1. Assessment for Instruction Douglas Fisher www.fisherandfrey.com YouTube channel: fisherandfrey

2. Fisher & Frey, 2009 Feed up: establishing purpose Check for understanding: daily monitoring of learning Feed back: providing students with information about their success and needs Feed forward: using student performance for “next steps” instruction and feeding this into an instructional model

3. Feedback is not enough

4. Instruction and assessment must be linked …

5. TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson Guided Instruction “ I do it ” “ We do it ” “ You do it together ” Collaborative Independent “ You do it alone ” A Structure for Instruction that Works

6. Establishing Purpose: Why are we doing this anyway? Feed Up

7. Two Components: Content Purpose and Language Purpose

8. An analysis of the content standard Focuses on what can be accomplished toward the grade-level standard TODAY (in other words, it’s not the standard) Is a learning goal, not an activity (can be written as a goal or objective) What is a content purpose?

9. What is a language purpose? An analysis of the language demands of the task An understanding of the way students demonstrate their thinking through spoken or written language

10. Three Types of Language Purposes Vocabulary: (specialized, technical) Structure: (the way the vocabulary is used in sentences to express ideas) Function: (the intended use of those ideas) These language purposes build upon one another over a series of lessons.

11. Vocabulary Specialized –Words whose meaning changes depending on the context (problem, simplify, value) –Multiple meaning words (run, place) These can be “brick” or “mortar” words Technical –Words that represent one concept only (denominator, photosynthesis) These are the “bricks” of language

12. Language Structure Grammar/syntax: rules for language use (e.g., plurals, noun/verb agreement) Signal words: guideposts to support understanding of listener/reader (e.g., If/then, first, last, compared to) Frames and templates: scaffolds for apprentice language users (“On the one hand, ________. But on the other hand, _______.”)

13. Language Function Halliday identified 7 language functions (Instrumental, regulatory, interactional, personal, imaginative, heuristic, representational) that can be translated into classroom interactions –express an opinion, summarize, persuade, question, entertain, inform, sequence, disagree, debate, evaluate, justify

14. CO: Identify the phases of the moon. LP #1: Name the phases of the moon. (vocabulary) LP #2: Use sequence words (first, next, last) to describe the phases of the moon. (structure) LP #3: Explain how the moon, earth, and sun move through the phases. (function) CO: Identify the phases of the moon. LP #1: Name the phases of the moon. (vocabulary) LP #2: Use sequence words (first, next, last) to describe the phases of the moon. (structure) LP #3: Explain how the moon, earth, and sun move through the phases. (function) The same content objective can have many different language purposes

15. Check for Understanding: How am I doing?

16. Everybody got that? Any questions? Does that make sense? OK? How often do you do this?

17. Oral language Questioning Written language Projects and performance Tests Common assessments and consensus scoring

18. Given a word and conditions about the placement of the word, write a sentence. Forces attention to grammar and word meaning. Use student examples for editing. Generative Sentences

19. “Volcanoes” in the 4th Position

21. Try these... WordPositionLength cell3rd> 6 Because1st< 10 Constitutionlast= 10

22. Feed forward Where to next?

23. Misconception analysis Error analysis Error coding Feeding forward involves…

27. http://www.fisherandfrey.com