1. Formative Assessment Institute Lincoln County School District #1 Presented by: Jennifer Nehl From TIE

2. Outcomes To develop an understanding of how and when to utilize formative assessments. To extend our knowledge of technology integration with assessment practices. Critique, develop, and/or modify your current assessments as they pertain to formative assessment.

3. Agenda 8:00 – 8:30 Welcome, wikis and walk-through’s 8:30 – 9:45 Formative Assessment Discussion 9:45 – 10:00 Break 10:00 – 11:30 Water the Bamboo, Made to Stick and Ruby Payne is they pertain to Formative Assessment 11:30 – 12:30 Lunch (on your own) 12:30 – 2:50 Learning Target Discussion 2:50 – 3:00 Wrap- up and Homework

4. Credit Options Sign-up participants Reminder: Sign in each In-service day PTSB Credit Graduate Credit – University of Wyoming

5. www.kemmerer.tie2.wikispaces.net Formative Assessment Wikispace

6. Formative Assessment Wikispace

7. Let’s review…

8. Put in sienfeld video

9. What do you think? Do the students have a clear learning target? Is the teacher using higher order question? Do the students have formal register for producing in this content area?

10. REGISTEREXPLANATION FROZENLanguage that is always the same. For example: Lord ’ s Prayer, wedding vows, etc. FORMALThe standard sentence syntax and word choice of work and school. Has complete sentences and specific word choice. CONSULTATIVEFormal register when used in conversation. Discourse pattern not quite as direct as formal register. CASUALLanguage between friends, characterized by a 400- to 800-word vocabulary. Word choice general and not specific. Conversation dependent upon nonverbal assists. Sentence syntax often incomplete. INTIMATELanguage between lovers or twins. Language of sexual harassment. Registers of Language Adapted from Martin Joos

11. Research About Language in Children, Ages 1 to 4, in Stable Households by Economic Group Number of words exposed to Economic group Affirmations (strokes) Prohibitions (discounts) 13 million wordsWelfare1 for every2 26 million words Working class 2 for every1 45 million wordsProfessional6 for every1 Source: Meaningful Differences in the Everyday Experience of Young American Children. (1995). Betty Hart and Todd R. Risley. 11

12. Registers FROZEN FORMAL CONSULTATIVE CASUAL INTIMATE 12

13. FORMAL CASUAL 13

14. To survive in poverty, one must rely upon nonverbal, sensory, and reactive skills. To survive in school or at work, one must use verbal, abstract, and proactive skills. 14

15. TEACHING Outside the head LEARNING Inside the head 15

16. REGISTEREXPLANATION FROZENLanguage that is always the same. For example: Lord ’ s Prayer, wedding vows, etc. FORMALThe standard sentence syntax and word choice of work and school. Has complete sentences and specific word choice. CONSULTATIVEFormal register when used in conversation. Discourse pattern not quite as direct as formal register. CASUALLanguage between friends, characterized by a 400- to 800-word vocabulary. Word choice general and not specific. Conversation dependent upon nonverbal assists. Sentence syntax often incomplete. INTIMATELanguage between lovers or twins. Language of sexual harassment. Registers of Language Adapted from Martin Joos

17. Rigor is … the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.

18. How “Sticky” is your instruction?

20. Listen…and prepare to retell Traveler Safety Message #1 Retell this to your partner. Traveler Safety Message #2 Retell this to your partner. Which message was the easier one to remember and/or retell? Why do you think that is?

21. Mental duct tape— like mental Velcro but stronger! The Kidney Heist and other urban legends Successful is predictable. Stickiness

22. 21 st Century Skills

23. You want to invent new ideas, not new rules.

24. The Curse of Knowledge: Partner up! Tappers—you will tap out a song Listeners—you will try to guess the song

25. Results How many of you thought you did a great job of tapping out the song? How many of you correctly guessed the song? Perception 1 in 2 50% Reality 1 in 40 2.5%

26. Clarifying Content Priorities Big Ideas Important to Know Worth Being Familiar With Nice to know Foundational Concept Skills Big Picture

27. Another way to make it sticky

28. Unexpected Surprise—gets attention Interest—keeps attention Avoid gimmickry; create a GAP Gaps between what we know and what we want to know create curiosity. K-W-L Charts Open the gap by creating a mental itch. http://www.aef.com/exhibits/social_responsibility/ad_council/2434

29. Concrete Write down as many things you can think of that are white in color.

30. Concrete Write down as many white things in your refrigerator as you can think of.

31. Concrete Most people can list as many white things in their fridge, as they can list white things in general, despite the fact that our fridges do not normally encompass a large part of the universe.

