1. How can we collect relevant evidence of student understanding?

2. “ An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited. ”

3. 3 Drilling Down To Deeper Understanding Collecting information about student thinking / understanding in relation to specific learning goals Interpreting information that helps to hone in on essential learning needs to address Acting with purpose based on what was learned from the information collected and actively involving students in the process.

4. Unpacking classroom formative assessment Where the learner is going Where the learner is How to get there Teacher Peer Learner Clarifying, sharing and understanding learning intentions Engineering effective discussions, tasks, and activities that elicit evidence of learning Providing feedback that moves learners forward Activating students as learning resources for one another Activating students as owners of their own learning

5. Unpacking classroom formative assessment Where the learner is going Where the learner is How to get there Teacher Peer Learner Clarifying, sharing and understanding learning intentions Engineering effective discussions, tasks, and activities that elicit evidence of learning Providing feedback that moves learners forward Activating students as learning resources for one another Activating students as owners of their own learning Using evidence of achievement to adapt what happens in classrooms to meet learner needs

6. Read the first two of the Five Key strategies. (Clarifying, sharing and understanding goals for learning and criteria for success with learners and Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of students ’ understanding) What connections to the learning cycle do you see? What ideas might be important when constructing tasks to assess student understanding?

7. How can we collect relevant evidence of student understanding?

8. 8 Drilling Down To Deeper Understanding Collecting information about student thinking / understanding in relation to specific learning goals Interpreting information that helps to hone in on essential learning needs to address Acting with purpose based on what was learned from the information collected and actively involving students in the process.

9. 9 Gather How much have my students learned of what I have taught? Evaluate How many have “got it”? Did enough of them get it so I can move on or do I need to slow down? React Do I re-teach to the entire class or assign a review to a few? How can I teach more effectively next time? Typical Cycle

10. 10 Collect What and how are my students learning in relation to the learning goal? Interpret What are the strengths & problematic aspects of their thinking? What do they need next to deepen their learning? Act What learning experience, or feedback will address the needs I just identified? Rare but effective cycle

11. 11 Gather How much have my students learned of what I have taught? Evaluate How many have “got it”? Did enough of them get it so I can move on or do I need to slow down? React Do I re-teach to the entire class or assign a review to a few? How can I teach more effectively next time? Teaching Focused Learning Focused Collect What and how are my students learning in relation to the learning goal? Interpret What are the strengths & problematic aspects of their thinking? What do they need next to deepen their learning? Act What learning experience, or feedback will address the needs I just identified?

12. 12 Collecting with Intention What are the relevant learning goals? What specific knowledge am I targeting? What student responses do I anticipate?

13. 13 What makes a good assessment task?

14. For each task consider: What evidence about student understanding of the topic did the assessment elicit? Can you tell from the task whether student understood the topic? Did the evidence give you actionable information, did it tell you WHY and What they didn ’ t understand?

15. What did you notice about what makes a good assessment task?

16. 16 Bookmark for Friday How can your PLC help you generate better evidence of student learning? How can you deepen your discussions around generating evidence of student learning in your PLC? What messages do you need to share with your principal? 16 Generate Artifacts/ Evidence of Learning (Assessment) Students demonstrate their current thinking or skill level by participating in small group and large group discussions, creating a concept sketch, lab report, class presentation, written report, solved problems, performance, or other artifacts. Teachers and students provide useful feedback based on clear success criteria.

17. How can we more deliberately and effectively collect relevant evidence of student understanding?