1. Formative Assessment Every Learner. Every Day. Utilizing the MSDE Formative Assessment Tasks

2.  Understand the changing roles of teachers and students in classroom formative assessment  See how the MSDE tasks & items can be used formatively to assess student learning  Articulate the importance of feedback in the formative process  Understand FAME course content and professional learning design Learning Goals

3. 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 instructional outcomes. FAST SCASS/CCSSO (2007) AERA/APA/NCME (2014) Maryland Definition

4.  Share Learning Goals and Criteria for Success  Elicit and Use Evidence of Learning  Use Descriptive Feedback  Promote Student Self and Peer Assessment  Establish a Collaborative Climate The Attributes

5.  Develop a “pathway” for learning  Targets assessments and feedback  Helps answer the question “what do I do with this data?”  Identify missing building blocks Learning Progressions

6.  Are clearly identified and communicated to students  Are tightly aligned  Are shared in student- friendly language  Criteria made explicit through exemplars Learning Goals & Success Criteria

7.  Evidence-based  Aligned with learning goal and success criteria  Specific  Can be readily used by students  Does not include grades, scores, or comparisons to others Descriptive Feedback

8.  Needs to be taught  Deepens understanding of learning goals  Involves students in thinking meta-cognitively about their learning  Support students’ ability to internalize learning goals and self-regulate their learning Success Criteria: I can:  Identify the factors that affect electrical energy consumption at home, school, and in the workplace.  Identify sources of energy and categorize them as renewable or non-renewable  Find information in a variety of resources (books, video, Internet, etc.)  Record, share, organize, and synthesize understandings from a variety of sources to propose methods of decreasing electrical energy consumption. My strengths/knowledge: An area I need to learn in this unit: Next step: An area I need to learn in this unit: Next step: Self & Peer Assessment

9.  Teachers and students are partners in learning  Students feel comfortable taking intellectual risks  Students are active agents in their own learning Collaboration

10. Where is the learner going? Learning Goals Success Criteria Learning Progression Where is the learner now? Self assessment Peer assessment Formative assessment Descriptive feedback How will the learner get there? Descriptive feedback Collaboration Self-regulation The Components

11. Dylan Wiliam on Feedback https://youtu.be/MzDuiqaGqAY

12. What is Feedback? What Formative Feedback Is Relates to learning targets Identifies strengths and areas for growth Timely: it can be used immediately to improve progress Descriptive: specific, or in the form of questions What Formative Feedback is Not General comment Edits of mistakes Provided after learning is over; at the end Coded: grades, scores, checkmarks, judgments

13. Aligns to content Just right amount Leads to next steps Supports self- regulation Characteristics of Effective Feedback

14. Two Parts to Feedback Considerations when giving actionable feedback “Can this student take action on this feedback?” Acknowledging Success Identify what is done correctly. Describe an aspect of quality present in the work. Point out effective use of strategy or process. Guiding Future Thinking Identify a correction. Describe an aspect of quality needing work. Point out a problem with strategy or process. Offer a reminder. Make a specific suggestion. Ask a question. Adapted from Seven Strategies of Assessment for Learning by Jan Chappuis (2009, p. 59)

15. “Picture of Practice” https://youtu.be/8EaA69wc2_A Jen Greer, 7 th grade math, Lockerman Middle School, Caroline County https://youtu.be/cnhQ7KqN_z8 Courtney Leard, 2 nd grade, Fountaindale Elementary School, Washington County

16. A tool that lists criteria for evidence-based review of student work. It articulates gradation of quality, from novice to expert. Rubrics: What is their purpose? They can assist students in: clarifying teacher’s expectations; obtaining feedback for work; monitoring their learning; promoting self-assessment; improving own performance.

17. Learning Progressions Should….. Provide a description of learning in each category that will support instructional planning. Provide sufficient detail to map formative assessment opportunities that will elicit evidence at key points along the progression. Support teachers to quickly identify where students are along the learning progression, in other words, to help define what the gap in learning is in relation to the learning goal. Support students to take next steps in learning.

18. Learning Progressions For your task: Start with level 3 (proficiency) Describe what you see proficient students doing when they demonstrate the knowledge and skills expected for this set of unit goals. Keep these look-fors in mind while reviewing responses and providing feedback

19. Tasks: Structured vs Unstructured UnstructuredStructured Shorter in lengthRequire students to complete three or four innovative items Teachers use as part of instructionStudents work through a series of steps building toward a final activity Intended to be finished in one class period Students submit a written narrative to prove evidence of learning Tasks based on multiple standardsMeant to assess student’s understanding of a major standard Place heavy emphasis on reasoning and critical thinking

20. Providing Feedback You will now examine the performance tasks, using what you have learned about feedback and rubrics. With your partner, review the task and rubric. You have 15 minutes! Use the “Student Work Review Guide” with your partner to steer the conversation Step 1- Review student work Step 2- Feedback for student Step 3- Evidence Review

21. Share Out At your table, discuss: What you noticed about the student responses overall What evidence the task could elicit One strong piece of feedback your team created How you could use this task embedded in instruction

22. Formative Assessment for Maryland Educators FAME is a yearlong school based collaborative professional development process that consists of 5 self-study modules, application activities, communities of practice, and leadership support at no cost. The goals of FAME are to encourage and support teacher reflection and dialogue around the topic of formative assessment, help teachers revise and refine their current practices within their classroom and school, and create lasting change in schools and districts.

23. Self-Study Online Modules Application Activities Leadership Support Community of Practice FAME Course Composition

24. Module 2: Planning Module 3: Eliciting & Using Data Module 4: Engaging Students Module 5: Deepening & Sustaining Practice Module 1: Foundations Content Framework

25.  Informational Webinars  msde-fame.blogspot.com  Registration  District personnel welcome  Leadership  Jul 9 & 10- Reservoir High School  July 13 & 14- Chesapeake College  School Team- Administrator & Facilitator  Looking Forward  Districts have begun looking at internal models for support  Current/future participants will continue to guide conversation around formative assessment in MD FAME Professional Learning

26. Moss, Brookhart, & Long’s 3 Ideas:  To know what to look for, administrators need to understand FA well  To learn FA, administrators have to look for and analyze what students are doing  To lead FA, administrators need to serve as lead learners who help to shape FA practices over time FAME Professional Learning

27. Thank you!