Assessment for Learning December 9, 2014 Heather Rottermond Sandy Riley

Today’s Agenda Time Topic Learning Target Facilitator 8:00 – 8:15 2 Introduction and Welcome Review Norms Pre-survey and post-survey implementation 2 Basia 8:15 – 8:45 Triad Share What conversations have you had with your building principal? What new things have you tried? 3 Sandy 8:45 – 9:45 Overview of Feedback Austin’s Butterflies Success and Intervention Feedback Example of feedback 9:45 – 10:00 BREAK   10:00 – 10:30 Practicing Feedback Strategies Providing Feedback to Your Colleagues on LT and Assessments 10:30 – 11:30 Work Time Overview of the lesson plan template Revising Assessments and/or Learning Targets Working on Lessons 1 11:30 – 12:45 LUNCH 12:45 – 1:30 Continue Work Time Basia & Sandy 1:30 – 1:50 Sharing of Plans Protocol Blue Template 1:50 – 2:50 2:50 – 3:00 Wrap Up Must Submit December Journal Entry Homework Implement Unit Pre and Post-Surveys Collect Evidence Bring test grades from previous unit for one class and test grades from this unit for same class 1, 2, 3, 4

Introduction and Welcome Our Group Agreements Have fun Stay engaged Be open to the process Listen for understanding Support each other’s learning Begin/End on time “Step up, Step back”

Today’s Learning Targets

Formative Assessments for your unit By the end of today… Formative Assessments for your unit Blue lesson template completed for your unit A plan for collecting evidence of student learning Plan for students who have met the target, students who have partially met the target, and students who have not met the target. Basically, leave here today with everything you need to implement your unit.

Groups of 4 discuss question and how it will impact your unit/teaching Chapter 4 Review Read pages 102-115 (20 minutes) How will you use this information to help develop your blueprint? Groups of 4 discuss question and how it will impact your unit/teaching

1. Five Keys to Classroom Assessment Quality POTTY BREAK – 15 minutes 1. Five Keys to Classroom Assessment Quality Have participants find a partner and discuss the questions on the slide. They will also need to be looking at the handout. © 2012 Pearson Education, Inc. 7

Visible Learning High or Low Impact? 1 Class size 2 Teacher/student relationship 3 Feedback 4 Homework 5 Ability grouping 6 Classroom discussion 7 Moving schools 8 Matching style of learning 9 Meta-cognitive strategies 10 Assessment-literate students

And the order is… Assessment-literate students 1.44 Classroom discussion .82 Teacher/student relationship .75 Feedback .72 Meta-cognitive strategies .69 Homework .29 Class size .21 Matching style of learning .17 Ability grouping .12 Moving schools -.34

Austin’s Butterflies http://vimeo.com/38247060

What do you think are characteristics of effective feedback? Your thoughts… What do you think are characteristics of effective feedback? Table Talk Report Out

Characteristics of Effective Feedback Directs attention to the intended learning, pointing out strengths and offering specific information to guide improvement Occurs during learning, while there is still time to act on it Addresses partial understanding Does not do the thinking for the student Limits corrective information to the amount of advice the student can act on

“Here’s a high school example. (Read sentence)” 13

“Now, here’s an example of possible over-feedbacking –all errors marked and corrected. Too much help, you might say.” 14

“Let’s let the student do some thinking—she at least has to figure out the spelling. This may still be too much feedback. Chances are, this student has had opportunity to learn about commas, apostrophes, and terminal punctuation. This should not be new learning. This level of teacher assistance is an example of the teacher doing more work than the student. How could the teacher point the way to success without doing all of the work?” 15

“Here is an example of feedback that points the way to success without doing the thinking for the student.” 16

“Or, you may be able to move to this level, where a dot signifies an error yet to be found—by the student.” 17

Characteristics of Effective Feedback Butler, 1988

Characteristics of Effective Feedback

Success and Intervention Feedback Success Feedback Intervention Feedback Identify what is done correctly Describe a feature of quality present in the work Point out effective use of strategy or process Identify a correction Describe a feature of quality needing work Point out a problem with strategy or process Offer a reminder Make a specific suggestion Ask a question

