1. Assessment Literacy: Formative Instructional Practices
Coastal Plains RESA
Assessment Literacy: Formative Instructional Practices
March 27, April 23, April 30, May 7
Session One: Modules 1 & 2
Session Two: Module 3
Session Three: Module 4
Session Four: Module 5

2. Norms Be on time. Place cell phones on silent.
Actively listen and participate.
Limit sidebar conversations (take notes to discuss later).
Assume good will and positive intent.
Observe the work time limit.
Use electronic devices for group work only.
End on time.
Clean your work area.
Laugh often. Celebrate success!
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3. Collecting and Documenting Evidence Agenda
Establish Norms
Set Learning Targets
Pre-Assess
Deconstruct Standards & Set Learning Targets
Create Steps for Collecting Evidence (1, 2, 3)
Identify Design Elements (Steps 4, 5, 6, 7)
Complete a Test Specification Chart (Test Blueprint)
Document Evidence
Reflect
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4. Leading Formative Instructional Practices Learning Targets
Know how to ensure learning targets are clear to the teacher.
Know how to ensure learning targets are clear to students.
Know how to collect accurate formative evidence of learning.
Know how to document formative evidence of student learning.
Review each target. Underline, circle, and/or make notes to set your personal learning targets.
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5. How do Formative Instructional Practices connect to Leader Keys, Teacher Keys, CCRPI, …?
Teacher Keys Effectiveness System
Discuss with table group. Discuss whole group.
Leader Keys Effectiveness System
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6. Performance Standard 5: Assessment Strategies
The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.
Participants read standard and add to the personal LTs set earlier.
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7. Performance Standard 6: Assessment Uses
The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents.
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8. Performance Standard 4: Differentiated Instruction
The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.
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9. M3: Collecting and Documenting Evidence of Student Learning
Know how to collect accurate formative evidence of learning.
What Leaders, Teachers, and Coaches Might Say, Activity 1, p. 3. Work with a partner, decide if you agree or disagree, and record your reasons.
Create the Steps for Collecting Accurate Formative Evidence of Learning on chart paper and in individual notebooks.
Participants may create a flow chart, a list, a cycle chart…whichever fits their thinking and processing strategies.
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10. Assess What? Why Assess? Assess How? Communicate How?
Accurate Assessment
Assess What?
What are the learning targets?
Are they clear?
Are they good?
Why Assess?
What’s the purpose?
Who will use the results?
Assess How?
What method?
Written well?
Sampled how?
Avoid bias how?
Be sure students understand targets, too.
Students are users, too.
Refer to HO Indicators of Sound Classroom Assessment Practice ivory paper
Communicate How?
How manage information?
How report?
Students can participate in the process, too.
Students track progress and communicate, too.
Effectively Used

11. Learning Targets and Assessment Methods
Know how to ensure learning targets are clear to the teacher.
Know how to ensure learning targets are clear to students.
Know how to collect accurate formative evidence of learning..
Whole group (S3L1 a, b, d and then with a partner ELACC3RI1).
Deconstruct the standard.
Learning Target Types
Deconstructing a Standard Template
Checklist for Creating Student-Friendly Learning Targets (M2, HO p. 9)
Write student-friendly learning targets.
Determine learning target types.
Organize learning targets into a logical progression for learning.
Share.
Model Science S3L1 a, b, d whole group. Work in pairs for ELACC3RI1. Items from OAS to align with standards. White and Yellow handouts.
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12. Steps for Collecting Accurate Formative Evidence of Learning?
Deconstruct the standard(s).
Set clear learning targets.
Determine learning target types.
Knowledge
Reasoning
Skill
Product
Determine Assessment Method
Selected Response
Extended Written Response
Performance
Personal Communication
Set Appropriate Sample Size
Write/Select High Quality Items and Rubrics
Control for Bias
What are steps 1, 2, and 3?
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13. M3: Collecting Accurate Evidence of Student Learning
Know how to collect accurate formative evidence of learning.
Design Elements and Assessment Types, M3 p. 9.
What are the assessment design elements?
What are the assessment methods?
Sample size? Audit an Assessment for Clear Learning Targets, 3 & 4 (Download C)
Control for bias?
Tips for writing assessment items.
Multiple Choice
True False
Matching
Essay
Review key terms p. 1 of Module 3 Overview and other assessment terminology (ivory handout).
Tips Task: Number off, 1 to 4. Individually read and record 3 important points with no more than 7 words in each point. Collaborate with others and come to consensus on 3 points to post and share. Goldenrod handout.
Tips Task: Number off, 1 to 4. Individually read and record 3 important points with no more than 7 words in each point. Collaborate with others and come to consensus on 3 points to post and share. Goldenrod handout. Ivory handout (valid and reliable)
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14. M3: Collecting and Documenting Evidence of Student Learning
Know how to collect accurate formative evidence of learning.
Section 1 Activity 2: Test Blueprint Exercise (HO p.5-7)
M3, p24 blueprint example.
Work with partner to complete target type and assessment method.
Read Audit an Assessment for Clear Learning Targets (Download C). Do you have a similar process in your school/system?
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15. Steps for Collecting Accurate Formative Evidence of Learning
Add Steps 4, 5, 6, and 7.
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16. Sound Assessment Design
Determine the assessment method that is the best match for the learning.
Determine an appropriate sample size.
Write or collect items, tasks, and scoring rubrics.
Control for bias.
M3, p. 8-9

