Mathematics Leadership Support Network

Presentation Provided Jointly by the

P-12 Math and Science Outreach

Division of PIMSER and the Kentucky Department of Education

Please begin playing the game on your table (Cousin Uno) as you

enjoy your breakfast. We will begin at 9:01.

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Feedback/Reflection on Game

Cousin Uno

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Welcome

Candy Drinks

Breakfast Lunch

Parking Lots: KDE, MLSN

Norms

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Learner Goals for Today

1. I can define formative assessment.

2. I can define summative assessment.

3. I can give examples and non-examples of formative and summative assessments.

4. I can give at least two characteristics or key components of formative assessment that research says leads to greater student learning.

High Quality Instruction

In October, facilitators modeled aspects of:

• Learning climate

• Clear learning targets

• Analysis of Student Work

• Differentiation

We will continue to focus on these important aspects of High Quality Teaching and Learning this month.

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Morning Line-Up

Community Building—Guess My Word

Whole Group—Percent Problems with

Toilet Paper and % Frames

Break

Self Assessment—Classroom Assessment

and Reflection

Formative and Summative Assessment

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Community Building—Guess My Word

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Whole Group—Percent Problems with Toilet Paper and

% Frames

10% 10% 10% 10% 10% 10% 10% 10% 10% 10%

High Quality Teaching and Learning—Section 2 Classroom Assessment and

Reflection

Teacher Self-Rating

Video and Video Viewing Companion

Formative Assessment vs Summative Assessment

Now that we have defined both formative and summative assessment and we can give examples of both, here are some questions for your consideration:

Identify which assessments and their uses are present in your school/district.

1. Are formative and summative uses in balance?2. If not, what is one modification might you

recommend?3. With whom might you share your

recommendation?4. What rationale might you give for your

recommendation?

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Everyone Needs a Break

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Afternoon Line-Up

Grade Level Break-outs Processing time concerning our

learning goals and focus on instruction

Closure/Reminders/Homework Assignment

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Grade Level Break-Out Groups

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Feedback/Reflection on Grade Level Break-outs

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Reflection Time

What did we do?

Cousin Uno

Toilet Paper and % Frames (Whole Group)

Formative and Summative Assessment

Grade Level Break-outs

What did we learn?

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Reflection on Elements of High Quality Teaching and Learning

Intentional Elements of Instruction Today

Learning Climate

Clear Learning Goals

Analysis of Student Work

Differentiation

What did we learn today?

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Wrapping it Up

Evaluation/Sounding BoardHomework assignment from

the Seven Strategies of Assessment for Learning (handout)—Chapter 2

Please return your name tags to the meeting box

See you in January!!