Jacque Melin – GVSU

* Anything about “informative assessment.”

* I can use routine formative assessments during my lessons everyday. * I can use reflective formative assessments during some of my lessons. * I can create student-involved rigorous formative and summative assessments.

A quick review

* Takes place WHILE the teaching/learning is happening; * Coaching students to hit a series of learning targets; Coaching * Making students partners in their learning; * Descriptive feedback and part of instruction; * Assessment FOR learning.FOR

* Statements of intended learning. * Statements that describe how we will know that we have learned it. * Should be posted, not just shared verbally.

Christina Hank

I can relate the concept of money to real-world situations. I can make decisions about when to use appropriate types of bills and coins. I can explain why we need to use money. I can solve subtraction story problems about bills and coin money. I can count coins of different values up to and above $1.00. I can match sets of coins that have the same value. I can write the amount of money using the cent symbol. I can tell the value of each coin. I can tell the value of a group of same coins. I can solve addition story problems about bills and coin money. I can compare coin money using the words, “more than, less than, and equal to.” I can name each coin. I can write the amount of money using the dollar sign and decimal point. Please color in the coin for each target when you think you have mastered this target. Name:______________________________________

* A judgment, usually communicated by a grade or score, about how well students achieve the final learning targets; * Evaluative feedback and after instruction; * Assessment OF learning.

Informative Assessment Name: Date: Place: From Fogarty & Pete – Wildly Exciting, 2010

Take Away Window:

Routine Assessments Everyday, All day

Routine Assessments Everyday, All day Think-Pair-Share Exit Cards Signaling

Think-Pair-ShareExit CardsSignaling Alphabet Graffiti Card Trick Dry Erase – Back-to- Back Boards Onion Circle On a Roll Spinner Entrance/Exit Cards Bump in the Road or Fogginess Letter to Principal or Parents Most Valuable Points Quick Write/Quick Draw Synectics Twitter Post Padlet– Web 2.0 Magnets/Post-Its Windshield Check Use of Technology Unobtrusive

ABCDEFGHIJKLMABCDEFGHIJKLM NOPQRSTUVWXYZNOPQRSTUVWXYZ From Fogarty & Pete – Wildly Exciting, 2010

* Each student picks a playing card. * When the teacher asks a question or gives a problem, discuss it with your partner. * The teacher will say something like, “all red cards stand” or “all Kings stand.” * The teacher will pick someone who is standing to respond.

* You and your partner each get a mini-white board and stand back-to-back. * The teacher asks a question and you each answer on your board. * When the teacher says “turn around” you show each other your answers and discuss.

* Inside and outside circles of students face each other. * Within each pair of facing students, students quiz each other with questions they have written or problems they have created. * Outside circle moves to create new pairs. * Repeat.

* Each table rolls a number cube * Students at the table answer the question that corresponds to the number rolled * Can be used for several days over the course of a topic of study

1. Write a question someone should be able to answer after hearing this lesson. 2. Explain the most important idea in the lesson in a way a first-grader could understand. 3. Draw a picture that represents the main idea of the lesson. 4. Tell which part you found to be the most confusing. 5. If you were going to learn more about this topic, what would you choose to investigate. 6. Write a headline for a newspaper article about today’s lesson.

* In response to a teacher prompt or question, students THINK, * Then PAIR (discuss with a partner), * And then SHARE ideas with the whole class – only those whose number is called (using the spinner) share.

SPIN

Think-Pair-ShareExit CardsSignaling Alphabet Graffiti Card Trick Dry Erase – Back-to- Back Boards Onion Circle On a Roll Spinner Entrance/Exit Cards Bump in the Road or Fogginess Letter to Principal or Parents Most Valuable Points Quick Write/Quick Draw Synectics Twitter Post Padlet – Web 2.0 Magnets/Post-Its Windshield Check Use of Technology Unobtrusive

* Name * Answer: Rate yourself: 1 = high confidence 2 = medium confidence 3 = I’m not sure on this Would you help someone else learn this? YES Not at this time

* Write down something from the lesson that they find confusing or difficult. * Collect responses and review, OR * Form small groups and ask students to share their “bumps” and seek clarification.

* Write a short letter to the principal/parent telling him or her all of the ideas you have learned about this week.

