DQ 1: Communicating Learning Goals and Feedback

1. DQ 1: Communicating Learning Goals and Feedback Bev Perrault Donna Hunziker Please sit 4 to a table. Create & label foldable and begin bell work. (See instructions at your table.)

2. Bell Work Individually: Using 3 sheets of paper, create and label a Flip Book Foldable. See Example at table. In your foldable, use a graphic organizer of your choice to compare and contrast the characteristics of a “Checking for Understanding Scale” & an “Academic Scale.” Collaboratively: Describe how you use Checking for Understanding Scales in your classroom. Describe how you use Academic Scales in your classroom.

3. GROUP NORMS • Are respectful of other’s opinions and listen with an open mind; limit the use of electronics for checking emails to breaks; focus on instructional model and not evaluation process • Collaborate in group work • Take responsibility for engaging in learning and continuous growth It’s Okay to have Fun! Suffering is Optional.

4. Participants will be able to describe how to communicate learning goals and provide specific feedback so that students understand their level on the scale and are motivated to enhance their status. Learning Goal

5. From the DEPARTMENTS Tab, Choose: Instructional Model & Evaluation Instructional Excellence & Equity Accessing the Power Point and other support materials from the Instructional Model and Instruction website Menu Tabs

6. RESEARCH On average, the practice of having students track their own progress was associated with a 32 percentile point gain in their achievement.www.marzanoresearch.com/research/strategy20_trackingprogress.aspx

7. 1. Providing Clear Learning Goals & Scales The teacher provides a clearly stated learning goal accompanied by scale or rubric that describes levels of performance relative to the learning goal. • Teacher Evidence •  Teacher has a learning goal posted so that all students can see it •  The learning goal is a clear statement of knowledge or information as opposed to an activity or assignment •  Teacher makes reference to the learning goal throughout the lesson • Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it • Teacher makes reference to the scale or rubric throughout the lesson • Student Evidence •  When asked, students can explain the learning goal for the lesson •  When asked, students can explain how their current activities relate to the learning goal •  When asked, students can explain the meaning of the levels of performance articulated in the scale or rubric

9. Academic Scale vs. Check for Understanding Can you tell the difference? Academic Scales • Specific to Learning Goal • Identifies levels of progressive complexity towards mastery of the learning goal. • Score 2.0 – Simple Content • Score 3.0 – Complex Content of Learning Goal • Score 4.0 – More Complex Content Check for Understanding Scales • Non Specific • Communicates student self-assessment of • daily objective • current activity • instructions Instructional Excellence & Equity

10. 2 Check for Understanding Academic Scale Instructional Excellence & Equity

11. 2 Academic Scale Check for Understanding

12. Scales and the Use of Feedback (Center IF/Then)

13. 2. Tracking Student Progress The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment. Teacher Evidence  Teacher helps student track their individual progress on the learning goal  Teacher uses formal and informal means to assign scores to students on the scale or rubric depicting student status on the learning goal  Teacher charts the progress of the entire class on the learning goal Student Evidence  When asked, students can describe their status relative to the learning goal using the scale or rubric  Students systematically update their status on the learning goal

14. 2. Tracking Student Progress Rating Scale + Facilitates tracking of student progress USING aFORMATIVE APPROACH TO ASSESSMENT and Facilitates tracking of student progress USING A FORMATIVE APPROACH TO ASSESSMENT, students understand their level of performance. desired effect

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16. Assessment Card Sort Sort cards by assessment category. 5 Minutes Formative Assessment Summative Assessment

17. Assessment forLearningAssessmentofLearning

18. Assessment for Learning Assessment of Learning

19. “The Best Value in Formative Assessment” As you read the article, code and annotate the text as follows: Confirms what you thought Contradicts what you thought Raises a question Strikes you as very important !Is new, interesting, or surprising Connects to your life, the world, or other things you’ve read After reading the article, you will discuss and respond to questions. 20 Minutes

20. “The Best Value in Formative Assessment” After reading the article, discuss responses using textual evidence. (Write responses in foldable.) Compare summative and formative assessments. Describe characteristics of effective feedback. Differentiate summative feedback from feedback in the formative assessment process. Educators often claim that allowing students to correct test items or retake a test does not hold the student responsible for being prepared. Using evidence from the text, how would the authors counter this assertion? 20 Minutes

21. Want a Break? Twitter PostExit Slip (Post-it Note) #FormativeAssessment Summarize what you’ve learned about formative assessment in 140 characters or less.

