1. Formative Assessment Lessons General Information

2. Hot Topics: Wordle

3. Essential Question: What is Balanced Assessment and how can it impact my instruction? Discussion: Balanced Assessment

4. Linking Principles of Formative Assessment to Classroom Practice  Learning Targets:  I can identify and apply the elements of Balanced Assessment.  I am open to trying out new ideas in my classroom to create a balanced assessment system.

5. Why assess students? To gather evidence of student learning To inform instruction To motivate students and increase student achievement

6. 6 Shifts in Assessment To assessing to learn what students understand To using results to inform instruction To students engaged in ongoing assessment of their work and others To descriptive feedback that empowers and motivates students From assessing to learn what students do not know From using results to calculate grades From end-of-term assessments by teachers From judgmental feedback that may harm student motivation

7. Activity Concept Definition Map

8. Five Keys to Quality Assessment  Clear Purpose  Clear Learning Targets  Sound Design  Effective Feedback  Student Involvement

9. 9 9 PURPOSE TARGET ACCURACY EFFECTIVE USE STUDENT INVOLVEMENT DESIGN EFFECTIVE COMMUNICATION

11. Pre-Assessment  Self-Assess  Reflect  Where am I going?  Where am I now?  How can I close the gap?

12. Scaling the Assessment Literacy Ladder Compliance Commitment

13. Learning Target  I can describe why formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.  I can describe the design and purpose of each type of Formative Assessment Lesson.

14. Types of Formative Assessment TypesFocusLength of cycle Long-cycleAcross marking periods, quarters, semesters, years 4 weeks to 1 year Medium-cycleWithin and between instructional units 1 to 4 weeks Short-cycle Day by day Minute by minute Within and between lessons 24-48 hours 5 seconds to 45 minutes

15. Formative Assessment Lessons  Formative Assessment Lessons are intended to support teachers in formative assessment.  They both reveal and develop students understanding of key mathematical ideas and applications.  They enable teachers and students to monitor in more detail their progress towards the targets of the standards.  They assess students’ understanding of important concepts and problem solving performance, and help teachers and their students to work effectively together to move each student’s mathematical reasoning forward.

16. Two Types of Formative Assessment Lessons  Problem Solving- A rich task that has many possible strategies for the students to use  Concept Focused- A task focused on a specific standard or cluster of standards. Both Types Develop Math Practices Strengthen Connections Among Math Content

17. Problem Solving Tasks  Students take an active stance in solving mathematical problems.  Assess and develop students’ capacity to apply their mathematics flexibility to non-routine unstructured problems, both from the real-world and within pure mathematics.  Designed to be used from time to time through the year. They help students connect all the math they have learned and use it in understanding practical situations.

18. Concept Focused Tasks  Concept-focused lessons help students and teachers realize that “Proficient students expect mathematics to make sense.”  These lessons are designed to reveal and develop students’ interpretations of significant mathematical ideas and how these connect to their other knowledge.  Designed to be used by teachers every two/three weeks, over one or two class periods depending on how mathematics instruction is structured. They may be used in the middle of a curriculum unit on the topic, to gauge and improve students’ level of understanding, and/or they can be used later in the year as review and support.

19. Five Strategies of Formative Assessments 1.Clarifying and sharing learning intentions and criteria for success 2.Engineering effective discussions, questions, activities, and tasks that elicit evidence of learning. 3.Providing feedback that moves students forward 4.Activating students as instructional resources for one another. 5.Activating students as owners of their own learning. Marnie Thompson and Dylan Willam

20. Assessment for Learning Strategies Where am I going? 1.Provide a clear statement of the learning target 2.Use examples and models Where am I now? 3.Offer regular descriptive feedback 4.Teach students to self-assess and set goals How can I close the gap? 5.Design focused lessons 6.Teach students focused revision 7.Engage students in self-reflection; let them keep track of and share their learning

21. Where to find them? www.mathshell.org The Mathematics Assessment Project http://map.mathshell.org/materials/in dex.php

22. Take Home Message Assessment literacy is not hard learning, but it is slow learning, and it requires sustained and targeted support at all levels of the system.