1. DQ 1: Communicating Learning Goals and Feedback
Bev Perrault
Donna Hunziker
Please sit 4 to a table. Create & label foldable and begin bell work.
(See instructions at your table.)
Bell Work Needed

2. Bell Work Individually: Collaboratively:
Using 3 sheets of paper, create and label a Flip Book Foldable. See Example at table.
In your foldable, use a graphic organizer of your choice to compare and contrast the characteristics of a “Checking for Understanding Scale” & an “Academic Scale.”
Collaboratively:
Describe how you use Checking for Understanding Scales in your classroom.
Describe how you use Academic Scales in your classroom.
Allow 6 minutes for participants to complete bell work. Ask participants to share responses with their group for 2 minutes.
SET TIMER!

3. It’s Okay to have Fun! Suffering is Optional.
Are respectful of other’s opinions and listen with an open mind; limit the use of electronics for checking s to breaks; focus on instructional model and not evaluation process
Collaborate in group work
Take responsibility for engaging in learning and continuous growth
It’s Okay to have Fun! Suffering is Optional.
GROUP NORMS
Request participants to use hallway if urgent call is received. Emphasis that the PD session is to learn about effective strategies to increase teacher expertise and student learning and NOT about the evaluation system. Encourage participants to communicate with their administrators regarding evaluation questions.

4. Participants will be able to describe how to communicate learning goals and provide specific feedback so that students understand their level on the scale and are motivated to enhance their status.
The focus in this PD is to explore ways to provide students with feedback to enable them to track process on a scale and celebrate success. The development of goals and scales is presented in a separate PD Session entitled, Writing Scales for Learning Goals. This PD is not focused on developing scales. When students understand the levels of performance on the scale, the learning goal has been communicated effectively. Through this exploration, you will need to think about how you will adapt the assessments and tracking formats to be applicable for your subject and grade level of students.
Learning Goal

5. From the DEPARTMENTS Tab, Choose: Instructional Model & Evaluation
Instructional Excellence & Equity
Accessing the Power Point and other support materials from the Instructional Model and Instruction website
Menu Tabs
Explain how to access the Instructional Model and Evaluation webpage. Give examples of what is available in the Teacher Resources and the Learning Opportunities tabs. Ask participants to notate this pathway under Resources on their trifold.

6. RESEARCH
On average, the practice of having students track their own progress was associated with a 32 percentile point gain in their achievement kingprogress.aspx
As teachers we want to know why we should engage students in Design Question 1. Explain to the participants that by implementing the strategies in DQ1 research shows a 32% gain in student achievement when student track their progress.

7. 1. Providing Clear Learning Goals & Scales
The teacher provides a clearly stated learning goal accompanied by scale or rubric that describes levels of performance relative to the learning goal.
Teacher Evidence
 Teacher has a learning goal posted so that all students can see it
 The learning goal is a clear statement of knowledge or information as opposed to an activity or assignment
 Teacher makes reference to the learning goal throughout the lesson
 Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it
Teacher makes reference to the scale or rubric throughout the lesson
Student Evidence
 When asked, students can explain the learning goal for the lesson
 When asked, students can explain how their current activities relate to the learning goal
 When asked, students can explain the meaning of the levels of performance articulated in the scale or rubric
Without Clear Learning Goals and an academic scale, student can not track their progress in a meaningful way. The desired effect of this indicator is for students to understand the meaning of the learning goal and levels of performance on the scale.

8. Providing Clear Learning Goals & Scales1
Providing Clear Learning Goals & Scales
Teacher
Teacher provides clearly stated learning goal accompanied by a scale that describes levels of performance relative to the learning goal.
Student
Students understand the learning goal and the levels of performance on the scale.
Using the protocol allows us to see the what is expected of the teacher and the desired effect for the students.

9. Check for Understanding Can you tell the difference?
Academic Scale vs.
Check for Understanding Can you tell the difference?
Academic Scales
Specific to Learning Goal
Identifies levels of progressive complexity towards mastery of the learning goal.
Score 2.0 – Simple Content
Score 3.0 – Complex Content of Learning Goal
Score 4.0 – More Complex Content
Refer to PD Learning Goal. Checking for understanding scales provide a means for students to self-assess as they reflect on their learning. Checking for understanding should occur during a lesson to provide formative feedback for the teacher and student. An academic scale should be shared with students at the beginning of the unit of instruction, to provide specificity based on a progressive complexity.
Ask volunteers to share how they have used academic scales and check for understanding scales in their classrooms (from bell work activity).
Check for Understanding Scales
Non Specific
Communicates student self-assessment of
daily objective
current activity
instructions
Instructional Excellence & Equity

