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Coastal Plains RESA Assessment Literacy: Formative Instructional Practices March 27, April 23, April 30, May 7 Session One: Modules 1 & 2 Session Two:

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Presentation on theme: "Coastal Plains RESA Assessment Literacy: Formative Instructional Practices March 27, April 23, April 30, May 7 Session One: Modules 1 & 2 Session Two:"— Presentation transcript:

1 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 Coastal Plains RESA 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!

3 Student Ownership of Learning Agenda Coastal Plains RESA Establish Norms Set Learning Targets What does the research say about student ownership of learning? How do we prepare students to give feedback, self-assess, and set goals? (Activity 2, Activity 3, Create Chart) How do we help students track their learning? Readings from Educational Leadership Integrating Formative Instructional Practices (FIP) in Unit One for Reflect

4 Leading Formative Instructional Practices Learning Targets Coastal Plains RESA 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 analyze evidence and provide effective feedback.  Know how to prepare students to give each other effective feedback. Know how to prepare students to self-assess with a focus on learning targets. Know how to prepare students to create specific and challenging goals. Know how to prepare students to track, reflect on, and share their learning with others. Review each target. Underline, circle, and/or make notes to set your personal learning targets.

5 How do Formative Instructional Practices connect to Leader Keys, Teacher Keys, CCRPI, …? Coastal Plains RESA Teacher Keys Effectiveness System Leader Keys Effectiveness System

6 Coastal Plains RESA 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.

7 Coastal Plains RESA 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.

8 Coastal Plains RESA 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.

9 Coastal Plains RESA Performance Standard 8: Academically Challenging Environment The teacher creates a student- centered, academic environment in which teaching and learning occur at high levels and students are self- directed learners.

10 Accurate Assessment Effectively Used Why Assess? What’s the purpose? Who will use the results? Assess What? What are the learning targets? Are they clear? Are they good? Assess How? What method? Written well? Sampled how? Avoid bias how? Communicate How? How manage information? How report? Students are users, too. Be sure students understand targets, too. Students track progress and communicate, too. Students can participate in the process, too.

11 Why do we want students to take ownership of their learning? Coastal Plains RESA M5, p. 9.

12 Coastal Plains RESA M5, p. 9.

13 Coastal Plains RESA M5, p. 9.

14 Coastal Plains RESA M5, p. 10. Why do we want students to take ownership of their learning?

15 Preparing Students for Peer Feedback Coastal Plains RESA Activity 2, p. 5. With a partner, examine the following rubric used by a teacher to help his students prepare to engage in peer feedback. How would you “fix” Getting Started for Clear Learning Targets and Getting There for Focus of Feedback so they are descriptive like the others? (If you work with primary students, you may choose to convert some of the language.)

16 Preparing Students to Set Specific and Challenging Goals Coastal Plains RESA Activity 3, p With a partner, examine the following goals set by students of various ages. You decide: Did the student set a specific and challenging goal or not? What feedback would you provide the students who did not set specific and challenging goals to help get them on track?

17 Anchor Papers/Exemplars Coastal Plains RESA To help students, teachers, administrators, and parents learn what the expectations are for writers at grade 8, the site makes available sample or "anchor" papers that show varying levels of performance in each of the modes. These papers may be used for teacher training, informational documents, scoring practice with students, other audiences, or for other uses.

18 Sarah explains exemplars. Coastal Plains RESA St. Paul School Assessment for Learning

19 Exemplars/Anchor Papers Coastal Plains RESA Low, Medium, Medium High

20 Coastal Plains RESA clg/public_release/geometry/2 003_232_geo12.html

21 How Do We Prepare What Students to Give Feedback, Self-assess, and Set Goals Coastal Plains RESA How do we prepare students to… Give Feedback (Peer Assess) Self-assessSet Goals 1.Create a chart. 2.Include at least 5 bulleted items for each column. 3.Limit each bulleted item to 9 words. 4.Use the participant handouts, downloads, the modules, other handouts, and other available resources for gathering the information. 5.Cite the source for each bulleted item.

