1. Rigor and Assessment with Common Core Lacey Hoogland

2. Outcomes Increase knowledge on the use of Formative Assessments guiding instruction Discuss increase in Rigor needed for Common Core Increase knowledge of essential Verbs for instruction Tie it all together

3. Tying it All Together

4. Lesson Objective Descriptive Feedback Learning Target Descriptive Feedback

5. Tool: What/How What (Do you know?) How (Do you know it?)

6. What Chappuis Says... As you read pages 3-14, use the following marks: ? For something you have a question about ! For something you agree with * For something new you learned You will have 10 minutes to read and make notes

7. Most Important Formative assessments are NOT for scores. ASSESSMENTS ARE TO HELP STUDENTS.

9. Assessment for Learning “Assessment FOR learning turns the classroom assessment process and its results into an instructional intervention designed to increase, not merely monitor, student learning.” Council of Chief State School Officers

10. Thinking About Assessment Decisions about assessment happen about every three to four minutes. What do assessments tell us? How are we using assessments to guide instruction?

11. Thinking About Assessment Assessments shouldn’t tell kids, “You’re dumb today. You were dumb yesterday. And you’ll probably be dumb tomorrow. But thanks for coming back.”

12. Thinking about Assessment What’s actually at stake for students? – Based on assessments, each will decide whether or not he or she is smart or not. What’s actually at stake for teachers? – Assessment drives instruction. The information sets out the map, the road before us.

13. Assessment for Learning Story of Emily Video clip of interview with Emily

14. Assessment for Learning The story of Emily really brought home to me that if assessment is going to be a tool for learning, students need to: – know where they are going – know where they are now – know how to close the gap.

15. Learning Targets /Lesson Objective What is the intended learning? That’s the learning target or lesson objective!

16. Lesson Objectives and Assessments How do we diagnose whether or not our assessments reflect our learning targets?

17. What is the intended learning? Learner Outcomes: define lesson objective identify five parts of clear lesson objective connect assessment planning to lesson objective critique how well an assessment reflects lesson objective We are learning to… We are looking for...

18. Sample Lesson Objective Elem. RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. H.S. Algebra N.Q.2 Define appropriate quantities for the purpose of descriptive modeling.

19. The key to improving student achievement is not looking at how to assess, but focusing instead on WHAT to assess.

20. We should examine whether or not our assessments reflect clear and important lesson objectives.

21. Tying it All Together

25. Rigor is … the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.

27. Listen…and prepare to retell Traveler Safety Message #1 Retell this to your partner. Traveler Safety Message #2 Retell this to your partner. Which message was the easier one to remember and/or retell? Why do you think that is? Story

28. Mental duct tape— like mental Velcro but stronger! The Kidney Heist and other urban legends Successful is predictable. Stickiness

30. The Curse of Knowledge Partner up! Tappers—you will tap out a song Listeners—you will try to guess the song

31. Results How many of you thought you did a great job of tapping out the song? How many of you correctly guessed the song? Perception 1 in 2 50% Reality 1 in 40 2.5%

32. Clarifying Content Priorities Big Ideas Important to Know Worth Being Familiar With Nice to know Foundational Concept Skills Big Picture

33. Unexpected Surprise—gets attention Interest—keeps attention Avoid gimmickry; create a GAP Gaps between what we know and what we want to know create curiosity. K-W-L Charts Open the gap by creating a mental itch. http://www.aef.com/exhibits/social_responsibility/ad_council/2434 Unexpected

34. Concrete Write down as many things you can think of that are white in color.

35. Concrete Write down as many white things in your refrigerator as you can think of.

36. Concrete Most people can list as many white things in their fridge, as they can list white things in general, despite the fact that our fridges do not normally encompass a large part of the universe. Concrete

37. Think about a unit you will teach soon! Which SUCCESS principles will you utilize in teaching this unit?

38. Tying it All Together

39. Verbs Every Student Should Know McREL completed a research study on the use of vocabulary found on standardized tests. Almost forty percent of errors on standardized tests, due to the misunderstanding of directions or question stems due to vocabulary students did not know or understand.

40. Verbs Every Student Should Know Trace Analyze Infer Evaluate Formulate Describe Support Explain Summarize Compare Contrast Predict

41. 12 Verbs

42. Questioning

43. Verbs to Create Questions As a group of 4  Determine a topic to practice writing questions.  Roll the dice -- if you get a number one, you need to ask a question about the topic that fits the 1st level of Blooms, a 3 the 3rd level of Blooms (application), etc.

44. Verbs to Create Questions What questions were the easiest to write? What questions were more difficult to write?

45. Better Questioning We need to ask fewer questions that are better … not like Rapid Creek – a mile wide and an inch deep, but like a segment of the oceanic Marianas Trench – 50 yards wide and 2 MILES deep.

46. Tying it All Together

47. Creating Questions Why might it be important to compose questions prior to teaching a lesson or preparing a unit?

48. Tool: Exit Card  Write down 3 things you learned.  Write down 2 things you are pondering.  Write down 1 question you have.