10. 2 Academic Scale Check for Understanding
Ask participants to identify which example is an academic scale by showing the appropriate number card. If they believe both are academic scales, both number cards by be displayed. Examples appear without labels and then labels appear as the slide show progresses.
Discuss concerns if scales have been misidentified.
Instructional Excellence & Equity

11. 2 Academic Check for Scale Understanding
Ask participants to identify which example is an academic scale by showing the appropriate number card. If they believe both are academic scales, both number cards by be displayed. Examples appear without labels and then labels appear as the slide show progresses.
Academic
Scale
Check for
Understanding

12. Scales and the Use of Feedback (Center IF/Then)
goals provide clear targets for learning
Then
feedback facilitates the process of reaching those targets.
It is not enough for students to just know the learning goal, but the students need specific feedback as they progress toward mastery of the goal. Specific feedback along with an academic scale helps students and teachers identify and link progress to determine next steps.

13. 2. Tracking Student Progress
The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment.
Teacher Evidence
 Teacher helps student track their individual progress on the learning goal
 Teacher uses formal and informal means to assign scores to students on the scale or rubric depicting student status on the learning goal
 Teacher charts the progress of the entire class on the learning goal
Student Evidence
 When asked, students can describe their status relative to the learning goal using the scale or rubric
 Students systematically update their status on the learning goal
Ask participants to look at the protocol for indicator 2 and read the description.
Tracking student progress helps students see the connection between assignments, activities, and assessments as helping them achieve their learning goal. Teachers can adjust instruction for the class or provide differentiated instruction for specific groups of students to support their learning. Tracking allows students to see increases in their progress towards the learning goal.

14. 2. Tracking Student Progress Rating Scale
Highly
Effective +
Effective
Developing /Needs Improvement
Unsatisfactory
Adapts and creates new strategies for unique student needs and situations in order for the desired effect to be evident in all students.
Facilitates tracking of student progress using a formative approach to assessment and monitors for evidence of the extent to which the majority of students understand their level of performance.
Facilitates tracking of student progress using a formative approach to assessment, but the majority of students are not monitored for the desired effect of the strategy.
Uses strategy incorrectly or with parts missing.
Strategy was called for but not exhibited. +
Facilitates tracking of student progress USING a FORMATIVE APPROACH TO ASSESSMENT and
Facilitates tracking of student progress USING A FORMATIVE APPROACH TO ASSESSMENT,
students understand their level of performance.
desired effect
Refer participants to the rating scale on the bottom half of the protocol. Request they read the effective and highly effective columns.
Click to highlight teacher expectation. Refer to the term “desired effect” in the effective column and ask participants if they can determine the desired effect. Click through to highlight desired effect.
Teacher – Facilitates tracking of student progress using a formative approach to assessment
Students – understand their level of performance. This allows students to know what they should work on next.
For presenter background knowledge.
Unsatisfactory – Strategy is not used but was called for.
Needs Improvement – Strategy is used incorrectly or with parts missing.
Effective – Strategy is used correctly but the majority of the students are not getting the desired effect. (In this case, the desired effect is that students understand the learning goal and the levels of performance on the scale.
Highly Effective – The teachers monitors for evidence that the majority of students are able to get the desired effect of the strategy.
Highly Effective + - The teacher monitors and makes adjustments so that ALL student get the desired effect of the strategy.

15. 2 Tracking Student Progress
Teacher
Teacher facilitates tracking of student progress using a FORMATIVE approach to assessment.
Student
Students understand their level of performance on the scale. 2
Using the protocol allows us to see the what is expected of the teacher and the desired effect for the students.

16. Sort cards by assessment category.
Assessment Card Sort
Sort cards by assessment category.
5 Minutes
Formative Assessment
Summative Assessment
Connect this activity to the PD Learning Goal. Pass out one T-Chart and one set of cards to each table. Allow 5 minutes for participants to sort cards, working collaboratively with their team. Ask which cards were difficult to categorize.
Question: What do you notice about the relationship each of these categories of assessment has with learning?

17. Assessment for Learning Assessment of Learning

18. Assessment for Learning Assessment of Learning
Teachers, students and parents are the primary users
Teachers, principals, supervisors, program planners, and policy makers are the primary users
During learning
After learning
Used to provide information on what and how to improve achievement
Used to certify student competence
Used by teachers to identify and respond to student needs
Used to rank and sort students
Purpose: improve learning
Purpose: document achievement of standards
Primary motivator: belief that success is achievable
Primary motivator: threat of punishment, promise of reward
Continuous
Periodic
Examples: peer assessment, using rubrics with students, descriptive feedback
Examples: final exams, placement tests, state assessments, unit tests
Assessment for Learning
Assessment of Learning
Share possible categorization.

