1. Facilitator notes
This session is designed for approximately 75 minutes. Each slide includes an approximate amount of time for the discussion/activity.
Materials needed for each participant:
Interactive handout
Criterion 1e an 3e critical attributes handouts
Chart paper, highlighters
Paper end-of-session survey
Each slide notes materials needed for that discussion/activity
There are talking points and directions included in the notes section of each slide. CAPITALIZED TEXT ARE NOTES FOR YOU TO CONSIDER, and regular case are script for you to say.

2. Designing and Using Assessments in Instruction
DPAS-II Criteria 1e and 3e
Time: <1 minute
Good morning/afternoon and thank you for being here. Welcome to our session on the DPAS-II framework Criterion 1e: Designing Student Assessments and Criterion 3e: Using Assessments in Instruction

3. Agenda Welcome, Objectives and Agenda Let’s talk about assessment
Assessment in the DPAS-II framework: Criteria 1e and 3e
Self-reflection and Exit Ticket
Time: <1 minute
We have a full agenda today. Please take a moment to read the agenda.
GIVE PARTICIPANTS A MINUTE TO READ INDEPENDENTLY

4. Objectives
Teachers will refresh their knowledge on the different types of assessment
Teachers will develop a deeper understanding of Criterion 1e and Criterion 3e, and how the criteria relate to one another
Time: 3 minutes
Materials: Interactive Handout
Our goal is to help you get to know the DPAS-II rubric and continuously improve your teaching. By improving your practice, you can continue to contribute to students enhancing their learning and growth. Plus, knowing the rubric will help you be successful on your observations as well, potentially leading to increases in your DPAS ratings. Our overall goal is to create a shared understanding of what constitutes evidence aligned to the DPAS-II framework. We aim to ensure that all of us have a shared understanding of what excellent teaching looks like and sounds like according to the DPAS-II rubric.
Today we are going to focus on assessment and how it appears in the DPAS-II framework. We’re also going to refresh our knowledge on assessment generally to help us better understand and appreciate the expectations around assessment that are articulated in the framework.

5. Agenda Welcome, Objectives and Agenda Let’s talk about assessment
Assessment in the DPAS-II framework: Criteria 1e and 3e
Self-reflection and Exit Ticket
Time: <1 minute
Before we dive into the framework, let’s talk about assessment.

6. Good teaching requires assessment of learning and assessment for learning.
Ensure teachers know students have learned intended outcomes
Designed to provide evidence of the full range of learning outcomes
May need to be adapted to particular needs of individual students
Incorporate assessment into learning to modify instruction as needed
Designed as part of the planning process
Used by teachers and students to assess progress
Time: 5 minutes
Materials: handout to take notes
In the Critical Attributes document, Danielson states that “Good teaching requires assessment of learning and assessment for learning.” This means that in designing and implementing assessments in classrooms, teachers use both types of assessments.
Assessment of learning allows the teacher to ensure that students have learned the intended outcomes he or she meant to teach. These assessments must also allow the teacher to assess the full range of learning outcomes. For example, methods to assess reasoning skills are different from methods to assess factual knowledge, so the design of the assessment must take into account what the teacher aims to assess. Assessments of learning must also be differentiated for different learners. An ESL student may need a test in a different language, or a special education student may have an accommodation to have a test read to him or her – teachers should be adapting assessments of learning to ensure all students can demonstrate their learning.
Assessment for learning is equally important as assessment of learning. Assessment for learning is when teachers incorporate assessment in to the day-to-day instruction happening in the classroom. What the teacher learns from these assessments allows him or her to modify instruction on the spot or immediately after to ensure students are making progress toward the learning objective. Assessments for learning are designed as a part of the lesson planning process – the methods for assessment inform the teaching strategies that the teacher will use in the lesson. At their best, assessments for learning are also used by students – students know the criteria they need to meet to be successful, and are able to self-monitor their progress toward the learning outcome.

7. Let’s talk about assessment.
Summative Assessment
At the end of instruction
Used to measure if learning has happened
Formative Assessment
Ongoing during teaching
Used to monitor progress
Time: 2 minutes
Materials: handout to take notes
Another way to describe assessments is formative vs. summative. Summative assessments are assessments of learning. They are typically used at the end of instruction to measure if learning has happened.
Formative assessments are assessments for learning. These are used ongoing during teaching to monitor student progress. Let’s look at some examples of formative and summative assessments.

