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Formative Assessment Institute

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Title: Formative Assessment Institute


1
Formative Assessment Institute
Barb Rowenhorst Janet Hensley Lisa Hafer Marilyn
Hofer Pam Lange
2
http//fai.tie.wikispaces.net/
3
Credit Options
  • Remember to sign in each session
  • PTBS Credit
  • Graduate Credit University of Wyoming
  • Different Colored Pen Each Session

4
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.

5
FAI March Agenda
6
Parking Lot
  • We will collect items periodically and address to
    the entire group
  • Non-content
  • respond via sticky note
  • Content
  • address whole group

7
February On-line Survey Results
8
Keynote Speaker
Topic Strongly Agree Agree Disagree Strongly Disagree NA
Jim Pophams presentation was beneficial to me as a participant of the Formative Assessment Institute. 14 31 9 4 11
Scott Marions presentation was beneficial to me as a participant of the Formative Assessment Institute. 12 33 14 9 1
I would like to have additional keynote speakers for next years Formative Assessment Institute. 18 33 9 4 5
9
Do you feel it would be beneficial to have a
short presentation on BOE requirements.
10
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.

11
Student Involvement Barb and Pam
12
Creating a Balance Assessment System
13
  • How do you involve students in the Seven
    Strategies for
  • Formative Assessment?

14
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.

15
Assessment System Handouts
16
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.
17
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.
18
Step Three
Utilizing the completed form, discuss what might
be happening in your district pertaining to each
statement.
19
Table Discussion
At the present, how involved are students in
each process? How might that be changed?
20
  • Verbs Every Student Should Know

21
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.

22
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.

23
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.

24
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

25
Word Example Draft Definition Created by XYZ Middle School Students
Trace Follow a path Very small amount
Infer Make a guess using facts
Explain Make clear using reasons Tell using details Give a reason for
Summarize Tell or give the main points
Contrast Tell or show the differences
Analyze Examine and explain Show the connection
Formulate Solve using a process
Predict Tell what you think will happen
Support Prove using facts
Compare Show how they are alike
Evaluate Determine what is important Give worth or amount
Describe Tell about in detail
26
  • http//www.visuwords.com/

27
Verb Template
28
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.

29
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.

30
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.

31
  • Using Rubrics for Looking at Strong and Weak
    Student Work

32
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.

33
Writing Assignment
  • What do we know about the Civil War?
  • Who?
  • What?
  • When?
  • Where?
  • Why?
  • Seven Minutes to complete activity

34
Writing Assignment
  • Write two paragraphs on your belief of the causes
    of the Civil War.
  • You have 7 minutes.

35
Writing Assignment
  • Exchange papers with someone not at your table.
  • Grade the paper you received based on the
    criteria of the rubric provided.

36
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?

37
Rubrics
  • Key ideas

38
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

39
Breakout Sessions
40
February On-site Survey Results
41
Breakout SessionsDeconstructing StandardsBOE
Question/AnswerLooking at Student
WorkDeveloping Learning Targets
42
Please select the breakout sessions that best fit
your needs.Teams do not have to attend the
same breakout session.
Breakout Sessions
43
(No Transcript)
44
Lunch
45
Breakout SessionDeconstructing
StandardsJanetLisaMarilyn
46
(No Transcript)
47
Deconstructing Benchmarks
  • First and foremost, the student has to be the
    center of everything in education.
  • Students need to know the performance standards
    CLEARLY!

48
Standards
  • WDE
  • Wyoming Department of Education website
  • Standards and benchmarks
  • http//www.k12.wy.us/SAA/standards.asp

49
(No Transcript)
50
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.

51
  • Students explain connections between setting,
    plot, theme, and characterization.
  • Verbs
  • Explain clarify in writing and/or speaking
  • Between - between
  • Terms
  • Connections links in writing and/or speaking
  • Setting - when and where the event takes place
    based on context clues
  • Plot how the story is put together
  • Theme the authors message
  • Characterization descriptions, speech, thoughts
    and actions of the characters.

52
  • Next, you write the benchmark as the teacher
    would say it, then as the student would
    actually say it.
  • If were looking at formative assessment, all
    parties have to agree on what the student needs
    to learn, especially the student.

