1. COP – Adding Conversations to our Assessment Practices

2. Don’t forget the Triangulation of Assessment… CONVERSATIONS Discussing learning with students OBSERVATIONS of Learning PRODUCTS Work students create

3. Good Assessment involves… …using a variety of assessment tools throughout the unit which reflect upon the various learners in the classroom …using a variety of assessment tools throughout the unit which reflect upon the various learners in the classroom … creating tools which accurately assess a student’s level of knowledge of the unit Outcomes … creating tools which accurately assess a student’s level of knowledge of the unit Outcomes … two or three pieces of evidence which proves students have reached the unit Outcomes … two or three pieces of evidence which proves students have reached the unit Outcomes … weighing practices and formal assessments differently in our Gradebook … weighing practices and formal assessments differently in our Gradebook …setting targets at the beginning of a unit and informing students of those targets/expectations with a rubric, etc. …setting targets at the beginning of a unit and informing students of those targets/expectations with a rubric, etc. … using/creating exemplars so that students can see the expectations of an activity or assessment … using/creating exemplars so that students can see the expectations of an activity or assessment

4. What do Conversations look like in my classroom? Individual conferencing between teacher and student Individual conferencing between teacher and student Small group conversations Small group conversations Socratic circles Socratic circles Whole class discussions Whole class discussions Any others??? Any others???

5. Planning Conversations must be planned for in order to be successful. They cannot “just happen”. Conversations must be planned for in order to be successful. They cannot “just happen”. Plan for a few classes where students can be busy working on a task while conversations are taking place. Plan for a few classes where students can be busy working on a task while conversations are taking place. Allow time so that if students do not do well during the first conversation that you will have time to touch base with them again. Allow time so that if students do not do well during the first conversation that you will have time to touch base with them again. Create a graphic organizer which allows students to organize ideas and is a “starting point” for conversations. Create a graphic organizer which allows students to organize ideas and is a “starting point” for conversations. You must establish: You must establish: when the conversations are going to take place when the conversations are going to take place what Outcome(s) you are assessing what Outcome(s) you are assessing how you will conduct the conversation how you will conduct the conversation how you will be marking the conversation (rubric) how you will be marking the conversation (rubric)

6. Samples

7. Suggestions… Case studies Case studies Steps in solving a math problem Steps in solving a math problem Book dicussions Book dicussions News of the day News of the day Major project (making sure everyone is on track) Major project (making sure everyone is on track) Others…… Others……