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
Key Terms Task
Reflect
Document Evidence
Analyze Evidence
Determine Characteristics of Effective Feedback
Provide Effective Feedback
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4. Leading Formative Instructional Practices Learning Targets
Know how to ensure learning targets are clear to teachers and students.
Know how to collect and document accurate formative evidence of learning.
Know how to use methods of assessment formatively in order to analyze evidence of student learning.
Understand what makes feedback effective.
Know how to provide effective feedback.
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. 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

10. Formative Instructional Practices Key Terms Task
Divide into two groups.
Group 1 has the prompt/question.
Group 2 has the answers.
Number off group 2.
In numerical order, group 2 members will read the answer.
Members in Group 1 will decide if he/she has the question and will change to green cup to be recognized.
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11. Reflection
How does an assessment blueprint/test specification chart help ensure that the steps for Collecting Accurate Formative Evidence of Student Learning are followed?
Discuss with a partner and be prepared to explain to the group.
Refer to Audit an Assessment for Clear learning Targets (Download C, Module 3) as needed.
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12. Collecting Accurate Formative Evidence of Student 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.
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13. M3: Collecting and Documenting Evidence of Student Learning
Know how to collect and document accurate formative evidence of learning.
A leader might say: “I’m sure that all the instructional materials used in our school are aligned to the new standards because the sales rep assured us of it.”
A coach might say: “The teachers I’m working with monitor learning by tracking summative evidence only.”
A teacher might say: “With traditional paper and pencil assessments, I always include at least one item where students have to write out an answer.”
A coach might say: “It is important that I help teachers with performance assessment this year. If we work on tasks, we can work on rubrics down the road.”
A teacher might say: “I plan the questions I ask. It is not always in the best interest of learning to just see where the classroom discussion goes.”
A teacher might say: “It is important to determine the sampling of items in advance.”
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M3, Activity 1, p. 3.

14. 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

15. M4: Analyzing Evidence and Providing Effective Feedback
Know how to use methods of assessment formatively in order to analyze evidence of student learning.
Analyzing Formally Documented Evidence, Activity 2, p. 5-6.
With a partner, examine the evidence recorded in the chart and answer the discussion questions.
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16. M4: Analyzing Evidence and Providing Effective Feedback
Understand what makes feedback effective.
Download B
How Am I Doing?
Assessment and Student Success in a Differentiated Classroom
Groups of 3
Individually scan the three (3) texts.
Record characteristics of effective feedback, noting page numbers.
Come to consensus on what makes feedback effective. List five (5) important characteristics and record on chart paper.
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17. Which is effective? Why?
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19. M4: Analyzing Evidence and Providing Effective Feedback
Know how to provide effective feedback.
Analyzing Evidence and Providing Effective Feedback, Activity 3, p. 7-8.
With a partner, complete the exercises by pretending you are the instructional coach. How would you provide feedback to each teacher? Consider the tips in the Success and Intervention Feedback Options table.
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20. Document and Analyze Evidence to Provide Feedback
Why look at wrong answer choices?
How does the organization of the USA in the 1920s assessment facilitate documentation and feedback?
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21. Another Look at Documenting Evidence
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22. p42
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23. Reflect on the assessment that you brought. Which standard?
What is the learning target?
LT type?
Will you document? If so, how?
What feedback will you give?
Does this assessment move learning forward? How?
Share.
p. 46
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24. Implementing Formative Instructional Practices Learning Targets
Reflect and record evidence of your progress toward analyzing evidence of student learning and providing effective feedback.
What changes would you like to see in teacher actions? in student actions?
What questions do you still have about implementing formative assessment practices in your classroom? What processes must be in place in your classroom, grade level, and/or school for FIP to work well?
Participants record and turn in at end of session.
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25. Assignment Please bring on to the next session.
Formative assessments with teacher feedback to students
Be prepared to share how formative assessment evidence was used to adjust instruction.
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26. Resources at CPRESA cpresa.org jbaxter@cpresa.org
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27. Resources at GaDOE User’s Guide How to Access
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28. Resources at FIP Portal
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29. Resources Chappuis, Jan. Seven Strategies for Assessment for Learning.
Stiggins, Rick. Classroom Assessment for Student Learning.
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30. Research Base
Chappuis, Jan. Seven Strategies for Assessment for Learning.
Chappuis, Jan. How Am I Doing?
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.
Tomlinson, Carol Ann. Assessment and Student Success in a Differentiated Classroom.
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