Formative Assessment Institute

1. Formative Assessment Institute Barb Rowenhorst Janet Hensley Lisa Hafer Marilyn Hofer Pam Lange

2. Credit Options Remember to sign in each session • PTBS Credit • Graduate Credit – University of Wyoming

3. Seven Strategies for Assessment FOR Learning Where am I going? Provide a clear and understandable vision of the learning target. 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.

4. Outcomes of November FAI • To have a deeper understanding of learning targets and to set learning targets based on Wyoming/District Standards and PAWS Assessment Descriptors. • To have an understanding of descriptive feedback in order for classroom implementation. • To use strong and weak student work to drive instruction. • To use an action plan to guide the implementation of quality assessment practices.

5. FAI November Agenda November 12 8:00 a.m. to 4:00 p.m. Welcome Seven Strategies Goals Of and For ArticleLearning Target Team Discussion Time November 13 8:00 a.m. to 3:00 p.m. Welcome back Descriptive Feedback Looking at Strong and Weak Work Team Discussion Time

6. Parking Lot We will collect items periodically and address to the entire group: • Non-content • Content

7. Norms • Honor Private Think Time • Allow time for individual reflection in order to be concise with our comments • Allow for a variety of think time • Own Responsibility • Be punctual (Start on time, end on time) • Maintain focus (Minimize sidebar conversation) • Share Air Time • Share information • Respect the signal to refocus

8. Transition Marilyn Hofer Janet Hensley

9. A Look at Our Goals • Review goals of all districts (FAI District Goals) • Come to consensus on ‘where you are’ with the goal for your district.

10. Handout: FAI District Goals • Take a look at all of the goals • Notice differences and similarities • Find your team goal • Come to consensus about where you are on your journey. • Note areas you need to revamp. • Determine your next steps in attaining your goal or the next steps in formative assessment.

11. Article: What a Difference a Word Makes by Rick Stiggins and Jan Chappuis • Reconnect with Stiggins’ work on formative assessment. • Begin thinking of approaches to transform assessment ideas into actual practices.

12. Read Article: • What a Difference a Word Makes • Highlight aspects that are • key to your district. • Use information from the quotes listed which relate to areas that we have or are working on during FAI. (handout) 10 Minutes

13. Using each quote, • assess where you currently are • and where you want to go • in each of the areas • Address each quote at the district, building, instructional facilitator and teacher level. • Note specifics to help you ‘on your way’. 20 Minutes

14. Choose one big “Aha” for the whole group report out.

15. Summative & Formative AssessmentPam and Lisa

16. Assessment Terminology: OFand FOR

17. Assessment: Of and FOR Assessment of Learning (Summative) How much have students learned up to a particular point in time? Assessment for Learning (Formative) How can we use assessments to help students learn more?

18. Assessment: OF and FOR Handout (Page 33) Summarization: OF and FOR Assessment Is there anything else you might add to the handout after reading the article or from your own experiences?

19. Learning TargetsPam and Barb

20. Seven Strategies for Assessment FOR Learning • Where am I going? • Provide a clear and understandable vision of the learning target. • Use examples and models of strong and weak work. • Where am I now? • Offer regular descriptive feedback. • 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.

21. I know the five levels of learning targets and develop assessments accordingly.

22. I have unpacked the standards and know what to assess at all different levels of Bloom’s.

23. I write learning targets for every unit I teach.

24. My students know, in advance, what their targets are for every unit.

25. I work with other teachers to discuss learning targets and student accountability.

27. Standard Students Move Up The Ladder Through A Sequence Of Learning Steps Assessment OF Learning Learning Target Learning Target Learning Target Assessments FOR Learning Learning Target Learning Target Learning Target

28. Learning Targets Learning Targets let the students know what we want them to learn prior to them learning the content.

29. Learning Targets Pages 61-74

31. Kinds of Achievement Targets Knowledge targets • the facts and concepts we want students to know. Reasoning targets • students use what they know to reason and solve problems. Skill targets • students use their knowledge and reasoning to act skillfully. Product targets • students use their knowledge, reasoning, and skills to create a concrete product. Dispositional targets • students attitudes about school and learning.

32. Taxonomy Model Handout

33. 6th Grade Reading Standard

35. Learning Target Analysis

36. Learning Targets A learning targetis any achievement expectation we hold for students. It is a statement of what we want the students to learn.

37. Is this a Learning Target?A mathematics example What do you think… • Math • Decimals • Page 152 in the book • Go on a “decimal hunt” • Correctly read decimals and put them in numerical order

38. Is this a Learning Target? What do you think… • Complete a senior project • Build a bird feeder • Analyze a state report • Safely use a band saw • Construct a diorama

39. Learning Targets • The best way students remember things is to hook it to something they already know. • How will this connect to something else they already learned? • How can the students have a broader perspective over their world? • Dates are not as important as why it happened or what they learned.

40. Learning Targets How are learning targets used? • Write two or three for each unit of study. • Post the statements in your classroom so students can see them every day. • Bring them back over and over again. Example: Does this information help you to understand where we are headed? • Make continuous connections over and over again.

41. Learning Progressiontied toLearning Targets . . .It all fits together

45. Guided Practice Use same 6th grade standard Select Benchmark Determine Assessment Descriptors

46. Let’s Practice Post on chart paper

47. Standard Students Move Up The Ladder Through A Sequence Of Learning Steps Assessment OF Learning Learning Target Learning Target Learning Target Assessments FOR Learning Learning Target Learning Target Learning Target

48. Discussion Questions . . . • How will teachers know the learning targets are being met along the way? • How will students know the learning targets are being met along the way?

50. Team Discussion Time