Analyzing Common Formative Assessments

ON TARGET 2 Today’s Learning Targets ✓ I can explain common formative assessments. ✓ I can identify quality common formative assessments. ✓ I can use common formative assessments to inform and direct PLC teams.

ON TARGET 3 From The Leadership and Learning Center, 2009 Why Formative Assessments? The Research Conclusions: Five reviews synthesizing 4000 research studies conducted over 40 years concluded: “When well-implemented, formative assessment can effectively double the speed of learning.” Dylan Wiliam, Educational Leadership, December 2007/ January 2008, p.36

ON TARGET 4 WHAT ARE WE EMPHASIZING? ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING Formative Summative

ON TARGET 5 Formative

ON TARGET 6 Summative

ON TARGET 7 DuFour, DuFour, Eaker, Many, 2010, p.63 An Assessment is Formative When… ‣ It identifies students struggling to learn a standard or target ‣ It gives students additional time and support to learn the standard or target ‣ Students receive reteaching, intervention, and enhancement

ON TARGET 8 Formative Assessment

ON TARGET 9 Formative Assessment

ON TARGET 10 “If all students are expected to demonstrate the same knowledge and skills, regardless of the teacher to which they are assigned, it only makes sense that teachers must work together in a collaborative effort to assess student learning.” DuFour, DuFour, Eaker, Et.al

ON TARGET 11 What are Common Formative Assessments? ‣ Common - Given by all teachers on a grade level or in the same content area ‣ Formative - Provides data to inform and guide planning and instruction ‣ Assessment - Provides formative rather than summative information Cook & Negron, 2009

ON TARGET 12 Turn and Talk: What are the benefits of Common Formative Assessments? Promote efficiency for teachers Promote equity for students Provide an effective strategy for determining whether the guaranteed curriculum is being taught and, more importantly, learned Inform the practice of individual teachers Build a team’s capacity to improve its program Facilitate a systematic, collective response to students who are experiencing difficulty Offer the most powerful tool for changing adult behavior and practice Benefits

ON TARGET 13 Common Formative Assessments Criteria ‣ Develop in PLCs ‣ Align to unwrapped standards and learning targets ‣ Design collaboratively pre- and post- common formative assessments ‣ Create a rubric to establish criteria for proficiency ‣ Given by all teachers on a grade level or same content area ‣ Analyze results with PLC ‣ Reteach and provide intervention to promote student mastery of learning ‣ Enrich, extend, and enhance learning for students who demonstrate mastery ‣ Repeat the entire process Larry Ainsworth, Center for Performance Assessment, 2006

ON TARGET 14 What about Singletons? ‣ Develop in PLCs ‣ Align to unwrapped standards and learning targets ‣ Design collaboratively pre- and post- common formative assessments ‣ Create a rubric to establish criteria for proficiency ‣ Given by all teachers on a grade level or same content area ‣ Analyze results with PLC ‣ Reteach and provide intervention to promote student mastery of learning ‣ Enrich, extend, and enhance learning for students who demonstrate mastery ‣ Repeat the entire process This process can be done individually.

Common Formative Assessments EVALUATING

ON TARGET 16 Creating Common Formative Assessments

ON TARGET 18 Standards Based Criteria for Proficiency Intervention Data Analysis Enhancement

ON TARGET 19 Standards Based Criteria for Proficiency Data Analysis Intervention Enhancement

ON TARGET 20 Intervention Standards Based Criteria for Proficiency Data Analysis Enhancement

ON TARGET 21 Intervention Standards Based Criteria for Proficiency Data Analysis Enhancement

ON TARGET 22 Your Turn ‣ Divide into groups of 4 or 5 according to grade span. ‣ Analyze your Common Formative Assessments. ‣ Plan next steps. ‣ Be prepared to share in feeder patterns.

ON TARGET 23 What are your next steps? Where do you see your school in this journey? Feeder Pattern REFLECTION

ON TARGET 24 What are your next steps? What are you seeing in your walkthroughs? SCHOOL REFLECTION

ON TARGET 25 Moving Forward in Learning by Doing... Let’s consider, the students in your school that are not getting it. ‣ Visualize the students in your school that are struggling a lot. ‣ Sketch a visual representation of the interventions you currently have in place at your school to support those students.

ON TARGET 26 Do you have a need for SPEED? Considering those students and the interventions you currently have in place...

ON TARGET 27 S - Systematic P - Practical E - Effective E - Essential D - Directive Read Chapter 4 to find out more!