Download a section of the Crosswalk for your grade level.

http://tinyurl.com/okoprfjFormative assessment is….?

Post your answer.

While You Are Waiting….

Be fully present (silence electronics) Listen to understand Support each other’s learning

Norms for Learning

AssessmentFormative Assessments, SMART Targets, I CAN

Statements and Data Charts

Think about our role in student assessment Consider the importance of formative

assessments Review the Assessment Planning Template Consider Student Data Collection Sheets –

SLOs Look at S.M.A.R.T Targets, I Can Statements,

and how assessments align

Today

“increasing student achievement” “outcomes for students who struggle with

learning, students with disabilities and English language learners increase”

“enrich learning and promote deeper understanding of core content”

“better organized instruction” “making instructional decisions based upon

student needs”

What are the concerns at your school?

https://www.youtube.com/watch?v=rJxFXjfB_B4

How do we determine of our students are “getting it”?

“I don’t really have time to give quizzes and tests, so I can’t really assess students’ work.”

“I have to teach the same lessons each year, because students don’t learn.”

What are implications of these two statements?

“Assessment is not my job, it’s the teacher’s job.”

“Assessment is done for a grade.” “Assessment is separate and distinct from

learning.”

Consider these statements:

What sources do you use for information? How does information influence what you do

more of, less of, instead of? How can assessment not be part of the

learning process?

Turn and Talk

How do you know how you are doing?

Grades communicate data about student achievement.”

Student achievement data provides evidence about the success of the school.

Gaps between current reality and vision of success are the vision of change and the focus of school improvement resources.

Without taking part in the grading of student achievement, the work of the library media specialist is relegated to “nice but not necessary”. Zmuda, 2006

A Call to Action from Allison Zmuda:

National Board Professional Teaching Standards: 3rd and 4th core proposition call on teachers to

monitor student learning and to REFLECT upon and learn from own practice

21st Century Approach to School Librarian Evaluation: 1.5 Teaching for Learning: Assessment in

Teaching for Learning:

Assessment: Part of our work?

Implement critical analysis and evaluation strategies Uses summative assessment of process and product Solicits student input for the assessment in inquiry-

based instructional units upon completion Solicits student input for post-assessment of inquiry-

based instructional units Uses formative assessments that give students

feedback and chance for revision of work Uses performance based assessments, such as rubrics,

checklists, portfolios, journals, observation, conferencing, and self-questioning

Creates rubrics for student work that integrate curricular, informational, and critical thinking standards

Documents student progress through portfolios that demonstrate growth

Assessment: Part of our work?

Backwards DesignWiggins and McTighe

1c• Identify

desired results

1f• Determin

e acceptable evidence

1e• Plan

learning experiences and instruction

What do I want students to know, understand and be able to do at the end of this lesson?

What kinds of tasks/questions will reveal whether students have achieved the learning outcomes I have identified?

Type of Learning Outcome: Apply, execute, or implement

Assessments that require students to use procedures to solve or complete familiar or unfamiliar tasks or determine which procedure(s) are most appropriate for a given task

Sample types of assessments: Problem Sets Labs Simulations

Congruence with Instructional Outcomes

Type of Learning Outcome: Create, generate, plan, produce or design

Assessments that require students to make, build, design, or generate something new

Sample types of assessments: Research projects Musical compositions Business plans Website designs

Congruence with Instructional Outcomes

Identify a Common Core Standard/AASL Standard - Crosswalk Write an outcome: Type of Learning Outcome: Recall,

recognize, identify Identify an assessment for that outcome

With the same partner Write an outcome: Type of Learning Outcome: Create,

generate, plan, produce or design Identify an assessment for that outcome

Find a Partner

Often communicated through a rubric or other scoring guide Rubrics standardize criteria that teachers use to grade student

work—before students start working on the projects. Teachers can “weight” a particular criteria as a way to

differentiate individual need.

Helps the class to be clear about what success will look like if they meet their aim. Answers the question, “How good is good enough?” Answers student questions like: “Is this good enough?” “How much more do I need to do to get a C?”

Rubrics: Criteria and Standards

Now that we have gotten our feet wet with assessments, let’s dig deeper!

Assessments

https://lms-professional-development.wikispaces.com/Creating+Effective+Formative+Assessments

Get Ready!

Open the Common Core Crosswalk Section you downloaded earlier ~

Open the “Formative Assessment Ideas” .pdf from the wiki ~

Data Collection Tools (Formative) Checking for Understanding by Douglas

Fisher and Nancy FreyRubrics: Retelling Rubric for Fiction, Retelling Rubric for Informational Text, Multimedia Project and Performance RubricSample Question StemsSelf-Assessment of Group Work

Collecting Data is Challenging

Teacher Data collection tools (Formative) 25 Quick Formative Assessment by Judith Dodge

SOS Summary: Can be used at any point in a lesson. The teacher presents a statement, asks the students' opinion, and they support with evidence.Four More!: Students summarize their learning by writing two key ideas. Then, they circulate around the room to find four more!Write About: Teacher models Write About at the end of a lesson - after some practice students complete on their own. Collect and fill in gaps.

Collecting Data is Challenging

Using the Common Core Crosswalk, find a standard that would benefit from using one of the previous formative assessments. Explain!

Check It!

Teaching or Learning?

Assessment Planning Tool

Identify the learning expectation (Standards) Deconstruct into learning targets (What do you want students to know?) Transform to student friendly version

I CAN statement Transform to teacher friendly version

S.M.A.R.T Target (SLO)

Determine Essential Question (Buy-in for students.) Define proficiency (What does “getting it” look like?) Determine formative assessment (Evidence) Use with students to monitor growth

Data Folder/Chart (Ownership for learning) Design coherent instruction, choose resources Think about what you will do if they don’tunderstand AND if they do!

Plan for Success Process

I CAN Statements – for students http://www.nassauboces.org/Page/1940

S.M.A.R.T Objectives are – for teachers

Specific (Unique Identifier, Activity)

Measureable (%, #, $)

Achievable (Realistic)

Results-oriented (Outcome Focused)

Time-bound (ex. By specific date)

I CAN/S.M.A.R.T Targets

30% of students who take AP exams will receive a

Score of 3 or better by the end of FY15.

Interim Objectives:75% of all AP Students will participate

in at least 1 or more practice tests by October 31st, 2014.

50% of all AP Students will score 3 or better on at least 3 practice tests by February 1st, 2015.

S.M.A.R.T Objective

What do I need to know? Where am I now? How do I get there? What happens if I struggle or fail? What if I already know this?

Student Questions

Intended for STUDENTS: Ownership for their learning Answers student’s questions

I CAN Statements

What do I need to know or be able to do?

How am I doing?

What will proficiency look like if the student says, “I CAN”?

Rubric Created by teacher Created by student Examples of strong and weak work Performance standards Quantitative number scoring

I CAN Statements Translate into Rubric Criteria

Assessment Planning Tool

Assessment Planning Tool – Completed Political Cartoon Rubric Tracking My Own Learning

Check It!

Create Your Own Assessment Planning Tool Rubric Student Tracking Sheet

Share with your EDMODO Group How does formative assessment and

summative assessment enhance student learning?

Create Your Own

Formative assessment is…….

Assessment