Coastal Plains RESA

Coastal Plains RESA Assessment Literacy: Formative Instructional Practices March 27, April 23, April 30, May 7 Session One: Modules 1 & 2 Session Two: Module 3 Session Three: Module 4 Session Four: Module 5

Norms • Be on time. • Place cell phones on silent. • Actively listen and participate. • Limit sidebar conversations (take notes to discuss later). • Assume good will and positive intent. • Observe the work time limit. • Use electronic devices for group work only. • End on time. • Clean your work area. • Laugh often. Celebrate success! Coastal Plains RESA 2013-14

Collecting and Documenting EvidenceAgenda • Establish Norms • Set Learning Targets • Key Terms Task • Reflect • Document Evidence • Analyze Evidence • Determine Characteristics of Effective Feedback • Provide Effective Feedback • Reflect Coastal Plains RESA 2013-14

Leading Formative Instructional Practices Learning Targets • Know how to ensure learning targets are clear to teachers and students. • Know how to collect and document accurate formative evidence of learning. • Know how to use methods of assessment formatively in order to analyze evidence of student learning. • Understand what makes feedback effective. • Know how to provide effective feedback. Review each target. Underline, circle, and/or make notes to set your personal learning targets. Coastal Plains RESA 2013-14

How do Formative Instructional Practices connect to Leader Keys, Teacher Keys, CCRPI, …? Teacher Keys Effectiveness System Leader Keys Effectiveness System Coastal Plains RESA 2013-14

Coastal Plains RESA 2013-14

Accurate Assessment Assess What? What are the learning targets? Are they clear? Are they good? Why Assess? What’s the purpose? Who will use the results? Assess How? What method? Written well? Sampled how? Avoid bias how? Be sure students understand targets, too. Students are users, too. Communicate How? How manage information? How report? Students can participate in the process, too. Students track progress and communicate, too. Effectively Used

Formative Instructional PracticesKey Terms Task • Divide into two groups. • Group 1 has the prompt/question. • Group 2 has the answers. • Number off group 2. • In numerical order, group 2 members will read the answer. • Members in Group 1 will decide if he/she has the question and will change to green cup to be recognized. Coastal Plains RESA 2013-14

Reflection • How does an assessment blueprint/test specification chart help ensure that the steps for Collecting Accurate Formative Evidence of Student Learning are followed? • Discuss with a partner and be prepared to explain to the group. • Refer to Audit an Assessment for Clear learning Targets (Download C, Module 3) as needed. Coastal Plains RESA 2013-14

Collecting Accurate Formative Evidence of Student Learning • Deconstruct the standard(s). • Set clear learning targets. • Determine learning target types. • Knowledge • Reasoning • Skill • Product • Determine assessment method. • Selected Response • Extended Written Response • Performance • Personal Communication • Set appropriate sample size. • Write/select high quality items and rubrics. • Control for bias. Coastal Plains RESA 2013-14

M3: Collecting and Documenting Evidence of Student Learning Know how to collect and document accurate formative evidence of learning. • A leader might say: “I’m sure that all the instructional materials used in our school are aligned to the new standards because the sales rep assured us of it.” • A coach might say: “The teachers I’m working with monitor learning by tracking summative evidence only.” • A teacher might say: “With traditional paper and pencil assessments, I always include at least one item where students have to write out an answer.” • A coach might say: “It is important that I help teachers with performance assessment this year. If we work on tasks, we can work on rubrics down the road.” • A teacher might say: “I plan the questions I ask. It is not always in the best interest of learning to just see where the classroom discussion goes.” • A teacher might say: “It is important to determine the sampling of items in advance.” Coastal Plains RESA 2013-14 M3, Activity 1, p. 3.

Accurate Assessment Assess What? What are the learning targets? Are they clear? Are they good? Why Assess? What’s the purpose? Who will use the results? Assess How? What method? Written well? Sampled how? Avoid bias how? Be sure students understand targets, too. Students are users, too. Communicate How? How manage information? How report? Students can participate in the process, too. Students track progress and communicate, too. Effectively Used

M4: AnalyzingEvidence and Providing Effective Feedback Know how to use methods of assessment formatively in order to analyze evidence of student learning. • Analyzing Formally Documented Evidence, Activity 2, p. 5-6. • With a partner, examine the evidence recorded in the chart and answer the discussion questions. Coastal Plains RESA 2013-14

M4: AnalyzingEvidence and Providing Effective Feedback Understand what makes feedback effective. • Download B • How Am I Doing? • Assessment and Student Success in a Differentiated Classroom Groups of 3 Individually scan the three (3) texts. Record characteristics of effective feedback, noting page numbers. Come to consensus on what makes feedback effective. List five (5) important characteristics and record on chart paper. Coastal Plains RESA 2013-14

Which is effective? Why? Coastal Plains RESA 2013-14

M4: AnalyzingEvidence and Providing Effective Feedback • Know how to provide effective feedback. • Analyzing Evidence and Providing Effective Feedback, Activity 3, p. 7-8. • With a partner, complete the exercises by pretending you are the instructional coach. How would you provide feedback to each teacher? Consider the tips in the Success and Intervention Feedback Options table. Coastal Plains RESA 2013-14

Document and Analyze Evidence to Provide Feedback Why look at wrong answer choices? How does the organization of the USA in the 1920s assessment facilitate documentation and feedback? Coastal Plains RESA 2013-14

Another Look at Documenting Evidence Coastal Plains RESA 2013-14

Reflect on the assessment that you brought. • Which standard? • What is the learning target? • LT type? • Will you document? If so, how? • What feedback will you give? • Does this assessment move learning forward? How? • Share. Coastal Plains RESA 2013-14

Implementing Formative Instructional Practices Learning Targets Reflect and record evidence of your progress toward analyzing evidence of student learning and providing effective feedback. What changes would you like to see in teacher actions? in student actions? What questions do you still have about implementing formative assessment practices in your classroom? What processes must be in place in your classroom, grade level, and/or school for FIP to work well? Coastal Plains RESA 2013-14

AssignmentPlease bring on to the next session. • Formative assessments with teacher feedback to students • Be prepared to share how formative assessment evidence was used to adjust instruction. Coastal Plains RESA 2013-14

Resources at CPRESA cpresa.org jbaxter@cpresa.org Coastal Plains RESA 2013-14

Resources at GaDOE How to Access User’s Guide http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GeorgiaFIP.aspx Coastal Plains RESA 2013-14

Resources at FIP Portal Coastal Plains RESA 2013-14

Resources Chappuis, Jan. Seven Strategies for Assessment for Learning. Stiggins, Rick. Classroom Assessment for Student Learning. Coastal Plains RESA 2013-14

Research Base • Chappuis, Jan. Seven Strategies for Assessment for Learning. • Chappuis, Jan. How Am I Doing? • DuFour, Richard. Leaders of Learning. • Marzano, Robert. School Leadership That Works. • Moss, Connie M. Knowing Your Learning Target. • Schmoker, Mike. Results Now. • Stiggins, Rick. Classroom Assessment for Student Learning. • Tomlinson, Carol Ann. Assessment and Student Success in a Differentiated Classroom. Coastal Plains RESA 2013-14

Coastal Plains RESA

Coastal Plains RESA