1. Professional Development to Practice Supplies needed: -Index Cards -Chart Paper (one per table group) -Colored Markers -3 Column sheet labeled: “Here’s What | So What | Now What” (see end of this slideshow) -Article entitled “What is formative assessment?” from Seven Strategies of Assessment for Learning (2009) by Jan Chappuis

2. Professional Development to Practice Outline of Overview - *Intro – Objectives, Essential Questions, Working Agreements - Inclusion: Swap Meet - Teams construct their own assessment reality (about Purposes and Users of assessment) -(break) -Research and Theory of Forms of Assessment; -*Definition of Formative Assessment (cycle) -*Keys to Quality Assessments -Assessment OF and Assessment FOR Learning (Summative vs. Formative) * handouts are at the END OF THIS PPT AND INCLUDE FILL-IN-THE BLANK FOR GUIDED NOTES

3. Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Overview and Purpose of Assessment Draft 5/20/2013 Common Formative Assessment

4. Professional Development to Practice Welcome and Introductions Please take a moment to introduce (or reintroduce) yourself to the group, by telling your name, district, and position. Our trainers for the day are….

5. Professional Development to Practice

6. Overview and Purpose of Assessment Developing Meaningful Learning Targets Quality Assessment Design Performance Events Constructed Response Items Selected Response Items Common Formative Assessment (CFA) Overview and Purpose of CFA

7. Professional Development to Practice Learner Objectives of the Formative Assessment Series  Understand the clear purposes of assessment by clarifying  Why they are assessing  Who will use the results of assessment data  What they will do with the assessment data  Develop clear and meaningful learning targets to guide instruction and student learning  Construct quality assessment instruments which are of sound design and measure the learning targets

8. Professional Development to Practice Module #1: Formative Assessment Overview and Understanding the Clear Purposes of Assessment Essential Questions:  What is the difference between assessment OF learning and assessment FOR learning?  What assessments are we currently doing?  Who are the users of assessment results?  For assessment instruments to have their greatest leverage, what function should they have?

9. Professional Development to Practice Missouri Teacher Standards  Common formative assessments address the following Missouri Teacher Standards:  Standard #7: Student Assessment and Data Analysis  Standard #2: Student Learning, Growth and Development  Standard #4: Critical Thinking  Standard #9: Professional Collaboration

10. Professional Development to Practice Norms  Start and end on time  Be an engaged participant  Be an active listener – open to new ideas  Use notes for side bar conversations  Use electronics respectfully

11. Professional Development to Practice SWAP MEET! On an index card write the following:  Your name & area (grade, content, etc.)  Percentage of your professional time you spend assessing students  A belief you have about the role of assessment Chris I spend about… I believe that…

12. Professional Development to Practice SWAP MEET!  Inquire about the author’s belief – if needed, record why it’s important  After sharing, find another person and represent the first person with whom you spoke  Return to your groups & explore any themes Chris I spend about… I believe that…  Stand and swap cards with someone at a different table

13. Professional Development to Practice Large group processing What similarities and themes emerged at your table groups?

14. Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Ways We Already Assess

15. Professional Development to Practice At Your Table:  Label a piece of chart paper, “Ways we assess now”  List all of the ways the you assess currently. Be specific. Ways we assess now

16. Professional Development to Practice At your table:  Code (highlight or underline) to indicate how labor intensive each is for teachers…  Red  Red for high  Blue  Blue for medium  Green  Green for low Ways we assess now

17. Professional Development to Practice Who are the primary user(s) of the information from each assessment? Now code with the following: A=Administration / T=Teacher S=Student / P=Parent Consider: How do they use the information? What does the assessment tell that user?

18. Professional Development to Practice Here’s What, So What, Now What Using the three-column work sheet  Here’s What : Record specific data generated  So What : Draw conclusions from the data  Now What : List some implications this has for teachers and students

19. Professional Development to Practice Let’s Share!

20. Professional Development to Practice BREAK TIME! Please post your “Ways we Assess Now” chart & take a Break

21. Professional Development to Practice BREAK TIME! Welcome back from Break!

22. Professional Development to Practice Classroom Assessment Common Assessments formative | summative District-Level Assessment External Assessment High-quality instruction Ongoing Student/ Teacher interaction Collaboratively Developed; Collectively Scored and Analyzed Benchmark(s) of Proficiency and Mastery Ranks & Sorts State/Federal Accountability DURING THE LEARNINGAFTER THE LEARNING DailyWeeklyBiweekly MonthlyQuarterly SemesterAnnually Most FormativeMore FormativeMore SummativeMost Summative HIGHEST LEVERAGE PRACTICES ……………………………………………………… LOWEST LEVERAGE PRACTICES Forms of Assessment Pyramid Response to Interventions

