Formative Assessment

Institute

Barb Rowenhorst

Janet Hensley

Jo Hartmann

Marilyn Hofer

Pam Lange

PTSB Credit Sign-in Sheet

No SS# Required

FAI NormsHonor Private Think Time

• Allow time for individual reflection in order to be concise with our comments

• Allow for a variety of think time

Own Responsibility• Be punctual -- start on time, end on time• Maintain focus -- Minimize sidebar

conversation

Share Air Time• Share information• Respect the signal to refocus

TIE – Who Are We?

FAI Wiki Page - updated

Parking Lot

Thank you for utilizing the Parking Lot

Allows us to “Formatively Assess” our audience and make necessary changes quickly

TransitionBarb

Welcome Back

•“Re-wind”– Assessment Overview– Establishing Norms– Professional Learning Communities– Assessment Terminology

•“Un-wind”– Artifacts from last night

Transition – Day Two

Synectics (Greek) means:

• Bringing together and diverse elements.

• Metaphorical problem solving process that promotes creative thinking.

Transition – Day Two

(Artifact) is like formative assessment because . . . .

• Create a synectic phrase for the artifact.

• Create a graphic representation to represent the synectic phrase.

10 minutes

Transition – Day Two

A beach ball is like formative assessment because… it keeps you focused on student learning rather than bouncing around with your instruction.

Transition – Day Two

(Artifact) is like formative assessment because . . . .

• Create a synectic phrase for the artifact.

• Create a graphic representation to represent the synectic phrase.

10 minutes

Synectic Gallery Wall

• Hang your posters on the wall in the outside hallway.

• Read at your leisure during breaks and lunch.

Marzano’s Framework of Educational Strategies

Factors Influencing Student Achievement Research Based Instructional Strategies

Schools

Guaranteed &Viable Curriculum

Challenging Goals & Effective Feedback

Parent & Community Involvement

Safe & Orderly Environment

Collegiality & Professionalism

Teacher

Instructional Strategies

Classroom Management

Classroom Curriculum Design

Home Environment

Learned Intelligence/Background Knowledge

Motivation

Student

Identifying Similarities & Differences

Summarizing & Note Taking

Reinforcing Effort and Providing Recognition

Homework & Practice

Nonlinguistic Representations

Cooperative Learning

Setting Objectives & Providing Feedback

Generating & Testing Hypotheses

Cues, Questions, & Advanced Organizers

Emily’s StoryJanet

Assessment for Learning• Story of Emily

• Scenario

• Review briefly the two writing samples (p. 7 and 8 in your book)

• Video clip of interview with Emily (also on your DVD).

Assessment for Learning

The story of Emily really brought home to me that if assessment is going to be a tool for learning, students need to:– know where they are going– know where they are now– know how to close the gap.

Assessment for Learning

In groups of two or three, complete Emily’s Story handout

You will have 10 minutes to complete

this activity.

Assessment for Learning

Focusing on your district, discuss the last two items on your handout.

You will have 10 minutes to complete

this activity.

Assessment MatrixPam

Thinking About Assessment

80 percent of assessments given in classrooms are geared toward low-level thinking.

Decisions about assessment happen about every three to four minutes.

What do assessments tell us?

How are we using assessments to guide instruction?

What Are You Assessing?

• As a team, complete the Assessment Matrix

• List all assessments: Summative and Formative

What Are You Assessing?

20 Minutes

How Are Results Being Used?

• As a group, prioritize what assessment you would like to use as the focus for your first discussion.

– Complete the Action Planning Template

– If time allows, repeat process

You will have 25 minutes to complete

this activity.

ReflectionPam

Reflect on Your Learning

• Matchbook definition

• Key terms

PTSB Credit Sign-in Sheet

Unpacking StandardsPam

Jo and Janet

Take time to discuss what your Body Of Evidence is based on and how your district determines which items to include.

What discussions will you take back to your school?

5 minutes

Unpacking Standards• First and foremost, the student

has to be the center of everything in education.

• Students need to know the performance standards – CLEARLY!

• Students need to know what curriculum we are using to address each standard.

• Education needs a CONNECTION between standard, lesson and assessment PLUS the connection to real life.

• Assessment must be based on the benchmark.

•We teach what we value, and we test what we teach.

• Students need to understand what the assessment will be like in terms of content, skills and format.

• It’s hard to hit a target you can’t

SEE.

• We must show kids what we want them to know prior to any instruction.

• Instruction is based on the curriculum.

• “Curriculum” does NOT mean “the textbook”.

•Assessments provide information for whom?

•Where do the results go?

• The person most frequently omitted when we share assessment information is

WHOM?

–The Student !!!

• In order for improvement to occur, students need to understand– why they are being assessed

and – what the results of the

assessment mean.

• Students need to understand that they are in school for a reason.

• We must connect lessons and assessments to the real world.

• Assessment is not a number in a grade book; an AYP score printed in the paper; or the determiner for Valedictorian.

• Assessment is for INFORMATION and FEEDBACK.

How else do kids know WHAT THEY DON’T KNOW?

• Students need to compare the right answers to their answers and see where they went wrong.

• Assessments should not simply say “Right” or “Wrong” .