Brainstorming– Success Feedback 0. Preliminary Slides Brainstorming– Success Feedback Traditional Way Better way to say it Good topic sentence. Nice job on using the ruler. Great graph! I like your thoughts on the causes of the war. Nice job reading today! You were good today. Your topic sentence was very clear. It explained exactly what the paragraph was going to be about. You have made your pencil marks so they line up exactly with the lines on the ruler. The graph you chose to use helped you solve this math problem. You referred back to the textbook as you were describing the causes of the war. This made your points clear. When you read today, you read with phrasing and intonation. Today you spent the full working time on math and social studies and were able to finish all your work. © 2012 Pearson Education, Inc.

Brainstorming– Intervention Feedback 0. Preliminary Slides Brainstorming– Intervention Feedback Traditional Way Better way to say it Work on your transitions. Your arguments in the paper are weak. You solved this problem incorrectly. This paragraph is too short. You were misbehaving in our class today. Why don’t you look on page 84 in our text book and read about using transitions. Then go back to your paper and see if you can apply what you learned to your own transitions. Try putting your arguments into the graphic organizer for persuasive writing and look for holes in your arguments. Compare your work to the process we used in class in solving this problem and find the step that you missed. This paragraph does not have enough detail to support your topic sentence. Use the graphic organizer I provided and see what important details you missed. Tomorrow in our class, you need to listen to all the directions first so you understand what you need to do. © 2012 Pearson Education, Inc.

Identify standard(s) to deconstruct Blue Print for Our Work Identify standard(s) to deconstruct Deconstruct standard into learning targets (I can statements) Create summative assessment that matches each learning target/I can statements For each “I can statement” create lessons/activities/assignments

This is the work that you should be working on today! Example of Blue Print Learning Target Lesson/ Activity How do you know students learned the target? (FA) What happens if students have not learned the target? What happens if students partially learned the target? What happens if students learned the target? Summative Assessment THIS SHOULD BE DONE This is the work that you should be working on today!

LUNCH

Videos Table Talk How can you use this in your unit? https://owa.washtenawisd.org/owa/redir.aspx?C=YybCIvh98UuGI4tL2d4MUHDFocAF4dEIDGspvkLTyBC_uleakNUZYT5M3AIdR16-CLkd8ASI_50.&URL=http%3a%2f%2fvimeo.com%2f44052221 Kindergarten https://owa.washtenawisd.org/owa/redir.aspx?C=YybCIvh98UuGI4tL2d4MUHDFocAF4dEIDGspvkLTyBC_uleakNUZYT5M3AIdR16-CLkd8ASI_50.&URL=http%3a%2f%2fvimeo.com%2f44052219 4th/5th ELA https://owa.washtenawisd.org/owa/redir.aspx?C=YybCIvh98UuGI4tL2d4MUHDFocAF4dEIDGspvkLTyBC_uleakNUZYT5M3AIdR16-CLkd8ASI_50.&URL=http%3a%2f%2fvimeo.com%2f44052219 Science Table Talk How can you use this in your unit? How was feedback used in each video?

1. Five Keys to Classroom Assessment Quality Sharing of Plans Protocol-Check In 1. Five Keys to Classroom Assessment Quality Purpose: To offer ideas and support to teachers from the same grade level Form groups of 4 from your grade level Elementary Middle High School Sit in a circle Every person shares their template and can ask questions of the group – 5 minutes per person Group members offer feedback © 2012 Pearson Education, Inc. 27

Continue Work Time Complete student-friendly targets Complete summative assessment Complete blueprint Complete formative assessments Create a plan for collecting evidence of student learning

6. Audit Assessments for Clear Targets Wrap Up - Homework 6. Audit Assessments for Clear Targets Homework: Complete lessons/FA/activities for your ‘unit/lesson’ Implement the work in your classroom Pre-Survey, Pre-assessment, formative assessments, summative assessment Reflection Journal Bring test grades from previous unit and test grades from this unit to our next class Have participants find a partner and discuss the question. You can conduct a large-group discussion at the close of this activity. © 2012 Pearson Education, Inc. 29