2. Assessment in Action  Survey results indicated:  Assessment Strategies = TOP priority Future targets: Assessment Uses (March) Instructional Strategies (April) Differentiation (May)  Share Classroom Examples  Demonstrate Active Teaching Ideas

3. TODAY’S GOALS: o Be able to describe the “What?” and “Why?” of Formative Assessment o Identify FIVE for FEBRUARY (five formative assessments you will use this month) ASSESSMENT STRATEGIES

4. Formative VS Summative  Used as understanding is “formed”; measure progress toward learning targets  May or may not be used for a grade  Should these type of grades be “in transition”?  Requires a response to results!  Used to evaluate “sum total” of understanding; measures mastery of learning targets  Typically associated with a grade  Ideally associated with a response, but reality demands accountability also. FORMATIVESUMMATIVE

5. Today’s focus…  FORMATIVE ASSESSMENT STRATEGIES:  Assessments  Observations  Summaries  Reviews  Provide students feedback  Frequent  Individual and collaborative  Responsive

6. Where do you stand?  I measure student learning every day.  I struggle to fit assessment into my lessons.  I make assessment a priority.  I am in an assessment rut.  I do not always know how to use my assessment results.

7. Tech Based Assessment  Plicker Cards  Socrative  Kahoot  Exit Polls  OTHER IDEAS?

8. Using “On-Hand” Items  Post-its (Stop Light, Parking Meter, Most Important Thing)  Dry Erase Boards  Trash Talk  Graffiti/Chalk Talk  Anything Active  OTHER IDEAS?

9. Active Assessment  Where do you stand?  Fuel Gauge Arm  Give Me Five  Thumbs Up!  Carousel Brainstorming  Play-doh Practice  Scategories Session  Charades  Human…(Model, Timeline, Equation)  OTHER IDEAS?

10. Carousel Brainstorming  What you like…in your classroom…how you could use…what you would change…

11. Show & Tell  What does assessment look like in your classroom???

12. Pick a practice…  Infinitely Reusable Math Folder Infinitely Reusable Math Folder  Assess and Plan with Exit Tickets Assess and Plan with Exit Tickets  The Stoplight Method: An End of Lesson Assessment The Stoplight Method: An End of Lesson Assessment  Formative Assessment Using the U-P-S Process Formative Assessment Using the U-P-S Process  MATH  Text What You Learned: Using Technology to Assess Text What You Learned: Using Technology to Assess  Fist to Five Feedback Fist to Five Feedback  Self-Assessment and Peer Support Self-Assessment and Peer Support  Fast Forward to 0:30

13. Managing the Madness  Keep a resource file close to your copy supplies.  Commit to the minute.  Purge!  Streamline the effort (no need to differentiate the differentiator…)  OTHER IDEAS?

14. Ticket Out!  Something causing you to be anxious and/or in disagreement  Something you are still curious about/need more ideas or information  Something you are excited to try new in February AND Share your “Five for February” with a partner – hold each other accountable!