34. Verbs Every Student Should Know

35. McREL completed a research study on the use of vocabulary found on standardized tests. The research showed that almost forty percent of errors on standardized tests are due to the misunderstanding of directions or question stems due to vocabulary students did not know or understand.

36. Verbs Every Student Should Know These twelve verbs consistently appear on standardized tests: Trace Analyze InferEvaluate FormulateDescribe Support Explain SummarizeCompare ContrastPredict

37. WordExample Draft Definition Created by XYZ Middle School Students Trace Follow a path Very small amount Infer Make a guess using facts Explain Make clear using reasons Tell using details Give a reason for Summarize Tell or give the main points Contrast Tell or show the differences Analyze Examine and explain Show the connection Formulate Solve using a process Predict Tell what you think will happen Support Prove using facts Compare Show how they are alike Evaluate Determine what is important Give worth or amount Describe Tell about in detail

38. http://www.visuwords.com/ http://dictionary.reference.com/

39. Verb Template

40. Lets Practice... Divide into groups of three or four. Each group will work with two verbs. Using the web resources as a starting point, develop an operational definition of your two verbs. Try to keep the definition to five words or less. Write each definition on a sticky note. Post the definition on the chart paper of the corresponding word.

41. Lets Practice...

42. Descriptive Feedback

43. Seven Strategies for Assessment FOR Learning Where am I going? 1.Provide a clear and understandable vision of the learning target. 2.Use examples and models of strong and weak work. 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 lessons to focus on one aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self-reflection and let them keep track of and share their learning.

44. Offer Regular Descriptive Feedback Look at research on feedback Identify descriptive feedback Discuss manageability Give peer feedback about learning target

45. Providing Feedback “ The most powerful single modification that enhances student achievement is feedback. The simple prescription for improving education must be ‘dollops of feedback’” (Hattie, 1992, p. 9). Robert Marzano, Classroom Instruction that Works Chapter 8, p. 96

46. Feedback, the Breakfast of Champions Dr. Ed Porthan: Get serious about feedback. Make it:  Immediate  Specific  Cause/effect  Coaching for growth  Preserving dignity

47. Feedback, the Breakfast of Champions Dr Robert Marzano: Powerful feedback is –Corrective –Timely –Specific –Self monitoring

48. Providing Feedback Feedback should be corrective in nature; that means that it provides students with an explanation of what they are doing that is correct and what is incorrect. --Marzano, Pickering, & Pollock, 2001, p. 96.

49. Providing Feedback Feedback should be specific to a criterion. Criterion- referenced feedback tells students where they stand relative to a specific target of knowledge or skill. --Marzano, 2001, p. 185.

50. Descriptive Feedback Stiggins The giving of marks and the grading function are overemphasized, while the giving of useful advice and the learning function are underemphasized. Always discuss what works and why and then give suggestions for fine-tuning and why. Feedback is most effective when it points out success and is designed to stimulate correction of errors relevant to the task.

51. Descriptive Feedback Stiggins “Providing students with descriptive feedback is a crucial part of increasing achievement. Feedback helps students answer the question, ‘Where am I now?’ with respect to ‘Where do I need to be?’ -Classroom Assessment for Student Learning, page 44

52. Give it a try

54. Descriptive Feedback Individually 1.Star three successful statements of descriptive feedback. 2.Circle three non- descriptive statements of feedback. As a team 3. Discuss the successful statements. What specifically helps students answer “Where am I now?”, “Where do I need to be?” 4. Discuss the non- descriptive statements. Reword them to help students answer “Where am I now?”, “Where do I need to be?”