53
  • Teacher Speak Students are able to explain
    (clarify in writing and/or speaking) connections
    (links) between setting (when and where the story
    takes place), plot (exposition, rising action,
    climax, falling action, and conflict resolution),
    theme (the authors message), and
    characterization (descriptions, speech, thoughts
    and actions of the characters).
  • Teacher Speak Students are able to clarify
    links between setting, plot, theme, and
    characterization.

54
  • Student speak
  • I can clarify in writing and/or speaking, links
    between
  • when and where the story
  • takes place,
  • how the story is put together
  • the authors message
  • how characters look,
  • talk, think, and act.

55
Deconstructing Standards (Benchmarks) into
Student-Friendly Language
  • At your table
  • Select a benchmark
  • Identify the verb(s) in the benchmark.
  • (Red or bold)
  • Handouts
  • Key Verbs Handout
  • Deconstructing benchmarks template
  • 3. Identify the noun(s) that need defining in the
    benchmark.
  • (Blue or underline.)

56
Deconstructing Benchmarks
  • Define verbs
  • Define terms
  • Write teacher speak
  • Write student speak

Agreement on all terms is necessary!
57
Team Work Time
58
Breakout SessionBody Of Evidence Question and
Answer SessionAlan MoorePamBarb
59
Breakout SessionWriting Learning
TargetsPamBarbLisa
60
Learning Targets?
  • A learning target is any achievement expectation
    we hold for students.
  • It is a statement of what we want the students to
    learn.

61
(No Transcript)
62
Standard
Students Move Up The Ladder Through A Seq
uence Of Learning Steps
Assessment OF Learning
Learning Target
Learning Target
Learning Target
Assessments FOR Learning
Learning Target
Learning Target
Learning Target
63
Kinds of Learning Targets
  • Knowledge targets
  • the facts and concepts we want students to know.
  • Reasoning targets
  • students use what they know to reason and solve
    problems.
  • Skill targets
  • students use their knowledge and reasoning to act
    skillfully.
  • Product targets
  • students use their knowledge, reasoning, and
    skills to create a concrete product.
  • Dispositional targets
  • students attitudes about school and learning.

64
Teacher Speak
  • Knowledge- mastery of substantive subject matter
    content, where mastery includes both knowing and
    understanding it
  • Reasoning- the ability to use that knowledge and
    understanding to figure out things and to solve
    problems
  • Skills -the development of proficiency in doing
    something where it is the process that is
    important, such as playing a musical instrument,
    reading aloud, speaking in a second language, or
    using psychomotor skills
  • Products- the ability to create tangible
    products, such as term papers, science fair
    models, and art products, that meet certain
    standards of quality and that present concrete
    evidence of academic proficiency.

65
6th Grade Reading Standard
66
Lesson Planning Example
Standard Analyze the ideological origins of the American Revolution, the Founding Fathers' philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.
Learning Target I can explain the appeal of Enlightenment ideas to the colonists
Assessment of Target Cause and effect chart
Addressing a Variety of Levels Explain the concept of a social contract (Locke) Analyze the impact of the following events upon the colonists (Stamp Act, Quartering Act, etc) Evaluate the effectiveness of the following rhetorical phrases from Paine and Jefferson (Pharaoh of England, etc)
67
More On Learning Targets
  • Clear learning targets starts with state standard
    and then, we deconstruct them into scaffolding
    leading to each standards (local curriculum maps)
    in order to transform them into student-friendly
    version.
  • We need to have a clear understanding of the
    learning targets we identify. Can I effectively
    turn those broad statements of content standards
    into classroom targets?
  • We need to understand the types of targets.
  • We should select targets based on the most
    important things.

68
More On Learning Targets
  • All teachers must have a clear vision of success,
    targets must be clear.
  • If you write good learning targets, your
    assessments should be easy to create.
  • Students should be given multiple opportunities
    to hit the target.

69
Learning Target Template
70
Team Work Time
71
Remember, tomorrow you will begin in your
individual strand. Please check agenda for
room assignmentTeacherInstructional
FacilitatorAdministrator
72
Breakout SessionLooking at Student
WorkMarilynJanet
73
Looking at Student Work
November Outcome To use strong and weak
student work to drive instruction. Barb
Rowenhorst Janet Hensley Marilyn Hofer
74
Norms
  • Honor Private Think Time
  • Allow time for individual reflection in order to
    be concise with our comments
  • Allow for a variety of think time
  • Own Responsibility
  • Be punctual (Start on time, end on time)
  • Maintain focus (Minimize sidebar conversation)
  • Share Air Time
  • Share information
  • Respect the signal to refocus

75
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.

