1. Assessment for Learning
December 9, 2014
Heather Rottermond
Sandy Riley

2. Today’s Agenda Time Topic Learning Target Facilitator 8:00 – 8:15 2
Introduction and Welcome
Review Norms
Pre-survey and post-survey implementation 2
Basia
8:15 – 8:45
Triad Share
What conversations have you had with your building principal?
What new things have you tried? 3
Sandy
8:45 – 9:45
Overview of Feedback
Austin’s Butterflies
Success and Intervention Feedback
Example of feedback
9:45 – 10:00
BREAK
10:00 – 10:30
Practicing Feedback Strategies
Providing Feedback to Your Colleagues on LT and Assessments
10:30 – 11:30
Work Time
Overview of the lesson plan template
Revising Assessments and/or Learning Targets
Working on Lessons 1
11:30 – 12:45
LUNCH
12:45 – 1:30
Continue Work Time
Basia & Sandy
1:30 – 1:50
Sharing of Plans Protocol
Blue Template
1:50 – 2:50
2:50 – 3:00
Wrap Up
Must Submit December Journal Entry
Homework
Implement Unit
Pre and Post-Surveys
Collect Evidence
Bring test grades from previous unit for one class and test grades from this unit for same class
1, 2, 3, 4

3. Introduction and Welcome
Our Group Agreements
Have fun
Stay engaged
Be open to the process
Listen for understanding
Support each other’s learning
Begin/End on time
“Step up, Step back”

4. Today’s Learning Targets

5. Formative Assessments for your unit
By the end of today…
Formative Assessments for your unit
Blue lesson template completed for your unit
A plan for collecting evidence of student learning
Plan for students who have met the target, students who have partially met the target, and students who have not met the target.
Basically, leave here today with everything you need to implement your unit.

6. Groups of 4 discuss question and how it will impact your unit/teaching
Chapter 4 Review
Read pages (20 minutes)
How will you use this information to help develop your blueprint?
Groups of 4 discuss question and how it will impact your unit/teaching

7. 1. Five Keys to Classroom Assessment Quality
POTTY BREAK – 15 minutes
1. Five Keys to Classroom Assessment Quality
Have participants find a partner and discuss the questions on the slide. They will also need to be looking at the handout.
© 2012 Pearson Education, Inc. 7

8. Visible Learning High or Low Impact?1
Class size 2
Teacher/student relationship 3
Feedback 4
Homework 5
Ability grouping 6
Classroom discussion 7
Moving schools 8
Matching style of learning 9
Meta-cognitive strategies 10
Assessment-literate students

9. And the order is… Assessment-literate students 1.44
Classroom discussion
.82
Teacher/student relationship
.75
Feedback
.72
Meta-cognitive strategies
.69
Homework
.29
Class size
.21
Matching style of learning
.17
Ability grouping
.12
Moving schools
-.34

10. Austin’s Butterflies

11. What do you think are characteristics of effective feedback?
Your thoughts…
What do you think are characteristics of effective feedback?
Table Talk
Report Out

12. Characteristics of Effective Feedback
Directs attention to the intended learning, pointing out strengths and offering specific information to guide improvement
Occurs during learning, while there is still time to act on it
Addresses partial understanding
Does not do the thinking for the student
Limits corrective information to the amount of advice the student can act on

13. “Here’s a high school example. (Read sentence)”13

14. “Now, here’s an example of possible over-feedbacking –all errors marked and corrected. Too much help, you might say.” 14

15. “Let’s let the student do some thinking—she at least has to figure out the spelling. This may still be too much feedback. Chances are, this student has had opportunity to learn about commas, apostrophes, and terminal punctuation. This should not be new learning. This level of teacher assistance is an example of the teacher doing more work than the student. How could the teacher point the way to success without doing all of the work?” 15

16. “Here is an example of feedback that points the way to success without doing the thinking for the student.” 16