55. Share Examples

56. Actual comments my teachers have used… 1)I like this. You have hit the target. 2)Where is the student in this? 3)Noble seems to be an arrogant word. Could we use honorable instead? 4)Obvious gaps. 5)Generic enough to extrapolate out specific job related goals. 6)The action verb narrows the focus of the question. 7)This won’t work.

57. Descriptive Feedback Each person at your table should have four large sticky notes. Examine posters of at least two team’s learning targets. Write one piece of feedback that points out success and one that stimulates correction or guides improvement.

58. Using the Feedback As a team, revise your learning target based on the feedback you received. If time remains, revise your other learning targets based on the feedback you gave and received.

59. Descriptive Feedback is to Formative Assessment as a tire is to a monster truck. You must have that part to make sure the monster truck (or program) will run!

60. More to the Feedback Story Developmental feedback Informational feedback Rubrics as feedback Self feedback Student led feedback Observable feedback Research on feedback

61. Homework Learning Targets Deconstruct/unpacked standards Writing learning targets Student understanding of learning targets Descriptive Feedback Use descriptive feedback at least once a week. Management of feedback – make it meaningful

62. Team Discussion Time

63. Plan Time

64. Poverty…

65. 65 To better understand people from poverty, the definition of poverty will be: “The extent to which an individual does without resources.” Resources

66. 66 Financial Having the money to purchase goods and services. Emotional Being able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and choices. Mental Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life. Resources

67. 67 Spiritual Believing in divine purpose and guidance. Having hope or a future story. Physical Having physical health and mobility. Support Systems Having friends, family, and backup resources available to access in times of need. These are external resources. Resources

68. 68 Relationships/Role Models Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior. Knowledge of Hidden Rules Knowing the unspoken cues and habits of a group. Formal Register Having the vocabulary, language ability, and negotiation skills necessary to succeed in school and/or work settings. Resources

69. 69 RESOURCEQUESTIONS TO DETERMINE BEST INTERVENTION Financial Can the student afford the field trip, or is a scholarship needed for him/her? Can the student afford supplies for the project/science fair/other activity? Is the student hungry, or must a linkage to food be found? Emotional Can the student verbalize choices? Does the student have the language to mediate situations without resorting to fists? Mental Can the student read at his/her grade level? Can the student identify the final product or task? Does the student know what will be evaluated and how? Spiritual Does the student believe he/she has some control over the situation, or does he/she say there is nothing he/she can do? Does the student have a future story and a plan to go with it? Physical Is the student clean? Are the student’s clothes clean? Can the student physically take care of him-/herself? Support systems Is the student the primary support system for his/her household? Is there enough stability in the home that the student can have a place to keep and do work? Relationships/role models Does the student have at least one adult who is nurturing and caring? Does the student have three or more adults who care about him/her? Are all of the significant relationships with peers? Knowledge of hidden rules Does the student use the “appropriate” school response to situations? Does the student try to be invisible? Formal register Does the student have access to formal register at home? Does the student get right to the point when telling a story? Does the student begin at the end of the story and tell the story in no particular order? Creating Interventions

70. 70 Hidden Rules  Hidden rules are the “unspoken cues and habits of a group.”  These rules become part of your belief system and guide how you behave.  Relationships can be broken when you do not know the hidden rules.  Hidden rules can limit your interaction with people who are different from you.

71. 71 POVERTYMIDDLE CLASSWEALTH POSSESSIONSPeople.Things.One-of-a-kind objects, legacies, pedigrees. MONEYTo be used, spent.To be managed.To be conserved, invested. PERSONALITYIs for entertainment. Sense of humor is highly valued. Is for acquisition and stability. Achievement is highly valued. Is for connections. Financial, political, social connections are highly valued. SOCIAL EMPHASIS Social inclusion of the people they like. Emphasis is on self- governance and self- sufficiency. Emphasis is on social exclusion. FOODKey question: Did you have enough? Quantity important. Key question: Did you like it? Quality important. Key question: Was it presented well? Presentation important. CLOTHINGClothing valued for individual style and expression of personality. Clothing valued for its quality and acceptance into the norms of middle class. Label important. Clothing valued for its artistic sense and expression. Designer important. TIMEPresent most important. Decisions made for moment based on feelings or survival. Future most important. Decisions made against future ramifications. Traditions and past history most important. Decisions made partially on basis of tradition decorum. Hidden Rules of Economic Class Hidden Rules