76
Why is Examining Student Work
Important?
Where have I been? Where am I now? Where am I
going?
77
Why is Examining Student Work
Important?
How can I close the gap?
78
  • Lets look at some student work!

79
Looking at Classroom Student Work
  • If teachers work together to examine their
    students and their own work, theyll be asking
  • What am I teaching?
  • Why am I teaching it?
  • How am I teaching it?
  • Why am I teaching it this way?
  • How do I know my students are getting it?
  • How do my students know they are getting it?

80
Protocol for Looking at Student Work. . .
81
Protocol Classroom Student Work
Section 1
82
  • Looking at Student Work
  • Form and Protocol
  • Section 2
  • Sort the students work into 4 piles
  • exceeding standard
  • meeting standard
  • approaching standard
  • far below standard
  • List the students names under each category.

83
Section 3 Choose one student from each
category to record observations. Describe
specific observations of what that student
knows. Section 4 For each student, describe
specific observations of each students learning
needs.
84
  • Looking at Student Work Form and Protocol
  • Section 5 Most important section
  • List strategies that the teacher can do to
    address the students needs (individual or small
    group instruction).
  • Learning Needs for ALL Students (whole class
    instruction) Strategies that could be
    implemented whole group

85
  • As a team, use the Classroom Protocol and
    Recording Sheet as you look at the pieces of
    student writing samples.
  • Review November and/or February materials for
    additional protocols.

86
  • Group Reflection
  • Think of ways to use the Looking
    at Student Work Protocol

87
Team Work Time
88
  • Large Group Report
  • What insights did you gain from using these
    protocols?
  • How might you develop a way to look at student
    work in your grade/building?

89
Remember, tomorrow you will begin in your
individual strand. Please check agenda for
room assignmentTeacherInstructional
FacilitatorAdministrator
90
Team Discussion Time
91
Formative Assessment Institute Day 2
Barb Rowenhorst Janet Hensley Lisa Hafer Marilyn
Hofer Pam Lange
92
Teacher StrandAssessment ToolsBarbJanetLisa
93
Assessment Tool 1Student Surveys
94
Student Survey
  • Purpose
  • Stiggins p. 49
  • Are the principles of assessment for learning
    trickling down to the student level?
  • Do the students know where they are,
  • where they are going (their learning target)
  • and what they need to do to get there?

95
Student Survey
  • Instructions
  • Review instructions as suggested by Stiggins.
    Handout Activity 2.4
  • Ensure that students know there are no right or
    wrong answers.

96
Student Survey
  • Stiggins student survey examples
  • Activity 2.4
  • Elementary example
  • Secondary example

97
Student Survey
  • In small groups, look at the examples.
  • Write a student survey that reflects the class
    that you teach.
  • Discuss how you would address needs as noted from
    your survey.
  • If you have a computer, revamp the student
    surveys and save.
  • http//fai.tie.wikispaces.net/

98
Assessment Tool 2 Marker Boards
99
Marker Boards
  • What famous document begins
  • "When in the course of human events..."?
  • The Declaration of Independence.
  • What Marx Brother's name spelled backwards is the
    name of a daytime talk show host?
  • Harpo

100
Marker Boards
  • What was the only team to win two World
    Series in the 1980's?
  • The Los Angeles Dodgers
  • The 1980 Olympics were boycotted because of the
    USSR's invasion of which country?
  • Afghanistan

101
Marker Boards
  • How many songs from the Beatles "Sgt. Pepper's
    Lonely Hearts Club Band" were released as
    singles?
  • Zero
  • What mathematical symbol did math whiz Ferdinand
    von Lindemann determine to be a transcendental
    number in 1882?
  • Pi

102
Assessment Tool 3 Student-Led Conferences
103
Student-Led Conferences
  • "this practice is the biggest breakthrough in
    communicating about student achievement in the
    last century.
  •  
  • When students are well prepared over an extended
    period to tell the story of their own success (or
    lack thereof), they seem to experience a
    fundamental shift in their internal sense of
    responsibility for that success. 
  • The pride in accomplishment that students feel
    when they have positive story to tell and tell it
    well can be immensely motivational. 
  • The sense of personal responsibility that they
    feel when anticipating what it will be like to
    face the music of having to tell their story of
    poor achievement can also drive them to
    productive work." 
  • Rick Stiggins ,Phi Delta Kappan, November 1999.

