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Foundational Practices in the 3-8 ELA Modules

The Impact of Student-Engaged Assessment

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Learning Targets

•I can describe the impact of student-engaged assessment practices on student achievement.

•I can describe the impact of the use student-friendly learning targets on student achievement.

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Tell an Assessment Story• Tell an assessment “story” – a time when you

were a student and were “assessed.”

• This could be in school K-12, college, flying a plane...context does not matter.

Which memories surface and why? What are the characteristics of that experience

and your feelings associated with it (could be positive or negative).

• Jot notes if you like.

• Share with a table partner.

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Student-Engaged Assessment

“…Those practices call for teachers to help students understand what good work looks like from the very beginning of the learning, help students learn to self assess by comparing their work to that standard of excellence so as to see the differences, and help students learn how to close the gap between the two….Once again, when these principles play out as a matter of routine in classrooms, profound achievement gains result with the largest gains for low achievers.”

- Rick Stiggins, “Assessment for learning, the achievement gap, and truly effective schools” (2008).

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What? So What? Now What?

• Read the article, “Assessment through the Student’s Eyes”.

• Select at least 5 specific ideas to include on the “What...So What…Now What?” note catcher.

What: Specific idea captured from article

So What: What the idea means to me

Now What: How my practice might change; what I

might expect to see in the lessons

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Protocol for Discussion• Form groups of 3-4.

• The first person begins by reading their first “What” from the article (one thought or one quote only). Then, in less than 2 minutes, this person describes the “So What.”

• Each person in the circle responds to that quote or thought and what the presenter said, in less than 1 minute each.

• The next person in the circle then shares his or her first “What?”(or the second one if the first one just was said). This process continues until each person has had a chance to share a “What.”

• The person that began now says the “Now What” he/she recorded, along with any new thinking that came from the discussion. This is a synthesis “Now What” and may be bigger than what was originally recorded. What is his or her reaction to what has been said overall? No more than 1 minute.

• When everyone has contributed, the group has an open discussion.

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Student-Engaged Assessment Assessment

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Video: “Students Unpack a Learning Target”

Capture your thinking on the first page of the Learning Targets Recording Form in your Participant’s Notebook as you watch.

What you will see is regular practice in module lessons.

You will be sharing your thinking with a partner after you view the video.

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Learning Target

• I can describe how student engaged assessment practices are used in the modules.

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Share with Partner

• In grade _ module _ lesson _, student-engaged assessment practices are shown when students are asked to ___________.

• The impact of that on students’ learning is _____________.

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Please use your Reflection Form to capture your new learning and thinking on the session.

THANK YOU!

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