Build it and They Will Come Classroom structures and settings that support formative assessment Instructional Services 2009-2010 1

Build it and They Will Come Classroom structures and settings that support formative assessment Instructional Services 2009-2010 2

Student Self Assessment Involve students in setting and using criteria Engage students in self-assessment Increase the sources of specific, descriptive feedback Assist students to set goals Have students collect evidence of learning in relation to standards Have students present evidence of learning in relation to standards Instructional Services 2009-2010

Setting Criteria with Students What is Important for a Quality Poster? Brainstorm a list of ideas Sort and group the ideas Make and post an anchor chart Use and revise the anchor chart as you learn more Instructional Services 2009-2010

Instructional Services 2009-2010 Making a Poster Criteria Specifics/ Details Interesting to audience Interesting information Descriptive words Grabs audience’s attention Easy to Read Neat Spelling Big print Appearance Colourful Well organized Different fonts Instructional Services 2009-2010

Collecting Evidence of Student Learning BRAINSTORM – TABLE DISCUSSION: HOW ARE YOU COLLECTING EVIDENCE OF STUDENT LEARNING NOW?

The Collection of Evidence Keep the process simple Involve the students in being responsible for the evidence Include more than written work as evidence Help students and parents understand why the evidence is important Anne Davies says: The process of students collecting evidence of learning needs to be practical and possible. Help students undersatnd why they are keeping track of their evidence. Explain who is going to see the evidence. Work with students to design a simple system that they can use e.g. folders or magazine files or digital storeage. Provide students with time to store their evidence. Instructional Services 2009-2010 7

Instructional Services 2009-2010 Reading Portfolio Gr. 1-3 12.18 Teacher tools for collecting evidence. Instructional Services 2009-2010

Triangulation Observaton of Process Conversations Creating an assessment plan: Varied sources of evidence Looking for patterns and trends in student learning If your evidence is triangulated you are likely to have varied types of assessment information. Conversations Collection of Products Instructional Services 2009-2010 9

The Student Portfolio could include the above.

Intentional Conversation The teacher-student conference

Instructional Services 2009-2010 Conferences Conferences are brief, scheduled meetings (three-to five-minute sessions) between the teacher and a student to discuss the student’s progress, work and goals. Conferences enable teachers to find out about a student’s own perceptions of their learning and achievements and to obtain a deeper understanding of the student’s progress. - A Guide to Effective Literacy Instruction Grades 4 to 6 Instructional Services 2009-2010

Thinking About Conferencing When are you finding time to confer with students? How do you determine the focus of the conference? What materials do the participants bring to the conference? What information can you obtain in a conference? Table talk discussion. Instructional Services 2009-2010

Before Conducting a Conference The Teacher: Determines the time and purpose Carefully plans the questions to use to prompt the student Advises students as to what materials they need to bring to the conference Instructional Services 2009-2010

Instructional Services 2009-2010 During the conference The teacher: Makes the student feel comfortable and establishes the purpose Encourages the student to express his or her own views, prompts with questions and records the student’s comments and responses Helps the student set attainable goals and support the student by suggesting strategies to help obtain the goals Instructional Services 2009-2010

After the Conference Ask the child to rephrase the feedback for next steps in her or his own words Older students can record their goal The teacher records her or his anecdotal notes and their next session ‘look fors’ In the subsequent conferences, the teacher looks for evidence of achievement of the goal If evidence is not indicated, the teacher adjusts instruction or specificity of feedback

Tools for Tracking Student Learning Comprehension Strategies Checklist for a Reading Conference vol. 2 p. 97 Reading Observation Checklist vol. 2 p. 98 Oral Language and Listening Skills Checklist vol. 2. p. 99 Sample Template for Taking a Record of Reading Behaviour vol. 2 p. 101. Instructional Services 2009-2010

Information Provided by a Conference Students’ perceptions of their learning and achievements A deeper understanding of the student’s progress; the problems they encounter; the goals they set; and the strategies they use to improve Instructional Services 2009-2010

The Teacher-Student Conference in Action HANDOUT- While watching this video clip, record your thoughts on the organizer provided.

Instructional Services 2009-2010 Scheduling How could you organize your instructional blocks to ensure that conferences are happening each day? Presenters: Provide time for table discussions and then a large group sharing of ideas. What are the practices you are currently using to facilitate conferences that are proving to be effective? Instructional Services 2009-2010

Self-Assessment Tools Self-assessment tools in The Guide to Effective Literacy Instruction 4-6 vol. 2: Self assessment survey Sentence stems for self-assessment: writing; oral presentation Exit slips Reading attitude survey Instructional Services 2009-2010

Student Teacher Conference

Reading Conference- Text Features

Key Understandings Timely- formative feedback needs to happen at the time of learning. Teacher adjusts instruction or feedback if students are not applying feedback. Instruction is driven by student evidence and our feedback to student learning.