Daily Formative Assessments Marietta Lachenauer Jennifer Taylor Dennis Taylor.

Slides:



Advertisements
Similar presentations
Getting to the Heart of Assessment & Evaluation
Advertisements

Rich Classroom Assessment through Implementation of Project Based Learning Denise White WVDE Office of Instruction.
Rich Formative Assessment: Critical Component of Instruction
Understanding by Design Stage 3
Analyzing Student Work
The Framework for Teaching Charlotte Danielson
© Myra Young Assessment All rights reserved. Provided for the use of participants in AM circles in North Lanarkshire Council.
June 20, Your Presenters  Ken Mattingly – Rockcastle County  Jessica Addison – Todd County/KDE.
January 5 th  What benefits can you see emerging from using Peer and Self Assessment?  What do you see as the likely.
Explicit Instruction: when, where, and how?
APS Teacher Evaluation Module 7: Preparing for My Mid-Year Conversation.
Session 3 Assessement of, for, & as Learning. Phases of Assessment Diagnostic Formative Summative Assessment.
Connections to the TPGES Framework for Teaching Domains Student Growth Peer Observation Professional Growth Planning Reflection.
Oral Presentation Rubrics Standards-based Assessment of and for Learning.
Current Comfort Level with Learning Targets
Office of School Support
Dr. Pratibha Gupta Associate professor Deptt. of Community Medicine ELMC & H, Lucknow.
The Research and Practice of Classroom Assessment Principles and Strategies of Formative Assessment.
What should be the basis of
performance INDICATORs performance APPRAISAL RUBRIC
Lesson Design: An Overview of Key Tools for Flexible Math Instruction Think about Ms. Christiansen—the teacher in the video. What helps a teacher plan.
CLASSROOM ASSESSMENT FOR STUDENT LEARNING
Rediscovering Research: A Path to Standards Based Learning Authentic Learning that Motivates, Constructs Meaning, and Boosts Success.
ASSESSMENT Formative, Summative, and Performance-Based
Thinking about assessment…
New Teacher Preparation: Compass Teacher Evaluation
Our Leadership Journey Cynthia Cuellar Astrid Fossum Janis Freckman Connie Laughlin.
Professional Learning Communities. Today’s Learning Targets ✓ I can explain common formative assessments. ✓ I can unwrap a standard. ✓ I can identify.
Preparing to Use This Video with Staff: Materials/Resources: 1.Print copies for each person of the following from the Resource Tab: a)Grain Size Visual.
Learning Targets NNMST Science Breakout Session December 8, 2011.
McGraw-Hill/Irwin © 2012 The McGraw-Hill Companies, Inc. All rights reserved. Chapter 2: Elements of the Instruction-Learning- Assessment Model.
Reading Comprehension Strategies Rubrics Standards-based Assessment of and for Learning.
Clear Purpose: Assessment for and of Learning: A Balanced Assessment System “If we can do something with assessment information beyond using it to figure.
Strategies for Differentiated Instruction Michael Klein MISD Science Consultant New Teacher Academy March 18, 2009.
1 Chapter 7 Models for Teaching: Direct Melinda Bauer and Shannyn Bourdon.
Leadership of self linked with a system of formative assessment Cynthia Cuellar Astrid Fossum Janis Freckmann Connie Laughlin.
Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids by Carol Ann Tomlinson and Jay McTighe.
Let’s Talk Assessment Rhonda Haus University of Regina 2013.
Teacher Evaluation and Professional Growth Program Module 4: Reflecting and Adjusting December 2013.
 Implementing Best Practice Strategies New Licensed Staff Induction Program.
Hawaii Department of Education Bridging the Gap: Professional Development Protocols “Tools for Schools”
Expeditionary Learning Queens Middle School Meeting May 29,2013 Presenters: Maryanne Campagna & Antoinette DiPietro 1.
Dr. Sande Caton. Assessments Why do we assess our students? Individually, write at least three ideas you have about assessments With one or two colleagues.
Fourth session of the NEPBE II in cycle Dirección de Educación Secundaria February 25th, 2013 Assessment Instruments.
Curriculum Instruction Assessment Aligning Manitoba Physical Education Supervisors Association Linda Thorlakson Manitoba Education February 17, 2010.
1 Instructional Decision Making. Iowa Department of Education2 Instructional Decision Making in Brief The Instructional Decision Making (IDM) structure.
10 Principles of a Successful Classroom. Students are presented with meaningful, higher-order, activities that create the context for learning and build.
Assessments in the Classroom
Summative vs. Formative Assessment. What Is Formative Assessment? Formative assessment is a systematic process to continuously gather evidence about learning.
Assessment Information from multiple sources that describes a student’s level of achievement Used to make educational decisions about students Gives feedback.
P.R.I.D.E. School Professional Day :45 am- 3:30 pm.
Georgia will lead the nation in improving student achievement. 1 Georgia Performance Standards Day 3: Assessment FOR Learning.
Winston-Salem / Forsyth County Schools Revised Unit Maps Grades 3-5.
Steppin’ Into Assessment
WELCOME Please take a moment to fill out a name tent and to work on the task that has been placed at each seat.
Assessment in the Classroom RD-49: Methods Teaching Secondary Reading April 6, 2005 Alexia K.S. Couch Staff Development Teacher Jason R. Reinke Interdisciplinary.
ASSESSMENT FOR LEARNING DIAGNOSTIC ASSESSMENT - SONIYA JAYARAMAN.
McGraw-Hill/Irwin © 2012 The McGraw-Hill Companies, Inc. All rights reserved. Chapter 15: Getting Started on the Assessment Path Essential Issues to Consider.
Professional Development
Unit Plan for Crash written by Jerry Spinelli 5 th Grade Title 1 Improve student’s comprehension strategies through reading, listening, speaking and viewing.
TEACHING WITH A FOCUS ON LEARNERS One model of Differentiation: Sousa and Tomlinson (2011) Differentiation and The Brain. Purpose: Understanding Text Complexity.
Connecting the Characteristics Margaret Heritage UCLA/ CRESST Attributes of Other Characteristics of Effective Instruction and Assessment for Learning.
Assessment in education is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task.
Student Growth Goals for Coaching Conversations. Requirements for Student Growth Goals Time line Reference to an Enduring Skill Proficiency and Growth.
1 Far West Teacher Center Network - NYS Teaching Standards: Your Path to Highly Effective Teaching 2013 Far West Teacher Center Network Teaching is the.
New Lesson Plan Template 2012 Major Divisions of the Lesson Plan Objectives Assessment Methods Lesson Overview.
THE FORMATIVE ASSESSMENT PROCESS BEST PRACTICES. Formative Assessment is a process used by teachers and students during instruction that provides feedback.
Thinking about assessment…
Welcome to i-Ready®.
Do nows & Exit Tickets.
Presentation transcript:

