1. N E P F N evada E ducator P erformance F ramework Southern Nevada Regional Professional Development Program www.rpdp.net Standard 5 Part 1 Secondary Mathematics

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?

4. NEPF – Standard 5 Assessment is Integrated into Instruction

5. Self-evaluation Where would you place your assessment practice on the following continuum? My main focus is on: Quantity of work/ Presentation Quality of learning Marking/Grading Comparing students Advice for improvement Identifying individual progress

7. Assessment for Learning vs Assessmentof Learning

8. Formative Assessment vs Summative Assessment Teachers, students and parents are the primary users Teachers, principals, supervisors, program planners, and policy makers are the primary users During learningAfter 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 learningPurpose: document achievement of standards Primary motivator: belief that success is achievable Primary motivator: threat of punishment, promise of reward ContinuousPeriodic Examples: peer assessment, using rubrics with students, descriptive feedback Examples: final exams, placement tests, state assessments, unit tests

9. The Garden Analogy Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants. If we think of our children as plants … Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth.

10. 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 judgemental feedback that may harm student motivation

11. Must be: Clearly and directly linked to instructional goals Embedded in instruction A variety of methods and strategies Used to make changes Is an ongoing process to: Evoke evidence about student learning Provide feedback about learning to teachers and to students Close the gap between the learner’s current state and desired goals Formative Assessment

12. Identifying the Gap  Formative assessment is the means to identify the “gap” between a learner’s current status and the desired goal  Different students will have different "gaps” If the student….  Perceives the gap as too large - goal unattainable  Perceives the gap as too small - closing it might not be worth the individual effort (Sadler, 1989)

13. “Formative assessment gathers and uses information about students’ knowledge and performance to close the gap between students’ current learning state and the desired state by pedagogical actions”. (Shavelson, 2006) Closing the Gap

14. NEPF Standard 5 Assessment is Integrated into Instruction Teacher plans on-going learningopportunitiesbased onevidence of allstudents’ currentlearning status. 1 Teacherstructuresopportunities togenerate evidenceof learningduring the lessonof all students. 3 Teacher aligns assessment opportunities with learning goals and performance criteria. 2 Teacher adapts actions based on evidence generated in the lesson for all students. 4

15. How can teachers …. account for differences in students’ learning status when planning learning opportunities ? use evidence sources to show what students know and are able to do as evidence of student learning status? What is meant by “ plan on-going learning opportunities based on evidence of all students’ current learning status”? Indicator 1 How can teachers... plan on-going learning opportunities based on evidence of all students’ current learning status?

16. How can teachers … specify learning goals that students are to learn in the lesson (e.g., concepts, skills, standards)? create performance criteria to indicate the successful accomplishment of the learning goal? use different types of assessment strategies to account for learner differences? What is meant by “aligning assessment opportunities with learning goals and performance criteria”? Indicator 2 How can teachers... align assessment opportunities with learning goals and performance criteria?

17. What is meant by “structure opportunities to generate evidence of learning during the lesson”? Indicator 3 How can teachers... structure opportunities to generate evidence of learning during the lesson of all students. How can teachers … plan for evidence generation? Can it arise spontaneously? structure evidence generation opportunities to include: instructional tasks, teacher-led discussions, peer-to-peer discussions, one-to-one conferencing? structure multiple opportunities to generate evidence and not rely on one source?

18. Indicator 4 How can teachers... adapt actions based on evidence generated in the lesson for all students? What is meant by “adapt actions based on evidence generated in the lesson for all students”? How can teachers … based on evidence, adapt actions that could include : continuation of a planned lesson? instructional adjustments? feedback to students? adjustment of subsequent lesson planning?

19. NEPF – Standard 5 Assessment is Integrated into Instruction Summary

20. Video http://www.youtube.com/watch?v=cvXS2x3UhQU In this video, the topic of formative assessment is covered by a Ph.D. candidate in educational psychology. The “flavors” of formative evaluation used are the ones outlined by Paul Black and Dylan Wiliam in the article "Inside the Black Box."

21. Next Steps...Part 2 What are some current learning activities that can be altered to effectively implement this standard? What might this look like in your classroom? Where will evidence of Standard 5 be found in our individual practice? How might effective implementation of Standard 5 affect student outcomes?

22. For additional NEPF resources rpdp.net Select NEPF Secondary Math