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Assessment for Learning
October 14, 2014 Heather Rottermond Sandy Riley
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Today’s Agenda 0. Preliminary Slides © 2012 Pearson Education, Inc.
Time Topic Learning Target Facilitator 8:30 – 9:15 Introduction and Welcome Find Someone Who? Mr D’s Grading Video What Keys Did this Violate? Housekeeping Items 2 & 4 Sandy 9:15 – 10:00 Vision of this Work ARG Data Joyce and Showers (this year and next) Expectations 1 Heather 10:00 – 10:15 BREAK 4 10:15 – 11:00 Forming Group Agreements 11:00 – 11:45 Golden Lines Chapter 1 of CASL book 2 11:45 – 1:00 LUNCH 1:00 – 1:45 Align, Assess, Achieve Video 1:45 – 2:00 Blueprint of this Work 2:00 – 2:15 2:15 – 3:00 Deconstruct Standards 3 3:00 – 3:30 Wrap Up Complete Self Assessment Journal Entry Select Unit to Use in the Process Homework: Read Chapter 3 CASL Book Pages 1, 2, 3, 4 © 2012 Pearson Education, Inc.
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Today’s Learning Targets
0. Preliminary Slides Today’s Learning Targets I have a clear understanding of the long-term plan and expectations for this group. This means I understand and support our group norms and I understand my level of responsibility (journal entries, pre/post surveys, pre/post assessments, board presentation, etc.) I have a clear understanding of the CASL process that I will take and apply to two units of study throughout the year. This means I know what unit I will be working with and how all the pieces of CASL fit into that unit. I can deconstruct my content standards into student-friendly language. I understand that part of this process is building relationships within and across districts for the purpose of deepening my knowledge of assessment literacy and building my own support network. Make sure to go over each learning target with the group. And mention that each agenda item is linked with each LT. The next slide is Introduction and Welcome. Once all 4 learning targets are shown, if you hit the next button, LT 2 & 4 will be starred because they are directly linked with welcome and introduction. Make sure to state that. © 2012 Pearson Education, Inc.
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Introduction and Welcome
Housekeeping Items Scech’s Bathrooms Coffee, Tea Breaks Lunch
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Review Find Someone Who…
Move around the room and find a different person that can answer each of the five key questions. Be sure that it is someone you do not know
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What keys did this video violate? How?
Video Observation What keys did this video violate? How? Work in triads (find two people that you do not know) Introduce yourselves – 5 minutes Discussion: What keys did this video violate?
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Assessment Literacy Plan and Expectations
Long Term Plan Assessment Research Group’s Data Research to Support Your Learning Expectations
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Achievement Initiatives 7-10 Year Plan
75 teachers trained (Cohort 1) Sustained support for teachers throughout the year 500 more teachers trained (Cohort 2) Teachers from Cohort 1 become facilitators for Cohort 2 within their buildings 1500 more teachers trained (Cohort 3) Cohort 1 teachers are the trainers for these teachers 1500 more teachers trained (Cohort 4) Cohort 1 teachers are trainers and perhaps any teacher from Cohort 2 2017 and beyond 1500 more teachers trained (Cohort 5) Cohort 1 teachers and perhaps any teacher from Cohort 2 and 3 Goal : By 2020, 1 highly skilled teacher leader for every 10 teachers. This means 500 teacher leaders in both counties 50 100 200 300 Instructional Networks: WWC, ECAN, RA, ELN*, NGS*, ALN* Leadership Networks: ALN, HS Principals, EL Principals, MS Principals, CIT, CAAN
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Assessment Literacy Training Plan
Sept ATI Training Oct SCAL (Steering Committee for Assessment for Learning) CD and WISD Jan Action Research Group (ARG) ARG: 10 teachers from W/L representing EL and Secondary Implement 1 week of instruction using CASL practices Pre and post assessment Inventory Aug – Train 56 teachers Cohort 1 (4 per district) Ongoing monthly support Develop 2 units of instruction using CASL Pre-post data including pre and post assessment inventory Basia & Sandy support systems for these teachers Goal is to have 2 units of instruction created by end of 2014 Aug – Train 112 teachers Cohort 2 (8 per district) Cohort 1 sits in on the trainings from a “Trainer” perspective Monthly support for Cohort 1 Cohort 1 become facilitators for their Cohort 2 teams in their buildings Pre/post assessment inventory Heather & Sandy support systems for Cohort 1 Goal is for Cohort 1 to have 2 more units of instruction create by end of 2015 Aug – Train 224 teachers Cohort 3 (16 per district) Cohort 1 facilitates the training Monthly support for Cohort 1 Cohort 2 & 3 teams in their buildings Pre/post assessment inventory Heather & Sandy support systems for Cohort 1 Goal is for Cohort 1 to have 2 more units of instruction create by end of 2016 Cohort 2: 4 units Cohort 3: 2 units
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Data to Support our Vision
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Answer Choices for Survey Questions
Answer choices for each question… Always Usually Sometimes Rarely Question 7 (felt) answer choices… confident. neutral. nervous. anxious.
