1. ASSESSMENT Collaborative Creation of Assessment Plans

2. Rate yourself on what you already know about formative assessment. Use the scale below to guide your reflection. 2

3. CREATING AN ASSESSMENT PLAN For each learning goal, you should have an assessment plan. This assessment plan should include the following pieces: Dozens of quick checks for understanding -informal, often whole-class measures that take just moments Scales -so that students can self-reflect and monitor their own progress along the way Multiple formal formative assessments -written or product- based assessments that give insight to not only if students understand, but what PART(s) students don’t understand A summative assessment -to determine the student’s mastery of the knowledge and skills in the learning goal 3

4. EXAMPLES OF QUICK CHECKS White boards Clickers Thumbs up/down Think-Pair-Share Paraphrasing Graphic Organizers Games Bell Work Learning logs Questions 4

5. FORMATIVE VS. SUMMATIVE Formative assessment is assessment FOR learning, where the goal is to see what students have learned thus far, and where their gaps are, so that instruction can be adjusted to meet students where they are. Quick checks and scales are both types of formative assessment, but they are informal Summative assessment is assessment OF learning. The goal is to determine a student’s level of mastery of the learning goal. 5

6. WHY FORMATIVE ASSESSMENT? Student engagement and motivation To know how well your students are learning To ensure that your students know how well they are learning To use the data you gather from the assessments to immediately modify instruction and ensure student mastery 6

7. WHERE DO WE START? In order to create assessments for your plan, we must first determine WHAT exactly we will be assessing. In your groups, using the learning goal that you created, discuss the answers to the following questions: How will you determine what to assess in your quick checks? How will you determine how many formal formative assessments to give? How will you determine the content of those formative assessments? 7

8. In the pattern to the right, locate the five-pointed star. 8

9. If I provide additional information (block out part of the picture), does that help you identify the target? 9

10. If I provide even more information (block out more of the picture), does it help you identify the target? 10

11. Rick Stiggins the guru of assessment says, “Teachers and students can hit any target they can see.” 11

12. WHY STUDENTS NEED LEARNING TARGETS Learning GoalLearning Target 12

13. WHAT IS A LEARNING TARGET? A learning target describes the intended lesson-sized* learning outcome and the nature of evidence that will determine mastery of that outcome from a student’s point of view. It contains the immediate learning aims for today’s lesson. *Lesson-sized does not mean “an hour.” Many lessons, especially CCSS lessons take place over multiple class periods. 13

14. LEARNING TARGETS Statements of intended learning based on the standards Student-friendly language Specific to the lesson Directly connected to assessment Address cognitive demand 14

15. Learning GoalLearning TargetsDepth of Knowledge I can create learning targets and develop appropriate formative assessments. I know how to use formative assessment to meet students’ instructional needs. I can identify a learning target. I know what a formative assessment is. I can explain the relationship between learning targets and formative assessments. Level 1 (Recall) Level 2 (Skill/Concept) I can develop a formative assessment aligned with a learning target. I can use data from formative assessment results to create instruction that meets the individual needs of all learners. Level 3 (Strategic Thinking) Level 4 (Extended Thinking) 15

16. TYPES OF LEARNING TARGETS Knowledge Know and understand subject matter content “I can label parts of a cell.” Reasoning Use and apply knowledge “I can compare types of government.” Skills Performance must be observed “I can measure the length of an object.” Products Tangible products that illustrate learning “I can create a model of the solar system.” 16

17. LEARNING PROGRESSION Going Beyond the Learning Goal These targets are for students who have already mastered the standard or learning goal and are ready for enrichment. Mastering the Standard/Learning Goal These targets are the minimum level all students need to master. Mastering these targets means that the student is “working on grade level.” Laying the Base (Foundation Learning) These targets contain prior knowledge and skills students must have in order to master the standard. 17

18. PUTTING THE PIECES TOGETHER Instruction Learning ActivitiesLearning Assignments Assessment Quick ChecksScalesFormativeSummative Learning Goal Learning Target 18

19. CREATING FORMATIVE ASSESSMENTS Remember that formative assessments must match the level of rigor AND the type of learning (knowledge, reasoning, skills, products). Formative assessments must also do more than just tell you if a student doesn’t understand, it must give you enough information that you know WHY a student doesn’t understand. 19

20. TRADITIONAL ASSESSMENT What is the value of 7 in 470, 853? o 700,000 o 70,000 o 7,000 o 700 CCSS Number & Operations: Place Value What are the limitations of this assessment item or a formative assessment of 20 items like this? 20

21. ENHANCED FORMATIVE ASSESSMENT Record two numbers greater than 470,853 using exactly the same digits. Explain how you know your numbers have a greater value. What are the benefits of using a formative assessment item like this instead? 21

22. LET’S BEGIN OUR ASSESSMENT PLAN! Before you leave today, you will need to develop three products: Multiple learning targets for your learning goal. The targets should be ordered so that they increase in complexity. A basic outline of what assessments will be given, how they will be given, and when A formative assessment, collaboratively developed, and aligned in content and rigor with one of the learning targets Record your plan and assessment on the template provided. Email your completed template to churcha@nefec.org. Include the content area, grade level, and team members’ names in the email. All plans will be posted on the SEEC website.churcha@nefec.org 22

23. Rate yourself on what you learned about formative assessment. Use the scale below to guide your reflection. 23