22 Track, Reflect On, and Share Learning Coastal Plains RESA M5, p. 45.

23 Coastal Plains RESA M5, p. 47. Tracking Learning

24 Coastal Plains RESA M5, p. 48.

25 Coastal Plains RESA M5, p. 50. Review Downloads H-M. Identify a Learning Target from unit one in reading and math. Create a student tracking document.

26 Coastal Plains RESA M5, p. 62.

27 St. Paul School Assessment for Learning Coastal Plains RESA Robert self-assesses and sets goal.

28 Coastal Plains RESA Videos available on DVD that accompanies Refocus: Looking at Assessment FOR Learning

29 Know how to ensure learning targets are clear to teachers and students. Know how to analyze evidence and provide effective feedback. Know how to prepare students to give each other effective feedback, to self-assess with a focus on learning targets, to set goals, and to track, reflect on, and share their learning with others. Coastal Plains RESA Moss, Connie M. Knowing Your Learning Target (p. 1-3 ivory handout) Answer these questions as you read. Be prepared to share whole group citing evidence from the article. Describe a lesson with shared learning targets connected throughout. How do learning targets impact student ownership of learning?

30 Know how to ensure learning targets are clear to teachers and students. Know how to analyze evidence and provide effective feedback. Know how to prepare students to give each other effective feedback, to self-assess with a focus on learning targets, to set goals, and to track, reflect on, and share their learning with others. Coastal Plains RESA Tomlinson, Carol Ann. The Bridge Between Today’s Lesson and Tomorrow’s (p. 4-8 ivory handout) Individually read the entire article. Reread and summarize the assigned section in one sentence. Write the sentence on the erasable whiteboard and share whole group.

31 Review the FIP Learning Targets Coastal Plains RESA

32 Integrating Formative Instructional Practices Culminating Task Coastal Plains RESA Identify or create the Learning Targets for unit one. Determine the LT type for each. List the LTs in a progression of learning. Create an graphic organizer that identifies the student work (practice) that leads to mastery of the LT. Identify/create assessment prompts for each LT, and identify which assessment method is used for each. Create a document for students to track their learning for a LT or for the unit. Create a checklist or rubric for one piece of student work aligned to a LT(s) of this unit.

33 Accurate Assessment Effectively Used Why Assess? What’s the purpose? Who will use the results? Assess What? What are the learning targets? Are they clear? Are they good? Assess How? What method? Written well? Sampled how? Avoid bias how? Communicate How? How manage information? How report? Students are users, too. Be sure students understand targets, too. Students track progress and communicate, too. Students can participate in the process, too.

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35 FIP in Classrooms Coastal Plains RESA https://www.teachingchannel.org/videos/daily-lesson-assessment (Stoplight method) https://www.teachingchannel.org/videos/daily-lesson-assessment https://www.youtube.com/watch?v=TM-3PFfIfvI (Do overs Wormeli) https://www.youtube.com/watch?v=TM-3PFfIfvI https://www.youtube.com/watch?v=J8DQugVxHv0 (Reteach and enrich) https://www.youtube.com/watch?v=J8DQugVxHv0 From your reflection To implement formative assessment effectively, we need… Time Clear Expectations Collaboration Modeling

36 Reflection and Goal Setting Coastal Plains RESA Review the FIP learning targets. Determine your next steps. Set three (3) specific formative instructional practices goals for

37 Coastal Plains RESA Assessment/Assessment/Pages/GeorgiaFIP.aspx

38 Coastal Plains RESA cpresa.org

39 Coastal Plains RESA Resources at FIP Portal

40 Resources Coastal Plains RESA Chappuis, Jan. Seven Strategies for Assessment for Learning. Stiggins, Rick. Classroom Assessment for Student Learning.

41 Research Base Coastal Plains RESA 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. Tomlinson, Carol Ann. The Bridge Between Today’s Lesson and Tomorrow’s.

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