8. Formative or summative assessment?
Students stop and write a brief summary of what they’ve learned so far
Students create a presentation on life in the 1930s after studying the Great Depression
Students respond to a question from the teacher with a thumbs up if they agree and a thumbs down if they disagree
Students write a book report using a report format studied in Language Arts
Students complete a math test at the conclusion of a unit
Students use a clicker to indicate their responses to answers to a teacher’s question, and the responses appear on the overhead
Summative
Formative
Summative
Summative
Time: 8 minutes
Materials: Interactive handout
THIS SLIDE HAS ANIMATION. ASK FOR A VOLUNTEER TO READ EACH EXAMPLE AND TO SHARE IF THE EXAMPLE IS A FORMATIVE OR SUMMATIVE ASSESSMENT. THEN CLICK THE MOUSE TO HAVE THE ANSWER APPEAR. ANSWERS ARE BELOW:
FORMATIVE – this is an instructional strategy that the teacher can use in the course of a lesson. It allows the teacher to quickly examine students’ progress, and allows the student to reflect on what they’ve learned so far.
SUMMATIVE – a full presentation at the completion of a unit is a summative assessment because it allows the teacher to assess whether or not the students learned the content
FORMATIVE – a quick thumbs up or thumbs down provides the teacher a visual of where students are in their learning
SUMMATIVE – after studying an learning a report format, having students write a report in that format allows the teacher to fully assess if the students understand the format
SUMMATIVE – this is the most classic example of a summative assessment – a test at the end of a unit of study
FORMATIVE – this is similar to the thumbs up/thumbs down option – it allows the teacher (and students!) to get a quick pulse check of student progress and how much they’ve learned
Formative

9. Agenda Welcome, Objectives and Agenda Let’s talk about assessment
Assessment in the DPAS-II framework: Criteria 1e and 3e
Self-reflection and Exit Ticket
Time: <1 minute
Now that we’ve refreshed on the types of assessments we use in classrooms, let’s dive into the framework.

10. DPAS-II for Teachers Component 1: Planning and Preparation
Component 2: The Classroom Environment
Component 3: Instruction
Component 4: Professional Responsibilities
Time: 1 minute
Materials: N/A
The language within the DPAS-II framework helps us to have a common language we all can use to describe how we can use assessments and in the impact they have on student learning. The framework helps us to take what we see in a classroom (what teachers and students say and do) and align it to common expectations.
As you know, in the DPAS-II framework, a teacher’s practice includes these four categories:
Component1: Planning and Preparation
Component 2: The Classroom Environment
Component 3: Instruction
Component 4: Professional Responsibilities
The four components are divided into 18 criterion, each of which has a rubric that identifies core elements and the range of performance from “Ineffective” to “Highly Effective.”
We’re going to look at criteria in two of the components – criterion 1e and criterion 3e.

11. 1e. Designing Student Assessments
Independently read Criterion 1e rubric, and the critical attributes at each level of the rubric
Highlight statements that resonate with your own practice
Check in with a partner and be prepared to share
Time: 8 minutes
Materials: Criterion 1e, highlighters
Independently read Criterion 1e and highlight statements that align to your understanding of good assessment design.
GIVE PARTICIPANTS A FEW MINUTES TO READ
Turn and talk to a partner: what did you highlight? Why? (2 minutes)
GIVE THEM 2 MINUTES TO TURN AND TALK
Can I have a few volunteers share examples? What resonated with you in your own practice?

12. The elements of criterion 1e are:
Congruence with instructional outcomes
Criteria and standards
Design of formative assessments
Use for planning
Time: 3 mins
Materials: N/A
There are four key elements of criterion 1e. You reviewed them in the exercise with your neighbor. Let’s discuss them in detail:
Congruence with instructional outcomes. This means that the assessment that you’re designing for use in the lesson matches the instructional outcomes of the lesson. You are able in your plan to identify the correspondence between the two.
Criteria and standards. It is not enough to simply have students give a thumbs up/thumbs down. You must have criteria by which you will know, based on the student’s response, if they are making progress toward the objective. This is a key element of assessment design that is often missed: articulating and using clear criteria in the assessments that you’re using in the lesson.
Design of formative assessments. This element describes that plans must include formative assessment and that they are designed to inform minute-to-minute decision making by the teacher during instruction
Use for planning. Assessments are also designed for use in planning future lessons. Lesson plans should include possible adjustments based on formative assessment data, or reflection on past assessment data.

