1. Leadership for the Common Core in Mathematics (CCLM^2) Project
Disclaimer
Leadership for the Common Core in Mathematics (CCLM^2) Project
University of Wisconsin-Milwaukee, 2013–2014
This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes.
This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.

2. Common Core Leadership in Mathematics (CCLM)
Inside the Black Box
Common Core Leadership in Mathematics (CCLM)

3. Debriefing Homework Purpose:
To share and discuss the important ideas presented in the article, Inside the Black Box.
You will need homework sheet and a pencil.
Find a person in the room. Share and reflect on one of the ideas written in one of your boxes. The listener has two choices;
Recognizes they have a similar idea and shares their thinking or
Writes the idea, that was shared with them, in one of their empty boxes. When the idea is discussed put a check mark in the box.

4. Debriefing Homework Remember ---
For each idea, talk with a new person.
Goal is to have all boxes checked.
Not a Bingo Game but a Learning Experience.

5. Learning Targets and Success Criteria
We are deepening our understanding of formative assessment – what the research says and what that means for our classrooms.
Success Criteria:
We can apply our learning of formative assessment to our classroom practice.

6. The Word “assess”
Comes from the Latin verb ‘assidere’ meaning “to sit with”. In assessment one is supposed to sit with the learner. This implies it is something we do with and for students and not to students (Green, 1998)

7. What are Summative and Formative Assessment?
The garden analogy
If we think of our children as plants …
Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants.
Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth.

8. Question #1 Does improving formative assessment raise standards
Question #1 Does improving formative assessment raise standards? Question # 2 Is there room for improvement? Question # 3 How can we improve formative assessment?

9. The Black Box: Findings
Black and Wiliam’s research indicates that improving learning through assessment depends on five deceptively simple factors
Provide effective feedback to students.
Students’ active involvement in their own learning.
Adjust teaching to take account of the results of assessment.
Recognize the profound influence of assessment on students’ motivation and self-esteem - both crucial influences on learning.
Ensure students assess themselves and understand how to improve.

10. What does this mean for our classroom practice?
Share learning goals with students.
Involve students in self-assessment.
Provide feedback that helps students recognize their next steps and how to take them.
Be confident that every student can improve.
Here are the 7 strategies that were discussed.

11. Vignettes on Formative Assessment

12. 7 Specific Strategies for Students
Student friendly targets from the beginning.
Models of strong and weak work.
Continuous descriptive feedback.
Teach self-assessment and goal setting.
Teach one facet at a time.
Teach focused revision.
Teach self-reflection to track growth.
Here are the 7 strategies that were discussed.

13. Vignettes
Purpose: to deepen our understanding of formative assessment and recognize formative assessment strategies in classroom practice.
Here are the 7 strategies that were discussed.

14. Vignette Set A
The vignettes are taken from teacher observations conducted in a variety of schools across the U.S.
There are examples and non-examples of formative assessment.
As individuals:
Read each vignette.
As a group:
Identify if it is an example or non-example of formative assessment.
Identify the formative assessment strategies.
Everyone will record strategies on recording sheet.
Here are the 7 strategies that were discussed.

15. Vignette Set B As individuals: Read each vignette.
These vignettes illustrate extended examples of formative assessment practices and the interconnectedness of the various attributes. They should not be viewed as a complete description of formative assessment. It’s about how several strategies appear across vignettes.
As individuals:
Read each vignette.
Identify the formative assessment strategies.
Record strategies on recording sheet.
As a group:
Discuss strategies from the recording sheet. (5 minutes max per vignette)
Repeat process
Here are the 7 strategies that were discussed.

16. Linking to Our Classroom Practice
Now that you have discussed these vignette’s in relation to classroom practice, it is time to connect this back to your classroom practice. Take out your notebook. Find two pages from Tuesday 1) Assessment System 2) Wants and How Reflect on the Wants and How Page first. What are the wants? How do they connect to the 7 strategies of FA? What would you like to add to Your Assessment System for the fall of the year?
Here are the 7 strategies that were discussed.