22. ASSESSMENT FOR LEARNING If formative assessment is about more frequent, assessment FOR learning is about continuous. If formative assessment is about providing teachers with evidence, assessment FOR learning is about informing the students themselves. If formative assessment tells users who is and who is not meeting state standards, assessment FOR learning tells them what progress each student is making toward meeting each standard while the learning is happening—when there’s still time to be helpful. Rick Stiggins (2005)

23. Where Am I Going? (Learning Goals & Scale) How Do I Get There? (Scales & Tracking Progress) Formative Assessment Process Where Am I Now? (Scale & Tracking Progress) Instructional Excellence and Equity

25. Tracking My Progress . MarzanoResearch.com

26. Elementary Tracking Examples from our Classrooms

27. Elementary Tracking Examples from our Classrooms Students electronically move their status once they have evidence of learning. 0 is the “Starting Line.” Evidence is required to move up the scale.

28. Students keep track of progress directly on the scale using evidence identified from three assessments. In addition current status is tracked as a class on the board. (Both photos are from the same class and show the same scale.) Elementary Tracking Examples from our Classrooms 3rd Grade Notice Bar is colored in to indicate current status.

29. Secondary TrackingExamples from our Classrooms Students track progress on a tracking sheet in their journal. Evidence is included for each tracking point. (The summative assessment includes questions at all levels on the scale.) 7th Grade

30. Students track progress directly on the scale with star stickers, notating the date a level is achieved. Students record evidence in their reflection journals. Secondary TrackingExamples from our Classrooms

31. Secondary TrackingExamples from our Classrooms Students keep track of progress directly on the scale using evidence identified on a specific assessment. Concepts and skills mastered are checked off for the identified assessment(s). √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ PreTest –1.5 Quiz – 2.5

32. 3. Celebrating Student Success The teacher provides students with recognition of their current status and their knowledge gain relative to the learning goal. • Teacher Evidence •  Teacher acknowledges students who have achieved a certain score on the scale or rubric •  Teacher acknowledges students who have made gains in their knowledge and skill relative to the learning goal •  Teacher acknowledges and celebrates the final status and progress of the entire class •  Teacher uses a variety of ways to celebrate success • Show of hands • Certification of success • Parent notification • Round of applause • Student Evidence •  Student show signs of pride regarding their accomplishments in the class •  When asked, students say they want to continue to make progress

34. Round Table – All Write Brainstorm How do you celebrate student success? 2 Minutes The 1st participant shares an example of celebrating student success. All participants write the example in foldable. Do NOT talk about or evaluate the shared examples. The idea is to list as many ideas as possible. Rotate clockwise and repeat until time is called. You may pass until your next turn if you need more time to think of another example. After Brainstorming time is called, discuss the examples and choose three that you will try in your classroom. 3 Minutes

35. Verbal Feedback • Note what a student did well on a task • Take care not to attribute student success to “fixed” characteristics such as talent • Include statements about effort when giving feedback: hard work, focused, well prepared, thinking skills, etc. Acknowledging Progress • Celebrate gains on the scale from initial to final scores Final Status Celebration • Celebrate students’ final status on the scale • Recognize students who received mastery of 3.0 and above STRATEGIES FOR CELEBRAING STUDENT SUCCESS

36. 4 Minutes 3-2-1 Reflection (On the BACK of your foldable) 3. Write three new things you’ve learned. 2. Write two questions you have. 1. Which strategy will you implement in your classroom in the next week?

37. DQ1: What will I do to establish and communicate learning goals, track student progress, and celebrate success? Instructional Excellence and Equity 2 & & &

38. PD Materials List • Sign-In Sheet and Blank Sign-In Sheet • Bell work Directions - Slide #2 (1 per table in page protector) • Foldable Example (1 per table in page protector) • Colored Paper for Foldable (3 sheets per participant) & Crayola Markers • Protocol for Indicator 2: Handout • Number cards (Set of #1 and #2 per participant) • Post-it Notes • Crayola Markers • T-Chart for Formative and Summative (Sorting) • Cards for Formative and Summative Sorting Activity • Article: “The Best Value in Formative Assessment” (1 per participant) • Article Questions - Slide #20 (1 per table) • Text-Coding Bookmark (1 per participant) • Participant Take-Away Handout (Formative Assessment Process and DQ1 Teacher and Student Expectations) • Learning Log