13. Do these meet the elements of Criterion 1e?
The teacher plans for students to complete a short exit ticket at the end of the lesson, and indicates she will use the results to plan the next day’s lesson.
The plan is for the class to spend the lesson focused on the theme of the story “Charlotte’s Web.” The planned assessment is a vocabulary test at the end of the lesson.
The teacher’s plan includes pausing to check for student understanding.
The plan describes that students will complete a math assignment working in small groups for the duration of the lesson.
Time: 8 minutes
Materials: n/a
Let’s examine some examples of how a teacher’s lesson plan might or might not meet the elements of criterion 1e. I’d like a volunteer to read each statement, and then share if this example meets the criteria of criterion 3e.
GO THROUGH EACH AND ASK FOR VOLUNTEERS TO DETERMINE YES OR NO, WITH RATIONALE. SLIDE HAS ANIMATION TO SHOW AN X OR CHECK, SO EACH TIME YOU CLICK, THE CHECK OR X WILL APPEAR
ANSWERS:
YES – there is evidence of the teacher using the results of assessment to guide future planning
NO – the planned assessment does not align with the objective or core activity of the class
NO – the plan for the formative assessment does not include the criteria by which the teacher will be able to know if students understand
NO – the lesson plan does not include any formative assessment opportunities
From Delaware Critical Attributes document, Adapted with permission from Charlotte Danielson’s Framework for Teaching Evaluation Instrument (2013). 

14. 1e also calls for modifying assessments
Ineffective
Needs Improvement
Effective
Highly Effective
Teacher’s plan for assessing student learning contains no clear criteria or standards, is poorly aligned with the instructional goals, or is inappropriate to many students. The results of assessment have minimal impact on the design of future instruction.
Teacher’s plan for student assessment is partially aligned with the instructional goals, without clear criteria, and inappropriate for at least some students. Teacher intends to use assessment results to plan for future instruction for the class as a whole.
Teacher’s plan for student assessment is aligned with the instructional goals, uses clear criteria, and is appropriate to the needs of the students. Teacher intends to use assessment results to plan for future instruction for groups of students.
Teacher’s plan for student assessment is fully aligned with the instructional goals and uses clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies may have been adapted for individuals, and the teacher intends to use assessment results to plan future instruction for individual students.
Time: 2 min
Materials: n/a
“Differentiation” is not contained in one criterion, but lives throughout the DPAS-II rubric. Differentiation in assessment lives in criterion 1e, particularly in how the teacher designs formative assessments. At higher levels, the framework calls for the design of assessment to be appropriate to the needs of students in Effective, and in Highly Effective evidence that the teacher has adapted assessment methodologies to individual students. Some adaptation may be required by a student’s IEP or based on other needs, but in other cases adaptation may be necessary to help the teacher better assess the student and understand his or her progress toward the objective. This doesn’t mean that every student should have a different assessment, but great teachers know that in order to assess a student’s knowledge of the content and progress toward the objective, he or she may need to modify to get the best information.

15. 3e. Using Assessment in Instruction
Independently read Criterion 1e rubric, and the critical attributes at each level of the rubric
Highlight statements that resonate with your own practice
Check in with a partner and be prepared to share
Time: 8 minutes
Materials: Criterion 3e, highlighters
Let’s move on the 3e - Independently read Criterion 3e and highlight statements that align to your understanding of good assessment design.
GIVE PARTICIPANTS A FEW MINUTES TO READ
Turn and talk to a partner: what did you highlight? Why? (2 minutes)
GIVE THEM 2 MINUTES TO TURN AND TALK
Can I have a few volunteers share examples? What resonated with you in your own practice?

