1. Assessment and Instruction: Responsive Teaching
Induction Workshop
October 10, 2016

2. Modification of Instruction
FORMATIVE Assessment
Assessment FOR Learning
Summative Assessment
Assessment OF LEARNING
Purpose: Measure or Audit Attainment
Carried out from time to time to create snapshots Teacher
Directed– Teachers assigned
Students assume the role of the audited.
Teacher used results to make final “success or failure” measurements
Formal, focused on the products of learning
Purpose: Improve Achievement
Carried out while learning is in progress
Collaborative–use assessment information as feedback to guide, adapt
Intentional learners
Use evidence for continuous improvement
Formal and Informal, focused on the learning process and progress

3. What is your mindset on assessment?
Write a Personal Assessment Philosophy Statement that is a clear, one-sentence declaration of your specific assessment policy or belief. This statement should analyze and clarify your thinking so others can understand your core values.
Questions to Get You Thinking
Is it necessary to assess students before, during, and after instruction?
Should we hand students a copy of the final assessment on the first day of the new unit we’re teaching? Why or why not?
How many assessments in a grading period are sufficient?
What is “standards/outcomes-based assessment”?

4. 5 Strategies for Responsive Teaching Embedded Formative Assessment
Sharing Learning Intentions
Find Out Where Students Are/What They Already Know
Give Feedback to Move Learning Forward
Students Should Be Learning Resources For Each Others
Students Need to Be Owners of Own Learning
Dylan William, Embedded Formative Assessment

5. Embedded Formative Assessment

6. Book Scan and Goal Setting
Read Table of Contents
Identify the chapter that looks most compelling
Mark your chapter.
Set a goal for reading and share your goal with your Mentor.
What do you hope to learn. Include this in your goal description.
Share this goal with your elbow partner.

7. Learning Rick Morelli, Formative and Summative Assessment
B_B4
Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom

8. Rick Morelli, Formative and Summative Assessment

9. Reflection and Application
Given what you learned today, what assessment practices will you be trying out in your classroom?
Trying something new?
A plan for your inquiry?
Would you like to revise or modify your goal?
How can we (including your mentor) support you?

10. Next Steps:
ILP log following reading and reflective mentor conversation
Module B due and CTP on December 16, 2016 to Maria Ortega
See PD calendar for recent postings