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Summer Institutes 2013 Change Teacher Practice Change Student Outcomes.

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Presentation on theme: "Summer Institutes 2013 Change Teacher Practice Change Student Outcomes."— Presentation transcript:

1 Summer Institutes 2013 Change Teacher Practice Change Student Outcomes

2 2013 Summer Institutes | Change Teacher Practice  Change Student Outcomes Design Studio Session CLASSROOM ASSESSMENT Jami Inman and Lisa McIntosh

3 NC FALCON North Carolina’s Formative Assessment Learning Community’s Online Network Add website here:

4 Self-Assessment Survey Indicate how often you do the following: 5 Daily 4 Weekly 3 Monthly 2 Quarterly 1 Rarely/Never ___ I use checklists when gathering information about student learning. ___ I use rubrics for assessing my students. ___ I write learning targets in student-friendly language on the board and go over them with my students. ___ I provide students specific information (without using grades) about where they are in meeting the learning targets. ___ I plan or modify classroom instruction based on the information I receive from students during class. ___ I give students opportunities to self-assess and set goals for future learning. ___ I give students opportunities to assess their peers.

5 Balanced Assessment System

6 FORMATIVE ASSESSMENT Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes. The Council of Chief State School Officers (CCSSO, 2008)

7 4 Key Words: Process During Feedback Students

8 Formative Assessment Model

9 Research shows that if students are formatively assessed, learning will improve. When learning is improved, students are able to demonstrate that learning in a variety of ways including scoring well on standardized assessments like the EOG and EOC. Black and Wiliam (1998) Research

10 Teachers use a variety of methods to assess what each student has learned. Teachers use multiple indicators, including formative and summative assessment to evaluate student progress and growth. Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other. Teachers use 21 st Century assessment systems to inform instruction and demonstrate evidence of students’ 21 st Century knowledge, skills, performance, and dispositions. Standard IV: Teachers Facilitate Learning For Their Students

11 Attributes of Effective Formative Assessment Providing students with learning goals and targets in language they can understand Clearly describing the criteria for successfully meeting the target through examples Effectively using learning progressions to scaffold learning Providing descriptive feedback that helps the student know what to do next in their learning Actively engaging students in self-assessment as well as peer-assessment.

12 Grade/ Subject: Big Idea/Objective/Standard: 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

13 Establishing Clear Learning Targets

14 Criteria for Success Where am I going?

15 Collecting Evidence Where am I now?

16 The documentation should reflect the learning adequately and appropriately. The documented evidence of learning should provide enough information to make sound decisions that inform instruction and improve student learning. Possible strategies for documenting evidence: Documenting Evidence

17 Sample Strategies for Collecting and Documenting Evidence of Student Learning Mental Notes –Giving special attention while listening to student discourse with intent to remember and provide descriptive feedback. Symbolic Indicators –Record any symbol, understood by you and your students, on your class roster that indicates where the student is in reaching the learning target. Matrix –A chart with names down the left side and the learning targets written across the top. As students reach each target, check it off or record short phrases to indicate where each student is in the learning process. Audio/Video Recordings –Live documented footage of what a student does and/or says which indicates where they are in reaching the learning target. The advantage of this strategy is that growth can be documented at different intervals.


19 Home Base as a Resource for Assessment Summer Institute NCDPI Jami Inman and Lisa McIntosh

20 Home Base Assessment Resources Express Test Tool Student Response System (SRS) Create a Test Option Data Analysis for enrichment, remediation (differentiation)

21 Reflection Mix-Music-Meet Using sticky notes…. Select one of the tools we just discussed and describe how it might be used for diagnostic/pre- assessment and summative assessment.

22 Balanced Assessment System Risk/Benefit Analysis

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