16. Elements of criteria 1e and 3e
Criterion 1e
Criterion 3e
Congruence with instructional outcomes
Criteria and standards
Design of formative assessments
Use for planning
Assessment criteria
Monitoring of student learning
Feedback to students
Student self-assessment and monitoring of progress
Time: 5 minutes
Materials: n/a
Like criterion 1e, there are four key elements of criterion 3e. And the elements are related!
In criterion 1e, the plans should call for clear criteria/standards by which the teacher will use the assessment to know if the student has been successful. In criterion 3e, the first element is Assessment criteria – this means that the students themselves also know the criteria for the assessment. And, at the highest levels, students have had a hand in articulating the criteria.
The second element of 3e is monitoring of student learning. This is related to the third element of 1e – how the teacher designs assessments. In monitoring of student learning, there is a carefully planned and executed methodology by which the teacher monitors students learning through specifically created questions.
The third element of 3e is Feedback to students. In an effective classroom according to 3e, the teacher is regularly providing feedback to students on their learning so that students know where they stand and how they can improve. Valuable feedback to students is timely, constructive and substantive.
The last element of 3e is student self-assessment and monitoring of progress. At the highest levels, students not only know the criteria by which they are being assessed, but are monitoring their own learning and are able to take appropriate action. You can’t have student self-assessment without clear criteria and standards.

17. Do these meet the elements of Criterion 3e?
A student asks “How will this assignment be graded?”
The teacher says, “Great job everyone, keep it up.”
The teacher provides students a rubric and asks them to score their own writing sample against the rubric.
The teacher has a chart on the wall that outlines the characteristics of high-quality work for math problem solving, and reminds students to refer to that chart when they are completing their assignment.
Time: 8 minutes
Materials: n/a
Let’s examine some examples of how assessment might look and sound in a classroom. I’d like a volunteer to read each statement, and then share if this example meets the criteria of criterion 3e.
GO THROUGH EACH AND ASK FOR VOLUNTEERS TO DETERMINE YES OR NO, WITH RATIONALE. SLIDE HAS ANIMATION TO SHOW AN X OR CHECK, SO EACH TIME YOU CLICK, THE CHECK OR X WILL APPEAR
ANSWERS:
NO – this question is evidence that students are not aware of the criteria/standard by which they will be assessed
NO – while the teacher is giving feedback to students, it is not specific or useful for students to improve their work
YES – this means that there are criteria/standards by which students are being graded, and that students are self-assessing against the standards
YES – this is evidence of clear standards for student work, and that students are aware of those criteria
From Delaware Critical Attributes document, Adapted with permission from Charlotte Danielson’s Framework for Teaching Evaluation Instrument (2013). 

18. Elements of assessment rank high on a list of 138 effects related to student achievement.
Time: 3 min
Materials: n/a
While knowing the rubric and elements of the rubric for evaluation purposes is important, it is also critically important that we remember why we are focused on these elements in the first place. All of us have a shared goal to advance student learning and outcomes. John Hattie, a researcher, wanted to understand what effects had the greatest influence on student achievement. He originally studied 138 influences and used effect size to determine which had the greatest effect on student achievement. The top influence is “self-report grades” or self-assessment with an effect size of Another high effect influence is providing formative evaluation, with an effect size of 0.9. And feedback has an effect size of The list on the screen is only a partial list of the 138 factors that Hattie considered, with effect size ranges from 1.44 to So, we focus on the elements of assessment in the DPAS-II framework not just because they are the core of evaluation, but because they are critical to student success.
Influences and effect sizes related to student achievement. John Hattie Adapted from Visible Learning Diagram:

19. Agenda Welcome, Objectives and Agenda Let’s talk about assessment
Assessment in the DPAS-II framework: Criteria 1e and 3e
Self-reflection and Exit Ticket
Time: <1 minute
Before we adjourn, let’s take a moment to reflect

20. Independent Reflection and Next Steps
How do I currently plan for and use assessments in my instruction?
How will I enhance the use of assessments in my instruction?
What support do I have available? What additional support will I need?
Time: 5 minutes
Materials: interactive handout
We have gone through a lot today, and we want to make sure that all of this work serves the larger purpose: building our instructional knowledge and skills to develop professionally as individuals and a team. Recognizing that we may all be in different places in growing our practice, we are going to take pause and take the opportunity to step-back reflect on your individual practice for 5 minutes. You can record your thinking on the interactive handout. Please also write down your next steps given your reflections.
YOU CAN ASK TEACHERS TO SHARE THEIR THINKING. YOU CAN BE SELECTIVE ABOUT WHO YOU CALL ON TO ENSURE THAT TEACHERS LIKELY TO HAVE STRONG EXAMPLES ARE THE TEACHERS WHO ARE SHARING

21. Time: 5 minutes
Materials: end of session survey
Please complete the exit ticket to share your experiences about this training. We will use this feedback to inform future sessions, so please be honest and thorough.

22. Questions
Optional time for questions if people have any