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Survey Questions Before my teacher presented the lesson in this class, I knew specifically what I needed to learn. After my teacher presented the lesson in this class, I knew specifically what I needed to learn. If I didn’t learn something the first time my teacher presented in this class, I knew my teacher was going to give me more chances to learn it. Feedback on practice activities/assignments during this lesson in this class helped me understand what I knew and what I still needed to learn or practice.
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Survey Questions The assessment that I took in this class after the lesson helped me understand what I know and what I still need to learn or practice. I was given the opportunity to practice learning without being graded in this class. Before taking assessments/tests/quizzes in this class I felt…**** After taking the assessment/test/quiz in this class, I now have a clear understanding of what I know, the simple mistakes I made, and what I need to continue learning.
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Survey Results from Elementary School
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Survey Results from Middle School
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Survey Results from High School
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Individual Classroom Results
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Individual Classroom Results
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Individual Classroom Results
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Student Growth
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What does this look like?
Training Methods & Levels of Impact - Joyce & Showers (1980) Training Method How do we achieve it? Level of Impact Evidence of Impact What does this look like? Didactic presentation of theory & concepts Awareness Participant can articulate general concept & identify problems. Modeling/demonstration (i.e. live, video) Conceptual Understanding concepts clearly & describe appropriate actions. Practice in simulated situations with feedback (i.e. role play, written exercises Skill Acquisition Participant can begin to use skills in structured or simulated situations. Coaching & supervision during application Application of Skills Participant can use skills flexibly in actual settings. KNOWING DOING
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Expectations Attendance to Meetings Fidelity of Implementation Journaling Pre and Post Surveys Pre and Post Assessments Board Presentation Meet with your principal once per month
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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. 23
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Group Agreements Time Activity 5 Minutes
Select two of the most important agreements to you 10 Minutes At your tables, consolidate the norms to 2 per table Partner up with another table, consolidate the norms if possible Then place sticky notes on poster 20 – 40 minutes Whole Group Discussion of Agreements Agree You Can Live with Them Disagree
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Golden Lines 15 mins. Reread Chapter 1 of the CASL book keeping in mind the following questions: A phrase or line that summarizes the reading A phrase or line that you feel a personal connection to A phrase or line that stirs an emotion
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Golden Lines 10 mins. – Share the phrase or line that summarizes the text. 10 mins. – Share the phrase or line that you feel a personal connection to. 10 mins. – Share the phrase or line that stirs and emotion.
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LUNCH
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Align, Assess, Achieve Video
As you are watching the video, please use the graphic organizer to gather your thoughts
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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
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3 4 2 1 Learning Target Lesson/Activity
How do you know students learned the target(s)? (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 3 4 2 1
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Example of Blue Print 1 Standard 3 “I Can Statements”
3 lessons/activities/FA assignments linked with EACH “I Can Statement” So a total of 9 1 Summative Assessment 9 questions (if SR) 3 questions for each “I Can Statement” 2 4 3
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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. 32
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Deconstructing Standards
Model deconstructing a standard Practice deconstructing your own standard Find another person that teaches a different grade level and subject and share your “I can” statements
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6. Audit Assessments for Clear Targets
Wrap Up – Journal Entry 6. Audit Assessments for Clear Targets Go to and find the tab Network-> Assessment Literacy Resources -> (Password: wisd) Cohort II -> October Reflection Journal 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. 34
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6. Audit Assessments for Clear Targets
Wrap Up - Homework 6. Audit Assessments for Clear Targets Homework: Read Chapter 3 of CASL Book (pgs ) Bring all of your unit materials Including assessments, worksheets, standards, etc. 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. 35
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