Standards Unpacked…Now What? Western Area Principal Meeting March 14, 2017

The UbD Approach Stage 1: Identify desired results Stage 2: Determine acceptable evidence Standards Stage 3: Plan learning experiences and instruction Assessment Instruction

Assessment Of Learning For Learning involves looking at assessment information at the end of the teaching and learning process to rank students’ achievement levels against a standard For Learning embeds assessment processes throughout the teaching and learning process to constantly adjust instructional strategy Benchmark Assessments Formative Assessments Summative Assessments

formative assessment (noun) Tools used to elicit where students are in their understanding of learning targets during the period of time when students are working toward mastery. fa

Formative Assessment (verb) Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning and teaching. FA

formative assessment (noun) Formative Assessment (verb) Success Starters Formative Assessment (verb)

Why Formative assessment?

How effective is Formative Assessment? Hinge Point

The attainment of the achievement gains promised by formative assessment research, hinges on how well students: come to hold a concept of quality roughly similar to that held by the teacher; are able to monitor continuously the quality of what is being produced during the act of production itself; and have a repertoire of alternative moves or strategies from which to draw. -- D. Royce Sadler

When students are involved in their learning, we want them to ask: Where am I going? Where am I now? How can I improve?

High-impact practices of Formative Assessment Where Am I Going? Practice 1: Provide a clear and understandable vision of the learning target. Practice 2: Use examples and models of strong and weak work. Where Am I Now? Practice 3: Offer feedback that moves learning forward. Practice 4: Teach students to self-assess and set goals. How Can I Improve? Practice 5: Engage students in the tracking, reflecting on, and sharing of their learning. 12

Let’s Take Inventory? Describe ways in which teachers in your school demonstrate each strategy. Share out.

Where do I want my students to go? Where am I going?

Student Friendly Targets STANDARD Plan & Deliver Assessments Instruction Deconstructed Standards for teachers Student Friendly Targets for learners self-assess I can … I am learning to… Success criteria (This means I will…)

Learning Target Measureable & attainable Focus on intended learning Definition Facts/Characteristics Measureable & attainable Focus on intended learning Focus on “chunks” of a standard Clear, specific language congruent to standard Clear description of what is to be learned; provides a clear vision of the ‘destination’ for student learning. Learning Target Examples Nonexamples I can add fractions with unlike denominators. I can identify key characteristics of a linear function and use them to create a graph. Adding Fractions Do Exercise 3.7 on p148 Activities/Tasks

Learning Targets in Action

Learning Targets ‘What’ Success Criteria ‘How’ 18

Success Criteria ‘… summarizes the key steps or ingredients the student needs in order to fulfill the learning intention – the main things to do, include or focus on.’ Shirley Clarke 19

Effective Success Criteria.. are linked to the learning intention; provide a scaffold and focus for students can be discussed and agreed with students prior to an activity; and can be used as the basis for feedback and peer-/self-assessment. 20

Deconstructed (Students will be able to…) Standard: CCSS.MATH.CONTENT.3.NF.A.3.B   Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. Deconstructed (Students will be able to…) Recognize simple equivalent fractions Generate simple equivalent fractions Explain why equivalent fractions are equivalent Possible Learning Target: I can identify, create, and explain equivalent fractions.

Success Criteria: (This means…) Standard: CCSS.MATH.CONTENT.3.NF.A.3.B   Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. Deconstructed (Students will be able to…) Recognize simple equivalent fractions Generate simple equivalent fractions Explain why equivalent fractions are equivalent Possible Learning Target: I can identify, create, and explain equivalent fractions. Success Criteria: (This means…) I will use fraction bars to determine and create equivalent fractions. I will use a number line to determine and create equivalent fractions. I will draw models to determine and create equivalent fractions. I will explain why fractions are equivalent using one of my model strategies.

Success Criteria: (This means…) Possible Learning Target: I can identify, create, and explain equivalent fractions. Success Criteria: (This means…) I will use fraction bars to determine and create equivalent fractions. I will use a number line to determine and create equivalent fractions. I will draw models to determine and create equivalent fractions. I will explain why fractions are equivalent using one of my model strategies.

