1. Formative Assessment Follow up #1: Planning for Assessment Jeanette Grisham Adrienne Somera NWESD

2. Introductions

4. Learn how to plan for the implementation of formative assessment strategies and techniques in your classroom

5. Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited. ~Black and Wiliam

6. Formative Assessment Five Key Strategies Formative Assessment Five Key Strategies

7. Progressing Toward a Standard

8. “A learning progression is a sequenced set of subskills and enabling knowledge that, it is believed, students must master en route to mastering a more remote curricular aim.” -Popham 2008 8

9.  Acquire a thorough understanding of the target curricular aim.  Identify all requisite precursory sub-skills and bodies of enabling knowledge.  Determine whether it’s possible to measure students’ status with respect to each preliminarily identified building block.  Arrange all building blocks in a structurally defensible sequence.

10. Zooming in on a building block Building Block 1 Building block 2 Building block 3 Unit Target Planning for daily formative assessment

11. Examples

12. Learning Progressions to Planning One Process

13. Targets

14. Plan to share targets with students Student friendly language Communication technique

15. note common misconceptions ?

16. 1 st Grade Math Learning Expectation: 1.1.E Write, compare, and order numbers to 120. Building Block: Compare numbers to 120 using greater than, less than, greatest, least, equal to. Misconception: Using the incorrect vocabulary, i.e. greater with more than 2 numbers Magnitude of number is unclear (place value understanding is not emerging)

17. K-1 Science Learning Expectation: K-1 LS3B: There are many different types of living things on earth. Many of them are classified as plants or animals Building Block: Correctly classify living things as animals Misconception: “Animal” only refers to large terrestrial mammals Humans are not thought of as animals Insects, birds and fish are seen as alternatives to animals rather than subsets of animals

18. How do you know? Where do you find the common misconceptions for your content?

19. Skip lesson activities plan for now

20. Formative Task*

21. Designing classroom activities that elicit evidence of students’ learning

22. Adjustment Trigger

23. Plan for adjustments

24. Anticipate students will be in different places

25. Possible Strategy: Expose children to animals that are familiar to them, but take care not to limit the experiences to only vertebrates Common Misconception: “Animal” only refers to large terrestrial mammals

26. OK…now you can plan the lesson…

27. Closure

28. Create or revisit your Learning Progression My Learning Progression 28

29. Choose a building block and design a lesson using the lesson template 29

30. Help Cups: Green- I’m good Yellow-Check in with me when you get a minute Red- HELP ME NOW!

31. How might this type of intentional planning for formative assessment be a useful piece of your regular practice? 31

32. Jeanette Grisham jgrisham@nwesd.org Adrienne Somera asomera@nwesd.org