1. Component 4: Effective and Reflective Practitioner Session 2
Analyzing Assessments and Needs
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2. Welcome!
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Preview Agenda
Respond to: How have you impacted Student Learning and Growth?
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3. Component 4: Effective and Reflective Practitioner Goals for Session 2
Peer Review of Contextual Information Sheet & the Group Information and Profile Form
Align C4 Forms with Unit of Study Materials
Create a plan to gather data from formative assessments, student self-evaluation/feedback & summative assessments
Unpack / revisit Assessment & Certificate Specific Standards
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

4. Forms support the Written Commentary part of the Portfolio Entry.
Component 4: Effective and Reflective Practitioner
Session 2: Analyzing Assessments and Needs
Topic 1: Peer Review of 2 Forms
The Group Information and Profile Form and the Contextual Information Sheet align with the Knowledge about Students Standards & the Content Area Standards. 

Forms support the Written Commentary part of the Portfolio Entry. 
Level 4 Rubric is aligned with the Portfolio Instructions & can help candidates understand what is expected in the Written Commentary.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

5. Forms – Knowledge of Students
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6. Portfolio Instructions
Forms
Portfolio Instructions -
this is just to reassure candidates that they will be more opportunities to revise their draft.
Remind candidates that different information is requested on the forms and in the written commentary – one supports the other.
Here is the theme of alignment and connectedness coming back. Seeing how the forms lead into and support written commentary and taking the time to then further analyze how the level 4 rubric aligns with forms—the more comfortable candidates become with the rubric questions forms through conversation the better the understanding.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

7. Forms Written Commentary -
this is just to reassure candidates that they will be more opportunities to revise their draft.
Remind candidates that different information is requested on the forms and in the written commentary – one supports the other.
Here is the theme of alignment and connectedness coming back. Seeing how the forms lead into and support written commentary and taking the time to then further analyze how the level 4 rubric aligns with forms—the more comfortable candidates become with the rubric questions forms through conversation the better the understanding.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

8. Highlight your Level 4 Rubric:
Knowledge of Students
Generation & Use of Assessment Data
Participation in Learning Communities
Reflection
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9. Group Information and Profile Form Contextual Information Sheet
Peer Review of Forms
Group Information and Profile Form
Contextual Information Sheet
Share responses with a colleague
Read for clarity—
Does this make sense? Is this understandable?
Are the responses relevant to the Unit of Study?
Questions?
Read for rationale—
How do you know it?
Why did you do it?
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

10. The forms support the Written Commentary.
Component 4: Effective and Reflective Practitioner
Session 2: Analyzing Assessments and Needs
Topic 2: Aligning Forms and Unit of Study
Aligning the forms to Unit Materials can help candidates see the logic of National Board analysis and evaluation. 

Candidates were expected to select their Unit of Study by the time they begin this topic. 
The forms support the Written Commentary.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

11. Defining Unit of Study
Unit of Study describes sequential lessons aligned to standard(s) taught within a time frame.
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12. Alignment
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13. Assessment Materials Forms
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14. Examine All Supporting Evidence & Align to Unit Materials
Support Instruction & relevance of learning connecting back to students
Aligns to & supports Summative & Formative Forms
Allow Analysis of Unit Plan Instruction
Allow Analysis of Unit Plan Assessments
Examine All Supporting Evidence & Align to Unit Materials
Unit
Materials
Importance of having the candidates lay out all the materials.
Based upon Knowledge of Students
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

15. A Formative Assessment is used for the purpose of improving learning.
Component 4: Effective and Reflective Practitioner
Session 2: Analyzing Assessments and Needs
Topic 3: Reviewing Assessment Standards & Making An Assessment Plan
Assessment Standards define what accomplished teaching looks like in different certificate areas.
Assessment cannot be accurate without clear learning goals/ objectives.
A Formative Assessment is used for the purpose of improving learning.
A Summative Assessment is used to make a judgement about the level of learning or achievement.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

16. Examining Assessment Standards
Revisit your Assessment Standards
Consider how they relate to planning your Unit of Study
How do your standards help you complete
Formative Assessment Materials Form?
Summative Assessment Materials Form?
You may use C4 Resource 2.7 Finding Examples of the Rubric & Standards to revisit your Assessment Standard
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

17. C4 Resource 2.2 Overview & Planning Chart
Let’s take a look at C4 Resource 2.2--This is the SAME organizer as seen in Session 1. Candidates should have completed the first 4 columns by now. This has been revised since the column numbers were mentioned in the facilitator’s guide. Review your version of this resource since it has multiple pages
Candidates may or may not choose to use this Resource. We like it because it really shows the importance of planning since the majority of the organizer is about thinking through the assessment and it shows the underlying logic of the process.
Take a minute to examine all the parts of this resource.
Copyright © 2016 National Board Resource Center at Illinois State University. All rights reserved.

