1. NC FALCON: Module III Collecting & Documenting Evidence February 2011 East Elementary

2. Introduction Using a variety of methods to determine… Using a variety of methods to determine… where students are in their learning. where students are in their learning. the tools that can be used to document this evidence. the tools that can be used to document this evidence. Methods need to align with the learning targets and criteria for success!

3. Formative Assessment Model http://center.ncsu.edu/falcon/mod/resource/view.php?id=267

4. Where Am I Now? Teachers and Students…. Teachers and Students…. Collect Evidence of Learning to determine where students are in relation to the intended learning outcomes. Collect Evidence of Learning to determine where students are in relation to the intended learning outcomes. Document Evidence of Learning to record learning as it happens and to communicate this progress to their students and parents. Document Evidence of Learning to record learning as it happens and to communicate this progress to their students and parents.

5. Inside/Outside of the Box We need to start thinking a little “outside the box” when it comes to types of assessment. We need to start thinking a little “outside the box” when it comes to types of assessment. Brainstorm with your table group ways that you assess student learning other than the traditional “test/quiz” way. Brainstorm with your table group ways that you assess student learning other than the traditional “test/quiz” way. Write each way on a separate index card with a little description of how it is done. Write each way on a separate index card with a little description of how it is done. DON’T put them in the box just yet!!

21. What happened to the word “TEST” ?

22. Collecting Evidence Use multiple ways to allow students to show what they have learned Use multiple ways to allow students to show what they have learned Important that teachers use multiple methods that allow them to know where each student is in reaching the learning target Important that teachers use multiple methods that allow them to know where each student is in reaching the learning target Provides the opportunity for teachers to differentiate instruction and move students towards their learning target. Provides the opportunity for teachers to differentiate instruction and move students towards their learning target.

23. Let’s take a look back…. Understand the use of non- standard units in measurement of length, mass, and capacity. Demonstrate appropriate use of non-standard units in measuring length. I can explain length using words or pictures. I will be able to identify the longest side of an object. I will explain that length is the longest side of an object or draw a picture that shows the longest side of an object. I can measure the length of an object using items from the classroom (markers, paperclips, etc). I can tell how using different items to measure the length of the same object is the same or different. Clear Learning Target Criteria for Success What is a possible strategy for collecting evidence (that aligns)?

24. Possible Strategies for Collecting Evidence of Learning: Use Exit Tickets, have students draw pictures illustrating the concept of length or write sentences that explain length.

25. Your Turn: At your table: At your table: Work together to think of a way of collecting evidence for the following: Work together to think of a way of collecting evidence for the following: Learning Target: Learning Target: I can measure length of an object using items from the classroom. I can measure length of an object using items from the classroom. Criteria for Success: Criteria for Success: I will line up the item from end-to end. I will line up the item from end-to end. I will use the same item to measure from end-to- end. I will use the same item to measure from end-to- end. I will not have any gaps or overlaps. I will not have any gaps or overlaps.

27. Documenting Evidence Should reflect the learning adequately and appropriately Should reflect the learning adequately and appropriately Provide enough information to make sound decision that inform instruction and improve student learning. Provide enough information to make sound decision that inform instruction and improve student learning.Examples: * Mental Notes * Mental Notes * Symbolic indicators on seating charts or rosters * Symbolic indicators on seating charts or rosters * Audio/Video recordings * Audio/Video recordings * “My progress” forms * “My progress” forms * Conference notes, etc. * Conference notes, etc.

28. Table Talk Look at the 2 nd grade example Look at the 2 nd grade example Use your same assigned learning target Use your same assigned learning target What are some examples of possible ways to document evidence for the learning targets? What are some examples of possible ways to document evidence for the learning targets? Share out Share out Let’s take a look Let’s take a look

29. NC Falcon 2 nd grade example with all 4 columns

30. Gallery Walk Six charts have been placed around the room with learning targets from each grade level. Six charts have been placed around the room with learning targets from each grade level. In groups, rotate to each poster and add ways that these teams could collect and document evidence. In groups, rotate to each poster and add ways that these teams could collect and document evidence.

31. Reflection Exit Slip- Muddiest point Exit Slip- Muddiest point Plus / Delta Plus / Delta