formative assessment institute presented by: dr. pam lange
TRANSCRIPT
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.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
Lunch
See you at 12:45
CCSS Google Site
Disaggregated Template
Webb
Levels
Why Webb Leveling
SMARTER 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 Leveling
We 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 Levels
ELA 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 Level
Webb 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!