Enabling Student Learning One Bite at a Time Katrina.slone@education.ky.gov

Seven Strategies of Assessment for Learning 11/14/2018 Where am I going? Provide students with a clear and understandable statement of the learning target. Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the gap? Design lessons to focus on one learning target or aspect of quality at a time. Teach students focused revision. 7. Engage students in self-reflection, and let them keep track of and share their learning. Quick revisit 2

Learning Targets I can describe how to design lessons to focus on one learning target or aspect of quality at a time. I can describe ways to teach students focused revision.

Are these in place? Provide students with a clear and understandable statement of the learning target. Use examples and models of strong and weak work. 3. Offer regular descriptive feedback. As we go through, you will see aspects of these as we incorporate strategies 5 and 6.

But how? Use them to do these: Design lessons to focus on one learning target or aspect of quality at a time. Teach students focused revision. But how?

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the argument presented.

I can write an argument to support a claim using valid reasoning and relevant and sufficient evidence. Read the two arguments. Think about what each author did to make you agree with their argument. With a partner or group of three, make a list of what the authors did to make their arguments strong. Sort your list in some way and give each group a label. Discuss similarities and differences. Compare our groups and ideas to experts.

Practice Using the Rubric Focus on one aspect of quality at a time. Have students work in pairs to analyze another argument using the rubric (emphasizing one aspect at a time) Have them compare their analysis to that of another pair. Have students write an argument and use rubric to give one another feedback on one aspect of quality. Have students discuss how they used rubric and language of rubric to help one another improve their arguments. Have students talk about one thing they would work on now to improve their argument.

Does everything need a rubric? No!

Writing: Grades 11-12 Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. What are the likely answers students will give to this question? What issues/misconceptions would cause them to give those answers? What would my next steps be with students who have each of those issues/misconceptions? The key is to determine what particular quality you are focusing on, and write a question that gets at that quality in a way that helps us to see the issues/misconceptions students really have. Page 136 has examples. Then we determine the best course of action for the students to teach them to focus on that aspect of quality, in this case, identifying supporting details. We might have them match details to a statement, etc.

Big Ideas: Mostly for reasoning, skill, or product targets. Strategies 1-3 are part of and foundational to these activities/strategies. When you do these, it is critical for students to be involved in making the rubrics. Students need time to practice using what they have learned in various ways with models and with their own work.

Learning Targets I can describe how to design lessons to focus on one learning target or aspect of quality at a time. I can describe ways to teach students focused revision.