19. Contradicts what you thought Raises a question
“The Best Value in Formative Assessment”
As you read the article, code and annotate the text as follows:
  Confirms what you thought
Contradicts what you thought
  Raises a question
Strikes you as very important
  ! Is new, interesting, or surprising Connects to your life, the world, or other things you’ve read
After reading the article, you will discuss and respond to questions.
20 Minutes
ACTIVITY SLIDE TEMPLATE: Text Coding
HINT: Do not pass out questions (1 per table) or post next question slide until participants read the article.
Distribute article and Text Coding Bookmarks. Explain that as participants read the article they will code and annotate the text. If time permits, teachers may annotate text next to questions, connections, important & interesting items. Allow 20 minutes for participant teams to read/code text and discuss questions. USE Timer! After most participants finish reading the article, distribute table copies of questions and project next slide with questions.

20. “The Best Value in Formative Assessment”
After reading the article, discuss responses using textual evidence. (Write responses in foldable.)
Compare summative and formative assessments.
Describe characteristics of effective feedback.
Differentiate summative feedback from feedback in the formative assessment process.
Educators often claim that allowing students to correct test items or retake a test does not hold the student responsible for being prepared. Using evidence from the text, how would the authors counter this assertion?
20 Minutes
After Discussion, have participants connect this activity to the PD learning goal.
ACTIVITY SLIDE TEMPLATE: Questions
After participants finish reading, distribute the table question copy and project this slide.
Allow 20 minutes for participant teams to read/code text AND discuss questions. Request participants to write responses. USE Timer!
Use random response, for participants to share out with total group.

21. Twitter Post Exit Slip (Post-it Note)
Want a
Break?
Twitter Post Exit Slip (Post-it Note)
#FormativeAssessment
Summarize what you’ve learned about formative assessment in 140 characters or less.

22. ASSESSMENT FOR LEARNING
If formative assessment is about more frequent, assessment FOR learning is about continuous. If formative assessment is about providing teachers with evidence, assessment FOR learning is about informing the students themselves. If formative assessment tells users who is and who is not meeting state standards, assessment FOR learning tells them what progress each student is making toward meeting each standard while the learning is happening—when there’s still time to be helpful.
Rick Stiggins (2005)
Request participant to read quote.
For presenter background knowledge. (Do not read entire text to participants)
Using assessment to improve learning requires five elements:
Effective feedback to students
Active involvement of students in their own learning
Results of assessment are used to adjust teaching
Recognition of the profound influence assessment has on motivation and self-esteem of students, both of which are crucial influences on learning
Need for students to be able to assess themselves and understand how to improve. (Popham, 2006 and Shepard, 2008)

23. Formative Assessment Process
Provide Clear Learning Goals/Scales
Use Examples of Strong & Weak Work
Elicit Evidence of Student Learning (discussion, activity, products, formative assessment tools)
Teach Students to Self Assess Using Evidence, Track Progress, & Set Goals
Provide Regular Descriptive Feedback that Moves Students Forward
Create a Classroom Climate that Promotes Collaboration & Peer Feedback
Engage Students in Reflective Practice and Focused Revision
Where Am I Going?
(Learning Goals & Scale)
How Do I
Get There?
(Scales & Tracking Progress)
Formative Assessment Process
Provide handout of this slide. If assessment is FOR learning, then it’s important to think of formative assessment as a process rather than a single assessment. The purpose of assessment then becomes involving students in the management of their own learning. This visual contains questions from the article. And elements of the process.
Where Am
I Now?
(Scale & Tracking Progress)
Instructional Excellence and Equity

24. Card Sort Think Pair Share
Strategies
Traffic
Light
Card Sort
Brainstorm
Round Robin
Reporting
Predictions
Performance
Assessment
Highlight /
Green Light
Corrections
Self
Peer
Think
Pair
Share
Concept Map
Reflection
Survey
Probe
Drawing
Completion
The hand out has a variety of formative assessments that can be used.

25. Tracking My Progress . MarzanoResearch.com
The tracking sheet is for the student. The tracking form addresses: Am I making progress and what do I need to work on next. Rather than a student identifying where they think they are, feedback from the formative assessment process provides evidence to support the achieved level on the scale. The student is able to discern what they need to do to continue to make progress on the scale.

26. Elementary Tracking Examples from our Classrooms
In these examples, students track progress on class scales with their own clip.

27. Elementary Tracking Examples from our Classrooms
Students electronically move their status once they have evidence of learning.
0 is the “Starting Line.”
Evidence is required to move up the scale.

28. Elementary Tracking Examples from our Classrooms
Students keep track of progress directly on the scale using evidence identified from three assessments. In addition current status is tracked as a class on the board. (Both photos are from the same class and show the same scale.)
3rd Grade
Notice Bar is colored in to indicate current status.

