1. Nevada Educator Performance Framework
N E P F
Nevada Educator Performance Framework
Southern Nevada
Regional Professional Development Program
(Pause A little music for a few seconds)
Welcome.
The objective of this presentation is to introduce implications for mathematics in the Nevada Educator Performance Framework.
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Secondary Mathematics
Standard 5 Part 2

2. 5 High Leverage Instructional Standards and Indicators
NEPF:
5 High Leverage Instructional Standards and Indicators
Teachers have already seen this handout of high leverage standards.
Remember this chart?
These are the 5 Instructional Standards and their associated indicators.
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3. Standard 5 Module for Mathematics
Part I – What and Why
Goal 1: What is Standard 5?
Goal 2: What are the indicators for Standard 5?
Part II – Implications for Mathematics
Goal 3: What activities/instruction in the classroom would provide evidence of them?
Goal 4: What specific plans can be designed to implement them?
You have seen
Part I: The what and why
Now
Part II: Goals 3 and 4 will be presented as a follow-up for math teachers
What do teachers already know about using assessment to drive their instruction?
How do we get started?
How can we improve our practice of standard 5?
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4. NEPF Standard 5 Assessment is Integrated into Instruction
Teacher plans on-going learning opportunities based on evidence of all students’ current learning status. 1
Teacher aligns assessment opportunities
with learning goals and performance criteria. 2
Assessment is
Integrated
into
Instruction
Teacher structures opportunities to generate evidence of learning during the lesson of all students. 3
Teacher adapts actions based on evidence generated in the lesson for all students. 4
First, let’s review the specific Indicators for Standard 5
The focus is on
planning on-going learning opportunities based on evidence of students’ learning status
aligning assessment opportunities with learning goals and performance criteria
structuring opportunities to generate evidence of learning during the lesson
adapting actions based on evidence generated in the lesson
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5. Unit Assessment Structure
Formative
Informal
Formal
Summative
Traditional Test
Performance Task
Standard 5 focuses on assessment which is a critical component of mathematics instruction.
In a balanced assessment system, both summative and formative assessments are an integral part of information gathering and both are used to impact student learning.
Formative assessment is used to make classroom level decisions, while summative assessment is used when making program level decisions.
They should work hand-in-hand, interdependently and one should complement the other.
Depend too much on one or the other and the reality of student achievement in the classroom becomes unclear.
This presentation will be focusing on formative assessment.
Why?
Because formative assessment is the most powerful type of assessment for improving student understanding and performance.
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6. Assessment for Learning!
Formative Assessment
This Type of Assessment is NOT about accountability… it is about GETTING BETTER!!
Formative assessment is used as learners are in the process of making meaning of new content and of integrating it into what they already know.
It monitors student learning and supports teachers and students in decision-making during the educational and learning processes.
Beginning with the end in mind, multiple formative assessments along the way bring to light any misunderstanding and confusion while there’s time to make corrections.
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Balanced assessment practices will transform day-to-day assessment practices into a teaching and learning process that supports and advances student learning.
Units of study should be prepared with sufficient formative assessment opportunities so that no student should ever be surprised by the results of their summative test.
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Assessment for Learning!

7. Two Types of Formative Assessment
Formal formative assessments
“Planned for interaction/Curriculum embedded”
1-4 times per month
Quizzes, investigations, activities, projects (can be the same as classroom)
Teams of teachers create/data is analyzed by teams
Informal formative classroom assessments
“On-the-fly”
Daily
Created by individual teachers
Data relates only to that class
There are two types of formative assessment:
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First, FORMAL formative assessments…these are planned for interaction and often embedded in curriculum.
Formal assessment usually implies some written response; such as an activity, task, or worksheet.
The second type are INFORMAL formative assessments…which are typically done on the fly.
These usually occur in a more casual manner and may include observation, participation, peer and self-evaluation, and discussion.
Because formative assessments are generally low stakes, with low or no point value, both formal and informal formative assessments can be utilized without recording grades.
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8. Essential Components of Formative Assessment
Gathering evidence of learning through multiple strategies (Standard 5, Indicator 3)
Engaging students in monitoring their own learning (Standard 4, Indicator 2)
Informing teaching and learning based on data and feedback (Standard 5, Indicator 1 & 4)
Advancing learning outcomes and progress towards standards (Standard 5, Indicator 2)
Guiding curricular and instructional decisions (Standard 5, Indicator 2)
The essential components of formative assessment include:
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Gathering evidence of learning
Engaging students to monitor their own learning
Informing teaching and learning
Advancing learning and progress
Guiding curriculum and instruction ***
Notice that each of these components link to this standard or a former NEPF standard.
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9. When do we use formative assessment?
Before we start a lesson/unit as a pre-assessment to determine what they already know and what they need to know
During a lesson to continually check for understanding and guide instruction
After the lesson to determine what students have learned and to make responsive decisions based on that knowledge
Formative assessment is an ongoing, dynamic process.
It occurs before, during and after a lesson, each with a different purpose…
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Assessment before a lesson - allows teachers and students to determine what they already know and what instruction is needed.
Assessment during the lesson - allows both stakeholders to continuously check for understanding and can guide instruction.
Assessment after the lesson - will determine what the students have learned and what should come next.
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10. Brainstorm Formative Assessment Strategies
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Take a few minutes to brainstorm some formative assessment strategies that you have tried.
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Pause as needed for participants to complete activity.