* Students list * 3 new ideas * 2 connections * 1 question * 1-sentence summary * Betsey Kennedy

3 Pointer (3 New Things You Learned) *____________________________________________ _____________________________________ 2 Pointer (2 Connections You Can Make) *____________________________________________ _____________________________________ Foul Shot (What Question Do You Have?) *____________________________________________ _____________________________________ * Betsey Kennedy

Science Sequence/steps/cycles/processes Scientific principles Content-area vocabulary Math Steps in a process Social Studies Important events/turning points/conflicts Elements of civilization Highlights of an era Content-area vocabulary ELA Character/key figures/attributes Setting/conflict/problems & solutions Beginning, middle, end Symbols/themes Quick Write/Quick Draw From 25 Quick Formative Assessments for a Differentiated Classroom

* Teacher selects an important topic * Students list 4 unusual items (unrelated to topic) * Students create a relationship between the topic and each of the 4 items * Betsey Kennedy

A cell is like… a school becausea car because a book becausea television because * Betsey Kennedy

* Can be used as a Ticket-Out-the-Door * Students summarize what they learned using no more than 140 characters FORMATIVEASSE SSMENTHELPST EACHERSKNOWA STUDENT‘SSTR ENGTHSANDWEA KNESSESSOTHA TTHEYCANMAK EDECISIONSAB OUTAPPROPRIAT EINSTRUCTION. FORMATIVE ASSESSMENT HELPS TEACHERS KNOW A STUDENT’S STRENGTHS AND WEAKNESSES SO THAT THEY CAN MAKE DECISIONS ABOUT APPROPRIATE INSTRUCTION. * Betsey Kennedy

*

Think-Pair-ShareExit CardsSignaling Alphabet Graffiti Card Trick Dry Erase – Back-to- Back Boards Onion Circle On a Roll Spinner Entrance/Exit Cards Bump in the Road or Fogginess Letter to Principal or Parents Most Valuable Points Quick Write/Quick Draw Synectics Twitter Post Padlet – Web 2.0 Magnets/Post-Its Windshield Check Use of Technology Unobtrusive

No clueI’ve heard of this. I know a lot about this. I’m an expert on this.

* Includes all types of questions * Doesn’t require individual student Google account * Minimal set up time

* Instant feedback in seconds. * Use cell phone or any other device connected to the internet * Poll Poll

* Mobile studying!! * Digital flashcards and games. * Quizlet preview Quizlet preview

* Needs cell phone/internet capable device * m.socrative.com m.socrative.com * Room # 7615

As a team of educators: Discuss with your peers the Routine strategies you intend to use.

Reflective Assessments Many days, Deliberate ways Example: One minute challenge (self assessment) Goal setting Metacognitive questions

Reflective Assessments Many days, Deliberate ways Agree/Disagree Questions Human Graph Student Portfolios Checklists and Rubrics

Reflective Assessments Many days, Deliberate ways Agree/Disagree Questions Human Graph Student Portfolios Checklists and Rubrics All of these promote self-assessment self-reflection and Goal Setting

* Number paper from 1-5 * Answer questions in the following way: * 5: I do this on an ongoing basis, or this happens all the time in my classroom * 4: I do this frequently, or this happens frequently in my classroom * 3: I do this sometimes, or this sometimes happens in my classroom * 2: I do this infrequently, or this happens infrequently in my classroom * 1: I don’t do this, or this doesn’t happen in my classroom

* I understand the relationship between assessment and student motivation and use assessment to build student confidence rather than failure and defeat.

* I articulate, in advance of teaching, the achievement targets my students are to hit.

* My students describe what targets they are to hit and what comes next in their learning.

* My students are actively, consistently, and effectively involved in assessment, including learning to manage their own learning through the skills of self-assessment.

* My students actively, consistently, and effectively communicate with others about their achievement status and improvement.

Rigorous Assessments Some days, thought provoking ways Example: Examining student work Summative assessment as formative (item analysis) Grades and grading practices.

Rigorous Assessments Some days, thought provoking ways Selected Response, Extended Written Response Student Involved Item Analysis Performance Assessments (PBL)

Note that capital letters should be used for the distracters.

Correctives

Enrichment

(continued)

Correctives

Enrichment

Questgarden The Buck Institute

Wake up everybody no more sleeping in bed No more backward thinking, time for thinking ahead The world has changed so very much from what it used to be There’s so much hatred, war and poverty. Wake up all the teachers time to teach a new way Maybe then they’ll listen to what you have to say. They're the ones who are coming up and the world is in their hands. When you teach the children, teach them the very best you can. The world won’t get no better, if we just let it be. The world won’t get no better, we got to change it..yah.. just YOU and ME.ME

Thank you for all you do, for all the children!