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~UMS Staff Member

Progress monitoring will be an ongoing tool that we will utilize constantly to help students achieve and succeed. ~UMS Staff Member . Timely, constructive feedback is important. ~UMS Staff Member . Students actually WANT feedback and check-ins. We need to do a lot more!. ~UMS Staff Member .

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~UMS Staff Member

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  1. Progress monitoring will be an ongoing tool that we will utilize constantly to help students achieve and succeed. ~UMS Staff Member

  2. Timely, constructive feedback is important. ~UMS Staff Member

  3. Students actually WANT feedback and check-ins. We need to do a lot more! ~UMS Staff Member

  4. Make sure to give feedback and let the kids know what the objectives are. ~UMS Staff Member

  5. Our students will have the ability to “own” their learning and teachers will be able to efficiently differentiate learning. ~UMS Staff Member

  6. I should be assessing with specific feedback as often as possible (every 20 minutes). ~UMS Staff Member

  7. Instead of just issuing a grade to the student make sure the student knows why they are receiving it. ~UMS Staff Member

  8. Students want to know how they are doing and we as teachers need to give them that info. ~UMS Staff Member

  9. Checking for understanding is an important practice. ~UMS Staff Member

  10. A grade without feedback is meaningless. ~UMS Staff Member

  11. Informative Assessment UMS PD 2012-2013 School Year

  12. We will come to Understand that. . . • Assessment is an ongoing process, not a series of separate and singular acts. • Formative assessment and effective feedback are critical components for improving student learning and ownership. • High-quality assessment verifies and communicates growth over time. • Effective feedback is timely, descriptive and two-way. • We deliberately design instruction so that students reach mastery levels. • Because every assessment is flawed in some way we must control for bias, sampling and provide for multiple opportunities.

  13. We will Know. . . • Summative Assessments • Formative Assessments • