An Integral Part of Professional Learning Communities

What are common formative assessments (CFAs)? High quality assessments that are collaboratively developed and collectively used to monitor, measure, and promote high levels of learning for all.

What are the benefits of CFAs? StudentsTeachersParents

Common Assessment Cycle Identify learning targets for assessment. Instruction and ongoing assessment Monitor learning of individual students and collective results. Review common assessment results. Start intervention cycle. Revise curriculum and assessment as needed. Design formative and summative assessments

How do CFAs fit into PLC? What do we expect students to learn? How will we know when they have learned it? How will we respond when they don’t learn? How will we respond when they do learn?

Formative vs. Summative Assessment FOR Learning Assessment OF Learning Formative Teacher-made A moving picture Essential Question: How can we help students learn more? Summative Norm-referenced, standardized, often teacher- made One snapshot in time Essential Question: What have students already learned?

Designing a Quality Common Formative Assessment Clear Purpose Clear Learning Targets Are they “essential”? Good Design Do the items actually measure the target? Sound Communication How will the data be reported/analyzed? What information will be shared with parents? Student Involvement

Understanding Learning Targets Standard Course of Study Goals Clear learning targets that help students achieve those goals. Targets Lead to Assessment Assessment Drives Curriculum and Instruction

Achievement Targets Knowledge Facts Right or Wrong Reasoning Critical Thinking Skill Performance Skills Process (playing an instrument, reading fluency) Products Creating a tangible product/concrete evidence (writing)

What types of assessment fit each type of learning target? Selected Response Multiple choice, short answer, matching, true-false Usually right or wrong Extended Written Response Essay Evaluated by rubrics Performance Assessment Process oriented Evaluated by observation/specific scoring guides Personal Communication Student Interviews/Individual Conferences

How do CFAs fit into PLC? What do we expect students to learn? How will we know when they have learned it? How will we respond when they don’t learn? How will we respond when they do learn?

Building Common Expectations Score student work individually. Compare scores. Using Protocols Provide structure for “safe” conversations. Keep the focus on student learning. Fosters collaboration and CLEAR learning targets.

Analyze Data What are the learning targets? Which targets require more attention? Which students did not master which targets? Which classroom requires additional support? If you were the teacher of Class ?, which area do you need to focus on and how will you help students improve? As a team, what is your “plan of action”?

Student Goal Setting How do students analyze their own work? (CFA Goal Setting Examples) How can our feedback help students improve their work? Grouping Students for Instruction Need Attention Proficient Need a Challenge