MY PEERS, MYSELF AND I What do we know about our lessons and how do we know we know it? David Irwin Language Development Opportunities

What’s in a word Assessment! What does it mean in your head? …in your gut?

Assessment OF Learning Summative High stakes “10,000 ft” information on class, school or district Broad planning Not flexible for immediate planning Teacher, district or publisher made

Assessment FOR Learning Formative Teacher, team, school or publisher made tools Interspersed throughout lesson Exit tasks Informal or formal Information on the class or individuals Flexible

Assessment AS Learning We build the tools ourselves We use the tools We discuss/evaluate the results We keep or discard the records We change/adapt the tools as needed We don’t wait till the end, we don’t even wait for an official evaluator Embedded as a part of the lesson Gottlieb, M (2016) Assessing English Learners: Bridges to Educational Equity

Why do self- or peer-assessment?

Thoughts & Questions

Building it Teachers (Us) Check our own work Give/get feedback from peers Students Check their own work Give/get feedback from peers

Models of Tools I can describe where the story takes place Yes No I can tell when the story took place I can describe who the characters are in the story I can tell what the characters did I can tell (describe) what happens (events) in the story I can tell (describe) what happens in the end (conclusion) of the story Yes/No True/False Evidence My answer before reading T/F What the text saidWhat I learned Mt St Helens is a dormant volcano No one knew it was going to erupt in 1980 No one know how much damage it might cause Everyone got away safely

Reflective Designer (after dynamic/kinetic energy unit designing cars) Would you like to continue designing other vehicles? Anything else? How did you feel about your design? What was the research question (hypothesis) you were trying to answer? What did you find? What does your finding lead you to think about next? Acceptable Excellent Evidence/Commentary I completed three paragraphs My paper opens with a hook Each paragraph has a topic sentence Each topic is supported by at least three details My paper has a convincing closer Categorical/Evidence

Not quiteSometimesMost of the timeAlways I use lesson environmental terms from the word wall I compare/contrast positive and negative environmental changes I discuss causes and effects of environmental change in an organizer I talk to my family about ways to reduce, reuse and recycle I share my reduce, reuse and recycle data with my group Rubric

What form, what categories for co-teaching? In teams Pick a form Determine what components should be observed in a co-teaching lesson Determine criteria for each Design a self/peer assessment tool Make it projectable

Plan a lesson Use the tool to plan a co-teaching lesson Share with another team, who will use the tool to assess the components Trade roles Revise/edit Revisit the other team Celebrate!