1. Developing Effective Writing Assessment a process approach Day 2 – March 22, 2012

2. “I don’t know what I think until I write it down.” Norman Mailer “I write entirely to find out what I’m thinking, what I’m looking at, what I see and what it means. What I want and what I fear.” Joan Didion “...all writers are ‘compelled to write to see what their words tell them.’” Donald Murray

3. 1.Define the learning goals 2.Identify criteria for success 3.Elicit evidence 4.Collect evidence 5.Identify the gap between performance and the expectation 6.Plan instruction modifications to close the gap Developing Formative Assessment

4. Using a Writing Continuum – a backwards approach What are the criteria for success? What learning goals are leveraged? – How do these align with our Standards/ Learning Targets?

5. Using a Writing Continuum – a backwards approach Elicit evidence & Collect evidence Evaluate usefulness in identifying learning gap between performance and the expectation Plan instruction modifications to close the gap / how tool might be used on a larger scale.

6. Narrow Our Focus 1.Select a Type of Writing Continuum 2.Identify the learning targets leveraged in the continuum / create a list 3.Locate these targets in the CCSS

7. Narrow Our Focus Brainstorm: 1.What other targets might require assessment/ evaluation? 2.What might that assessment look like? 3.What do other educators need to know/ be able to do with this information?

8. “I don’t know what I think until I write it down.” Norman Mailer “I write entirely to find out what I’m thinking, what I’m looking at, what I see and what it means. What I want and what I fear.” Joan Didion “...all writers are ‘compelled to write to see what their words tell them.’” Donald Murray

9. Narrow Our Focus Brainstorm: 1.What other targets might require assessment/ evaluation? 2.What might that assessment look like? 3.What do other educators need to know/ be able to do with this information? Student samples to bring next time for review and discussion.

10. Next Steps: