thursday, oct. 18 th stephanie hollar and sarah folzenlogen
TRANSCRIPT
Grandview UbD & Formative Assessment PD
Thursday, Oct. 18th
Stephanie Hollar and Sarah Folzenlogen
What you should walk away with..Understanding of formative assessment
What it REALLY is & what it REALLY doesHow it fits in UbD
Resources and example to use in your classroom tomorrow
How to use the information you obtain from FAUnderstanding of and ideas for altering classroom
environment to engage students in FA that you can use tomorrow.
Effective Feedback ExperienceThink of a time when you received feedback from
someone and you were able to take the feedback and make effective changes as a result. Write down the characteristics that made the feedback effective.
Find a partner at your table and share experiences- be sure to share the details of the exchange, environment, the tone, etc
Have a table discussion of the characteristics of effective feedback… be sure to add any characteristics to your list.
UbD: Educator as DesignerWhat does it mean to be a designer?
Find & Frame Challenge
Investigate the Challenge
Draft Design Ideas with Good Tools
Use the Design
Get Feedback
Modify & Refine Design
UbD: FoundationWhat is the goal of our designing as
educators??
UNDERSTANDING
If you UNDERSTAND something you can…
Transfer the infoMake Meaning of
the infoDo it Independently
If you KNOW something you can…
UbD Big Picture
Design Tools:
UbD Stage 1- T M A
Stage 2
Stage 3
Take a minute…What are you currently using as a guide for unit design? Is there anything you can take away and use now from
this new template? How will the addition of Formative Assessment in stage 3
possible alter your classroom practice? Questions/comments?
Dec. 18 - ESC UbD workshop…www.escofcentralohio.orgSearch professional development calendar
UbD refresher—Dec. 18th
UbD & Formative Assessment – Dec. 19th
UbD & Rubric Creation- Dec. 20th
Formative Assessment-Gallery WalkEach station…What is Formative Assessment & what are some
characteristics of FA…how does it differ from summative assessment?
What is FA role in the classroom and why is it important? What actions are involved in FA?
What are our barriers to using formative assessment consistently in our classrooms?
Formative Assessment-Why?Effective and EngagingClassrooms that employ effective FA and Feedback show
larger classroom achievement gains that are "amongst the largest ever reported for educational interventions” "Assessment and Classroom Learning" (Black & Wiliam 1998)
Common Core, SLO, Validity, Rigor
Student engagement and participation in higher order thinking
What is Effective Formative Assessment?
An assessment is formative if it is an interim look at how much progress has been made against a long-term goal AND if the feedback can be used to adjust learning in time. (Wiggins & McTighe)
Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. (Popham, Transformative Assessment)
Key IdeasProcessInterim look at long term goalsOccurs during instructionProvides feedback Teachers and students need to take actionResults in adjustment of learning plan
Long Term Goals- (Stage 1 &2)
Student Feedback-Where am I in my learning? Adjust?
Teacher feedback- Students meet goal? Was design effective? Adjustments?
Planned/Purposeful Formative Assessment- goals met? misconceptions? understanding?
Clear but Flexible Daily Goals & Learning Progression (Stage 3)
Formative Assessment is
ungraded
Barriers & Change
Uncomfortable?Classroom InteractionStepping stone to understandingStudent Independence
Poll Results…
Formative Assessment: How?John: I taught my dog to whistle.
Karen: Let’s hear it!
John: He can’t whistle.
Karen: I thought you said you taught him to whistle.
John: I did. He just didn’t learn it.
How can I make my teaching more responsive to students’ needs?
= ENVIRONMENT
DATA CLEAR LEARNING TARGETS
FORMATIVE ASSESSMENT PRACTICE
FEEDBACK
INTERACTION
ALTER INSTRUCTIONThe Playing Field
It’s All About Environment
Compliance, Well Being or Growth?
Exercise: With your neighbor think back to our “A time when you received effective feedback” exercise. Circle any characteristic that have to do with the environment.
At your table discuss what environmental characteristics led to the feedback being effective? Add any more ideas your table has to your own list.
When asked to take ownership students think about their…
Then they make a choice….
perception of the task
and its content
knowledge about the task and
what it will take to be successful
motivational beliefs and interest and whether they think to they know enough
to succeed
Compliance, Well Being or Growth
Exercise: On your own reflect:
Visually shade in where you think your students fall into the range below. (overlapping may occur)
My students comply My students are most concerned
about their social well being
My students feel safe and are in it for growth
Ways we can help ensure they choose GROWTH…Let’s think back to our examples…as I go through these check your examples and see how/if they match up.
1. Share learning goals/targets
2. Promote belief that ability is incremental rather than fixed
3. Make it more difficult for students to compare themselves to one another in terms of achievement
4. Provide feedback that contains a recipe for future action rather than review of past failure
5. Students need to see that you have read their ideas and have used them to inform your teaching decisions. This helps build a classroom culture of respect and trust.
6. Use every opportunity to transfer executive control of learning to the students
7. Clear criterion by which they are being evaluated.
8. Establish a culture in which attempting work without fear of ridicule or criticism from others is the norm. Formative Assessments and Supportive Classroom Climate, Education Week Blog
9. Open up channels of communicationTraffic light, red and green disks, colored cups, learning portfolios, learning logs. (Wiliam)
DATA AND LEARNING TARGETS
The Play Book
UbD STAGE One and TWO
Feedback and Interaction
The Coaching
Give feedback that moves learning forwardFeedback should:
*Be timely*Cause thinking*Move learner forward*Relate to learning goals*Be more work for the recipient than the donor
Think back to our opening exercise….Share at your table: Rate the feedback you received with these criteria.
Interaction: Students as instructional resources for one another
Ways to incorporate student to student feedback:Cooperative Learning
C3B4 MEPeer evaluation of homework
Homework Help Board2 Stars and a Wish
Group based test prep Choose Swap Choose
Formative Assessment Practices
The Scrimmage
UbD Stage THREE linked back to Stage TWO
Formative Assessment Practice: Thinking Beyond the
Quiz
FAP
Choosing FAP’s that match the rigor of your learning target
Exercise: Scenarios
Formative Assessment should shape instruction
Take 5… Which of these FAP’s might you be able to incorporate
into your unit keeping in mind your learning targets, goals, and performance tasks.
Rethinking the quiz??
Alter Instruction
The Practice Plan
Stage 3 purposeful planning….Learning planFormative assessment built inIdentify your results criteria for altering
instructionGeneral ratio– flexible based on atmosphere of
classDetermine ideas for adjustments……if
…..then….
Using assessment to IMPROVE student learning not just measure it!
Learning Target Formative Assessment
Alter Instruction
I can identify different kinds of figurative language correctly.
Error Classification Students meet in complimentary groups to work on problem areas.
Teacher pulls a small group of students to work on hyperbole.
Teacher tiers her lessons for next day.
Exercise: Looking at your own unit and the areas where you could add formative assessment… formulate your result criteria and ways you might alter instruction depending on how close the class is to those results?
Wiliam video?
Reflection… In terms of your unit and your practice make notes about how things might change in the following areas in light of what you
have learned today :The playing field (classroom environment):The playbook (data, learning goals and performance tasks
(Stage I and II and their link to FA)The scrimmage (FAP’s, Stage III) What two FAP’s will you
commit to incorporating into your classroom practice?The coaching (feedback and student to student interaction):The practice plan (altering instruction)