11. BEFORE INSTRUCTION: PRE-ASSESSMENT
To determine what students know and need to know
Pre-tests, open ended questions, selected response, etc.
Graphic organizers and concept maps: KWL, ABC, Venn diagrams, etc.
Anticipation/reaction guides
Graffiti wall/carousel brainstorming
Diagram and images
Quick writes, pair share
Share the learning objectives, targets, and exemplars in advance – have students set goals, predict, etc.
Before instruction teachers should determine what students already know and what they need to know.
There are many strategies to pre-assess; information on these and other assessment strategies will be available in the resources for standard 5.
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12. RESPONDING TO PRE-ASSESSMENTS
Decide what evidence to use (prior scores, standardized scores, pre-assessment data)
Group students (homogeneous or heterogeneous) based on data and learning outcomes
Begin instruction based on student’s entry knowledge
Provide additional support and scaffolds—individual or small group
The critical part of formative assessment is the response associated with the strategy.
Qualitative, descriptive feedback that focuses on details of content and performance should be provided to students frequently.
This feedback is most effective when it identifies what students are doing right as well as what they can improve on.
Students can then engage in self-assessment, goal setting and communicating about their own learning.
These metacognitive actions result in positive effects on student achievement.
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13. DURING INSTRUCTION
Continuous checking to pinpoint learning and guide instruction
Graphic organizers
Vocabulary: sort/apply
Signaling, fingers-up, cards up
Think (Write)-Pair-Share/Quick writes
Two or three column notes/reflect/question
Questioning
During instruction, teachers and students can use formative assessment to check for learning.
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14. RESPONDING DURING INSTRUCTION
Clarify misunderstandings
Re-teach; alternate modality
Use different instructional strategies
Scaffolding and tiered activities
Differentiate instruction
Re-group students
Provide second tier support
Allow processing time
Questioning
Cooperative learning activities
Teachers can use data collected during instruction and assessment to address identified needs.
Ideally, teachers should address these needs before moving on or by weaving remedies into upcoming instruction and activities.
The learner should be given the opportunity to re-demonstrate their understanding once the feedback has been digested and acted upon. 
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15. AFTER INSTRUCTION
To account for what students learned and make responsive decisions
Minute paper, muddiest point, exit card
Q and A Mix-up
ABC review
Reflection, 3-2-1
Demonstrations of learning: create a product, teach another
Oral presentation
Post-test review
Students reflect on goals already set/Self-evaluation
Problem-solving activities
And after instruction, formative assessment allows students to summarize their understanding of a particular learning experience.
Data from these assessments can be used to determine the next day's instruction.
Remember the famous Yogi Berra quote:  “It ain't over till it's over.” ?
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Formative assessment after instruction gives teachers one more opportunity to help students “cross the plate” and meet their learning goals.
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16. RESPONDING AFTER INSTRUCTION
Identify prevalent points of confusion
Review key/common errors
Peer review and assistance
Utilize support services
Prepare for summative assessment
Differentiate assessment/levels of rubric
Reconsider standards
Plan future lessons based on data
Effective feedback should:
focus on the intended learning
identify specific strengths
point to areas needing improvement
suggest a route of action students can take to close any gaps
take into account the amount of corrective feedback the learner can act on at one time
and model the kind of thinking students will engage in when they self-assess.
When students use feedback from the teacher to learn how to self-assess and set goals, they increase ownership of their own success.
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17. Formative Assessment: Tools and Techniques
Video
Formative Assessment: Tools and Techniques
What do teachers learn at each stage of a Classroom Challenges formative assessment lesson?
Hear teachers share insights on the benefits of each stage of a Classroom Challenge and their instructional techniques to reach all of their students. Discover when to use the provided materials and how these resources shed light on student learning and understanding.
Classroom Challenge Lessons
(Steps to Solving Equations)
(Evaluating Statements About Length and Area)
Watch this video demonstrating instructors implementing formative assessment strategies in an Algebra class.
Several different strategies will be shown…
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18. Formative Assessment Strategies Used During the Video
Pre-assessment activity
Questioning
Think-Pair-Share
Thumbs up/down
Whiteboards
Collaborative Activity
Postulate buddy
Revisit the pre-assessment (annotate)
Shoulder buddy
Student reflection
Groups of 4
Post-assessment problems
Share with different groups (data collector)
Use cell phone to record student work (evidence)
Student presentation to class
Just take a look at all the examples of formative assessment demonstrated in the video…
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19. The Assessment-Instruction Process
Pre-Assessment
“finding out”
Formative Assessment
“feedback”
Summative Assessment
“making sure”
The Assessment/Instruction process includes pre-assessment and both formative and summative assessment.
A comprehensive assessment program at the classroom level balances formative and summative student learning and achievement information, only then can a clear picture emerge of where a student is relative to learning targets and standards.
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When the principles of classroom assessment for learning are consistently applied, extraordinary student achievement gains result.
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20. Video My Favorite No Consider these questions as you watch.
How does this strategy provide opportunities for formative assessment?
How does it allow for immediate response to prepare for summative assessment?
Consider these questions as you watch “My Favorite No”
*** How does this strategy provide opportunities for formative assessment?
*** How does it allow for immediate response to prepare for summative assessment?
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21. Where Can Teachers Find More about Formative Assessments?
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22. For additional NEPF resources
rpdp.net
Select NEPF
Secondary Math
Where can educators get more specific information?
Thank You, we hope these trainings give you an understanding of the NEPF and its 5 standards.
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23. “Formative assessment isn’t an end in itself, but the beginning of better instruction.”
Pause
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Don’t read. Music will play at the end…
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Carol Ann Tomlinson, 2008