17. Assessment Methods Selected Response Extended Written Response
Multiple Choice
True/False
Matching
Fill In
Extended Written Response
Performance Assessment
Personal Communication
Questions
Conferences
Interviews

18. M3, p. 29.

19. Blueprint Example, M3, p. 24
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20. Assessment bias is present whenever one or more items on a test offend or unfairly penalize students because of those students’ personal characteristics such as race, gender, socioeconomic status, or religion.
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21. Learning Targets and Assessment Methods
Know how to ensure learning targets are clear to the teacher.
Know how to ensure learning targets are clear to students.
Know how to collect accurate formative evidence of learning..
Whole group and then with a partner.
Review the assessment items (from OAS).
Create a test specification chart (blueprint).
Is the sampling size appropriate?
Do the items meet the expected rigor of the standard?
Are items well-written and of high quality?
Do assessment methods match LT type?
With which step(s) does the Audit an Assessment for Clear Learning Targets help?
Model Science S3L1 whole group. Participants work with a partner for ELACC3RI2. Use handout chart.
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22. Coastal Plains RESA

23. Implementing Formative Instructional Practices Learning Targets
Reflect and record evidence of your progress toward the learning targets you set for this session.
What changes would you like to see
in teacher actions?
in student actions?
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24. M3: Documenting Evidence of Student Learning
Know how to document formative evidence of student learning.
Review Formative and Summative Data Recorded Together (Download D).
How do you document student evidence?
Do you follow any of the suggested record-keeping guidelines?
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25. M3, p. 43.
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26. M3, p. 43.

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29. M3 Documenting Evidence
M3, p. 41.
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30. M3: Collecting and Documenting Evidence of Student Learning
Know how to document formative evidence of student learning.
Review Formative and Summative Data Recorded Together (Download D).
How do you document student evidence?
Do you follow any of the suggested record-keeping guidelines?
With a partner, complete Activity 3, p. 8-9.
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31. Implementing Formative Instructional Practices Learning Targets
Reflect and record evidence of your progress toward the learning targets you set for this session.
What changes would you like to see
in teacher actions?
in student actions?
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32. M3: Collecting and Documenting Evidence of Student Learning
Know how to collect accurate formative evidence of learning.
What Leaders, Teachers, and Coaches Might Say, Activity 1, p. 18.
Review your answers.
Do you still agree or disagree?
Add new information as needed to your reasons.
Review the Steps for Collecting Accurate Formative Evidence of Learning.
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33. Assess What? Why Assess? Assess How? Communicate How?
Accurate Assessment
Assess What?
What are the learning targets?
Are they clear?
Are they good?
Why Assess?
What’s the purpose?
Who will use the results?
Assess How?
What method?
Written well?
Sampled how?
Avoid bias how?
Be sure students understand targets, too.
Students are users, too.
Refer to HO Indicators of Sound Classroom Assessment Practice ivory paper
Communicate How?
How manage information?
How report?
Students can participate in the process, too.
Students track progress and communicate, too.
Effectively Used

34. Resources at GaDOE User’s Guide How to Access
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35. Resources at FIP Portal
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36. Resources Chappuis, Jan. Seven Strategies for Assessment for Learning.
Stiggins, Rick. Classroom Assessment for Student Learning.
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37. Assignment Please bring on to the next session.
Formative assessment with the standards and learning targets to which it is aligned.
Information on how evidence is documented.
Student work from the assessment.
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38. Now that you have learned about the Assessment Development Cycle, reflect on your next steps.
What are three steps you can take to better plan, develop, and use quality assessments for formative use?
What support/information do you need to use formative assessment more effectively?

39. Research Base
Chappuis, Jan. Seven Strategies for Assessment for Learning.
DuFour, Richard. Leaders of Learning.
Marzano, Robert. School Leadership That Works.
Moss, Connie M. Knowing Your Learning Target.
Schmoker, Mike. Results Now.
Stiggins, Rick. Classroom Assessment for Student Learning.
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