1. Standards Unpacked…Now What?
Western Area Principal Meeting
March 14, 2017

3. The UbD Approach Stage 1: Identify desired results Stage 2:
Determine acceptable evidence
Standards
Stage 3:
Plan learning experiences and instruction
Assessment
Instruction

4. Assessment Of Learning For Learning
involves looking at assessment information at the end of the teaching and learning process to rank students’ achievement levels against a standard
For Learning
embeds assessment processes throughout the teaching and learning process to constantly adjust instructional strategy
Benchmark Assessments
Formative Assessments
Summative Assessments

5. formative assessment (noun)
Tools used to elicit where students are in their understanding of learning targets during the period of time when students are working toward mastery. fa

6. Formative Assessment (verb)
Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning and teaching. FA

7. formative assessment (noun) Formative Assessment (verb)
Success Starters
Formative Assessment (verb)

8. Why Formative assessment?

9. How effective is Formative Assessment?
Hinge Point

10. The attainment of the achievement gains promised by formative assessment research, hinges on how well students:
come to hold a concept of quality roughly similar to that held by the teacher;
are able to monitor continuously the quality of what is being produced during the act of production itself; and
have a repertoire of alternative moves or strategies from which to draw.
-- D. Royce Sadler

11. When students are involved in their learning, we want them to ask:
Where am I going?
Where am I now?
How can I improve?

12. High-impact practices of Formative Assessment
Where Am I Going? Practice 1: Provide a clear and understandable vision of the learning target. Practice 2: Use examples and models of strong and weak work. Where Am I Now? Practice 3: Offer feedback that moves learning forward. Practice 4: Teach students to self-assess and set goals. How Can I Improve? Practice 5: Engage students in the tracking, reflecting on, and sharing of their learning. 12

13. Let’s Take Inventory?
Describe ways in which teachers in your school demonstrate each strategy.
Share out.

14. Where do I want my students to go?
Where am I going?

15. Student Friendly Targets
STANDARD
Plan & Deliver
Assessments
Instruction
Deconstructed
Standards
for teachers
Student Friendly Targets
for learners
self-assess
I can …
I am learning to…
Success criteria
(This means I will…)

16. Learning Target Measureable & attainable Focus on intended learning
Definition
Facts/Characteristics
Measureable & attainable
Focus on intended learning
Focus on “chunks” of a
standard
Clear, specific language
congruent to standard
Clear description
of what is to be learned;
provides a clear vision
of the ‘destination’ for
student learning.
Learning Target
Examples
Nonexamples
I can add fractions with
unlike denominators.
I can identify key
characteristics of a
linear function and
use them to create a graph.
Adding Fractions
Do Exercise 3.7 on p148
Activities/Tasks

17. Learning Targets in Action

18. Learning Targets
‘What’
Success
Criteria
‘How’ 18

19. Success Criteria
‘… summarizes the key steps or ingredients the student needs in order to fulfill the learning intention – the main things to do, include or focus on.’
Shirley Clarke 19

20. Effective Success Criteria..
are linked to the learning intention;
provide a scaffold and focus for students
can be discussed and agreed with students prior to an activity; and
can be used as the basis for feedback and peer-/self-assessment. 20

21. Deconstructed (Students will be able to…)
Standard: CCSS.MATH.CONTENT.3.NF.A.3.B   Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Deconstructed (Students will be able to…)
Recognize simple equivalent fractions
Generate simple equivalent fractions
Explain why equivalent fractions are equivalent
Possible Learning Target:
I can identify, create, and explain equivalent fractions.

22. Success Criteria: (This means…)
Standard: CCSS.MATH.CONTENT.3.NF.A.3.B   Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Deconstructed (Students will be able to…)
Recognize simple equivalent fractions
Generate simple equivalent fractions
Explain why equivalent fractions are equivalent
Possible Learning Target:
I can identify, create, and explain equivalent fractions.
Success Criteria: (This means…)
I will use fraction bars to determine and create equivalent fractions.
I will use a number line to determine and create equivalent fractions.
I will draw models to determine and create equivalent fractions.
I will explain why fractions are equivalent using one of my model strategies.

23. Success Criteria: (This means…)
Possible Learning Target:
I can identify, create, and explain equivalent fractions.
Success Criteria: (This means…)
I will use fraction bars to determine and create equivalent fractions.
I will use a number line to determine and create equivalent fractions.
I will draw models to determine and create equivalent fractions.
I will explain why fractions are equivalent using one of my model strategies.

