1. Assessment for Differentiation Day One West Georgia RESA Standards Based Classroom 2008-09

3. “The nation is over- tested,” (yet) “We are under-assessed.” -Dr. Douglas Reeves, Founder of the Leadership Learning Center

4. Standard Participants will be able to use assessment data to plan and implement differentiated instruction.

5. Essential Questions What is the relationship of assessment to differentiation? How do assessment and differentiation together work to improve student learning and achievement?

6. Activator With your table group, create a definition of formative assessment. Write it on your chart paper, and post on the wall.

7. What do these definitions have in common? What common words or phrases do we see throughout the definitions?

16. What we and students must understand… The word “assessment” is derived from assidere, which means to sit with or beside. It is something we do with and for a student, not something we do to them. -(Wiggins, cited in Green, 1998)

17. Self-Assessment Take a few minutes to complete the self-assessment. Think about how you value each of the strategies listed and how often you use the strategies, but rate them separately.

18. What is Formative Assessment? We must begin to understand that formative assessment is a process that impacts instructional decisions made by teachers and learning decisions made by students.

19. “When the cook tastes the soup, that’s formative assessment; when the customer tastes the soup, that’s summative assessment.” -Paul Black

20. FormativeSummative PurposeTo monitor and guide a process while it is still in progress To judge the success of a process at its completion Type of assessment During the process At the end of the process Type of assessment technique Informal observation, quizzes, homework, student questions, worksheets Formal tests, projects, and term paper Use of assessment information Improve and change a process while it is still going on Judge the overall success of a process; grade, place, promote

21. Positive, Constructive Assessment Environmen t Students are the Key Assessment Users Clear & Appropriate Targets are Essential Sound Assessment Must be Accompanied by Effective Communication Accurate Assessment is a Must Richard J. Stiggins, Student Involved Classroom Assessment, 3rd Edition, (Prentice Hall, 2001), pp. 7 – 27.

22. Students are the Key Assessment Users Richard J. Stiggins, Student Involved Classroom Assessment, 3rd Edition, (Prentice Hall, 2001), pp. 7 – 27.

23. Clear & Appropriate Targets are Essential Richard J. Stiggins, Student Involved Classroom Assessment, 3rd Edition, (Prentice Hall, 2001), pp. 7 – 27.

24. Accurate Assessment is a Must Richard J. Stiggins, Student Involved Classroom Assessment, 3rd Edition, (Prentice Hall, 2001), pp. 7 – 27.

26. Sound Assessments Must be Accompanied by Effective Communication Richard J. Stiggins, Student Involved Classroom Assessment, 3rd Edition, (Prentice Hall, 2001), pp. 7 – 27.

27. Research by Black, Wiliam and others has established that student learning can be advanced by feedback through comments, but that numerical scores or grades can actually have a negative effect. Students ignore comments when scores are also given. In other words, students engage more productively in improving their work when formative assessments rely on specific comments about learning targets rather than on grades or scores.

28. Results of formative assessments are used to improve instruction and learning. Results of formative assessments are not used for making judgments about success or failure.

29. Group Activity In groups of 3, read the article entitled, “The Concept of Formative Assessment.” –Person 1 – Read “Purpose and Benefits of Formative Assessment” –Person 2 – Read “Examples of Formative Assessment” –Person 3 – Read “Resource for Teachers Interested in Formative Assessment” Highlight words or short phrases that capture important/interesting ideas. Take turns summarizing each of the passages for the other group members.

30. What is Formative Assessment? Complete the graphic organizer –Why is each statement true? –How does this take place in your classroom, school, or district? –Share responses

31. Formative assessment: –Is embedded in a pedagogy of which it is an essential part –Shares learning goals with students –Involves students in self-assessment –Provides feedback which leads to students to recognizing the gap ad closing it –Is underpinned by confidence that every student can improve –Involves reviewing and reflecting on assessment data Formative assessment is/does not: –Simply adding procedures or tests to existing work –Involve only grading –Implicitly label students and reduces their self- esteem –Separate from teaching(Harlen, 1998)

32. How Formative Assessment Works For assessment to function formatively, the results have to be used to adjust teaching and learning. –Black and Wiliam, 1998 Without feedback, it’s not formative!!! –Laney and Wilson, 2008

33. Evaluating Formative Assessment Practices When evaluating your formative assessment practices, there are three important things to consider:

34. Evaluating Formative Assessment Practices 1. Are the formative assessments administered during the time the content is being taught? 2. Do the assessments yield accurate, pertinent, diagnostic information? 3. Is the diagnostic information being used to inform and adjust instruction for individual students or groups of students?

35. Beginning the Journey…..

36. Where schools want to improve the quality of their formative assessment, they should review their approach to: 1. Involving students in their learning (Clarke) 2.Modeling quality (Sadler) 3.Giving feedback to students on their work (Black and Wiliam) 4.Self assessment and peer assessment (Fontana & Fernandes)

37. Involving Students Explain clearly the relevance in the lesson in terms of standards Share specific assessment criteria with students Help students understand what they have done well and what needs to be improved upon Show students how to assess their own learning

38. Involving Students Where am I going? 1.Provide a clear statement of the learning target 2.Use examples and models Where am I now? 3.Offer regular descriptive feedback 4.Teach students to self-assess and set goals How can I close the gap? 5.Design focused lessons 6.Teach students focused revision 7.Engage students in self-reflection; let them keep track of and share their learning

39. Involving Students What does it look like in the classroom? –Concept map (standards) –Cooperative learning –Teacher observation/verbal feedback –Questioning –Student recordkeeping –Criteria and goal setting

