1. Partners for Segment 1 Jennifer & Beverly Susan & Yelena Faye & Kellie Jamie-Marie & Sandy Rita & Bob Sabrina & Chris Katrina & Julie Richard & Jackie Jeremy & Micki Please Sit Together

2. Appalachian Teacher Partners Appalachian Math Science Partnership February 11, 2011 We will begin at 9:01

3. Group Norms Place cell phones on silent or vibrate Come prepared for each meeting Listen actively as others are speaking Avoid sidebar conversations Respect and solicit opinions Rule of 2 feet

4. November Review Selected Response Assessment Web Tools Developing Higher Level Questions Revisit Deconstruction DECEMBER AMSP Conference

5. Roadmap for Today Selected Response Analysis High Level Question Analysis Subject Break Outs The formative-assessment process

6. Assessment: Selected Response Learning Targets –I can analyze student assessments to determine item quality. –I can analyze student assessments to determine next steps in instruction. –I can modify questions in order to improve accuracy. –I can use student self- assessment to inform next steps in instruction.

7. Why Accuracy Is Important Assessment information can be inaccurate in one of two ways: 1. We think students have mastered material when they actually have not. 2. We think students haven’t mastered material when they actually have.

8. Using Assessment Results Using the student results and self- assessment for the MC quiz, analyze each item using the analysis form. Once completed: –Revise items if needed –Determine next steps in instruction Whole Class Individuals

9. Determining if Revision is Needed Questions to consider: –How many students missed the question? –What “wrong answer” was selected? Is it consistent among students or spread out? –Were there questions that ALL students got correct or incorrect? May this be attributed to distractor problems? Formatting problems? –Student self-assessment—How many students missed the question and attributed simple mistake as the reason?

10. Making Instructional Decisions Questions to consider: –How many students missed the question? –What wrong answer was chosen most often? –Were wrong answers spread among the distractors? –How did the students self-assess? Are there several “didn’t know it” selections? Decisions to make: –Re-teaching needed? –Individual Instruction? Homework or extra practice 1-on-1 time –Differentiation for student groups? Were there patterns in the overall results of the quiz? –Continuing with unit plan?

11. Let’s Debrief! What is the value in MC analysis using student results? What do well constructed MC items reveal about student understanding? How important is adequate sampling in MC assessments? How important is student self-assessment in this process? D

12. T-chart Time

13. The Head Band Game

14. Questioning Learning Targets: –I can identify the purpose of using good questions during instruction. –I can describe the criteria necessary for thoughtful questions. –I can analyze a set of questions to determine if they meet the criteria. –I can modify questions based on analysis results.

15. Goals of Questioning 1.Build Motivation 2.Enhance Recall and Memory 3.Teach Good Thinking 4.Increase Students’ Depth of Knowledge 5.Design Better Lessons and Units

16. Purpose of Questions Most questions we ask in school are managerial or simplistic in nature— “Will you please get out your book?” or “What is the formula for density?” Is this bad? Why or why not? What should the purpose of questioning be?

17. Good questioning doesn’t just happen; it’s planned for.

18. Question Analysis Using the analysis form, analyze each question you developed from the last meeting. Additional resources may include the Think Trix & Thinking Questions cards and the Silver Questioning Styles folder. Once completed: –Revise questions if necessary –Fill in gaps—by target and/or style

19. What? So What? Now What? What? –You have planned a question-rich unit. How do you think this will impact student learning? So What? –What did you learn from this experience? –What are the implications of this framework for developing questions? Now What? –What is your plan for continuing this type of planning for future units?

20. T-chart Time

21. Formative-Assessment Process Article developed for use by KY Leadership Networks and CCSSO Formative Assessment for Students and Teachers.

22. For Immediate Release! Write a press release for the local paper about the use of formative assessment in your classroom. Describe what one would expect to see when observing your class and give your rationale for using this type of assessment.

23. Sticky Notes As you read the article, use post-its to: –Summarize key points –List any questions you have –Make connections to your own practice You will use this process for every 1-2 paragraphs of text.

24. Partner Talk Using support from the article and your notes, discuss with an elbow partner the following: –What does formative- assessment really mean? –What new insights did you gain from the reading?

25. Let’s All Discuss What DOES formative- assessment really mean? How does this match or differ from what is currently practiced in your classroom? What steps can you take to ensure a closer match? Revise your press release if needed.

26. Next Meeting Prep Read the Chapter 2 excerpt from Advancing Formative Assessment Every Classroom. Please complete the reading guide.

27. T-chart Time

28. Roadmap for Today Selected Response Analysis High Level Question Analysis Subject Break Outs The formative-assessment process

29. For March Our next meeting will be March 25, 2011 Next meeting prep –Read book excerpt and complete reading guide. –Read CASL Ch. 9— Communicating About Student Learning and complete the reading guide.