1. NC FALCON North Carolina’s Formative Assessment Learning Community’s Online Network

2. NCDPI Training Objective: To assist Davidson County’s mathematics’ teachers with the implementation of the formative assessment process

3. Today’s Agenda Welcome Technology Tools Mathematical Practices Formative Assessment Plan Share and Discuss Exit Activity

4. Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes (CCSSO FAST SCASS, 2006).

5. 4 Key Words: F Process During Feedback Students

6. The Formative Assessment Process Answers: Where am I going? Where am I now? How do I close the gap

7. Review of CCSSSM Format Ratios and Proportional Relationships 6.RP Domain Standard Understand ratio concepts and use ratio reasoning to solve problems. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. Cluster

9. With additional information (block out part of the picture), does that help you identify the target?

10. With even more information (block out more of the picture), does it help you identify the target?

11. Rick Stiggins points out that, “Teachers and students can hit any target they can see and will hold still.” What is the relationship between this statement and the activity you just participated in? Rick Stiggins

12.  I can recognize clear and unclear learning targets  I can develop clear learning targets and their associated criteria for success to use in a lesson or series of lessons Module 2: Learning Targets and Criteria for Success

13.  I will write clear learning targets  I will write criteria for success aligned to clear learning targets  I will analyze learning targets and criteria for success and provide feedback to my peers

14. 1.Using the learning target criteria, identify the objective that your grade level formative assessment plan will be written. 7 th Grade 7.RP 1,2,3 8 th Grade 8.F 3,4,5 Algebra A-SEE 3a,b,c 2. Place on your formative assessment template.

15. Grade/ Subject : OBJECTIVE : Analyze patterns of change Learning TargetCriteria for SuccessCollecting EvidenceDocumenting Evidence 1.What misconceptions do you think students might have? 2.What will you do to address the misconceptions to move learning forward (e.g., how will you adjust instruction, what descriptive feedback will you provide )? Formative Assessment Plan

16. Criteria for Selecting Learning Targets  Small and specific  High leverage  Teachable and learnable  Measurable  Answers “Where am I going?”

17. Clear Learning Targets  Subparts of the objective  One or two lessons  Student friendly language––“I can” statements  Misconceptions addressed

18. LEARNING TARGETS Clear or Unclear? 1.Investigate chance processes and develop, use, and evaluate probability models. 2.Differentiate between linear and nonlinear patterns.

19. How to Develop Learning Targets 1.Return to the standard or objective that you want your students to reach. 2.Identify the essential parts of each objective that you want your students to learn. The essential parts are learning targets. facts, concepts, skills questions, learning experiences, collecting and documenting evidence of learning 3.List learning target by priority. 4.What are the misconception(s)?

20. Identifying the type of Learning in Targets 1.Facts Questions Learning experiences 2.Concepts Questions Learning experiences/assessments 3.Skills Questions Learning experiences/assessments

21. Types of Learning Targets TypeQuestionsLearning Experiences/Assessment (Verbs) Facts 1. 2. 3. Concepts 1. 2. 3. Skills 1. 2. 3.

22. Grade/ Subject: OBJECTIVE: Learning TargetCriteria for SuccessCollecting EvidenceDocumenting Evidence 1.What misconceptions do you think students might have? 2.What will you do to address the misconceptions to move learning forward (e.g., how will you adjust instruction, what descriptive feedback will you provide)? Formative Assessment Plan Analyze patterns of change. I can differentiate between linear and nonlinear patterns of change to include quadratic and exponential patterns of change.

23. Share Your Work

24. Analyzing Evidence Identifies where students are in their learning. Prescribes how teaching can be differentiated to move learning forward

25. Types of Feedback Evaluative –Summative –Evaluates behavior or product –Conveys a judgment, letter grades, numerical grades, symbols, words or nondescript phrases Descriptive –Prvided to students during learning –Oral or written Sticky notes or comment markers –One-on-one, small or large groups, student’s peers

26. Descriptive Feedback Gives students an understanding of where students are in learning the target Gives students what they need to do to move forward in their learning Where am I now? and How do I close the gap?

27. Descriptive Feedback Generally given by the teacher Appears to be about the work relative to the learning target(s) and criteria for success Show where the work is right or wrong and why Can be used by the student to improve and move forward in his/her learning

28. Analyze Evidence and Provide Descriptive Feedback Provide feedback to another grade level Identify where grade level is with skill in writing learning targets Use stick note to provide feedback that is clear and in terms of the criteria for writing learning targets

29. Defining Criteria for Success  Identify the expected learning outcomes of the learning target  Ensure the success criteria provide an understanding of what quality work looks like  Write each expected learning outcome as an “I will” statement

30. “Students who can identify what they are learning significantly outscore those who cannot.” –Robert Marzano

31. Grade/ Subject: OBJECTIVE: Learning TargetCriteria for SuccessCollecting EvidenceDocumenting Evidence 1.What misconceptions do you think students might have? 2.What will you do to address the misconceptions to move learning forward (e.g., how will you adjust instruction, what descriptive feedback will you provide)? Formative Assessment Plan Analyze patterns of change. I can differentiate between linear and nonlinear patterns of change to include quadratic and exponential patterns of change. I will create a graph to show the relationship between independent and dependent variables. I will use tables, graphs, and words to express relationships between independent and dependent variables.

32. Formative Assessment Template For at least 1 of your learning targets: –Identify and place at least 2 of your criteria for success on your formative assessment template –Use the collecting and documenting evidence document to identify at least 2 was of collecting and documenting evidence (also consider technology)

33. Corrective Instruction Follows learning experiences/assessments Remedies learning errors the learning experience/assessment identifies Presents concepts in new ways Extends and strengthens initial plan in lesson During class and under teacher supervision Allows students a second chance

34. Share Your Work

35. Assignment: Select a recorder for the group Place your FA plan on chart paper Post your chart on the wall Use sticky notes to provide descriptive feedback for the plan (remember to base on criteria and alignment)

36. Teachers who develop useful assessments, provide corrective instruction, and give students second chances to demonstrate success can improve their instruction and help students learn. -Thomas Guskey

37. Contact Information Dr. Frances Harris-Burke Frances.HarrisBurke@dpi.nc.gov Mary H. Russell Mary.Russell@dpi.nc.gov

38. Challenges Use the note cards and Record challenges teachers may have in writing clear learning targets and criteria for success and Record possible solutions to these challenges *As you exit, please leave note cards on your table.