Assessments shouldn’t tell kids, “You’re dumb today. You were

dumb yesterday. And you’ll probably be dumb tomorrow. But thanks for coming back.”

• The most important point is that assessments are NOT for scores.

• ASSESSMENTS ARE TO HELP STUDENTS.

We need to decide what

the benchmark looks like in

terms of student work,

not just printed in a manual for

teachers.

• We need to ask fewer questions that are better … not like the North Platte River – a mile wide and an inch deep, but like a segment of the oceanic Marianas Trench – 50 yards wide and 2 MILES deep.

What do we REALLY want to know?

• What’s actually at stake for students?

• Based on assessments, each will decide whether or not he or she is smart or not.

• What’s actually at stake for teachers?

• Assessment drives instruction. The information sets out the map, the road before us.

• No two teachers are alike.

• Each may teach multiple approaches to information and skills.

• HOWEVER, we all need to TEST the way PAWS does or test to fit the needs of the Body of Evidence.

• Think of how we teach Drivers’ Education.

• We have: 1. Instruction - drivers’ manual 2. Practice - learning to drive 3. Assessment - drivers’ test

We know what a driver’s test means – so let’s look at some standards and benchmarks to see if we know what they mean.

Standards

• WDE – Wyoming Department of Education

website

• – Standardshttp://www.k12.wy.us/SAA/standards.asp

First, let’s look at this 6th grade standard. What does it mean?

• 6th grade Wyoming Reading Standard

“Students use the reading process to demonstrate understanding of literary and informational texts.”

Teaching the Standard

…or not!

6th grade Wyoming Reading Standard

“Students use the reading process to demonstrate understanding of literary and informational texts.”

Grade 7, Content Standard 1 - Reading

“Students use the reading process to demonstrate understanding of literary and informational texts.”

Then we look at benchmark II

“Students read and interpret a variety of literary genres.”

That defines it more -- let’s continue to (A)

“Students explain connections between setting, plot, theme, and characterization.”

(A)

“Students explain connections between setting, plot, theme, and characterization.”

•Define essential verbs (red)

•Define essential terms (blue)

•As you work through all of the standards, you need to have common definition s of verbs and terms -- sometimes agreement is difficult!

“Students explain connections between setting, plot, theme, and characterization.”

•Verbs:

•Explain – clarify in writing and/or speaking

•Between - between

•Terms

•Connections – links in writing and/or speaking

•Setting - when and where the event takes place based on context clues

•Plot – how the story is put together

•Theme – the author’s message

•Characterization – descriptions, speech, thoughts and actions of the characters.

Handout

Next, you write the benchmark as the “teacher” would say it, then as the “student” would actually say it.

If we’re looking at formative assessment, all parties have to agree on what the student needs to learn, especially the student.

Teacher Speak: Students are able to explain (clarify in writing and/or speaking) connections (links) between setting (when and where the story takes place), plot (exposition, rising action, climax, falling action, and conflict resolution), theme (the author’s message), and characterization (descriptions, speech, thoughts and actions of the characters).

Teacher Speak: Students are able to clarify links between setting, plot, theme, and characterization.

Student speak:I can clarify in writing and/or speaking, links between:

• when and where the story takes place, • how the story is put together• the author’s message• how characters look, talk, think, and act.

In teams of 2 or 3 at your table:1.Select a benchmark:

1. Reading (3, 8, 11)2. Math (3, 8, 11)

2.Identify the verb(s) in the benchmark. (Tip: Use a highlighter (red/pink)Handout: Key Verbs Handout

3. Identify the noun(s) that need defining in the benchmark.

(Tip: Use a highlighter (blue) to mark terms that need clarifying.) 8 minutes

Unpacking Standards into Student-Friendly Language

• Define verbs

• Define terms

• Write teacher speak

• Write student speak

You have 35 minutes to complete this activity.

Unpacking Standards cont.

Unpacking Considerations

As districts/schools begin the unpacking process, you may wish to consider the following:

• grade level consensus• K-12 alignment• curricular impact• resource allocations• assessment implications

Table DiscussionShare unpacked version with larger

group at your table.• If it’s done in your district, you

would share with other grade levels and look at alignment.

• Complete Unpacking Benchmarks – Discussion guide

• Discuss how the benchmarks and definitions relate to your district’s Body of Evidence.

10 minutes

• You can start a new unit.• You can search units

– By your district,– By your state– Worldwide

• Let’s take a 6th grade geometry benchmark:– “Students communicate the reasoning used in

identifying geometric relationships in problem-solving situations appropriate to grade level.”

Viewing lessons from around the world serves as a springboard for your lessons to help each student that you work with.

• After selecting a unit to work from (or creating your own from scratch), you can:

• Use TechPaths to align to Wyoming standards

• http://fre1.wy.techpaths.com/

A new feature is a benefit in adding assessments

What Makes a Great School?

• Collaborative leadership

• Personalization

• A rigorous, relevant curriculum

Reflection

Reflect on Your Learning

• What new things have you learned about assessment so far?

• When a colleague asks you “Where have you been?” or “What have you been doing in Lander?” what will you say?

HomeworkPam

Grouping for Tomorrow

Colored Dots• Red - Legacy of

Assessment• Green - The Role of

Questioning• Yellow - Developing

Learning Targets