23. Professional Development to Practice

24. External Assessment Ranks & Sorts State/Federal Accountability Forms of Assessment

25. Professional Development to Practice District-Level Assessment External Assessment Benchmark(s) of Proficiency and Mastery Ranks & Sorts State/Federal Accountability Forms of Assessment

26. Professional Development to Practice District-Level Assessment External Assessment Benchmark(s) of Proficiency and Mastery Ranks & Sorts State/Federal Accountability AFTER THE LEARNING Forms of Assessment

27. Professional Development to Practice Common Assessments formative | summative District-Level Assessment External Assessment Collaboratively Developed; Collectively Scored and Analyzed Benchmark(s) of Proficiency and Mastery Ranks & Sorts State/Federal Accountability AFTER THE LEARNING Forms of Assessment

28. Professional Development to Practice Classroom Assessment Common Assessments formative | summative District-Level Assessment External Assessment High-quality instruction Ongoing Student/ Teacher interaction Collaboratively Developed; Collectively Scored and Analyzed Benchmark(s) of Proficiency and Mastery Ranks & Sorts State/Federal Accountability AFTER THE LEARNING Forms of Assessment

29. Professional Development to Practice Classroom Assessment Common Assessments formative | summative District-Level Assessment External Assessment High-quality instruction Ongoing Student/ Teacher interaction Collaboratively Developed; Collectively Scored and Analyzed Benchmark(s) of Proficiency and Mastery Ranks & Sorts State/Federal Accountability DURING THE LEARNINGAFTER THE LEARNING Forms of Assessment

30. Professional Development to Practice Classroom Assessment Common Assessments formative | summative District-Level Assessment External Assessment High-quality instruction Ongoing Student/ Teacher interaction Collaboratively Developed; Collectively Scored and Analyzed Benchmark(s) of Proficiency and Mastery Ranks & Sorts State/Federal Accountability DURING THE LEARNINGAFTER THE LEARNING Forms of Assessment Pyramid Response to Interventions

31. Professional Development to Practice Classroom Assessment Common Assessments formative | summative District-Level Assessment External Assessment High-quality instruction Ongoing Student/ Teacher interaction Collaboratively Developed; Collectively Scored and Analyzed Benchmark(s) of Proficiency and Mastery Ranks & Sorts State/Federal Accountability DURING THE LEARNINGAFTER THE LEARNING DailyWeeklyBiweekly MonthlyQuarterly SemesterAnnually Most FormativeMore FormativeMore SummativeMost Summative HIGHEST LEVERAGE PRACTICES ……………………………………………………… LOWEST LEVERAGE PRACTICES Forms of Assessment Pyramid Response to Interventions

32. Professional Development to Practice Inside the Black Box: Raising Standards Through Classroom Assessment by Paul Black and Dylan Wiliam “All those activities undertaken by teachers that provide information to be used as feedback – and by their students in assessing themselves – to modify teaching and learning activities.” Available http://www.kappanmagazine.org/content/92/1/81.abstracthttp://www.kappanmagazine.org/content/92/1/81.abstract

33. Professional Development to Practice Common Formative Assessment Defined… Common formative assessment at the classroom level is a systematic and cyclical process designed to provide timely teacher/student feedback on curricula and student learning to improve both instructional practices and academic achievement.

34. Professional Development to Practice Metaphor  With a partner, complete the following prompt, Effective assessment is like a(n) _______________ because _________________.

35. Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education, #H323A120018. However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. KEYS TO QUALITY ASSESSMENT

36. Accurate Assessment WHY ASSESS? What’s the purpose? Who will use the results?

37. Accurate Assessment WHY ASSESS? What’s the purpose? ASSESS WHAT? What are the learning targets? Are they clear? Are they good? Who will use the results?

38. Accurate Assessment WHY ASSESS? What’s the purpose? ASSESS WHAT? What are the learning targets? Are they clear? Are they good? Who will use the results? ASSESS HOW? What method? Written well? Sampled how? Avoid bias how?

39. Effectively Used COMMUNICATE HOW? How is information managed? reported?

40. Accurate Assessment Effectively Used WHY ASSESS? What’s the purpose? ASSESS WHAT? What are the learning targets? Are they clear? Are they good? Who will use the results? ASSESS HOW? What method? Written well? Sampled how? Avoid bias how? COMMUNICATE HOW? How is information managed? reported?

41. Accurate Assessment Effectively Used WHY ASSESS? What’s the purpose? ASSESS WHAT? What are the learning targets? Are they clear? Are they good? Who will use the results? ASSESS HOW? What method? Written well? Sampled how? Avoid bias how? COMMUNICATE HOW? How is information managed? reported?