104
Student-Led ConferencesPaperwork
  • Teacher/Facilitator Roles (p. )
  • Portfolio Chapter 11 - Stiggins
  • Expectations (p.)
  • Reflections(p.)
  • Goal Setting (p.)
  • Surveys/Evaluations (p.)
  • Parent/Teacher/Student
  • Contents of Student-Led Portfolio (p.)
  • Putting it together

105
Student-Led Conferences Planning Preparing
  • Scheduling
  • Student Procedures for Conferencing with Parents

106
Assessment Tool 4 Questioning
107
Questioning
Thick questions
Thin questions
108
Assessment Tool 5 Graphic Organizers
109
Graphic Organizers Nonlinguistic representation
Herringbone
110
Assessment Tool 6Chain Notes
111
Chain Notes
  • What am I paying attention to?
  • What am I learning right now?

112
Assessment Tool 7Blogs
113
http//www.teachertube.com/view_video.php?viewkey
601b9f31bf04019c8593
  • Let the 6 7 year olds from Room 9 at Nelson
    Central School (Nelson, New Zealand) educate you
    about what they think a blog is and why they love
    using them! 258
  • This is the introduction to a presentation for a
    New Zealand Online Conference. This part is the
    student's voice.

114
http//www.teachertube.com/view_video.php?viewkey
4215ea5c22fda1aac7b7
  • Video to support It's Elementary Webcast on
    blogging. 212
  • http//itselementary.edublogs.org

115
http//www.teachertube.com/view_video.php?viewkey
e2f1c033865fba89f624
  • Need a simple (but great!) explanation of what
    blogs are all about?
  • Video from Common Craft 258

116
Assessment Tool 8Give One/Get One
117
Give One/Get One
  • First Square List a formative assessment tool
    you have
  • effectively used in your classroom
  • seen being used by a colleague
  • have read about

118
Give One/Get One
  • Walk around the room.
  • Give your formative assessment tool to one
    person and Get a formative assessment tool idea
    from him/her. Each quickly explain the tool.
  • Then find another person and repeat the process.
  • Continue until your instructor calls time or you
    complete your matrix.

119
Give One/Get One
  • At your table
  • Discuss 1-2 formative assessment tools you
    received.
  • Discuss ways you can use this formative
    assessment tool in the classroom.

120
Instructional FacilitatorStrand
121
Instructional Facilitators
  • Outcome
  • To generate and analyze data from fellow
    Instructional Facilitators.

122
Collecting Our Thoughts
  • In regard to Formative Assessments . . .
  • Reflect on your experiences so far as an
    Instructional Facilitator. What were
    the most rewarding aspects of your involvement?
    How can you build on those aspects?
  • How do you think your work ultimately impacts
    students in your district?
  •  
  • What is your personal vision for the future of
    your Instructional Facilitator role?
  •  
  • How could you as an Instructional Facilitator do
    more by doing less?
  • How do you or other Instructional Facilitators
    work with teachers and administrators to develop
    and/or utilize the process?
  •  
  • How do you or other Instructional Facilitators
    share information with teachers and
    administrators regarding its importance?

123
Analyzing Our Thoughts
  • Identify the major themes in the information you
    collected from the interviews.
  • Prepare a three minute summary report.
  • Decide who will report for your group.

Results will be posted on the FAI Wikispace!
124
Administrator Strand
  • Handouts
  • Professional Development Survey
  • Professional Development Planning
  • Supporting Assessment For Learning
  • Activity for Getting Started
  • No PowerPoint Slides Needed

125
Dates2008-2009 Trainings
Cohort 1 Formative Assessment Cohort 2 WY Body of Evidence
September 22, 23, 24, 2008 September 24, 25, 26, 2008
November 10-11, 2008 November 12-13, 208
February 11-12, 2009 February 9-10, 2009
March 30-31, 2009 April 1-2, 2009
126
Team Planning Guide
127
Team Discussion Time
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