Daily Formative Assessments Marietta Lachenauer Jennifer Taylor Dennis Taylor

Objectives  To refresh our memories about the process of formative assessment by completing a close read  Learn 2-3 ways to formatively assess your students by reading and sharing about, and watching formative assessments in action  Think about how to track student’s progress and use this data to inform instruction through your grade book.

“Students need constructive feedback on how to achieve the targets and guidepost measures along the way, not simply feedback on whether they reached the targets or not. It is formative assessment rather than summative assessment that will make the greatest difference.” - Laura Greenstein

NYSUT Rubric Element 3.6.A: Teachers monitor and assess student progress, seek and provide feedback, and adapt instruction to student needs. NYSED Indicators: Utilize various types of formative assessment during instruction to monitor and check for student understanding and assess progress. Seek and provide feedback during and after instruction. Adjust the pace of instruction, focus of instruction, and method of delivery based on student progress.

NYSUT Rubric- 3.6.A Effective: Teacher frequently uses formative assessment to immediately inform instruction. Teacher monitors the progress of students, using assessment data. Highly Effective: Teacher always uses formative assessment to immediately inform instruction. Teacher monitors the progress of individual students and uses a variety of formative assessments to adjust and differentiate instruction to meet individual needs.

Close Reading Look at the the title and text features. Notice how the article has been chunked and eachsubheading supports the title. Read section 1 – underline the author’s claim Read section 2 – draw a connection betweenbetween the author’s experience and your own Read section 4 – underline two observationalstrategies that can be used in class PAIR AND SHARE – share your observations with yourneighbor

Formative Assessment Is Student Focused In brief: Formative assessment helps teachers :  Consider each student's learning needs and styles and adapt instruction accordingly  Track individual student achievement  Provide appropriately challenging and motivational instructional activities  Design intentional and objective student self- assessments  Offer all students opportunities for improvement

Formative Assessment Is Instructionally Informative In brief: Formative assessment:  Provides a way to align standards, content, and assessment  Allows for the purposeful selection of strategies  Embeds assessment in instruction  Guides instructional decisions

Formative Assessment Is Outcomes Based In brief: Formative assessment  Emphasizes learning outcomes  Makes goals and standards transparent to students  Provides clear assessment criteria  Closes the gap between what students know and desired outcomes  Provides feedback that is comprehensible, actionable, and relevant  Provides valuable diagnostic information by generating informative data

Formative Assessment Strategies  Go through the following list  Place a √ next to items you have previously used in your classroom  Place a next to any ideas that you can use immediately in your classroom!  Be ready to share how you can use some of these! ☺

Share  Please share out with 3-4 people around you which strategies you would like to try.  Please be sure that everyone is allowed to share one new strategy.  If someone has already used this strategy, please share an insight about it!

Videos  Entrance ticket with self-correction Entrance ticket with self-correction  Youtube clip Youtube clip

Videos  Marker boards (Fact/Fiction) Marker boards (Fact/Fiction)  Youtube clip Youtube clip

Videos  Peer response/coaching Peer response/coaching  Youtube clip Youtube clip

Videos  Question of the day Question of the day  Youtube clip Youtube clip

Videos  Thumbs-up/Thumbs-down Thumbs-up/Thumbs-down  Youtube clip Youtube clip

3 categories of formative assessments 1. Review of most important content taught thus far during the year based upon results of the baseline and mid-term assessments. 2. Most important concepts of the current unit. (grade book) 3. Daily formative assessments to adjust and differentiate instruction to meet individual needs. (checking for understanding)

Jen’s grade book

Triple S with T After school study sessions (by invitation) based upon the results of consistent formative assessments throughout the unit.

Baseline to Mid-term student comparison

In closing, share about one of these topics with someone on your way out the door!  The process of formative assessment  New ways to formatively assess students  Tracking student’s progress