1. Formative Assessment Institute Presented by: Dr. Pam Lange

2. Outcomes To reconnect with colleagues. To continue dialogue about the Seven Strategies of Formative Assessment. To practice using strong and weak student work. To develop an awareness of formative assessment tools.

3. Wikispace http://bhsufai.tie2.wikispaces.net/ This is wrong on both the front and back of your binders!

4. Feedback I listened

5. Survey Monkey Results – March 2011

6. Homework Presentations: Save the Last Word for Me

7. Review Homework Presentation Review with mentor/mentee: 5 minute discussion at your table –Challenges –Successes –If you could make one suggestion, what would it be?

8. Structure for Discussion Protocol “Save the Last Word for Me” Homework Discussion Guide –You will be given extra time to fill this portion out. Discuss time limits – important Facilitator and Timekeeper

9. First Round First Round Grouping 4 to a group Different schools per group Three minutes to group

10. Discussion Guide

11. 10 minutes

12. Five Minute Reflection Homework Discussion Guide (bottom) Individually, take five minutes and reflect on the information you have learned. Ideas: –What might you like to report back to your team? –Suggestions for your district –Ideas that you might use in your position

13. Second Round Second Round Grouping 4 to a group Different schools per group Three minutes to group

14. 10 minutes

15. Reflection/Break Take a few minutes and reflect on the information you have learned. –Report back to your team –Suggestions for your district –Ideas that you might use

16. Involving Students in Looking at Strong & Weak Work

17. How might/did you introduce the concepts of quality to students? How will/did you make sure that students know which learning target(s) are addressed? How will/did you engage students in analyzing samples?

19. Performance Assessments Tasks & Criteria

20. Performance Assessment Stiggins refers to performance tasks and performance criteria. What are these? How are they different? How do they relate to performance assessments? What are some examples of each?

22. 2-4-8 Reflection Pair (someone not in your school) Define (in your own words) –Tasks –Criteria Give 2 examples (preferably not from the book) Pages 192 – 194

23. 2-4-8 Reflection Combine partners to make a team of 4 Share each partner’s definitions & examples Come to “team” consensus on a definition and examples for each term

24. 2-4-8 Reflection Combine the team of 4 to make a group of 8 Share each team’s definitions & examples Come to “group” consensus on a definition & examples for each term Put your definitions on chart paper and post Task DefinitionExamples Criteria DefinitionExamples

25. Performance Criteria Making clear decisions about your “criteria” before you begin will help make the scoring process quick, fair, and accurate.

26. Performance Criteria Performance Criteria Three Kinds For Teacher and Student Use 1. Checklists 2. Scoring Guides 3. Rubrics

27. 1. Checklists

28. Checklists – Defined

29. Checklists: Example Checklists: Example Oral Presentations What makes a good oral presentation?

30. Checklist – Oral Presentation

31. Checklists - Technology Develop checklists on-line Writing, science, oral presentations, multi-media http://pblchecklist.4teachers.org/checklist.shtml

32. 2. Scoring Guides

33. Scoring Guide Defined A scoring guide is nothing more than assigning points to items Designed to rate papers on separate criteria Doesn’t talk about the quality of the items

34. Scoring Guide: Example Scoring Guide: Example Oral Presentations What makes a good oral presentation? Assign points to the list of expectations.

35. 3. Rubrics

36. Rubrics – Defined Clear characteristics for each level of performance to be assessed. Students know what is expected, how well they have done, and what they need to accomplish in the future.

37. Rubrics – Defined Focus on one quality at a time 1.Teach students to self-assess and set goals. 2.Design lessons to focus on one aspect of quality at a time. We are going to take Delivery out and focus on that aspect only.

38. Rubrics: Example Rubrics: Example Oral Presentations What makes a good oral presentation? Focus on one quality at a time… Watch the videos and score the “Delivery” part of the rubric.

41. Rubrics 1234 What rating did you give speech #1?

42. Rubrics 1234 What rating did you give speech #3?

43. Rubrics 1234 What rating did you give speech #2?

45. Rubrics 1234

46. Rubrics Rubistar Handout http://rubistar.4teachers.org/index.php

47. Involving Students - Steps

48. Involving Students – Protocol

49. Recognize that children can express what they know and can do in many different ways. Evaluate progress as well as performance. Involve children in the process of assessing their own growth. Contribute to meaningful curriculum planning and the design of appropriate interventions. Give parents specific, direct, and understandable information about their child. Performance Assessments

50. 1. What are some advantages/disadvantages of using checklists, scoring guides, rubrics? 2. When might you use checklists, scoring guides, rubrics?

