1. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

2. This professional development is brought to you by: (AACC) Assessment and Accountability Comprehensive Center: A WestEd and CRESST partnership (http://www.aacompcenter.org) and the (NCCC) North Central Comprehensive Center at McREL (http://www.mcrel.org/nccc/). The work reported herein was supported by WestEd, grant number 4956 s05-093, through the Assessment and Accountability Comprehensive Center, and by McREL, grant number S283B050024, through the North Central Comprehensive Center at McREL, as administered by the U.S. Department of Education. The findings and opinions expressed in this program are those of the author(s) and do not necessarily reflect the positions or policies of AACC, CRESST, WestEd, McREL, NCCC, or the U.S. Department of Education.

3. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Eliciting Evidence Five Components of Quality Evidence Anticipating Student Responses Analyzing and Interpreting Evidence Introduction Lesson 1 Lesson 2Lesson 3Lesson 4Lesson 5 Keeping Track Slide 1 Main Messages, Learning Goals, Success Criteria

4. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Main Messages Slide 2 Lesson 1 The use of carefully planned tasks, questions and observations can provide teachers with evidence of student learning during a learning sequence Lesson 2 Quality evidence of student thinking and learning meets specific criteria Lesson 3 Teachers should anticipate the range of student responses and misconceptions before using a formative assessment strategy in the classroom Lesson 4 Teachers interpret evidence so that they can make decisions about next steps in student learning Lesson 5 Teachers can use a system to keep track of the evidence provided through the process of formative assessment

5. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel  Understand why it is important to elicit evidence of student learning  Understand the criteria for quality evidence  Understand the importance of anticipating student responses  Understand how to interpret evidence from formative assessment strategies and tasks  Understand how to keep track of evidence Learning Goals Slide 3

6. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel  Explain why, when, and how strategies can be used to elicit evidence of student learning  Identify the criteria that quality evidence meets  Identify a range of likely student responses to evidence gathering  Interpret evidence  Describe some ways to keep track of evidence Success Criteria Slide 4

7. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel The Process of Formative Assessment (Heritage, 2010) Slide 5 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

8. The Process of Formative Assessment (Heritage, 2010) Slide 6 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

9. Your Turn What do you already know about the idea of eliciting evidence? Reflect on the following questions: What does it mean to elicit evidence during a learning sequence? Why is this an important part of the formative assessment process? How does this occur in classrooms? When should teachers elicit evidence of learning? Slide 7 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel