FORMATIVE ASSESSMENT: THE HEART OF INSTRUCTIONAL PRACTICESession One

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FORMATIVE ASSESSMENT: THE HEART OF INSTRUCTIONAL PRACTICE

SESSION 1

• Welcome!• Introductions• Housekeeping Items• Video: Motivation for Teachers

https://www.youtube.com/watch?v=Swnt0wvBDsE

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WRITE A CAPTION

Based on your observations of the picture you were provided, write an appropriate caption

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Learning Goals Success Criteria

I can:• Apply the formative

assessment process• Identify student learning

gaps• Modify instruction to address

those gaps• Access the Smarter Balanced

Digital Library to find resources that support the formative assessment process

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Learning Goals and Success Criteria forTwo-Day Series

• Understand what formative assessment is and is not

• Understand the relationship between formative assessment and lesson design

• Learn the Formative Assessment Process

• Learn how to use the Smarter Balanced Digital Library as a resource for lesson/unit planning and the formative assessment process

• Understand that formative assessment takes on many different forms and is not just one test

Learning Goals

• Understand the definition and characteristics of formative assessment

• Understand the importance and development of learning goals and success criteria

Success Criteria

I can:• Define formative

assessment and explain the key characteristics.

• Identify and develop quality learning goals and success criteria.

• Explain the importance of success criteria in formative assessment.

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Learning Goals and Success Criteria for today

WE ARE ALL CONNECTED TO THE STANDARDS

• Venn Diagram…

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THE BIG IDEASSEVEN CAPACITIES Students who are successful in

literacy…

• Demonstrate independence

• Build strong content knowledge

• Respond to the varying demands of audience, task, purpose, and discipline

• Comprehend as well as critique

• Value evidence

• Use technology strategically and capably

• Come to understand other perspectives and cultures

Introduction ELA CCSS, p. 7

SEVEN CAPACITIES: CCSS FOR ELA & LITERACY IN HISTORY/SS, SCIENCE & TECHNICAL SUBJECTS

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A-B JIGSAW ACTIVITY

●Divide into A-B Partners○Partner A takes Column 1○Partner B takes Column 2

Jigsaw by sharing with each other highlights from the Capacities in your column

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SEVEN CAPACITIES: TEACHER INSTRUCTIONAL STRATEGIES TO ENGAGE STUDENTS IN THE COMMON CORE “HABITS OF MIND”

ORANGE COUNTY DEPT OF EDUCATION

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A-B JIGSAW ACTIVITY

●Divide into A-B Partners Again○Partner A takes Top Half○Partner B takes Bottom Half

Jigsaw by sharing with each other highlights from your section

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THE CCSS REQUIRES THREE SHIFTS IN ELA/LITERACY

1. Building knowledge through content-rich nonfiction

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

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FINGERS UP! (FIST TO FIVE)

To self-assess your current practice of Formative Assessment…

●Similar to thumbs up/down/middle:●Choose option or match using 0, 1, 2, 3, 4, or 5 fingers held up with 0 meaning “I need a lot of help” and 5 meaning “I use it throughout my lessons and to adjust instruction.”

54 Examples of Formative AssessmentBy David Wees

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WHAT IS FORMATIVE ASSESSMENT?

Word Sort●Using the word cards at your table, categorize each term or phrase as either relating to summative or formative assessment. ●Discuss your grouping rationale with colleagues at your table.●Feel free to add terms or phrases to the word sort.●Table discussion – current thoughts on def. of formative, experiences

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DiscussionWith colleagues at your table discuss your current thoughts and experiences regarding formative assessment.

●How would you define formative assessment? ●What is the connection between classroom instruction, Washington State Learning Standards, and assessment?

WHAT IS FORMATIVE ASSESSMENT?

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Break

READ “WHAT DOES THE RESEARCH SAY: THE BENEFITS OF FORMATIVE ASSESSMENT”

● Text Rendering ProtocolHighlight a sentence, a phrase and a word that resonate your learning from this article.

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FORMATIVE ASSESSMENT PROCESS

Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals.

~ Compiled by the Digital Library National Advisory Panel

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Elicit

Evidence

Act on

EvidenceInterpret

Evidence

Clarify

Intended

Learning

Assessment for Learning

vs

Assessment of Learning

https://www.youtube.com/watch?v=mjmM1iN-m-E&list=PLsokO0zHGUE_ZS5GtuATlVmTa-UTqVNz7

NOT JUST A TEST!

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• Learning Progressions should clearly articulate the sub-goals of the ultimate learning goal.