Deconstructed (Students will be able to…) Standard: CCSS.ELA.CONTENT.5.RL.2   Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Deconstructed (Students will be able to…) Determine theme in a story, drama, or poem Determine how characters in a story or drama respond to challenges Determine how the speaker in a poem reflects upon a topic Summarize a text

Possible Learning Targets Standard: CCSS.ELA.CONTENT.5.RL.2   Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Deconstructed (Students will be able to…) Determine theme in a story, drama, or poem Determine how characters in a story or drama respond to challenges Determine how the speaker in a poem reflects upon a topic Summarize a text Possible Learning Targets I can determine the theme using details from the text, and do this in a variety of genres (story, drama, poem). I can evaluate how a character responds to challenges in a text and how that relates to the theme.      I can analyze how a speaker in a poem reflects on a topic. I can summarize a text.

I will use the important details from a story to determine the theme. Standard: CCSS.ELA.CONTENT.5.RL.2   Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Possible Learning Targets I can determine the theme using details from the text, and do this in a variety of genres (story, drama, poem). I can evaluate how a character responds to challenges in a text and how that relates to the theme.      I can analyze how a speaker in a poem reflects on a topic. I can summarize a text. Success Criteria: (This means…) I will recognize important details in a story to help me find the story’s message. I will use the important details from a story to determine the theme. I will identify the main characters in a story. I will determine how a character uses actions and words to respond to a challenge. I will use key words and phrases to determine the mood and tone of a poem. I will use the mood and tone to determine how the speaker reflects on a topic. I will identify story elements by analyzing details throughout the story. I will tell the beginning, middle, and end of the text including the theme and major characters to retell the text in my own words.

Key to helping students know where they are going is to have them hold an understanding about accuracy and quality that is similar to that of the teacher.

Ways to convey shared understanding… Rubrics Exemplars Anchor papers and products Demonstrations and testimonials Selected response items

Rubrics in Action

Exemplars in Action

Anchor Paper Example

Simplify the expression: (8 × 10) + (3 × 1) + (7 × 0.01) + (6 × 0.001)   (8 × 10) + (3 × 1) + (7 × 0.01) + (6 × 0.001) Which of the following numbers is equivalent to the above expression? 83.760  83.706  83.076  80.376 Identify the incorrect responses; and explain why they are incorrect using expanded form. Correct is C. So they have to explain the other 3

Teachers often think: “Assessment should be a secret!” “During the Formative Assessment process, the features of excellent work should be so transparent that students can learn to evaluate their own work in the same way that their teachers would.” - Frederiksen & Collins, 1989, quoted in Shepard, 2001

Where are my students now in their learning? Where am I now?

Characteristics of Formative Feedback Formative feedback should provide: evidence on where they are now the desired goal some understanding of how to close the gap

Which is effective? Learning Target: To sequence events Success Criterion: The pictures will be in the same order as the story we read Activity: Students cut out, order, and glue pictures of a story in sequence Good girl, you have glued that picture very neatly You are getting better at cutting out. Well done! Good strategy, you have cut out all the pictures first so you can shuffle them around and change your mind Well done. I see you have got the first picture in place. What happened next in the story? Which is effective?

The presence of feedback does not improve learning. It is its quality that determines its effectiveness.

Find 2 people who are wearing similar colors to you and form a trio.

Describe the feedback culture in a typical class at your school. What are some of the barriers that prohibit your teachers from providing formative feedback?

Timing of Formative Feedback When a student is learning a new task, immediate feedback is better. (Clarianna, 1990) It is better to avoid providing feedback to students while they are actively engaged in the task. (Corno & Snow, 1986) Immediate feedback (i.e., immediately after the student’s response) is better for supporting procedural or conceptual knowledge. (Dihoff, Brosvic & Epstein, 2003; Corbett & Anderson, 1989, 2001)

My feedback was very detailed, so they should get it! Misconceptions If I return graded work, it’s a form of effective feedback. My feedback was very detailed, so they should get it!

Feedback to Feed Forward Feedback is an engineering term…it should lead back to the beginning, linking you to your original objectives, and always moving you forward. Tom Guskey

K-12 Assessment Specialist Mellisa Smith K-12 Assessment Specialist msmith8@wcpss.net