18. Intentional Decision Making….
Implement
Reflect
Plan
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19. Purpose Defined Value to students Who will use the results?
Accurate Assessments
Assess WHY
Purpose Defined Value to students Who will use the results?
Who will be assessed?
Assess WHAT
Define Learning
Priority
Clarity
Aligned
Assess HOW
Design
Quality of Task / Questions Quality of Sampling of Learning
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

20. Difference between Formative & Summative Assessments is Purpose
Improve Learning
Identify strengths & weaknesses
Gauge students’ comprehension
Summative
Gauges understanding of a unit or course
Comparing student word against a standard or benchmark
Often high stakes
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21. Activity: What Do You Need To Do? Compare the forms
(Both Forms completed for Session 3)
Activity – Candidates look at both forms, study them & determine similarities & differences in how candidates might respond to each. Determine which standards apply to these forms.
This comparison is important for 2 reasons. One is for Candidates to begin to understand what the forms are asking of them—WHAT do they need to do? What do they need to show?
Second, they can begin to see how the 2 forms are the same and different. These forms may be the same for ALL Certificate Areas. Conversations around student self assessment will probably occur. Reassure Candidates that Student Self Assessments are a topic for today.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

22. Assessment Plan Resource 2.3
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23. Forms Written Commentary-
this is just to reassure candidates that they will be more opportunities to revise their draft.
Remind candidates that different information is requested on the forms and in the written commentary – one supports the other.
Here is the theme of alignment and connectedness coming back. Seeing how the forms lead into and support written commentary and taking the time to then further analyze how the level 4 rubric aligns with forms—the more comfortable candidates become with the rubric questions forms through conversation the better the understanding.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

24. Student Self-Assessment closely connected to learning goal(s)
Component 4: Effective and Reflective Practitioner
Session 2: Analyzing Assessments and Needs
Topic 4: Student Self-Assessment
Student Self-Assessment closely connected to learning goal(s)
Effective Feedback directs student to intended learning by focusing on
what student has attained
what the learner needs to improve
Feedback conversations can lead teachers to
examine their current practice &
reflect on what they need to do next
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

25. Video on Student Self-Assessment
“If You Don’t Know Where You Are Headed, You’ll Probably End Up Someplace Else.” Douglas J. Eder, Ph.D Watch this video on You Tube How does the quote fit the video?
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

26. Breaking Down Self-Assessment
Clear Learning Goals
Clear understanding of the quality required to meet goal
How to Compare
Share anonymous samples
Model analysis of quality
Modeling of Rationale for Analysis
Include evidence support
Release analysis to student
Takes time & practice & feedback & patience
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

27. Types of Descriptive Feedback
Success Feedback
Identifies what is done correctly
Describes a feature of quality found in the work
Points out effective use of strategies
Intervention Feedback
Identifies a correction
Describes a feature of quality needed work
Offers a reminder
Makes a specific suggestion
Asks a question
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

28. Types of Feedback Examples
Success Feedback
You identified all the parallelograms.
The information you found on your topic answers questions the reader is likely to ask.
Intervention Feedback
The chart you made didn’t really help answer the question. Try a Venn Diagram.
The drawing you made didn’t make sense with the problem. What other kind of drawing could you try?
Try putting your information into an organizer. That might help you see where you need more information.
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29. Self Assessment Structures
Use Pretest results—Student can highlight questions that show mastered goals green, use yellow for items that were simple mistakes and red for goals that need attention. Pretest need to have items aligned to unit targets. This can also help you differentiate your instruction.
How do you Know Your Answer is Correct?
Variation on exit slip. Students respond to question/problem and explain how they know their response is correct.
Rating Scales
1= I don’t know well, 2=I need review 3=I know this well
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30. Discussion: Self Assessment FG pg. 13 - 15
What strategies have you used for student self- assessment?
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31. Item Analysis Structure
C4 Resource 2.9
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32. Item Analysis Structure
C4 Resource 2.9
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33. Take a moment and….
Reflect on opportunities in your unit plan for student self - assessment.
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34. Closure Peer Review of 2 Forms:
How will you use the feedback to revise your forms?
Aligning Forms and Unit Materials:
What did you learn about the scope of your unit?
What are your next steps to be ready to begin teaching your unit?
Assessment Standard & Assessment Plan:
How will I use the types of assessment – formative, self assessment, &
summative assessment for this Unit of Study?
Student Self - Assessment: What opportunities does your unit offer for student self- assessment?
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

35. Preparing for Session 3
Refine your Group Information & Profile Form and Instructional Context Form.
Draft responses to Formative Assessment Materials Form, Summative Assessment Materials Form. Use any or all resources presented to respond to draft C4 Forms.
Refine your Unit’s Assessment Plan and begin implementation of unit before Session 3.
Review Professional Learning Need Form and Student Learning Need Form. Consider how you will complete these forms.
Bring Assessment data from Unit to Session 3.
Continue to complete C4 Resource 1.1 Resource Overview and Planning chart noting responses in columns 7 and 8 under Instruction as you implement your unit.
Begin draft of Knowledge of Students from Written Commentary.
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36. Cohort members reflect on the session together
Any cohort member can take notes for the group
Teacher Liaison uses this form to share what’s happening in the cohort with the administrator
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.

37. Be Sure to Reflect on: Students Teaching Strategies
It’s essential that candidates take time to consider what they noticed about their students in reflecting on their teaching. As they reflect on their students, they may determine other teaching strategies they need to try or revisit based upon their student knowledge and the conversations today. It may be too much to ask to have them reflect on both, but perhaps it isn’t for your candidates. This is also an opportunity for candidates to share logistical information with you about the cohort session. Using this individual form may be a safer way for some candidates to share concerns or questions.
Copyright © 2018 National Board Resource Center at Illinois State University. All Rights Reserved.