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Formative Assessment Institute. Barb Rowenhorst Janet Hensley Lisa Hafer Marilyn Hofer Pam Lange. http://fai.tie.wikispaces.net/. Credit Options. Remember to sign in each session PTBS Credit Graduate Credit – University of Wyoming Different Colored Pen Each Session. Outcomes.
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Formative Assessment Institute Barb Rowenhorst Janet Hensley Lisa Hafer Marilyn Hofer Pam Lange
Credit Options Remember to sign in each session • PTBS Credit • Graduate Credit – University of Wyoming • Different Colored Pen Each Session
Outcomes • Involve students in the Seven Strategies for Assessment for Learning. • Accumulate formative assessment tools to inform instruction. • Deepen our understanding of learning targets, deconstructing standards, BOE, and/or looking at student work. • Build collegiality between colleagues with similar instructional roles: teachers, instructional facilitators, or administrators.. • Complete an action plan to guide the implementation of quality assessment practices.
Parking Lot We will collect items periodically and address to the entire group: • Non-content: • respond via sticky note • Content: • address whole group
Do you feel it would be beneficial to have a short presentation on BOE requirements.
February On-line Survey Results • The Learning Target Analysis remains confusing to me. I need more practice looking at student work. • More time to work within our own school groups. • The first day was really long, but I understand the guidelines and the required # of hours. • Perhaps breakout sessions with a defined assignment in our district teams. • More hands-on activities and more practical tools and models for formative evaluation in the classroom. • I would suggest to break up groups by position/job so the administration, teachers and instructional facilitators could all participate within their role in the professional development process.
How do you involve students in the Seven Strategies for Formative Assessment?
Seven Strategies for Assessment FOR Learning Where am I going? Provide a clear and understandable vision of the learning target. Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the gap? 5. Design lessons to focus on one aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self-reflection and let them keep track of and share their learning.
Step One: Reading the statements in the column: “The Path to a Balanced Assessment System” determine which of the Seven Strategies could be represented. List strategy/ies in column one.
Step Two: Reading the statements in the column: “The Path to a Balanced Assessment System” discuss additional comments you might hear from students. List comment(s) in column three.
Step Three: Utilizing the completed form, discuss what might be happening in your district pertaining to each statement.
Table Discussion At the present, how involved are students in each process? How might that be changed?
Seven Strategies for Assessment FOR Learning Where am I going? Provide a clear and understandable vision of the learning target. Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the gap? 5. Design lessons to focus on one aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self-reflection and let them keep track of and share their learning.
Strategy One: Learning Targets • Include teacher speak from standards • Include student speak from standards • Include vocabulary from standards • Include students in the process • It is important to include common testing vocabulary when developing learning targets.
Verbs Every Student Should Know • McREL completed a research study on the use of vocabulary found on standardized tests. • The research showed that almost forty percent of errors on standardized tests are due to the misunderstanding of directions or question stems due to vocabulary students did not know or understand.
Verbs Every Student Should Know These twelve verbs consistently appear on standardized tests: Trace Analyze Infer Evaluate Formulate Describe Support Explain Summarize Compare Contrast Predict
Lets Practice . . . • Divide into groups of two or three. • Each group randomly selects two verbs. • Using the XYZ draft definitions as a starting point, develop an operational definition of your two verbs. • Try to keep the definition to five words or less. • Write each definition on a sticky note. • Post the definition on the chart paper of the corresponding word.
Using the Verbs It is important • to have students create the first set of draft definitions. • to create some form of consensus building for the final decision on the definition – with students and/or teachers. • to incorporate these verbs into your formative assessments so when students get to the summative assessment there are no surprises.
Table Discussion How important is it for each content area to incorporate the verbs into everyday learning targets? Discuss how your building could use this vocabulary activity to promote student success.
Seven Strategies for Assessment FOR Learning Where am I going? Provide a clear and understandable vision of the learning target. Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the gap? 5. Design lessons to focus on one aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self-reflection and let them keep track of and share their learning.
Writing Assignment What do we know about the Civil War? • Who? • What? • When? • Where? • Why? Seven Minutes to complete activity
Writing Assignment • Write two paragraphs on your belief of the causes of the Civil War. • You have 7 minutes.
Writing Assignment • Exchange papers with someone not at your table. • Grade the paper you received based on the criteria of the rubric provided.
Rubric Discussion Questions • How did this make you feel? • How would a student have felt? • How often do we do this to students? • Should we have done anything beforehand? • If you could change one thing in your classroom after this experience, what would it be?
Rubrics Key ideas
Rubric CD Samples • Insert CD • Click on Continue • Click on Table of Contents • Click on Chapter 9 • Click on Rubric Sampler • Click yes if pop-up requests it • Explore the Rubrics listed in the table of contents
Breakout Sessions:Deconstructing StandardsBOE Question/AnswerLooking at Student WorkDeveloping Learning Targets
Please select the breakout sessions that best fit your needs.Teams do not have to attend the same breakout session. Breakout Sessions
Deconstructing Benchmarks • First and foremost, the student has to be the center of everything in education. • Students need to know the performance standards – CLEARLY!
Standards • WDE • Wyoming Department of Education website • – Standards and benchmarks http://www.k12.wy.us/SAA/standards.asp
Deconstructing the Benchmark • Define essential verbs (red) • Define essential terms (blue) • As you work through all of the standards, you need to have common definition s of verbs and terms -- sometimes agreement is difficult! • Remember – you may want to bold the verbs and underline the terms if not everyone will have a color printer and if you are going to have it online.
