PGES: U SING A SSESSMENT IN I NSTRUCTION Amy Cody Clancy WVMS- Grade 8 National Board Certified- EA/ELA

PGES D OMAINS I NVOLVED :

B ASICS OF A SSESSMENT IN I NSTRUCTION

S TIGGINS Why Assess? Assess What? Assess How? Communicate How? From Classroom Assessment for Student Learning. Stiggins, Arter, Chappuis, Chappuis

1. I DENTIFYING L EARNING O UTCOMES Core Ability statements Measurable/Observable skills and knowledge “I Can” Statements These are done for you in various venues…

D ECONSTRUCTED CCS- KY “L EARNING O UTCOMES ” -deconstructed-standards.aspx %20Standards/8th%20grade%20ela.htmhttp:// %20Standards/8th%20grade%20ela.htm (with “I Can” statements) Benefit: Knowledge and reasoning targets (learning outcomes) have already been defined.

C URRICULUM M APS ns/Curriculum%20Maps/2012_2013/CM_Mid_EL A.html I Can Statements, activities for learning, Sample Performance Tasks, Sample Activities, RTI, Key Vocabulary, Formative Assessment

T EACHER G UIDANCE K-5 Core/Pages/ELA-K-5.aspx Provides “teacher guidance” link Skills for students/strategies for teachers, sample task and key vocabulary for each standard.

2. I DENTIFYING A SSESSMENT M ETHODS Formative assessment techniques monitor student learning during the learning process. The feedback gathered is used to identify areas where students are struggling so that instructors can adjust their teaching and students can adjust their studying. VS. Summative- high stakes, end of a unit, measures student achievement of learning outcome(s).

A D IAGNOSTIC C ONTINUUM Preassessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making sure)

P RE -A SSESSMENT provides data to determine options for students helps determine differences before planning helps teacher design activities that are respectful and challenging allows teachers to meet students where they are identifies starting point for instruction identifies learning gaps makes efficient use of instructional time

P RE -A SSESSMENT What do the students already know? What instruction/learning opportunities are needed for mastery? What needs re-teaching/further practice? What grouping can result? (small groups, partners, whole class, etc.)

T YPES OF P RE -A SSESSMENT Pre-test Graphing for Greatness- self monitoring charts Inventory KWL Checklist Observation Self-evaluation Questioning

F ORMATIVE A SSESSMENT depicts student’s life as a learner used to make instructional adjustments alerts the teacher about student misconceptions “early warning signal” allows students to build on previous experiences provides regular feedback provides evidence of progress aligns with instructional/curricular outcomes

T YPES OF F ORMATIVE A SSESSMENT Entrance/Exit Slips List two important concepts or ideas from today’s lesson Explain---- How is X different from Y? Explain one idea (concept, skill) you still don’t understand. Define- - Quick, informative, helps you to plan your lessons or re-teach.

C HECKS FOR U NDERSTANDING Mini Whiteboards for response Thumbs up, down or sideways Active Response systems (clickers) “Try it” – individual- non-graded attempt at showing what they are able to do/what they know. Pre-tests See printed list of others

A SSESSMENT R ESOURCES Mastery Connect- PARCC- NAEP Questions Tool- h.aspx?subject=reading h.aspx?subject=reading EQuIP- (CCS vetted units and reading models Grade 3-12)

O N D EMAND CCPS Literacy Wiki- B/On_Demand_Training_Materals_%285- 8_grades%29.html B/On_Demand_Training_Materals_%285- 8_grades%29.html Grades 5-8 from start to finish materials and prompts. PD 360- On Demand Community

3. T RACKING R ESULTS Students Keep Track- see forms in packet Quarterly or unit by unit reflection Teacher keeps track Plus/Minus; scores; grade book (New IC features), Group by high/medium/low Checklists by skill/standard Conferencing Assessment stations Exit Slips How do you keep track of student progress?

4. U SING R ESULTS Re-teaching Whole Class Small Group Clarifying misconceptions, mini-lesson(s) Differentiation Moving on or scaffolding instruction

E XAMPLE Pre-test on grammar- parts of speech Those who scored well- small groups using parts of speech in challenging way (“Jabberwocky”) Those who were not quite there- practice in small groups and/or with partners with quick test out when they feel they are ready. Those who do not know it all- practice in small group, to partner, to individual- teacher small group instruction- short assessments leading to whole assessment.

R ESOURCES : Achieve the Core Common Corezilla Jefferson County Public School- The Gheens Academy for Curricular Excellence and Instructional Leadership English Companion Ning Corestand cc.betterlesson.com

R ESOURCES AND PPT POSTED AT : s.com/Assessment+Materials+ KCTELA2014