Welcome to Wagner In-service

1. On the road to formative assessment… Welcome to Wagner In-service

2. Lucy Atwood latwood@tie.net TIE 221 S. Central Ave. Pierre, SD 57501 (605) 208-6306 Introductions and contact info:

3. Wagner Wiki All documents are included at the Wagner wiki site: http://wagnersig.tie2.wikispaces.net/

4. Listen with engagement Honor each other’s thinking and private think time Everyone has a voice during group activities Be respectful of all comments Participation is expected Limit side conversation Take care of your needs Turn cell phones off or vibrate Norms

5. Overview of Common Core State Standards • Introduction to formative and summative assessment. • Develop understanding of characteristics of effective classroom assessment. Outcomes

6. Common Core State Standards (CCSS)

7. Common Core State Standards (CCSS)

8. Where and When? Go to this site and click on the Registration Link - http://www.doe.sd.gov/octe/commoncoreStandards.asp

9. Where and When? Go to this site and click on the Registration Link - http://www.doe.sd.gov/octe/commoncoreStandards.asp

10. Where and When? Go to this site and click on the Registration Link - http://www.doe.sd.gov/octe/commoncoreStandards.asp

11. Schedule of trainings 2012: • Sioux Falls, January 11 • Sioux Falls, January 12 • Platte, January 11 • Aberdeen, January 20 • Watertown, January 27 • Pierre, January 27 • Rapid City, January 9 • Rapid City, January 24 • Spearfish, January 20 8 Standards of Mathematical practice

12. Assessment Textbooks

13. Icebreaker – Snowballs of Kilimanjaro Complete survey Crumple and throw Retrieve a snowball (not your own) As facilitator reads questions, participants form human histogram under the appropriate numbers. Where are we now?

14. How Did we Do?

15. How did we do? What are the implications? In what areas are we really strong? Where do we need some work? Results of our “Assessment”

16. Why Is Assessment Important? • Think about the last assessment you gave to students: • What was it for? Why did you give it? • What did you do with the results?

18. We may want to assess where a student is.

19. We may want to assess where a student is… going.

20. We may want to assess what a student has learned.

21. But ultimately we want to know what to do next in order to close the gap.

22. What does the research say?

23. Student Involvement When students are involved in the assessment process they are required to think about their own learning, articulate what they understand, and what they still need to learn – and achievement improves. (Black and William, 1998; Young, 2000)

24. Brainstorm assessments that you have used. Write each one separately on a sticky and put in a pile in the middle of your table. Assessments

25. Thinking About Assessment • 80 percent of assessments given in classrooms are geared toward low-level thinking. • Decisions about assessment happen about every three to four minutes. • What do assessments tell us? • How are we using assessments?

26. Characteristics of Quality Classroom Assessment Why assess? • What’s the purpose? • Who will use the results? Assess what? • What are the learning targets? • Are they clear? • Are they rigorous?

27. Characteristics of Quality Classroom Assessment Assess how? • What method? • Sampled how? • Who will use the results? Communicate how? • How do we manage information? • How do we report?

28. Characteristics of Quality Classroom Assessment Student Involvement • Are the targets clear for students? • Are students involved in the assessing, tracking, and setting goals? • Are students communicating about their learning?

29. Based on previous experience, what is your definition of summative and formative assessment Formative and Summative

30. Summative and Formative Assessment Assessment of Learning(Summative Assessment): How much have students learned at a particular point in time? Assessment for Learning(Formative Assessment): How can we use assessments to help students learn more?

31. Assessment of Learning The purpose is: • to measure student achievement at a particular point in time for reporting and accountability; • to sort students in rank order; and • to maximize student learning through standardized tests.

32. Assessment forLearning The reason/purpose is: • to promote further improvement of student learning during the learning process and • to involve students in the ongoing assessment of their own achievement.

33. Assessment for Learning Results are used primarily by students, educators, and parents. Results are used for: • helping students see and hit the target(s) and • identifying student needs.

34. Discuss with group how your definition of for and of learning are similar to or different from the statements presented. How Do These Compare?

35. Assessment Activity

36. Assessment ActivityOfandFor Directions: • Each table needs a plastic bag with additional definitions and T-Chart. • Work for five minutes to determine under which category each definition fits. • If you get stuck, place the definition in the middle.

37. Our Assessment Goal To create and maintain a balanced assessment system that includes high quality assessments ofand forstudent learning.

38. Over the next month, be thinking of assessments you are using in your classroom and school. What are they used for? What do you do with the results? How are students involved in the process? To the future and beyond

39. Prior to our next meeting please read the article: What a Difference a Word Makes. Review and fill in, as much as you can, the graphic organizer we will be using for the article. Both of these will be found at the wiki site, http://wagnersig.tie2.wikispaces.net/ To the future and beyond

40. What is one outcome regarding assessment you would like to see this year? What is one new thing you learned or heard today? What is one question you still have? Exit card

41. Thank you for your hard work. Have a good weekend and see you next time – October 7. To the future and beyond