42. Accurate Assessment Effectively Used WHY ASSESS? What’s the purpose? ASSESS WHAT? What are the learning targets? Are they clear? Are they good? Who will use the results? ASSESS HOW? What method? Written well? Sampled how? Avoid bias how? COMMUNICATE HOW? How is information managed? reported? Students are users too! Students track progress and communication, too! Be sure students understand targets too! Students can participate in the process too!

43. Accurate Assessment WHY ASSESS? What’s the purpose? Who will use the results? Students are users too! This is what is charted in “Ways We Assess Now”

44. Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Comparing Assessment of learning and Assessment for Learning OFFOR

45. Professional Development to Practice “Because the same assessment can be used both formatively and summatively, terms formative and summative make much more sense as descriptions of the function that assessment data serve, rather than of the assessment instruments themselves.” - Wiliam & Black, 1996

46. Professional Development to Practice Focused Read  Individually read, “What is Formative Assessment?”  Code with: Affirms prior knowledge Surprised you You wish to know more about this  In groups of 3 or 4, share a or a

47. Professional Development to Practice QUIZ TIME! (a formative assessment)  Complete the last column, p. 47 Is the use formative or summative?

48. Professional Development to Practice Classroom Assessment Common Assessments formative | summative District-Level Assessment External Assessment High-quality instruction Ongoing Student/ Teacher interaction Collaboratively Developed; Collectively Scored and Analyzed Benchmark(s) of Proficiency and Mastery Ranks & Sorts State/Federal Accountability DURING THE LEARNINGAFTER THE LEARNING Assessment FOR …………………. OF Learning Forms of Assessment Pyramid Response to Interventions

49. Professional Development to Practice “Assessment is not something that is done to students separate and apart from instruction; assessment must be – must be seen to be – something that is done with students as an integral part of the learning process.” Ken O’Conner, 2002

50. Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice CLOSING & Follow-up Common Formative Assessment Overview

51. Professional Development to Practice As we conclude… Essential Questions:  What is the difference between assessment OF learning and assessment FOR learning?  What assessments are we currently doing?  Who are the users of assessment results?  For assessment instruments to have their greatest leverage, what function should they have?

52. Professional Development to Practice Practice Profile

53. Professional Development to Practice Implementation Fidelity

54. Professional Development to Practice Next Steps: Action=Results What steps will you take to start implementing?

55. Professional Development to Practice M.I.P. What is your “Most Important Point” ( M.I.P. ) from the morning?

56. Professional Development to Practice M.I.P. What is your “Most Important Point” ( M.I.P. ) from the morning? Locate your “Swap Meet” partner & have a standing conversation! Chris I spend about… I believe that…

57. Professional Development to Practice Module #1: Formative Assessment Overview and Understanding the Clear Purposes of Assessment Essential Questions:  What is the difference between assessment OF learning and assessment FOR learning?  What assessments are we currently doing?  Who are the users of assessment results?  For assessment instruments to have their greatest leverage, what function should they have?

58. Professional Development to Practice NOW WHAT? SO WHAT? HERE’S WHAT

59. Professional Development to Practice Inside the Black Box: Raising Standards Through Classroom Assessment by Paul Black and Dylan Wiliam “All those activities undertaken by teachers that provide information to be used as feedback – and by their students in assessing themselves – to modify teaching and learning activities.” Additional Resource for further learning: http://www.kappanmagazine.org/content/92/1/81.abstract

60. Professional Development to Practice Common Formative Assessment Defined… Common formative assessment at the classroom level is a systematic and cyclical process designed to provide timely teacher/student feedback on curricula and student learning to improve both instructional practices and academic achievement.

61. Professional Development to Practice ___________ Assessment Common Assessments ________ | _________ ______________ Assessment _____________ Assessment High-quality instruction Ongoing Student/ Teacher interaction Collaboratively _______________; Collectively Scored and Analyzed Benchmark(s) of Proficiency and Mastery Ranks & Sorts State/Federal Accountability __________ THE LEARNING____________THE LEARNING DailyWeeklyBiweekly MonthlyQuarterly SemesterAnnually Most FormativeMore FormativeMore SummativeMost Summative __________ LEVERAGE PRACTICES …………………………………… ________ LEVERAGE PRACTICES Forms of Assessment

62. _____________ What’s the purpose? _______________ What are the learning targets? Are they clear? Are they good? Who will use the results? ______________ What method? Written well? Sampled how? Avoid bias how? _____________ _______ How is information managed? reported? _______ are users too! Students track progress and communication, too! Be sure _______ understand targets too! Students can participate in the process too!