1. Embedded Formative Assessment Book Study
Dylan Wiliam

2. Why Educational Achievement Matters- Goals for Today
Be able to identify the reasons raising student achievement is so hard
Develop an understanding of how and why teacher quality must be increased

3. Snowball Pre-assessment Activity
Take a sheet of paper and answer the following 2 questions:
Where would you rate yourself in your skills and knowledge of effective formative assessment practice?
Where would you rate your staff in their skills and knowledge of effective formative assessment practice?
Activity you can use with your staff to get a reading on where they are anonymously and safely, can use at the end of the discussion or professional development to see if the group has grown on their knowledge and practice
Cue up video

4. Snowball Pre-Assessment Activity Process
Take a piece of paper from the center of the table and number it #1 and #2, do not put your name on the paper
Rate yourself and then your staff on questions 1 & 2
1 = beginning, 2= developing, 3=proficient, 4=expert
Form a circle, taking your paper with you
Wad up your paper and on the count of 3 throw it in the circle
Each person will take another persons paper
Unwrap the paper, go to the number the person rated themselves on the first question
First person in the line counts how many are in their line and reports to recorder who charts # on graph
Repeat process for the second question
Go to Dylan video after this activity

5. What is the most interesting, surprising, or challenging thing you have seen in this video?
Debrief the guiding question with your elbow partner

6. Papert, 1998, Page 9
So the model that says learn while you’re at school, while you’re young, the skills that you will apply during your lifetime is no longer tenable. The skills that you can learn when you’re at school will not be applicable. They will be obsolete by the time you get into the workplace and need them, except for one skill. The one really competitive skill is the skill of being able to learn. It is the skill of being able not to give the right answers to questions about what you were taught in school, but to make the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to act when they’re faced with situations for which they were not specifically prepared.
Give group time to read quote on powerpoint or in the book page 9
Hand out the graphic organizer/ T-chart, divide into small groups of 3
Answer question in small groups what would a classroom need to look like for teachers and students to produce students who can do this
Debrief with larger group
Hand out sheet filled in with Brookhart and Moss’s responses have them compare to their responses
Would you change your rating in the pre-assessment for yourself or your staff? Why or why not? Share article from Margaret- What do teachers need to know….

7. All students reaching proficiency Many student excellent
Do you agree or disagree with Dylan’s thinking about how to address the achievement gap? Why?
All students reaching proficiency
Many student excellent
All student subgroups proportionally represented in the excellence
Pages 21 & 22

8. Reflection:
How might you use this information to move your staff forward in their understanding and use of effective formative assessment practice?