Assessment and Instruction: Responsive Teaching Induction Workshop October 10, 2016

Modification of Instruction FORMATIVE Assessment Assessment FOR Learning Summative Assessment Assessment OF LEARNING Purpose: Measure or Audit Attainment Carried out from time to time to create snapshots Teacher Directed– Teachers assigned Students assume the role of the audited. Teacher used results to make final “success or failure” measurements Formal, focused on the products of learning Purpose: Improve Achievement Carried out while learning is in progress Collaborative–use assessment information as feedback to guide, adapt Intentional learners Use evidence for continuous improvement Formal and Informal, focused on the learning process and progress

What is your mindset on assessment? Write a Personal Assessment Philosophy Statement that is a clear, one-sentence declaration of your specific assessment policy or belief. This statement should analyze and clarify your thinking so others can understand your core values. Questions to Get You Thinking Is it necessary to assess students before, during, and after instruction? Should we hand students a copy of the final assessment on the first day of the new unit we’re teaching? Why or why not? How many assessments in a grading period are sufficient? What is “standards/outcomes-based assessment”?

5 Strategies for Responsive Teaching Embedded Formative Assessment Sharing Learning Intentions Find Out Where Students Are/What They Already Know Give Feedback to Move Learning Forward Students Should Be Learning Resources For Each Others Students Need to Be Owners of Own Learning Dylan William, Embedded Formative Assessment http://www.youtube.com/watch?v=B3HRvFsZHoo

Embedded Formative Assessment

Book Scan and Goal Setting Read Table of Contents Identify the chapter that looks most compelling Mark your chapter. Set a goal for reading and share your goal with your Mentor. What do you hope to learn. Include this in your goal description. Share this goal with your elbow partner.

Learning Rick Morelli, Formative and Summative Assessment http://www.youtube.com/watch?v=rJxFXjf B_B4 Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom

Rick Morelli, Formative and Summative Assessment

Reflection and Application Given what you learned today, what assessment practices will you be trying out in your classroom? Trying something new? A plan for your inquiry? Would you like to revise or modify your goal? How can we (including your mentor) support you?

Next Steps: ILP log following reading and reflective mentor conversation Module B due and CTP on December 16, 2016 to Maria Ortega See PD calendar for recent postings