1. Assessment for Learning

2. What is formative assessment? How does the nature of feedback impact teaching and learning? How can I plan to support assessment for learning in my own classroom? And how does formative assessment connect to the NCNSP Design Principles? Today’s Essential Questions

3. Share learning intentions and criteria Elicit student thinking and evidence of understanding Provide feedback that moves students forward Engage students in peer- and self-assessment Use summative tests formatively Formative Assessment Strategies

4. Formative Assessment – What do you know? What do you want to know?

5. Formative Assessment Using evidence of student learning to adapt teaching and learning to meet student needs.~Dylan Wiliam

6. A General Model • What do we want students to know and be able to do? (Standards) • What do students know? What can they do? (Assessment) • How do we move from here to there? (FORMATIVE ASSESSMENT)

7. Share learning intentions and criteria Elicit student thinking and evidence of understanding Provide feedback that moves students forward Engage students in peer- and self-assessment Use summative tests formatively Formative Assessment Strategies

8. A General Model • What do we want students to know and be able to do? (Standards) • What do students know? What can they do? (Assessment) • How do we move from here to there? (FORMATIVE ASSESSMENT)

9. “Essential Questions” Sharing Learning Intentions

10. What is the triangle inequality theorem?

11. What is the triangle inequality theorem? VS. What is the relationship between the side lengths of any triangle? Can any three side lengths be used to form a triangle? Why or why not? New Essential Questions

12. A rectangle has a perimeter of 80m. The length of the rectangle is 20m more than its width. What are the dimensions of the rectangle? Eliciting Student Thinking & Evidence of Understanding

13. Is that the only solution? How do you know?

14. Does everyone understand the method of elimination? VS. When is using elimination more advantageous than other methods? Why does elimination yield a solution? Opening Questions Up to Probe for Understanding

15. What battle was the turning point of the War for Independence? VS. Explain the reasons why the Battle of Saratoga was a turning point in the War for Independence? Opening Questions Up to Probe for Understanding

16. What are the phases of mitosis? VS. Explain the process of mitosis and why it is essential to life? Opening Questions Up to Probe for Understanding

17. What is the next step? VS. What could you do next and why? How could you proceed from here? How do you know the solution you get from elimination is a solution to both equations? Opening Questions Up to Probe for Understanding

18. Is this statement true or false? VS. When is this statement true? When is it false? How do you know? Opening Questions Up to Probe for Understanding

19. Does anyone have any questions about what we did today? VS. What are some good questions to ask about what we discussed today? Opening Questions Up to Probe for Understanding

20. Feedback that Moves Students Forward • How do we typically provide feedback? • Does it move students forward? • What the research suggests (each teacher bring in one sample of feedback given to students)

21. Evaluating Comments • Show your work. • What does slope mean? What does your answer describe? • You confused slope and y-intercept. Slope = Δy/Δx • Incorrect. Check your work.

22. Key Features ofEffective Comments • Comments should identify what has been done well and what still needs improvement • Comments should further provide guidance on how to make that improvement • Instruction should provide opportunities for students to follow up on comments • (Analyze work)

23. Feedback that Moves Students Forward • Work your assigned problem, as you would ideally want your students to respond. (Explain  How? Justify  How do you know? or Why?) • Read student responses on reverse. • Rather than correct the student responses, write questions to elicit improved responses. • Think-write-share

24. What techniques have you been using to give feedback? Bring samples of feedback to students What feedback moved students forward? How do you know? Be prepared to share. Homework (for Follow Up)

25. What Is Powerful Teaching and Learning? • All teachers adopt a common instructional framework based on best practice to ensure a coherent and consistent student learning experience • Teachers routinely use formative assessment data to make instructional decisions • Collaboration and discussion among students is pervasive • Each student internalizes common standards through the use of exemplars and rubrics • Each student reflects on learning and demonstrates growth through portfolios or other performance-based assessment

26. Connecting Elements of Powerful Teaching and Learning • Select an indicator of Powerful Teaching and Learning • How is your indicator… • informed by formative assessment? • supported by formative assessment?

27. How does the nature of feedback impact teaching and learning? How can I plan to support assessment for learning in my own classroom? And how does formative assessment connect to the NCNSP Design Principle of Powerful Teaching and Learning? Essential Questions

28. What do you still want to know? What have you learned? How might we learn more? K-W-L-H