1. CREATING A DATA COLLECTION CULTURE TOGETHER! Mathematics Leadership Alliance September 2009

2. Themes 1)A Conversation About Data Collection 2)Formative Assessment 3) Formative Assessment & the Cycle of Learning

3. PART ONE A CONVERSATION ABOUT DATA COLLECTION

4. Unless you have “data” it is only your opinion. Dr. Robin Angotti

5. NWEA WCAP MSPHSP Formative Assessment (Tracking System) Triangulated Data Collection

6. PART TWO FORMATIVE ASSESSMENT

7. Definition Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they’re currently doing. W. James Popham

8. Definition “A PLANNED PROCESS”

9. Role in the Learning Cycle Allows for tracking the learning at a “finer grain”

10. Role in the Learning Cycle Allows for teacher instructional adjustments

11. Role in the Learning Cycle Allows for students to make tactical adjustments in their learning

12. Role in the Learning Cycle Formative Assessment is a “natural” component of teaching and learning.

13. Students & Formative Assessment The research of Dylan Wiliam

14. Different Types Informal to Formal

15. Reflection Take a moment to reflect on your definition of formative assessment. Make any revisions or additions to your definition.

16. PART THREE FORMATIVE ASSESSMENT & THE LEARNING CYCLE

17. Models of Cycles of Learning Mathematics Leadership Alliance Plan Act Do Study

18. NCESD 171

19. A Learning Progression (LP) Enabling Knowledge A Skills Subset B Enabling Knowledge C Learning Target D Evidence Feedback Evaluate Evidence FeedbackEvaluate Evidence FeedbackEvaluate Evidence FeedbackEvaluate Solicit Student Evidence **Provide Student with Rich Standards-Based Feedback Evaluate Student Understanding Trigger Form. Asst Process Based on the work of Popham, Stiggins, & Heritage

20. A – Enabling Knowledge Necessary vocabulary, background or supporting knowledge needed to begin to build understanding of the mathematics concept to be taught.

21. B- Skills Subset Students learn and practice the necessary skills needed to do the task.

22. C – Enabling Knowledge Students are able to practice using the newly learned skills in problem solving situations or experiences that help students develop a deeper meaning of the concept.

23. D – Acquisition of the Learning Target The student becomes proficient in demonstrating their mastery of the learning target (State PE) and recognizes the concept in a variety of settings.

24. The Mathematics Leadership Alliance Learning Progression Supplements Regional Project

25. Learning Progression Supplements Core Content Performance Expectation What I need to know: What skills I must show: What does this look like: Student feedback:

26. Learning Progressions Supplement

27. Learning Progression Supplement

29. 1)Defines skills subsets 2) Defines vocabulary 3)Reflects the enabling knowledge

30. Learning Progression Supplement 4) Suggests formative assessment points 5) Offers sample formative assessments 6) Includes a student feedback component

31. Learning Progression Supplement FUTURE ADDITIONS 7) Student error analysis component 8) Re-engagement component

32. The Circle Within Trigger Formative Assessment Process Solicit Student Evidence **Provide Student with Rich Standards-Based Feedback Evaluate Student Understanding Trigger Form. Asst Process

33. Reflect on these 2 questions 1)How is student learning tracked in your math class? 2) How do students in your class track their own learning?

34. State Marzano Project Feedback from classroom assessments should provide students with a clear picture of their progress on learning goals and how they might improve. Robert Marzano

37. My Learning Record Name: Date: SCORE 4 3 2 1 0 ABCD Formative Assessment

39. Students & Formative Assessments 1)Student opportunity to adjust learning tactic 2)Empowering students in raising their own academic achievement

40. Tips for Getting Started 1)Reflect & evaluate what you are already doing 2)Start small & script yourself 3)At every opportunity make your students a “partner” in the process

41. ASSIGNMENT FOR NOVEMBER Please bring an example of a formative assessment item that you will be using with your math students later this year.

42. ASSIGNMENT FOR NOVEMBER Be sure to identify what “skill subset” and/or Performance Expectation that you are testing for. You will need to bring 6 copies of your example.

43. Thank you for joining me! maryr@ncesd.org