Assessing Student Learning Each person has a, “Kiddo” Use the crayons to make your Kiddo unique

Professional Learning Communities Working together to design instruction that assures content understanding for all students that is: Maximized Consistent Measurable Attainable

If We Believe All Kids Can Learn… What is it we expect them to learn? How will we know when they have learned it? How will we respond when they don’t learn it? How will we respond when they already know it?

Three Dimensions of Curriculum Intended Identifies Critical Expectations Implemented Defines Essential Outcomes Presents Relevant Information Develops Understanding Achieved Assess Students’ Skills Formative Summative

Measure Your Kiddo Use your eyes and the measuring tools at your table to collect information about your kiddo. It is important to be accurate. Record the information on your data card. How confident are you with the accuracy of your information?

Data Card What is your Kiddo’s height? What is your Kiddo’s arm span? What color are your Kiddo’s shorts? What color are your Kiddo’s shoes? What color is your Kiddo’s shirt? Is your information thorough? Are you confident with the accuracy?

Can you compare? Using only your data card, compare your group’s Kiddo to another. What was easy? What was more challenging? What are the implications for discussions about student achievement?

The Fair is in the Fall Kiddo loves to go to the fair Kiddo wants to ride ALL of the rides

G H You must be this tall to ride the roller- coaster Can your Kiddo ride the roller coaster? Do you have enough information? What is the best way to find out if your Kiddo is tall enough?

The Roller Coaster Poster Why is the Roller Coaster Poster important? Educational parallels? What are the, “Roller Coaster Posters” that educators deal with regularly? Who designs them? Are there best practices for designing, “Roller Coaster Posters?”

Need for a Collaborative Culture If schools want to enhance their capacity to boost student learning, they should work on building a collaborative culture…When groups, rather than individuals, are seen as the main units for implementing curriculum, instruction, and assessment, they facilitate development of shared purposes for student learning and collective responsibility to achieve it. -Fred Newmann

The Focus of Collaboration Collaborative cultures, which by definition have close relationships, are indeed powerful, but unless they are focusing on the right things they may end up being powerfully wrong.

If We Believe All Kids Can Learn… What is it we expect them to learn? (Essential Learning) How will we know when they have learned it? (Benchmark Assessment) How will we respond when they don’t learn? How will we respond when they already know it?

Individual Ideas Think about your own teaching What formative assessments are in use? What assessments are currently used by all teachers? When are these assessments typically used? How is this information used by the whole team? What remediation strategies are in place?

The BIG Picture “The Whole Carnival” Grade level teams should collaborate on learning and achievement priorities. Ultimately each grade level should have some common, “bench mark,” assessments for every subject area. Some may already exist Some may need to be designed Consensus may need to be reached

Getting Started Just begin with a single ride Begin the process of developing an assessment plan for your grade level. Complete the individual assessment reflection sheet As a grade level team, develop an assessment plan for each subject area. Note any existing assessments State WCPSS Grade Level Consider where assessments may need to be developed. Select a priority area Draft your initial plan for your first benchmark assessment