1. Fostering an Environment for Formative Assessment Defining Formative and Summative Assessment

3. Agenda 1. Defining Formative and Summative Assessment A. Individually B. Pair-Share C. Group Share 2. Video – Rick Wormeli 3. AAC Key Visual 4. Fostering the Envirnoment – Questions to ask oneself.

4. Operating Agreement Meeting Behaviours  Be open and share ideas, opinions and perceptions.  Build trust.  Express differences of opinions.  Respect differences and one another’s opinions and perceptions.  Listen to and hear one another and ask questions if you don’t understand something or need clarification.  Discuss issues not people. “Hard on problem, soft on people”.  Be able to agree to disagree.  Honor confidentiality.  Expect responsible behaviour from one another.

5. Individually  Use the white boards and write down your own definition of each: A. Formative Assessment B. Summative Assessment

6. Pair/Group - Share  With a partner/group of 3-4, share your definition of each and try to formulate one definition you can agree upon.

7. Large Group Discussion  What is Formative Assessment?  What is Summative Assessment?

8. Paul Black Quote: "When the cook tastes the soup, that's formative assessment; when the customer tastes the soup, that's summative assessment."

9. Rick Wormeli  http://www.youtube.com/watch?v=rJxFXjfB_B4 http://www.youtube.com/watch?v=rJxFXjfB_B4  http://www.youtube.com/watch?v=t-t7aOfDWNA http://www.youtube.com/watch?v=t-t7aOfDWNA

12. Fostering an Environment of/for Formative Assessment 1) Do I and the students have a classroom that fosters a growth mindset? 2) Do I encourage risk-taking? 3) How do I let students help each other with the lesson (peer feedback/assessment)? 4) How do I know the students learned today’s goal? 5) How do I involve the students in the classroom assessment process? 6) What information do I gather that will impact the next instructional steps? How do I do this? 7) Is it important to give specific, descriptive feedback? If so why? How do I do this? 8) What would happen if I decreased the amount of evaluative (summative) feedback students received? 9) How do I and the students reflect on their learning? 10) Who is doing the most doing in the classroom? Is this optimal for learning?