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Summer Institutes 2013 Change Teacher Practice Change Student Outcomes.

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1 Summer Institutes 2013 Change Teacher Practice Change Student Outcomes

2 2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes Design Studio Session {Home Base: Building Instructional Capacity} {Presenters} Alex Kaulfuss, Anna Frost, Jody Cleven, Robin Smith (East)

3 Engaging All Students Using Formative Assessments What is Formative Assessment?  Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instruction outcomes (CCSSO FAST SCASS, 2006).

4 Five Attributes of Effective Formative Assessments 1. Learning Progressions 2. Learning Goals and Criteria for Success 3.Descriptive Feedback 4.Self and Peer-Assessment 5.Collaboration

5 Formative Assessment Model

6 Formative Assessment Plan Grade Level: CCSS: Learning TargetsCriteria for SuccessCollecting EvidenceDocumenting Evidence 1.What gaps do you think students might have? 2.What will you do to address the gaps to move learning forward? (i.e. how will you adjust instruction and what descriptive feedback will you provide?)

7 Decision Making for Results: The Power of Cause and Effect Data

8 Using Formative Assessment Data  Work with PLC to complete a Formative Assessment Plan; identify clear learning targets, criteria for success, evidence to be collected; write I Can statements  Design and administer brief common formative assessments (ex. Home Base test)  Collect, Chart and Review data with colleagues and students  Analyze strengths and obstacles  Plan next steps  Design appropriate strategies to re-teach as needed for students who have not yet learned the material  Design and Administer formative assessment

9 The assessments best suited to guide improvements in student learning are the quizzes, tests, writing assignments, and other assessments that teachers administer on a regular basis in their classrooms…. To use classroom assessments to make improvements, however, teachers must change both their view of assessments and their interpretation of results. Specifically, they need to see their assessments as an integral part of the instruction process and as crucial for helping students learn. Thomas Guskey (2003)

10 Design and Administer Assessment  Work with PLC to design a brief common formative assessment that is aligned with the Standard  Consider the cognitive demand of the standard, the complete standard, appropriate format, UDL principles, potential barriers to success, appropriate rigor  Determine criteria for success

11 Review Data with Colleagues What does the evidence show? Who has met the criteria for success? Who needs additional instruction? Over several weeks of instruction, what patterns emerge? What do the patterns indicate? How can you use this information to plan for instruction?

12 “Mere collegiality will not cut it. Discussions about curricular issues or popular strategies can feel good but go nowhere. The right image to embrace is of a group of teachers who meet regularly to share, refine, and assess the impact of lessons and strategies continuously to help increasing number of students learn at higher levels.” -Mike Schmoker, “On Common Ground” The Power of Professional Learning Communities, 2005.

13 Review Data with Students  Make students aware of their level of mastery  Help them take ownership of their learning  Engage students in tracking their data  Provide clear feedback

14 Plan the next steps  Will you give a different formative assessment? Can a student demonstrate learning in a different format? Will a change in the learning environment make a difference?  Will you teach the material again?  Determine how to form small groups for instruction – can you and your colleagues group across classes?

15 Design Strategies and Teach Again  Design appropriate strategies to teach concepts, skills, content as needed for students who have not yet learned the material  Use different materials, strategies; consider Multiple Intelligences, learning preferences  Consider technology tools

16 Administer Formative Assessment  Use a new tool for formative assessment to measure student learning  Consider cognitive demand of the standard, the complete standard, appropriate format

17 Activity


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