1.  Download a section of the Crosswalk for your grade level. http://tinyurl.com/okoprfj Formative assessment is….? Post your answer. While You Are Waiting….

2.  Be fully present (silence electronics)  Listen to understand  Support each other’s learning Norms for Learning

3. Assessment Formative Assessments, SMART Targets, I CAN Statements and Data Charts

4.  Think about our role in student assessment  Consider the importance of formative assessments  Review the Assessment Planning Template  Consider Student Data Collection Sheets – SLOs  Look at S.M.A.R.T Targets, I Can Statements, and how assessments align Today

5.  “increasing student achievement”  “outcomes for students who struggle with learning, students with disabilities and English language learners increase”  “enrich learning and promote deeper understanding of core content”  “better organized instruction”  “making instructional decisions based upon student needs” What are the concerns at your school?

7. How do we determine of our students are “getting it”?  “I don’t really have time to give quizzes and tests, so I can’t really assess students’ work.”  “I have to teach the same lessons each year, because students don’t learn.”  What are implications of these two statements?

8.  “Assessment is not my job, it’s the teacher’s job.”  “Assessment is done for a grade.”  “Assessment is separate and distinct from learning.” Consider these statements:

9.  What sources do you use for information?  How does information influence what you do more of, less of, instead of?  How can assessment not be part of the learning process?  Turn and Talk How do you know how you are doing?

10.  Grades communicate data about student achievement.”  Student achievement data provides evidence about the success of the school.  Gaps between current reality and vision of success are the vision of change and the focus of school improvement resources.  Without taking part in the grading of student achievement, the work of the library media specialist is relegated to “nice but not necessary”. Zmuda, 2006 A Call to Action from Allison Zmuda:

11.  National Board Professional Teaching Standards:  3 rd and 4 th core proposition call on teachers to monitor student learning and to REFLECT upon and learn from own practice  21 st Century Approach to School Librarian Evaluation:  1.5 Teaching for Learning: Assessment in Teaching for Learning: Assessment: Part of our work?

12.  Implement critical analysis and evaluation strategies  Uses summative assessment of process and product  Solicits student input for the assessment in inquiry-based instructional units upon completion  Solicits student input for post-assessment of inquiry-based instructional units  Uses formative assessments that give students feedback and chance for revision of work  Uses performance based assessments, such as rubrics, checklists, portfolios, journals, observation, conferencing, and self-questioning  Creates rubrics for student work that integrate curricular, informational, and critical thinking standards  Documents student progress through portfolios that demonstrate growth Assessment: Part of our work?

13. Backwards Design Wiggins and McTighe 1c Identify desired results 1f Determine acceptable evidence 1e Plan learning experiences and instruction What do I want students to know, understand and be able to do at the end of this lesson? What kinds of tasks/questions will reveal whether students have achieved the learning outcomes I have identified?

14.  Type of Learning Outcome: Apply, execute, or implement  Assessments that require students to use procedures to solve or complete familiar or unfamiliar tasks or determine which procedure(s) are most appropriate for a given task  Sample types of assessments:  Problem Sets  Labs  Simulations Congruence with Instructional Outcomes

15.  Type of Learning Outcome: Create, generate, plan, produce or design  Assessments that require students to make, build, design, or generate something new  Sample types of assessments:  Research projects  Musical compositions  Business plans  Website designs Congruence with Instructional Outcomes

16.  Identify a Common Core Standard/AASL Standard - Crosswalk  Write an outcome: Type of Learning Outcome: Recall, recognize, identify  Identify an assessment for that outcome  With the same partner  Write an outcome: Type of Learning Outcome: Create, generate, plan, produce or design  Identify an assessment for that outcome Find a Partner

17.  Often communicated through a rubric or other scoring guide  Rubrics standardize criteria that teachers use to grade student work—before students start working on the projects.  Teachers can “weight” a particular criteria as a way to differentiate individual need.  Helps the class to be clear about what success will look like if they meet their aim. Answers the question, “How good is good enough?”  Answers student questions like: “Is this good enough?” “How much more do I need to do to get a C?” Rubrics: Criteria and Standards

18.  Now that we have gotten our feet wet with assessments, let’s dig deeper! Assessments

20. Get Ready!  Open the Common Core Crosswalk Section you downloaded earlier ~  Open the “Formative Assessment Ideas”.pdf from the wiki ~

21.  Data Collection Tools (Formative)  Checking for Understanding by Douglas Fisher and Nancy Frey Rubrics: Retelling Rubric for Fiction, Retelling Rubric for Informational Text, Multimedia Project and Performance Rubric Sample Question Stems Self-Assessment of Group Work Collecting Data is Challenging

22.  Teacher Data collection tools (Formative)  25 Quick Formative Assessment by Judith Dodge SOS Summary: Can be used at any point in a lesson. The teacher presents a statement, asks the students' opinion, and they support with evidence. Four More!: Students summarize their learning by writing two key ideas. Then, they circulate around the room to find four more! Write About: Teacher models Write About at the end of a lesson - after some practice students complete on their own. Collect and fill in gaps. Collecting Data is Challenging

23.  Using the Common Core Crosswalk, find a standard that would benefit from using one of the previous formative assessments. Explain! Check It!

24. Teaching or Learning?

25. Assessment Planning Tool

26.  Identify the learning expectation (Standards)  Deconstruct into learning targets (What do you want students to know?)  Transform to student friendly version  I CAN statement  Transform to teacher friendly version  S.M.A.R.T Target (SLO)  Determine Essential Question (Buy-in for students.)  Define proficiency (What does “getting it” look like?)  Determine formative assessment (Evidence)  Use with students to monitor growth  Data Folder/Chart (Ownership for learning)  Design coherent instruction, choose resources  Think about what you will do if they don’t understand AND if they do! Plan for Success Process

27.  I CAN Statements – for students  http://www.nassauboces.org/Page/1940 http://www.nassauboces.org/Page/1940  S.M.A.R.T Objectives are – for teachers Specific (Unique Identifier, Activity) Measureable (%, #, $) Achievable (Realistic) Results-oriented (Outcome Focused) Time-bound (ex. By specific date) I CAN/S.M.A.R.T Targets

28. 30% of students who take AP exams will receive a Score of 3 or better by the end of FY15. Interim Objectives: 75% of all AP Students will participate in at least 1 or more practice tests by October 31 st, 2014. 50% of all AP Students will score 3 or better on at least 3 practice tests by February 1 st, 2015. S.M.A.R.T Objective

29.  What do I need to know?  Where am I now?  How do I get there?  What happens if I struggle or fail?  What if I already know this? Student Questions

30.  Intended for STUDENTS:  Ownership for their learning  Answers student’s questions I CAN Statements What do I need to know or be able to do? How am I doing?

31.  What will proficiency look like if the student says, “I CAN”?  Rubric  Created by teacher  Created by student  Examples of strong and weak work  Performance standards  Quantitative number scoring I CAN Statements Translate into Rubric Criteria

34. Assessment Planning Tool

35.  Assessment Planning Tool – Completed  Political Cartoon Rubric  Tracking My Own Learning Check It!

36.  Create Your Own  Assessment Planning Tool  Rubric  Student Tracking Sheet  Share with your EDMODO Group  How does formative assessment and summative assessment enhance student learning? Create Your Own

37.  Formative assessment is……. Assessment