51. Descriptive Feedback

52. Seven Strategies for Assessment FOR Learning Where am I going? 1.Provide a clear and understandable vision of the learning target. 2.Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the gap? 5. Design lessons to focus on one aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self-reflection and let them keep track of and share their learning.

53. Chapter 3: Jigsaw All:55-56 #1:57-68 (Characteristic #1) #2:68-74 (Characteristic #2, 3, 4) #3:74-83 (Characteristic #5)

54. Chapter 3: Jigsaw 1’s meet together 2’s meet together 3’s meet together 5 minutes to discuss Large Group Report Out: Three big ideas the group must know to move forward with Descriptive Feedback.

55. Feedback, the Breakfast of Champions Dr. Ed Porthan: Get serious about feedback. Make it:  Immediate  Specific  Cause/effect  Coaching for growth  Preserving dignity

56. Feedback, the Breakfast of Champions Dr Robert Marzano: Powerful feedback is –Corrective –Timely –Specific –Self monitoring

57. Descriptive Feedback Stiggins The giving of marks and the grading function are overemphasized, while the giving of useful advice and the learning function are underemphasized. Always discuss what works and why and then give suggestions for fine-tuning and why. Feedback is most effective when it points out success and is designed to stimulate correction of errors relevant to the task.

58. Descriptive Feedback Stiggins “Providing students with descriptive feedback is a crucial part of increasing achievement. Feedback helps students answer the question, ‘Where am I now?’ with respect to ‘Where do I need to be?’ -Classroom Assessment for Student Learning, page 44

59. Descriptive Feedback

60. Give it a try

62. Descriptive Feedback Individually 1.Star three successful statements of descriptive feedback. 2.Circle three non- descriptive statements of feedback. As a team 3. Discuss the successful statements. What specifically helps students answer “Where am I now?”, “Where do I need to be?” 4. Discuss the non descriptive statements. Reword them to help students answer “Where am I now?”, “Where do I need to be?”

63. Let’s Practice

64. Birthday Line-up Grab copy of a the math assignment and samples in your handout. Grab four sticky notes. Quickly get in line according to your birthday: January birthdays at one end, December at the other. Finally, we will pair off.

65. Using the Feedback Determine who will be A and B. A will be the student for sample 1 B will be the student for sample 2

66. Using the Feedback Record feedback on sticky notes. Each person will give descriptive feedback in the following areas: –Strength or celebration (2 statements) (What you did well) – Coach for growth (2 statements) (What can you change for next time?)

67. Using the Feedback Record feedback on Flipcam. Each person will give descriptive feedback in the following areas: –Strength or celebration (2 statements) (What you did well) – Coach for growth (2 statements) (What can you change for next time?)

68. Using the Feedback As a table, discuss the feedback received. What could be added to the feedback?

69. How do I make it manageable? Grab a sticky note: K-1:Orange 2-3: Yellow 4-6: Green

70. How do I make it manageable? On your sticky note, write your best management tip to insure successful feedback for all students. Find someone else with the same color sticky note. Share your tip(s). Attach sticky note to matching chart paper.

71. Team Discussion Time

72. Formative Assessment Strategies Filling the Toolbox

73. Formative Assessment Tools

75. Marker Boards

76. What famous document begins: "When in the course of human events..."? The Declaration of Independence. What Marx Brother's name spelled backwards is the name of a daytime talk show host? Harpo

77. Marker Boards What was the only team to win two World Series in the 1980's? The Los Angeles Dodgers The 1980 Olympics were boycotted because of the USSR's invasion of which country? Afghanistan

78. Marker Boards How many songs from the Beatles "Sgt. Pepper's Lonely Hearts Club Band" were released as singles? Zero What mathematical symbol did math whiz Ferdinand von Lindemann determine to be a transcendental number in 1882? Pi

79. Chain Notes

80. What am I paying attention to?” “What am I learning right now?”

81. Quick Write

83. Pam’s Wikispace http://plange.tie.wikispaces.net/Presentations Quick Formative Assessments http://plange.tie.wikispaces.net/Presentations

84. Tic Tac Toe DI 4-12 Booklet pg 14-15

85. Tic Tac Toe

86. Choose a content area or class. Develop a Tic Tac Toe assignment and complete in the chart provided. When could a teacher use Tic Tac Toe? What grade level would be appropriate for Tic Tac Toe? How could this be used as a formative assessment?

87. Questions Discussions