Please Sit in These Groupings:

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Please Sit in These Groupings

• ASabrina, Kellie, Katrina, Micki
• BSusan, Chris, Rita, Beverly
• CJennifer, Bob, Jeremy, Yelena
• DJamie-Marie, Sandy, Julie, Faye
• EJackie, Richard, Becky

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Appalachian Teacher Partners

• Appalachian Math Science Partnership
• October 22, 2010
• We will begin at 901

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Group Norms

• Place cell phones on silent or vibrate
• Come prepared for each meeting
• Listen actively as others are speaking
• Avoid sidebar conversations
• Respect and solicit opinions
• Rule of 2 feet

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Review of September
Review Preview
Self-Assessment
Technology Integration
My ATP Role
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Where To Today?
Games
Deepening Assessment Understanding
Technology Integration
Unit Examination
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Community Building
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Debrief

• What is the importance of games in the classroom?
• Examine the Marzano Instructional Design
  Questions on page 13 of the CD Folder. Where
  could games be an answer to these questions?

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Time to Reflect
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Classroom Curriculum Design

• Learning Target
• I can identify strengths and weaknesses in an
  example unit as well as my own using criteria
  from the Curriculum Design folder.
• I can develop a plan of action for strengthening
  my unit.

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The Portfolio

• What is the benefit of effective design for
  students? For teachers?
• Step 1--Identify consequences to instruction and
  learning if this step is not well developed.
• Step 2Essential QuestionsSo what?
• Step 3Why plan this now? What should be the
  foundation for this step?
• Step 4Why would it be beneficial to think in
  this manner about learning activities? Why
  provide varied strategies? What are keys points
  to consider?

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Lets Look at an Example

• Step 1
• Working with your partner, use the Curriculum
  Analysis Questions to
• Examine the example unitWhat evidence is present
  to support your answers?
• After discussing in pairs, discuss in groups of
  4.
• Now examine your own unit using the same
  questions. On the organizer, provide the
  evidence for your answers. For areas that need
  improving, identify your plan for strengthening
  these pieces.

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Step 2 Design Your EQs

• Examine the example unit. Againprovide evidence
  for your answers.
• Examine your own essential questions. Where are
  they hitting the mark? Missing it? Provide
  evidence on your organizer.

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Before we move on to Step 3

• Lets Deepen our Understanding!

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CASL Plan of Action

• On a sheet of paper
• Identify the CASL chapter you focused on.
• List 3 insights you gained from your study.
• How did this study increase your assessment
  literacy?
• List any areas you have questions about.
• Identify 3-4 actions you are going to take in
  your instruction/assessment practices in order to
  improve your effectiveness in this area.
• Turn in to a facilitator

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Current Status of U.S. Educational Assessment
System

• Three Positives

• Four Negatives

• Reduction of assessment bias in large-scale tests
• Research ratification of the formative assessment
  process
• Increased advocacy of the formative assessment
  process

• Educators abysmal assessment literacy
• Uncritical adoption of interim assessment
  system(s)
• Computer adapted testings seductive allure
• Instructionally insensitive accountability tests

James Popham, July 2010
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Research consistently shows that regular,
high-quality FORMATIVE ASSESSMENT increases
student achievement.
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Black Wiliam Research on Effects of Formative
Assessment.4 to .7 Gain

• .7 Standard Deviation Score Gain
• 25 Percentile Points on ITBS (middle of score
  range)
• 70 SAT Score Points
• 4 ACT Score Points
• Largest Gain for Low Achievers

Reprint of Inside the Black Box in September,
2010 Kappan http//www.kappanmagazine.org/content/
92/1/81.full.pdfhtml
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High-Impact Practices

• Increased descriptive feedback, reduced
  evaluative feedback
• Increased student self- and peer-assessment
• Increased opportunities for students to
  communicate their evolving learning during the
  teaching
• Source Inside the Black Box, (Black and Wiliam)

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Formative Assessment in Action

• Formative assessment is a process used by
  teachers and students during instruction that
  provides feedback to adjust ongoing teaching and
  learning to improve students achievement of
  intended instructional outcomes.
• FAST/SCASS Project of CCSSO

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Five Attributes that Render FA Most Effective

• Learning Progression
• Clearly articulated sub-goals of the ultimate
  learning goal
• Learning Goals and Criteria for Success
• Descriptive Feedback
• Evidenced based feedback that is linked to the
  instructional outcomes and criteria for success
• Self- and Peer- Assessment
• Collaboration
• Teachers and students are partners in learning.

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Classroom VignettesExamples and Counter-examples
of FA

• Individually, read vignette 5.
• Determine if FA practices are present and provide
  justification for your reasoning.
• Discuss with an elbow partner.