• Learning Goals and Criteria for Success should be clearly identified and communicated to students.

• Students should be provided with descriptive evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.

• Both self- and peer assessment are important for providing students an opportunity to think meta-cognitively about their learning.

• A classroom culture in which teachers and students are collaborative partners in learning should be established.

FIVE ATTRIBUTES OF FORMATIVE ASSESSMENT

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•Swap Meet● Write down two connections between

formative assessment and the standards.

● Swap with two other people in the room.

● Gather back at your table with your new statements. As a table group look for patterns.

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MAKING CONNECTIONS

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VIDEO

https://www.youtube.com/watch?v=HcLMlY6R7RM

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LUNCH

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Learning Goals

• Understand the definition and characteristics of formative assessment

• Understand the importance and development of learning goals and success criteria

Success Criteria

I can:• Define formative

assessment and explain the key characteristics.

• Identify and develop quality learning goals and success criteria.

• Explain the importance of success criteria in formative assessment.

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FOUR STEPS OF THE FORMATIVE ASSESSMENT PROCESS

Clarify IntendedLearning

Elicit Evidence

Act onEvidence

Interpret Evidence

o Learning Goalso Success Criteria

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QUALITY LEARNING GOALS: FOCUS ON STUDENTS’ UNDERSTANDING

• Clear• Manageable• Appropriate to students’

learning needs• Aligned with success

criteria• Communicated with

students

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Learning Goal Not a Learning Goal

• Understand that the main idea conveys an important point the author is trying to make.

• Main Idea. (topic)• Find the main idea. (activity)• What is the main idea of a

paragraph? (question)

• Understand that text-based details are designed to support the main idea of a text

• Supporting details. (topic)• Determine which detail supports

the main idea. (activity)• How do you tell if a detail

supports the main idea? (question)

LEARNING GOAL VS. TOPICS, ACTIVITIES, & QUESTIONS

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Using Handout complete the following task with a colleague at your table:

•Determine if each listed statement is a learning goal (LG), a topic (T), an activity (A), or a question (Q).

LEARNING GOAL VS. TOPICS, ACTIVITIES, & QUESTIONS *

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• Success criteria are indicators that show that students have met the learning goal.

• Success criteria are indicators of students’ learning.

• Success criteria indicate what students say, do, make, or write.

QUALITY SUCCESS CRITERIA: FOCUS ON STUDENT ACTIONS DEMONSTRATING LEARNING

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CLAPPING INSTITUTE

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QUALITY SUCCESS CRITERIA

• Clear• Aligned with learning

goals• Fair and unbiased• Communicated to the

learner• Made explicit through

examples

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Big Idea:Authors use main ideas to convey important messages in the text and use key details to support those messages

Learning Goals Success Criteria For students

Students understand that:main idea=author’s message about a topic, minus the details

•Main idea is found in the text.

•Details are pieces of information that support the main idea.

•There is a process to identify the main idea in the text.

Students can:

•locate in the text where the author conveys the main message and explain why they think it is the main message.

•tell or write (in their own words) a brief statement that explains the author’s message.

•tell or write how the author uses details to support the main idea.

Learning Goals

We’ll be learning that authors have a message for the reader. We’ll also learn how to identify what the message is about and how the author uses details to support the message.

Success Criteria

I can tell or write a statement that explains the author’s message.

I can explain how the details support the main message.

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EXAMINING READING STANDARD 1 FOR INFORMATIONAL TEXT K-2

WHAT ARE THE CHANGES GRADE TO GRADE?

Kindergartners Grade 1 Grade 2

1. With prompting and support, ask and answer questions about key details in a text.

1. Ask and answer questions about key details in a text.

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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EXAMINING READING STANDARD 1 FOR

INFORMATIONAL TEXT 3-5 WHAT ARE THE CHANGES GRADE

TO GRADE?

Grade 3 Grade 4 Grade 5

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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Grade 6 Grade 7 Grade 8

1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1. Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

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Examining Reading Standard 1 for Informational text 6-8

What are the changes grade to grade?

Grades 9-10 Grades 11-12

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences from the text.

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

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Examining Reading Standard 1 for Informational text 9 - 12

What are the changes grade to grade?

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Bloom’s Taxonomy & Depth of Knowledge

The thinking (verbs) reveal a deepening of the cognitive process through a standard from K-12 but, context and content (nouns) also need to be considered

ANSEL ADAMS, PAINTING WITH LIGHT

38Image credit: J. Malcolm Greany/Yosemite Field School

To Develop a Learning Goal, consider: What will students understand?