40. Simon say - tap your head if you understood _________ from today’s lesson. Simon says - hold your arms up if you didn’t understand ________. Simon says – turn around if you understood ________. Simon says – flap your arms if you know what _____ means. Simon Says for Big Kids D.C. Everest Social Studies D.C. Everest Area Schools Weston, WI 54476

41. Create a newspaper headline that may have been written for the topic we are studying. Capture the main idea of the event. Newspaper Headline D.C. Everest Social Studies D.C. Everest Area Schools Weston, WI 54476

42. The class is divided into 3-4 teams. The chalkboard/whiteboard is divided into a large space for each team. Each person needs a writing utensil. When the teacher says “Go,” all team members rush to their area and write or draw (symbols/pictures) to represent key ideas in the current topic of study. (It will be crowded!) At the end of 3 minutes, each team must present 2-3 ideas from their chalkboard creation. Chalkboard Champs D.C. Everest Social Studies D.C. Everest Area Schools Weston, WI 54476

43. Write a question you think is important about this unit on a piece of paper. Sign your name. Put your question into Mr. Prince’s Question Box. After all questions are in the box, pick a question and answer it. Sign your name. The teacher will call on a few people and then collect the questions/answers. Mr. Prince’s Question Box D.C. Everest Social Studies D.C. Everest Area Schools Weston, WI 54476

44. Back to Back Boards You and your partner each get a mini-white board and stand back-to-back. The teacher asks a question and you each answer on your board. When the teacher says “turn around” you show each other your answers and discuss. D.C. Everest Social Studies D.C. Everest Area Schools Weston, WI 54476

45. Modeling Quality Encouraging students to listen to others’ responses Showing examples of how work has met the criteria Having students examine anonymous work against the standard

46. Modeling Quality Showing work examples (looking at progress, performance, exemplars) –www.exemplars.comwww.exemplars.com Demonstrate how you would answer a question, write a paragraph, work a problem, etc. Use of rubrics

47. PSI In your trio, one person is P, S, and I. P presents his work for the day. S looks over P’s work and writes two strengths about it. I looks over P’s work and writes one way to improve it. D.C. Everest Social Studies D.C. Everest Area Schools Weston, WI 54476

48. Giving Feedback Focused on the task and standard Is given regularly and while still relevant Suggestions for improvement should act as scaffolding Quality of feedback is more important than quantity Teach students the skills to ask for help and create a culture where they are not afraid to do so

49. Giving Feedback Teacher Observation (written and oral) Ticket out the Door –Charting answers for the next day

50. Letter to Principal Write a short letter to the principal telling him/her all of the ideas you have learned about this week. D.C. Everest Social Studies D.C. Everest Area Schools Weston, WI 54476

51. You and your partner decide on the most important idea from the lesson. Together, state that idea in one sentence. When you are ready, you and your partner should line up to “meet the teacher” and tell what you think the most important idea was. We think the main point of the lesson was… You are truly amazing history students! Meet the Teacher D.C. Everest Social Studies D.C. Everest Area Schools Weston, WI 54476

52. Prior to leaving today, please do the following: _________________________________. That’s your exit pass out of class today. I’m going to check it at the door. Exit Pass/Ticket Out the Door D.C. Everest Social Studies D.C. Everest Area Schools Weston, WI 54476

53. Self-Assessment Students should be: –taught how to reflect on their own work –supported to admit problems without risk to self-esteem –given time to work problems out –know that it is acceptable to look at a number of possible solutions before opting for a particular course of action

54. Self-Assessment Student record keeping Student test analysis

55. You Be George Take a look at George’s self-assessment of his unit test He determine which answers are right and wrong, and why he missed them. Complete the graphic organizer as if you were George. As a teacher, what would you then do with George’s self-assessment? We’ve taken a summative assessment and made it formative!

56. You have three minutes to write everything you learned today. Don’t worry about the organization – just write for three minutes about what you have learned. Three Minute Writing D.C. Everest Social Studies D.C. Everest Area Schools Weston, WI 54476

57. Respond to the following statements about your learning by ranking each statement a 1 through 5 with “5” being totally true and “1” not true at all. A. I totally understand everything in this class. B. Reading the textbook really helps me understand. C. Listening in class is easy for me and helps me. D. I put a lot of effort into this class. E. Being able to talk about the ideas with others helps me. F. Acting things out helps me learn things. My Learning D.C. Everest Social Studies D.C. Everest Area Schools Weston, WI 54476

58. Am I a “10”? Rate yourself from “1” to “10” (ten being the best) on how well you understand everything we study in class. Then complete the statements below: One thing that the teacher could do to help me understand things better is… One thing that I do that helps me learn the best is… D.C. Everest Social Studies D.C. Everest Area Schools Weston, WI 54476

59. 5, 4, 3, 2, 1 The teacher will make several statements regarding the unit we are studying. Each statement will start with “I thoroughly understand…(e.g., the differences between Hamilton and Jefferson). If you totally agree (and understand), put up five fingers, mostly agree-4 fingers, sort of agree-3 fingers, somewhat disagree-2 fingers and totally disagree-one finger. D.C. Everest Social Studies D.C. Everest Area Schools Weston, WI 54476

60. Summarizer Take a look at your self- assessment Determine which area had the lowest score for you or the area where you have the most interest Develop a plan to implement at least two strategies between now and the end of the semester Bring back any feedback/results of the formative assessment with you for Day Two

61. Jonathan Laney – jlaney@garesa.orgjlaney@garesa.org Rachel Spates – rspates@garesa.orgrspates@garesa.org Lauren Wilson – lwilson@garesa.orglwilson@garesa.org