29. Secondary Tracking Examples from our Classrooms
Students track progress on a tracking sheet in their journal. Evidence is included for each tracking point. (The summative assessment includes questions at all levels on the scale.)
7th Grade

30. Secondary Tracking Examples from our Classrooms
Students track progress directly on the scale with star stickers, notating the date a level is achieved. Students record evidence in their reflection journals.

31. Secondary Tracking Examples from our Classrooms
Students keep track of progress directly on the scale using evidence identified on a specific assessment. Concepts and skills mastered are checked off for the identified assessment(s). √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
PreTest – 1.5
Quiz – 2.5

32. 3. Celebrating Student Success
The teacher provides students with recognition of their current status and their knowledge gain relative to the learning goal.
Teacher Evidence
 Teacher acknowledges students who have achieved a certain score on the scale or rubric
 Teacher acknowledges students who have made gains in their knowledge and skill relative to the learning goal
 Teacher acknowledges and celebrates the final status and progress of the entire class
 Teacher uses a variety of ways to celebrate success
Show of hands
Certification of success
Parent notification
Round of applause
Student Evidence
 Student show signs of pride regarding their accomplishments in the class
 When asked, students say they want to continue to make progress

33. Celebrating Student Success
Teacher
Teacher provides students with recognition of their current status and their knowledge gain relative to the learning goal.
Student
Students are motivated to enhance their status on the scale.
Using the protocol allows us to see the what is expected of the teacher and the desired effect for the students.

34. Round Table – All Write Brainstorm
How do you celebrate student success?
2 Minutes
The 1st participant shares an example of celebrating student success. All participants write the example in foldable.
Do NOT talk about or evaluate the shared examples. The idea is to list as many ideas as possible.
Rotate clockwise and repeat until time is called.
You may pass until your next turn if you need more time to think of another example.
After Discussion, have participants connect this activity to the PD learning goal.
The purpose of Brainstorming is to generate as many ideas/examples as possible in a limited amount of time. To allow creativity to flourish, remind participants that during brainstorming, NO evaluative comments or discussion should occur (i.e. Great Idea, That won’t work).
Tell participants who will start first. Use a timer for both sections of this activity.
After Brainstorming time is called, discuss the examples and choose three that you will try in your classroom.
3 Minutes

35. STRATEGIES FOR CELEBRAING STUDENT SUCCESS
Verbal Feedback
Note what a student did well on a task
Take care not to attribute student success to “fixed” characteristics such as talent
Include statements about effort when giving feedback: hard work, focused, well prepared, thinking skills, etc.
Acknowledging Progress
Celebrate gains on the scale from initial to final scores
Final Status Celebration
Celebrate students’ final status on the scale
Recognize students who received mastery of 3.0 and above
STRATEGIES FOR CELEBRAING STUDENT SUCCESS

36. (On the BACK of your foldable)
4 Minutes
3-2-1 Reflection
(On the BACK of your foldable)
3. Write three new things you’ve learned.
2. Write two questions you have.
1. Which strategy will you implement in your classroom in the next week?
ACTIVITY SLIDE TEMPLATE: Reflection
Ask participants to reflect on their learning during this PD session by writing responses in their foldable.

37. 2 & & & Celebrating Student Success Providing Clear LG & Scale
TEACHER : . provides clearly stated LG accompanied by a scale that describes levels of performance relative to the learning goal.
STUDENTS: . understand the learning goal and the levels of performance on the scale.
Tracking Student Progress
TEACHER : . facilitates tracking of student progress using a FORMATIVE approach to assessment.
STUDENTS: . understand their level of performance on the scale.
Celebrating Student Success
TEACHER : provides students with recognition of their current status and their knowledge gain relative to the learning goal.
STUDENTS: . are motivated to enhance their status on the scale.
DQ1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?
Instructional
Excellence and Equity 2
&
&
&
Remind participants that protocols provide the expected teacher behavior and the student desired effect for each indicator.

38. PD Materials List Sign-In Sheet and Blank Sign-In Sheet
Bell work Directions - Slide #2 (1 per table in page protector)
Foldable Example (1 per table in page protector)
Colored Paper for Foldable (3 sheets per participant) & Crayola Markers
Protocol for Indicator 2: Handout
Number cards (Set of #1 and #2 per participant)
Post-it Notes
Crayola Markers
T-Chart for Formative and Summative (Sorting)
Cards for Formative and Summative Sorting Activity
Article: “The Best Value in Formative Assessment” (1 per participant)
Article Questions - Slide #20 (1 per table)
Text-Coding Bookmark (1 per participant)
Participant Take-Away Handout (Formative Assessment Process and DQ1 Teacher and Student Expectations)
Learning Log
Materials List – For Presenter Use ONLY