72. 72 POVERTYMIDDLE CLASSWEALTH EDUCATIONValued and revered as abstract but not as reality. Education is about facts. Crucial for climbing success ladder and making money. Necessary tradition for making and maintaining connections. DESTINYBelieves in fate. Cannot do much to mitigate chance. Believes in choice. Can change future with good choices now. Noblesse oblige. LANGUAGECasual register. Language is about survival. Formal register. Language is about negotiation. Formal register. Language is about connection. FAMILY STRUCTURE Tends to be matriarchal.Tends to be patriarchal.Depends on who has/controls money. WORLD VIEWSees world in terms of local setting. Sees world in terms of national setting. Sees world in terms of an international view. LOVELove and acceptance conditional, based on whether individual is liked. Love and acceptance conditional, based largely on achievement. Love and acceptance conditional, related to social standing and connections. DRIVING FORCESSurvival, relationships, entertainment. Work and achievement.Financial, political, social connections. Hidden Rules of Economic Class Hidden Rules

73. 73 POVERTY  Present most important  Decisions made for the moment based on feelings or survival MIDDLE CLASS  Future most important  Decisions made against future ramifications WEALTH  Traditions and past history most important  Decisions made partially on basis of tradition/decorum Time

74. 74 POVERTY People MIDDLE CLASS Things WEALTH One-of-a-kind objects, legacies, pedigrees Possessions

75. 75 POVERTY  Believes in fate  Cannot do much to mitigate chance MIDDLE CLASS  Believes in choice  Can change future with good choices now WEALTH  Noblesse oblige Destiny

76. 76 believes that one is fated or destined the behavior not get caught deny punished forgiven The Fate Cycle

77. To survive in poverty, one must rely upon nonverbal, sensory, and reactive skills. To survive in school or at work, one must use verbal, abstract, and proactive skills. 77

78.  Poverty is a concrete, sensory, reactive world.  School is verbal, abstract representational, and proactive.  Without language, one lacks the tools necessary to negotiate and manipulate his/her position in the world. 78

79. If an individual depends upon a random episodic story structure for memory patterns, lives in an unpredictable environment, and HAS NOT DEVELOPED THE ABILITY TO PLAN, then... If an individual cannot plan, he/she CANNOT PREDICT. If an individual cannot predict, he/she CANNOT IDENTIFY CAUSE AND EFFECT. If an individual cannot identify cause and effect, he/she CANNOT IDENTIFY CONSEQUENCE. If an individual cannot identify consequence, he/she CANNOT CONTROL IMPULSIVITY. If an individual cannot control impulsivity, he/she HAS AN INCLINATION TOWARD CRIMINAL BEHAVIOR. 79

80. Rubrics

81. Pizza Transition: Key SauceCheese CrustPepperoni Jalapenos Olives

82. Pizza Transition 1.Look at all 5 pizzas 2.Arrange pizzas in order of highest quality to lowest quality. 3.In your group, give your rationale for determining the pizza’s proficiency level. 4.Be prepared to share your justification whole- group.

83. Pizza Transition Remember to look at the BIG picture. If someone says, “I don’t like pepperoni” or “I’m a vegetarian,” s/he will score the pizza low. You will have these situations/discussions in the proficiency rubric development at which point the GROUP must determine what quality “looks like.” Remember to be unbiased and fair.

