Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Disclaimer Leadership for the Common Core in Mathematics (CCLM^2) Project University of Wisconsin-Milwaukee, 2013–2014 This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes. This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Our Assessment Future Common Core Leadership in Mathematics (CCLM)

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Yesterday … Yesterday, Stiggins shared his thoughts on our Assessment Legacy. We also started some thinking about our own assessment system. Take a moment to share with your partner your thoughts on the Assessment Legacy and your own assessment system in your classroom..

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Learning Targets and Success Criteria Learning Target: Differentiate between formative and summative assessment. Explain the Seven Strategies of Assessment for Learning. Success Criteria: Apply understandings of formative and summative assessment to current classroom practice.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee A Balanced Assessment System In triads, take turns explaining the chart on page 21 in your book, A Balanced Assessment System. Each partner has one section. Partner A: Classroom Assessment Partner B: Interim/Benchmark Assessment Partner C: Annual Testing

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Video Video of Stiggins on Assessment. Two Parts: Part 1: Our Assessment Legacy (30 min) Part 2: Our Assessment Future (20 min) Will watch Our Assessment Future in two parts.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee A Balanced Assessment System Key IssuesFormative Context (FOR)Summative Context (OF) Key decision(s) Decision Makers Information needed Levels Classroom Assessment Interim/Benchmark Assessment Annual Testing

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Video Pause video. In triads, revisit the chart on page 21 in your book, A Balanced Assessment System and add to chart. Each partner has the same section. Partner A: Classroom Assessment Partner B: Interim/Benchmark Assessment Partner C: Annual Testing

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Reviewing your Assessment System Think about a unit of instruction you taught this past semester. In your notebook, list the assessment records you kept for one unit of instruction. Comment next to each record whether the results were used formatively or summatively.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee A Balanced Assessment System What is the ratio of formative to summative use of assessment results for one instructional unit? What do you think the ideal ratio of formative to summative for one unit of study might be? What, if any, changes to the ratio would you make? What would you do to make the changes?

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee OF and FOR Learning Assessment of Learning (Summative): How much have students learned as of a particular point in time? Assessment FOR Learning (Formative): How can we use assessment to help students learn more? (not just checking learning but promoting learning)

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Lunch Discussion How balanced is your assessment system? What are some changes you are considering making?

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Video In the last part of Our Assessment Future, Stiggins addresses the teacher’s role in assessment FOR learning and seven specific strategies for using formative assessment.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Video In preparation for the video, take out last night’s homework. Review your notes and thinking. Homework: List the “five keys” to Quality Classroom Assessment. Reflect on and explain the following two ideas: One “key” that is a strength in your classroom practice One “key” that you would like to embed into your classroom practice. Start video.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Teacher’s Role in Assessment FOR Learning 1.Identify the standard. 2.Deconstruct it to enabling targets. 3.Transform to student friendly version. 4.Create accurate classroom assessments. 5.Use with students to track growth.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Specific Strategies for Students 1.Student friendly targets from the beginning. 2.Models of strong and weak work. 3.Continuous descriptive feedback. 4.Teach self-assessment and goal setting. 5.Teach one facet at a time. 6.Teach focused revision. 7.Teach self-reflection to track growth.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Specific Strategies of Assessment For Learning 1.Read the strategy that has been assigned to your table group. 2.Discuss the strategy and what it means in Classroom Practice. Draw a picture to stand for your strategy. 3.Prepare a poster that can be used to explain your strategy to class participants. Consider … What is the teacher’s responsibilities for this strategy? What is the students’ role? How will this strategy support learning? What other ideas need to be shared about this strategy?

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee In Summation… The 7 strategies are not a recipe to be followed step by step, but instead a compilation of practices that when implemented well will increase students' efficacy and achievement.

Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Learning Targets and Success Criteria Learning Target: Differentiate between formative and summative assessment. Explain the Seven Strategies of Assessment for Learning. Success Criteria: Apply understandings of formative and summative assessment to current classroom practice.