WELCOME!! While you are waiting, please complete the Anticipation Guide. 1.Read the statement 2.In the “Before Reading” column, mark whether you agree (A) or disagree (D).

Pathway to Rigor: Part 1- Assessment Brought to you by… Lesley Mills Vicki Smith

Agenda Math/ELA Network Meeting Agenda I. Anticipation Guide II. Review District Goals III. CHETL - Characteristics of Highly Effective Teaching and Learning - Instructional Rigor IV. Aligning to Achieve V. Formative Assessment Activities A. What are the Benefits of Formative Assessment? B. Is there Rigor in your Assessment? VI. Reflection

Disclaimer You do not have a copy of every slide. Slides included in your handout are referenced by The entire presentation is available ___.

SY District Goals Understand the importance of clear learning targets, how to write them and how to match the type of target to an appropriate assessment. Understand how to design high-quality formative and summative assessments and how to utilize resulting data to provide feedback and effectively improve teaching and learning.

SY District Goals (continued) Understand the “Characteristics of Highly Effective Teaching and Learning” and what these characteristics look like in action in the classroom. Understand the importance of instructional rigor

Characteristics of Highly Effective Teaching & Learning  Learning Environment  Classroom Assessment & Reflection  Instructional Rigor & Student Engagement  Instructional Relevance  Knowledge of Content

Our Targets for Today’s Session District Goals: Understand the importance of clear learning targets, how to write them and how to match the type of target to an appropriate assessment. CHETL: Classroom Assessment

Instructional Rigor: Essential Question How do we create an environment in which … each student is expected to learn at high levels, each student is supported so he/she is supported to facilitate learning at higher levels, and each student demonstrates learning at high levels

Instructional Rigor  Preview/introduction sent via with link: m/books?id=xe0r_IzL lTQC&printsec=front cover&dq=rigor+is+n ot+a+four+letter+wor d&hl=en&src=bmrr#v =onepage&q&f=false

What Is Rigor? Rigor is the expectation that students will be able to perform at levels of cognitive complexity necessary for proficiency at each grade level, and readiness for college and the workplace.

Instructional Rigor Reproduced with permission from Blackburn, Rigor is NOT a Four-Letter Word. Copyright 2008 Eye on Education, Inc. Larchmont, NY. All rights reserved.

Key Component of Rigor: Our Learning Targets Instruction and Assessment  I can evaluate the effectiveness of my instruction.  I can use student work to measure achievement.  Does the summative assessment match the expectations of what the students are to do?

Traditional Planning

Today’s Planning Model Assessments Instructional Strategies Learning Targets Retrieved from

Predicting Student Performance on Summative Assessments Assessments should reveal how well students have learned what we want them to learn. Instruction ensures that they learn it. For this to occur, assessments, learning targets, and instructional strategies need to be closely aligned so that they reinforce one another.

Aligning to Achieve For assurance that these three components are aligned, ask yourself these questions: Learning objectives: What do I want students to know how to do when they leave this course? Assessments: What kinds of tasks will reveal whether students have achieved the learning objectives I have identified? Instructional strategies: What kinds of activities in and out of class will reinforce my learning objectives and prepare students for assessments?

Aligning to Achieve Standard (__ knowledge; __ reasoning; __ performance; __ product) Summative Assessment (__ knowledge; __ reasoning; __ performance; __ product) Learning Targets Formative Assessments Instructional Strategies

Research says… Quality classroom assessment has the largest positive impact of any strategy on student learning and achievement that has been documented. Crooks, 1987; Black & William, 1998, 2001; Miesels et al., 2003; Rodrigez, 2004

Research says… Students engaged in quality classroom assessments learn more and do better on external tests. This is especially true for students who struggle. Crooks, 1987; Black & William, 1998, 2001; Miesels et al., 2003; Rodrigez, 2004

Summative Assessment Course Sieve: Administered too far down the learning path to make instructional adjustments and interventions.

Formative Assessment Fine Sieve Informs both teachers and students about student understanding at a point Allows for timely adjustments. Ensures students achieve targeted standards-based learning goals within a set time frame.

Your Turn! – Formative Assessment Typology of Kinds of Formative Assessment 3 types of formative assessment 1.On Post-it Notes, write the types of formative assessment you use in your classroom. Write 1 assessment per note. 2.Sort your formative assessment notes into type of assessment. Post on your chart. Long-cycle quarters, semester, yearly Medium-cycle Within & between instructional unit Short-cycle Within and between lessons

Your Turn! (continued) – What Are the Benefits of Formative Assessment? Read the NCTM Assessment Research Brief. Retake the Anticipation Guide, marking responses in the “After Reading” column. With a partner, share insights you gained from the article Share with the whole group.

Break! Stand Up!

Common Formative Assessment Goal: Align Standards to Summative Assessment Focus on a few learning targets. Level of thinking matches the level of assessmentLevel of thinking of the learning target matches the level of assessment.

Formative Assessment Progression

Is There Rigor In Your Assessment? – Matrix of Learning Target Verbs KnowledgeReasoningPerformanceProduct ExplainPredictObserveDesign DescribeInferPerformProduce IdentifyClassifyComposeMake DefineCompareConductWrite RecallSummarizeSpeakDraw RecognizeAnalyzeOperateRepresent SelectEvaluateInvestigate Display ListGeneralize CollectModel

Activity: Is There Rigor In Your Assessment? Referring to the handout “Matrix of Learning Target Verbs”, use the formative assessment(s) you brought today to answer these questions: 1.What was/is the standard for the unit of study/lesson sequence that you taught or will teach using the formative assessment? 2. What is the “type” of learning target(s) applicable to this standard? Knowledge? Reasoning? …

Activity: Is There Rigor In Your Assessment? 3. How do the formative assessment items explicitly match the intended learning target(s)? 4. How do the formative assessment(s), used within the lesson progression, facilitate students’ learning towards the standard? If not, what do you need to do differently? Discuss with whole group – Any revelations?

Comments? Concerns? Criticisms?

Hope is not a strategy! Random “piecing” together is not a tactic.

If you always do what you always did, you will always get what you always got If you always do what you always did, you will always get what you always got. J. “Moms” Mabley

Major Impetus Behind Standards Movement All All students are to achieve the high standards

Teaching Intentionally Standard (__ knowledge; __ reasoning; __ performance; __ product) Summative Assessment (__ knowledge; __ reasoning; __ performance; __ product) Learning Targets Formative Assessments Instructional Strategies

Reflecting: Key Component of Rigor Instruction and Assessment  I can evaluate the effectiveness of my instruction.  I know what student work I will use to measure achievement.  My summative assessment matches the expectations of what the students are to do.

Formative Assessment of This Session Please give descriptive feedback for your learning experience today, so that we can improve the learning environment for you next time: I liked ______ because…. Next time I wish you would_____ because…

Next Meeting Monday, March 5, :15 – 5:00