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The Michigan Formative Assessment Project

The Michigan Formative Assessment Project. Laura Otten , Laurie Smith, and Sheila Larson Regional Formative Assessment Coaches December 6, 2010. GR. Fowlerville. Holland. Learning Targets. Learning Targets for Series. I can describe the components of a balanced assessment system.

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The Michigan Formative Assessment Project

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  1. The Michigan Formative Assessment Project Laura Otten, Laurie Smith, and Sheila Larson Regional Formative Assessment Coaches December 6, 2010

  2. GR Fowlerville Holland

  3. Learning Targets Learning Targets for Series • I can describe the components of a balanced assessment system. • I can identify protocols for learning. • I can identify the components of an effective Formative Assessment PLC.

  4. Assumptions… Chalk Talk

  5. Summative Assessment Formative Assessment Classroom Assessment Formative Assessment Summative Assessment

  6. Critical Distinction… Assessment FOR Learning: How can we use assessment to help students learn more? (formative) Assessment OF Learning: How much have students learned at a particular point in time? (summative)

  7. Formative and summative assessments are interconnected. They provide different levels of information on student learning at different points in time.Adapted from Ministry of Education, Wellington, New Zealand

  8. Assessment in Support of Learning …it goes beyond merely providing judgments about student performance to providing rich descriptions of student performance, —Rick Stiggins, 2006

  9. Knowing Exactly What Students Know and Knowing it NOW “The central idea is that we should use assessment to influence learningand that the teaching should be contingent on what students have learnt. . . So that while we’re teaching we collect evidence about where the students are to make adjustments to our teaching to better meet our students’ learning needs.” —Black, P. & William, D. (2006)

  10. The Soup Analogy When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative. —Stake, R. (2004)

  11. How often should data be collected? Annually 2-4 Times a year Quarterly or end of the unit 1-4 times a month Daily/weekly

  12. Formative assessment is a plannedprocess -W. James Popham, 2008

  13. Using Data to Identify Learning Gaps Formative assessment can identify students’ learning gaps at a time when the learning is still taking place and timely interventions can be made

  14. Components of Formative Assessment

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  23. Hamilton High School

  24. Hopes and Fears2008/09 School Year Hopes Work collaboratively / purposefully as a group Open up to others, analyze & share (both good & bad) Gather Evidence Impacts classroom practice as much as I hope Work will inspire others to action Support others as needed … “just right” Fears Maintaining focus outside of dedicated meeting time Convincing staff … F.A. & common summative (balance) team as point persons for nay- sayers Distraction due to other initiatives / responsibilities Improving enough to help lead / be catalysts

  25. Hamilton High School Norms • Be prepared to dedicate share time in every meeting • Maintain a record of our collective work • Share all successes and/or failures without fear • Designate time for implementation

  26. Hamilton High School • Met every two weeks • Agenda • Sharing Time – • Discussions about readings • Interactive discussion concerning use of FA tools • How has this effected students? • Set individual goals for implementing next monthly theme • Set time for classroom visits

  27. Baldwin Street Middle SchoolHudsonville Public Schools • Principal • Assistant Principal • Teachers from Science, • Math, and Social Studies Once a month meeting, for 4 hours Two times for full day sessions

  28. Hopes and Fears Hopes New strategies that work Develop a climate of sharing and observing each other Impact student learning/ increase achievement Build enthusiasm, purpose, professionalism Constructive atmosphere Foster culture of student ownership Increase metacognition Fears Finding time in our classrooms to DO all of this What about the RESISTANT staff members? Staff development time and time to create shared vision How do we take what we learn and “grow” with our entire staff and our student body?

  29. Baldwin Street Middle SchoolNorms • Have a purpose/Be purposeful • Approach new ideas with a positive, open mind • Be willing to share and try new ideas • Manage our time and materials wisely • Stay focused!