24. Deconstructed (Students will be able to…)
Standard: CCSS.ELA.CONTENT.5.RL.2   Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Deconstructed (Students will be able to…)
Determine theme in a story, drama, or poem
Determine how characters in a story or drama respond to challenges
Determine how the speaker in a poem reflects upon a topic
Summarize a text

25. Possible Learning Targets
Standard: CCSS.ELA.CONTENT.5.RL.2   Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Deconstructed (Students will be able to…)
Determine theme in a story, drama, or poem
Determine how characters in a story or drama respond to challenges
Determine how the speaker in a poem reflects upon a topic
Summarize a text
Possible Learning Targets
I can determine the theme using details from the text, and do this in a variety of genres (story, drama, poem).
I can evaluate how a character responds to challenges in a text and how that relates to the theme.     
I can analyze how a speaker in a poem reflects on a topic.
I can summarize a text.

26. I will use the important details from a story to determine the theme.
Standard: CCSS.ELA.CONTENT.5.RL.2   Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Possible Learning Targets
I can determine the theme using details from the text, and do this in a variety of genres (story, drama, poem).
I can evaluate how a character responds to challenges in a text and how that relates to the theme.     
I can analyze how a speaker in a poem reflects on a topic.
I can summarize a text.
Success Criteria: (This means…)
I will recognize important details in a story to help me find the story’s message.
I will use the important details from a story to determine the theme.
I will identify the main characters in a story.
I will determine how a character uses actions and words to respond to a challenge.
I will use key words and phrases to determine the mood and tone of a poem.
I will use the mood and tone to determine how the speaker reflects on a topic.
I will identify story elements by analyzing details throughout the story.
I will tell the beginning, middle, and end of the text including the theme and major characters to retell the text in my own words.

27. Key to helping students know where they are going is to have them hold an understanding about accuracy and quality that is similar to that of the teacher.

28. Ways to convey shared understanding…
Rubrics
Exemplars
Anchor papers and products
Demonstrations and testimonials
Selected response items

29. Rubrics in Action

30. Exemplars in Action

31. Anchor Paper Example

32. Simplify the expression: (8 × 10) + (3 × 1) + (7 × 0.01) + (6 × 0.001)
(8 × 10) + (3 × 1) + (7 × 0.01) + (6 × 0.001)
Which of the following numbers is equivalent to the above expression?
83.760
 83.706
 83.076
 80.376
Identify the incorrect responses; and explain why they are incorrect using expanded form.
Correct is C. So they have to explain the other 3

33. Teachers often think: “Assessment should be a secret!”
“During the Formative Assessment process, the features of excellent work should be so transparent that students can learn to evaluate their own work in the same way that their teachers would.”
- Frederiksen & Collins, 1989, quoted in Shepard, 2001

34. Where are my students now in their learning?
Where am I now?

35. Characteristics of Formative Feedback
Formative feedback should provide:
evidence on where they are now
the desired goal
some understanding of how to close the gap

36. Which is effective? Learning Target: To sequence events
Success Criterion: The pictures will be in the same order as the story we read
Activity: Students cut out, order, and glue pictures of a story in sequence
Good girl, you have glued that picture very neatly
You are getting better at cutting out. Well done!
Good strategy, you have cut out all the pictures first so you can shuffle them around and change your mind
Well done. I see you have got the first picture in place. What happened next in the story?
Which is effective?

37. The presence of feedback
does not improve learning.
It is its quality that
determines its effectiveness.

38. Find 2 people who are wearing similar colors to you and form a trio.

39. Describe the feedback culture in a typical class at your school.
What are some of the barriers that prohibit your teachers from providing formative feedback?

40. Timing of Formative Feedback
When a student is learning a new task, immediate feedback is better. (Clarianna, 1990)
It is better to avoid providing feedback to students while they are actively engaged in the task. (Corno & Snow, 1986)
Immediate feedback (i.e., immediately after the student’s response) is better for supporting procedural or conceptual knowledge. (Dihoff, Brosvic & Epstein, 2003; Corbett & Anderson, 1989, 2001)

41. My feedback was very detailed, so they should get it!
Misconceptions If I return graded work, it’s a form of effective feedback.
My feedback was very detailed, so they should get it!

42. Feedback to Feed Forward
Feedback is an engineering term…it should lead back to the beginning, linking you to your original objectives, and always moving you forward.
Tom Guskey

43. K-12 Assessment Specialist
Mellisa Smith
K-12 Assessment Specialist