To Develop Success Criteria, consider: What do students need to do to show they have met the learning goal?

•Develop a learning goal AND success criteria for a close reading lesson using the Ansel Adams article.

•Review work with a partner.

● Are they clear, manageable, and appropriate?● Are they fair and unbiased?● Are they aligned with each other?

LEARNING GOAL AND SUCCESS CRITERIA DEVELOPMENT

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INCLUDING STUDENTS IN THE PROCESS

LOOK FOR EXAMPLES OF FORMATIVE ASSESSMENT USED BY THE TEACHER AS HE UNPACKS THE LEARNING TARGET WITH HIS 6TH GRADERS

• http://elschools.org/node/36966

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AT A CROSSROAD

• Where is the learner going? • Where is the learner now?

• Where to next?

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WEBB’S DEPTH OF KNOWLEDGE (DOK)

In a Nutshell:

Depth of Knowledge measures the degree to which the knowledge elicited from students on an assessment matches the complexity of what students must know and do as part of the standards.

http://www.pearltrees.com/u/65237984-depth-knowledge-vimeo

COGNITIVE RIGOR AND DEPTH OF KNOWLEDGE

The level of complexity of the cognitive demand. ⬜Level 1: Recall and Reproduction

■Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula.

⬜Level 2: Basic Skills and Concepts■Requires the engagement of some mental processing beyond

a recall of information.⬜Level 3: Strategic Thinking and Reasoning

■Requires reasoning, planning, using evidence, and explanations of thinking.

⬜Level 4: Extended Thinking■Requires complex reasoning, planning, developing, and

thinking most likely over an extended period of time.

HESS COGNITIVE RIGOR MATRIX

• What type of thinking (verb) is needed to complete a task?

• How deeply do you have to understand the content to successfully interact with it?

• How complex or abstract is the content?

Bloom’s Webb’s

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BREAK TIME!

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FORMATIVE ASSESSMENT FOR CLOSE READING• SBAC Target 11• Can support standards RI1, RI3, RI6, RH6, RST6, RI7, RI8, RH8, RST8, and RI9• Appropriate Stems:

• What inference can be made about the [author's line of reasoning/point of view/purpose/relevance of evidence/elaboration to support claims, concepts, and ideas]? Support and explain your answer with evidence from the text.

• What inference can be made about the author’s opinion about [idea/concept in the text]? Support and explain your answer with evidence from the text.

• What conclusion can be drawn about the [author's line of reasoning/point of view/purpose/relevance of evidence/elaboration to support claims, concepts, and ideas/etc.]? Support your answer with evidence from the text.

• What conclusion can be drawn about the author’s opinion about [idea/concept in the text]? Support and explain your answer with evidence from the text.

• What most likely did the author intend by mentioning [description of target detail] at the [beginning/end] of [paragraph1/the introductory paragraph]? Support and explain your answer with evidence from the text

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RUBRIC FOR TARGET 11 CONSTRUCTED RESPONSE

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Score Rationale

2

A response:• Gives sufficient evidence of the ability to make a clear inference/conclusion • Includes specific examples/details that make clear reference to the text• Adequately explains inference/conclusion with clearly relevant information based on the text

1

A response:• Gives limited evidence of the ability to make an inference/conclusion• Includes vague/limited examples/details that make reference to the text• Explains inference/conclusion with vague/limited information based on the text

0

A response:• Gives no evidence of the ability to make an inference/conclusion OR• Gives an inference /conclusion but includes no examples or no examples/ details that make reference to the textOR• Gives an inference/conclusion but includes no explanation or relevant information from the text

Items are worth a possible two points (0,1,2) and responses are hand-scored. Rubrics will be item-specific.

COMPONENTS OF A CONSTRUCTED RESPONSE ITEM

• Find & label the following on our sample:● Stimulus● Stem● Scoring rubric● Scoring notes● Sample responses

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48image credit: J. Malcolm Greany/Yosemite Field School

CREATING A CONSTRUCTED RESPONSE

• Complete a new Constructed Response for Target 11 using the Ansel Adams text (if time, also using, “The Two Harriets..”)

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HOMEWORK

• Read Shannahan Article: How to Prepare Students for State Assessments

• Use Graphic Organizer: 3 A’s + 1 – Be prepared to share in Session 2.

• Essential Questions:• What is different now?• How does it connect to your learning about the

Formative Assessment Process?• After reading it, what changes would you make?

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EXIT SLIP: 3 – 2 - 1

On sticky notes, indicate:

•3 things I already knew•2 things I would like to try in my class•1 thing I would like to know more about

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