, or surprising Connects to your life, the world, or other things you’ve read

After reading the article, you will discuss and respond to questions.

20 Minutes

“The Best Value in Formative Assessment”

After reading the article, discuss responses using textual evidence. (Write responses in foldable.)

1. Compare summative and formative assessments.

2. Describe characteristics of effective feedback.

3. Differentiate summative feedback from feedback in the formative assessment process.

4. Educators often claim that allowing students to correct test items or retake a test does not hold the student responsible for being prepared. Using evidence from the text, how would the authors counter this assertion?

20 Minutes

#FormativeAssessmentSummarize what you’ve learned about formative assessment in 140 characters or less.

TWITTER POSTEXIT SLIP (POST-IT NOTE)

Want a Break?

ASSESSMENT FOR LEARNINGIf formative assessment is about more frequent, assessment FOR learning is about continuous. If formative assessment is about providing teachers with evidence, assessment FOR learning is about informing the students themselves. If formative assessment tells users who is and who is not meeting state standards, assessment FOR learning tells them what progress each student is making toward meeting each standard while the learning is happening—when there’s still time to be helpful. Rick Stiggins (2005)

Provide Clear

Learning Goals/Scale

sUse

Examples of Strong &

Weak Work

Elicit Evidence of Student Learning

(discussion, activity, products, formative assessment tools)

Teach Students to Self Assess

Using Evidence,

Track Progress, & Set Goals

Provide Regular

Descriptive Feedback

that Moves Students Forward

Create a Classroom

Climate that Promotes

Collaboration & Peer Feedback

Engage Students in Reflective

Practice and Focused Revision

Formative Assessment Process

Where Am I Going?(Learning Goals & Scale)

Where Am I Now?

(Scale & Tracking Progress)

How Do I

Get There?

(Scales & Tr

acking Progress)

SEMINOLE COUNTY PUBLIC SCHOOLS

Instructional Excellence and Equity

Strategies

TrafficLight

Card Sort

Brainstorm

Round RobinReporting

Predictions

Performance Assessment

Highlight /Green LightCorrections

Self Assessment

Peer Assessment

ThinkPair

Share

Concept Map

ReflectionSurvey

AssessmentProbe

DrawingCompletion

Tracking My Progress.

MarzanoResearch.com

Elementary Tracking

Examples from our Classrooms

0 is the “Starting Line.”Evidence is required to move up

the scale.

Students electronically move their status once they have

evidence of learning.

Elementary Tracking

Examples from our Classrooms

Elementary Tracking

Examples from our Classrooms

3rd Grade

Students keep track of progress directly on the scale using evidence

identified from three assessments. In addition current status is tracked as a class on the board. (Both photos are from the same class and show the same scale.)

Notice Bar is colored in to

indicate current status.

Secondary TrackingExamples from our Classrooms

Students track progress on a

tracking sheet in their journal.

Evidence is included for each

tracking point. (The summative

assessment includes questions at

all levels on the scale.)

7th Grade

Secondary TrackingExamples from our Classrooms

Students track progress directly on the scale with star stickers, notating the date a level is

achieved. Students record evidence in their reflection journals.

Secondary TrackingExamples from our Classrooms

Students keep track of progress

directly on the scale using evidence

identified on a specific assessment.

Concepts and skills mastered are

checked off for the identified

assessment(s).

PreTest – 1.5

√√√√

√ √√√

√

Quiz – 2.5

√√√

√√√

√√√√√√√

√√

√

3. Celebrating Student Success The teacher provides students with recognition of their current status and their knowledge gain relative to the learning goal.Teacher Evidence

Teacher acknowledges students who have achieved a certain score on the scale or rubric

Teacher acknowledges students who have made gains in their knowledge and skill relative to the learning goal

Teacher acknowledges and celebrates the final status and progress of the entire class

Teacher uses a variety of ways to celebrate success Show of hands Certification of success Parent notification Round of applause

Student Evidence Student show signs of pride regarding their accomplishments in the

class When asked, students say they want to continue to make progress

• Celebrating Student Success

Teacher

• Teacher provides students with recognition of their current status and their knowledge gain relative to the learning goal.

Student

• Students are motivated to enhance their status on the scale.

Round Table – All Write Brainstorm

How do you celebrate student success?

2 Minutes

1. The 1st participant shares an example of celebrating student success. All participants write the example in foldable.

2. Do NOT talk about or evaluate the shared examples. The idea is to list as many ideas as possible.

3. Rotate clockwise and repeat until time is called.4. You may pass until your next turn if you need

more time to think of another example.After Brainstorming time is called, discuss the examples and choose three that you will try in your classroom. 3

Minutes

Verbal Feedback Note what a student did well on a

task Take care not to attribute student

success to “fixed” characteristics such as talent

Include statements about effort when giving feedback: hard work, focused, well prepared, thinking skills, etc.

Acknowledging Progress Celebrate gains on the scale from

initial to final scoresFinal Status Celebration Celebrate students’ final status on

the scale Recognize students who received

mastery of 3.0 and above

STRATEGIES FOR CELEBRAING STUDENT SUCCESS

4 Minutes 3-2-1 Reflection

(On the BACK of your foldable)

3. Write three new things you’ve learned. 2. Write two questions you have.

1. Which strategy will you implement in your classroom in the next week?

Prov

idin

g Cl

ear

LG &

Sc

ale

• TEACHER : . provides

clearly stated LG

accompanied by a scale

that describes levels of

performance relative to

the learning goal.

•STUDENTS: . understand the learning goal and the

levels of performance on the scale.

Trac

king

Stu

dent

Pr

ogre

ss

• TEACHER : . facilitates tracking of

student progress using a

FORMATIVE approach to assessment.

• STUDENTS:

. understand

their level of performance on the scale.

Cele

brat

ing

Stud

ent

Succ

ess

•TEACHER : provides students

with recognition

of their current

status and their

knowledge gain relative

to the learning

goal.

•STUDENTS: . are

motivated to enhance their status

on the scale.

2

&&&

DQ1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?

SEMINOLE COUNTY PUBLIC SCHOOLS

InstructionalExcellence and Equity

• Sign-In Sheet and Blank Sign-In Sheet• Bell work Directions - Slide #2 (1 per table in page protector)• Foldable Example (1 per table in page protector)• Colored Paper for Foldable (3 sheets per participant) & Crayola Markers• Protocol for Indicator 2: Handout • Number cards (Set of #1 and #2 per participant)• Post-it Notes• Crayola Markers• T-Chart for Formative and Summative (Sorting)• Cards for Formative and Summative Sorting Activity• Article: “The Best Value in Formative Assessment” (1 per

participant)• Article Questions - Slide #20 (1 per table)• Text-Coding Bookmark (1 per participant)• Participant Take-Away Handout (Formative Assessment Process and DQ1

Teacher and Student Expectations)• Learning Log

PD Materials List