17. “Or, you may be able to move to this level, where a dot signifies an error yet to be found—by the student.” 17

18. Characteristics of Effective Feedback
Butler, 1988

19. Characteristics of Effective Feedback

20. Success and Intervention Feedback
Success Feedback
Intervention Feedback
Identify what is done correctly
Describe a feature of quality present in the work
Point out effective use of strategy or process
Identify a correction
Describe a feature of quality needing work
Point out a problem with strategy or process
Offer a reminder
Make a specific suggestion
Ask a question

21. Brainstorming– Success Feedback
0. Preliminary Slides
Brainstorming– Success Feedback
Traditional Way
Better way to say it
Good topic sentence.
Nice job on using the ruler.
Great graph!
I like your thoughts on the causes of the war.
Nice job reading today!
You were good today.
Your topic sentence was very clear. It explained exactly what the paragraph was going to be about.
You have made your pencil marks so they line up exactly with the lines on the ruler.
The graph you chose to use helped you solve this math problem.
You referred back to the textbook as you were describing the causes of the war. This made your points clear.
When you read today, you read with phrasing and intonation.
Today you spent the full working time on math and social studies and were able to finish all your work.
© 2012 Pearson Education, Inc.

22. Brainstorming– Intervention Feedback
0. Preliminary Slides
Brainstorming– Intervention Feedback
Traditional Way
Better way to say it
Work on your transitions.
Your arguments in the paper are weak.
You solved this problem incorrectly.
This paragraph is too short.
You were misbehaving in our class today.
Why don’t you look on page 84 in our text book and read about using transitions. Then go back to your paper and see if you can apply what you learned to your own transitions.
Try putting your arguments into the graphic organizer for persuasive writing and look for holes in your arguments.
Compare your work to the process we used in class in solving this problem and find the step that you missed.
This paragraph does not have enough detail to support your topic sentence. Use the graphic organizer I provided and see what important details you missed.
Tomorrow in our class, you need to listen to all the directions first so you understand what you need to do.
© 2012 Pearson Education, Inc.

23. Identify standard(s) to deconstruct
Blue Print for Our Work
Identify standard(s) to deconstruct
Deconstruct standard into learning targets (I can statements)
Create summative assessment that matches each learning target/I can statements
For each “I can statement” create lessons/activities/assignments

24. This is the work that you should be working on today!
Example of Blue Print
Learning Target
Lesson/
Activity
How do you know students learned the target? (FA)
What happens if students have not learned the target?
What happens if students partially learned the target?
What happens if students learned the target?
Summative Assessment
THIS SHOULD BE DONE
This is the work that you should be working on today!

25. LUNCH

26. Videos Table Talk How can you use this in your unit?
Kindergarten
4th/5th ELA
Science
Table Talk
How can you use this in your unit?
How was feedback used in each video?

27. 1. Five Keys to Classroom Assessment Quality
Sharing of Plans Protocol-Check In
1. Five Keys to Classroom Assessment Quality
Purpose: To offer ideas and support to teachers from the same grade level
Form groups of 4 from your grade level
Elementary
Middle
High School
Sit in a circle
Every person shares their template and can ask questions of the group – 5 minutes per person
Group members offer feedback
© 2012 Pearson Education, Inc. 27

28. Continue Work Time
Complete student-friendly targets
Complete summative assessment
Complete blueprint
Complete formative assessments
Create a plan for collecting evidence of student learning

29. 6. Audit Assessments for Clear Targets
Wrap Up - Homework
6. Audit Assessments for Clear Targets
Homework:
Complete lessons/FA/activities for your ‘unit/lesson’
Implement the work in your classroom
Pre-Survey, Pre-assessment, formative assessments, summative assessment
Reflection Journal
Bring test grades from previous unit and test grades from this unit to our next class
Have participants find a partner and discuss the question. You can conduct a large-group discussion at the close of this activity.
© 2012 Pearson Education, Inc. 29