Formative Assessment Institute

Presented by:Dr. Pam Lange

Credit Options• Sign up for credit

• Two grad credits

• Melanie has information

Outcomes• To reconnect with colleagues.

• To continue dialogue about the Seven Strategies of Formative Assessment.

• To continue dialogue about the importance of student involvement and peer assessing.

• To discuss how to move forward with formative assessment as it pertains to CCSS.

Wikispace

http://bhsufai.tie.wikispaces.net/

Note the address change!

Seven Strategies for Assessment FOR

LearningWhere 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.

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.

Icebreaker

Who Are We Really?• If you could have the dream job, what

would it be?

• What have you always dreamed about doing?

• Stand up and introduce yourself to the group using your “new career title”. In addition, tell us the best part of your job.

Formatively Assessing

What you told me… Human Histogram Results:

• Strong and Weak Student Work• Next Steps in Learning

Exit Card Results• Self-assessment/Peer reviewing

(how to get started)• Always thinking about next steps• Students setting goals

Tool: Clock Buddies

Strong/Weak Student Work

Involving Students

Assessment FOR learning is a particularly strong student-focused

approach to instruction, an approach in which students become personally involved in monitoring and adjusting how they are attempting to learn.

Stiggins & Popham, 2008

Student Involvement

Emily’s Story• Glance briefly through the two

pieces of writing.– As you read the 2nd piece, think ‘What

did this teacher do to enhance student motivation and learning?”

• Emily’s Story

Clock Buddy Discussion

Focus on first three questions

Table Discussion• What did this teacher do to enhance

student motivation and learning?

• What can you do to improve student work?

Involving Student Protocol

Involving Students using Technology

Using Technology with Feedback/Peer

Assessment

www.voki.com

Using Technology with Feedback/Peer

Assessment

www.wordle.net

Write down one word on a sticky note that you think people would use

to describe your personality.

Using Technology with Feedback/Peer

Assessment

Flip Cameras

Clock Buddy Discussion

What capabilities do you currently have in your individual classroom to

integrate technology into feedback and/or self-

assessment?

Asking Questions as part of peer assessment or

peer feedback

“Man is a rational animal who always loses his temper when called upon to act in

accordance with the dictates of reason.”

Questioner: What does he mean by rational?

Responder: I think he means logical.Questioner: How is logical different than rational?

Responder: One way is by using steps.

Questioner: Explain how using steps is rational.

Responder: It is reasonable to use steps.

Questioner: Can you give examples when to be reasonable uses steps?

Let’s Practice!

Where to begin …You model it, you practice it together, students practice together with partner, students do it

alone

Let’s Plan:

• Which unit of study will be used?

• What learning targets will be the focus of students’ self-assessment or peer feedback?

• When will they self-assess or give feedback – before, during or after instruction?

• What form or graphic organizer will you use? (Pages 204-228)• Will have report out of different ways to use handouts

LunchSee you at 12:45

CCSS Google Site

Disaggregated Template

Webb Levels

Why Webb LevelingSMARTER Balanced

Assessment in 2015 will be based on Webb Leveling Computer generated test

Results available in two weeks (for MC) Leveled

Type of assessment questions South Dakota gets same vote as California Technology Grades: 3-8 and 11 (maybe 9, 10 – course

assessment)

Why Webb LevelingWe have been a “Blooms” state

Blooms Taxonomy describes the type of thinking

Webb Leveling• Depth of which we expect students to

demonstrate understanding of the content• Webb’s describes complexity of both the

content and the task required• Use, Acquire, Extend

Why Webb Leveling

DOK Article

Directions: Complete graphic organizer of your

choice

DOK Reflection

Discussion:• Two things you learned from reading

DOK article and completing graphic organizer.

• One question you still have about DOK.

Examples of Webb LevelsELA Examples:• List three presidents.• List three presidents who have impacted

our nation the most in your lifetime.

Math Examples:• Make a conjecture about the number zero.• Prove that this conjecture about number

zero is true with all numbers.

Webb Level

List three presidents

List three presidents that have impacted our nation in your lifetime and why.

How might you alter the impact?

Webb Leveling Activity

Locate the Handout

“Using the Webb’s Leveling

Taxonomy”

Webb Leveling Activity• Determine where each of the following

learning activities fall on Webb (Use, Acquire, Extend)

• Determine where each of the following learning activities fall on Webb leveling (Level 1, 2, 3, 4)

Let’s practice first one together

Work Time

Unit of Study: Standard DOK

• What Depth of Knowledge would you say your standard(s) is written to:– Acquire, Use, Extend– Level 1, 2, 3, 4

• What should your “series of lessons” portray?

Webb LevelWebb Level of Lessons• Examine each lesson activity

from your unit of study

• Determine why it meets the selected Webb Level

Webb Level

Exit Card• One discussion that has you thinking

about implementation of formative assessment.

• One question that is still rolling around in your mind?

Great Job!