  30. Formative Assessment Teams • Year 1 • Hamilton High School • Year 2 • Baldwin Street Middle School • Spring Lake Middle School • Harbor Lights Middle School • Macatawa Bay Middle School • Careerline Tech Center • Year 3 • Riley Street Middle School • Jenison High School • Hamilton Public Schools (District-wide)

  31. OAISD and Formative Assessment • Assessment Academy Year 1 • Balanced Assessment • Assessment Academy Year 2 • Grading • Blended Learning Course • Book Studies

  32. Fowlerville Community Schools

  33. TFAP Resources

  34. THE FORMATIVE ASSESSMENT PROCESSTFAP Funding 101 TFAP Funding 101

  35. DEFINE THE NEED • Comprehensive Needs Assessment (CNA) • ESA/District Performance Rubrics (DPR)

  36. DESIGN THE PLAN ESA/District Improvement Plan (DIP) Local Educational Agency Planning Cycle (LEA-PC) School Improvement Plans (SIP) Consolidated Grant ~Title IIA submission

  37. Michigan School Improvement Framework • I: TEACHING FOR LEARNING ST2: Instruction ST3: Assessment • II: LEADERSHIP ST1: Instructional Leadership BE B: Instructional Support • III: PERSONAL & PROFESSIONAL LEARNING ST2: Professional Learning • V: DATA & INFORMATION MANAGEMENT ST2: Information Management

  38. LEA-PC (Local Educational Agency Planning Cycle) MUST BE IN THIS PLAN DETERMINED BY YOUR NEEDS DEVELOPED IN YOUR GOALS

  39. LEA-PC OUTLINE GOAL: K-12 MATH ACHIEVEMENT OBJECTIVE: INCREASED MATH PROFICIENCY STRATEGY: M3: Data Use and Analysis STRATEGY: M4: 6th-12th Formative Assessment Process STRATEGY: M5: 6th-12th Reading Apprenticeship/Studying Math Learning GOAL: K-12 READING/WRITING ACHIEVEMENT OBJECTIVE: INCREASED READING/WRITING PROFICIENCY STRATEGY: RW3: Data Use and Analysis STRATEGY: RW4: 6th-12th Formative Assessment Process STRATEGY: RW5: 6th-12th Reading Apprenticeship

  40. MATH STRATEGY DESCRIPTION GOAL: K-12 MATH ACHIEVEMENT OBJECTIVE: INCREASED MATH PROFICIENCY STRATEGY: M4: 6th-12th Formative Assessment Process Strategy Statement: 6th-12th grade teachers will continue 3 year training of Formative Assessment Process. Teachers will be trained by teacher-trainers in the study of assessments and how to engage all students in the learning process while improving academic achievement. (FAP coaches--trained through MDE/Measured Progress with Title II funds) (2 FAP Coaches released 1 Hour of day to mentor/coach staffs at High School and Jr. High School paid with ARRA/IDEA funds)

  41. READING STRATEGY DESCRIPTION GOAL: K-12 READING/WRITING ACHIEVEMENT OBJECTIVE: INCREASED READING/WRITING PROFICIENCY STRATEGY: RW4: 6th-12th Formative Assessment Process Strategy Statement: 6th-12th grade teachers will continue 3 year training of Formative Assessment Process. Teachers will be trained by teacher-trainers in the study of assessments and how to engage all students in the learning process while improving academic achievement. (FAP coaches--trained through MDE/Measured Progress with Title II funds) (2 FAP Coaches released 1 Hour of day to mentor/coach staffs at High School and Jr. High School paid with ARRA/IDEA funds)

  42. PAIR SHARE: “Describe who handles the LEA PC in your district/ESA”

  43. SIP and DIP (School/District Improvement Plans) MUST BE IN These Plans DETERMINED BY YOUR NEEDS DEVELOPED IN YOUR GOALS

  44. PAIR SHARE: “Describe who handles the SIP/DIP in your district/ESA”

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