84. Steps in Rubric Development with Past Student Work Step 1: Establish a knowledge base Step 2: Gather samples of student performance Step 3: Sort student work by level of quality Step 4: Cluster the reasons into traits Step 5: Identify sample performance that illustrate each level Step 6: Make it better!! Stiggens, Arter, Chappius, Chappius

85. What makes a good rubric? Performance Criteria Qualities of a good rubric Assessment for and of learning Stiggens, Arter, Chappius,Chappius

86. Performance Criteria of a Good Rubric Defines quality for teachers Describes quality for students Judgments are more objective, consistent, and accurate Focus teaching Use of the rubric influences the design Track student learning (Formative Assessment!!!) (Page 200, Doing it Right, Doing it Well)

87. Qualities of a Good Rubric Available in student-friendly version Define various levels of success Aligns to standards Consistent language Contains descriptive detail Not negative at the ‘low’ end Include only those aspects of a performance or product that are most valued. (Page 201, Doing it Right, Doing it Well)

88. The purpose of your rubric shapes the design.

89. R4R ( Rubric for Rubrics)

90. Rubrics Samples

91. Looking at Sample Rubrics Look at R4R. Based on what we’ve discussed, review the sample rubrics. Determine which rubrics are effective and which are weak. You will have 20-30 minutes. (approximately 10 minutes per rubric) Be prepared to discuss your findings.

92. Looking at Sample Rubrics As a group, determine a rubric rating for each of the four traits listed on the R4R. Ready to Roll On its Way Not Ready As a group, agree upon an overall rating for the whole rubric. Ready to Roll On its Way Not Ready

93. Looking at Sample Rubrics What did you find? –Sample #3 –Sample #2 –Sample #1

94. Rubric Development using Rubistar http://rubistar.4teachers.org/index.php http://rubistar.4teachers.org/index.php

95. Wyoming Standards Grade 4 Fine and Performing Arts 4.2 AESTHETIC PERCEPTION - Students respond to, analyze, and make informed judgments about works in the arts. 4.2.2 Students recognize and describe the skills, techniques, processes, and technologies relevant to artistic works of music.

96. Proficient 4.2.2 Student recognizes and describes the skills, techniques, processes, and technologies relevant to artistic works of music.

97. Proficient How many traits or characteristics are we assessing? Four 4.2.2 Student recognizes and describes the skills, techniques, processes, and technologies relevant to artistic works of music.

98. Steps in Rubric Development (With past student work) 1.Look at your unit, project or lesson for rubric development. 2.Review the qualities and criteria for good rubrics (200-201). 3.Identify the learning targets, qualities, standards, benchmarks, etc. that will be assessed. 4.Choose the learning targets, qualities, standards, benchmarks, etc. that will be assessed as your proficient. This column gives the assessor a standard to work from. 1.What would an advanced look like? 2.What would basic look like? 5.Maintain consistent vocabulary, terminology, and criteria throughout traits.

99. Use a Learning Target If you don’t have a learning target, you can use a standard/ benchmark.

100. Rubrics With Student Work

101. What makes a good rubric? Performance Criteria Qualities of a good rubric Assessment for and of learning Stiggens, Arter, Chappius,Chappius

102. Performance Criteria of a Good Rubric Defines quality for teachers Describes quality for students Judgments are more objective, consistent, and accurate Focus teaching Use of the rubric influences the design Track student learning (Formative Assessment!!!) (Page 200, Doing it Right, Doing it Well)

103. Qualities of a Good Rubric Available in student-friendly version Define various levels of success Aligns to standards Consistent language Contains descriptive detail Not negative at the ‘low’ end Include only those aspects of a performance or product that are most valued. (Page 201, Doing it Right, Doing it Well)

104. Your “proficient” column is determined by the criteria that makes a proficient paper proficient. What are those qualities and characteristics?

105. The purpose of your rubric shapes the design.

106. Pizza Transition: Key SauceCheese CrustPepperoni Jalapenos Olives

107. Pizza Transition 1.Look at all 5 pizzas 2.Arrange pizzas in order of highest quality to lowest quality. 3.In your group, give your rationale for determining the pizza’s proficiency level. 4.Be prepared to share your justification whole- group.

108. Pizza Transition Remember to look at the BIG picture. If someone says, “I don’t like pepperoni” or “I’m a vegetarian,” s/he will score the pizza low. You will have these situations/discussions in the proficiency rubric development at which point the GROUP must determine what quality “looks like.” Remember to be unbiased and fair.

109. Steps in Rubric Development (Without past student work)

110. Steps in Rubric Development (without past student work) Use a learning target you have written for your class.

111. Your turn!

112. Steps in Rubric Development (without past student work) ALWAYS review, edit and improve!!!