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Classroom VignettesExamples and Counter-examples
of FA

• Number 1 4 at your table, if more than 4, keep
  numbering.
• Read the vignette that corresponds to your
  number.
• Determine if FA practices are present or not and
  justify your choice.
• Starting with vignette 1, provide an overview of
  your vignette, and share your justifications.
• Compare your responses to the rationales provided
  by the FAST/SCASS project through CCSSO.

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Classroom VignettesFormative Assessment in
Practice

• Read the vignette that corresponds with your
  subject area.
• Each person at the table should select a
  different vignette from the ones that remain.
• Analyze your assigned vignettes using the 5
  attributes of effective formative assessment.
• Highlight where you see the attributes evidenced.
• Provide a brief overview of your vignettes and
  indicate how it aligned with the five attributes.
• As each table member shares, begin to look across
  the vignettes and focus on ways one attribute
  appears across multiple vignettes.

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A Teacher in Action

• Todd County High School-Jessica Addison
• As you view the video, think about these
  questions
• How are learning targets used by the teacher and
  also by the students?
• How did the teacher differentiate and what was
  the basis for this differentiation?

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Five Attributes that Render FA Most Effective

• Learning Progression
• Clearly articulated sub-goals of the ultimate
  learning goal
• Learning Goals and Criteria for Success
• Descriptive Feedback
• Evidenced based feedback that is linked to the
  instructional outcomes and criteria for success
• Self- and Peer- Assessment
• Collaboration
• Teachers and students are partners in learning.

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Where do you stand?

• Examine the descriptors for an Assessment
  Literate Teacher and self assess
• 3A Regular part of my practice or have deep
  understanding of
• 2Occasional part of practice or surface
  understanding of
• 1Rarely used in practice or very little
  understanding of
• Compare this to your self-assessment from
  September
• Note similarities and differences.

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Balanced Assessment
Summative Provides evidence achievement to
certify student competence or program
effectiveness
Formative Formal and informal processes teachers
and students use to gather evidence to directly
improve the learning of students assessed
Assessment for learning Use assessments to help
students assess and adjust their own learning
Formative uses of summative data Use of summative
evidence to inform what comes next for
individuals or groups of students
Assessment for learning Use classroom assessments
to inform teachers decisions
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Educational Leadership

• Skim the article Every Day in Every Classroom.
• Select an assessment strategy that you have never
  used before.
• Utilize this strategy before the next meeting.
• Be prepared to discuss in Novemberbring student
  samples if appropriate.

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We have studied Franzipanics and it is now TEST
time!

• Working alone, take the Franzipanics test.
• As you do, keep track of how you are figuring out
  the right answers.
• When finished, compare your answers to the key.
• How did you do?

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HOMEWORKCASL Chapter 5 Selected Response
Assessment

• Read Chapter 5pp 123-151
• As you do, think about the unit you are CURRENTLY
  teaching.
• Complete the following activities
• 5.1 page 126
• 5.2 page 127
• 5.3 page 133
• 5.4 page 135

• Look back at the Franzipanics test..what
  guideline(s) does each item address. (pg. 139)
• 5.6 page 151show evidence of your work.
• Bring a copy of work to turn in.
• Reflect
• What are the benefits of designing assessments in
  this way
• To teachers?
• To students?
• To stakeholders?

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Step 3 Establish Assessment Design

• Examine the example unit. Be sure to provide
  evidence.
• Now repeat for your own unit. Use the organizer
  to record your thoughts and plans.

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Step 4 Learning Activities

• In the example unit...think about each room-- Are
  these activities tightly or loosely aligned to
  the purpose?
• Now examine your own. Have you provided multiple
  opportunities and ways to engage in the learning?
  Is the learning anchored in the standards? Use
  the organizer for your thoughts.

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Why think plan like this?

• A good unit engages thinking!
• Instruction is tightly aligned to standards.
• Learning and therefore understanding is
  increased.

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For Next Month

• Examine the reflection questions on page 100 in
  the Curriculum Planning Folder.
• Answer these questions as you think about your
  unit and the process of design.
• Once your unit is ready, complete the
  self-assessment instrument on page 101.
• Bring these back to the next meeting.

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Learning Targets EXPECTATIONS

• Learning Targets should now be a normal part of
  your instruction..
• Introduced at the beginningverbally written
• Referred to during instruction
• Student self-assessment concerning the LT
• Reflection of the LT in relation to what was done
  in class at the end of the lesson

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Time to Reflect
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For Next Month

• Our next meeting will be November 12.
• Try an assessment strategy from the article.
• Complete the activities for CASL Ch. 5 as
  outlined on the slide.
• Complete pg. 100 and 101 in Curriculum
  folderbring back.
• VaBring a copy of the SOLs for your courses.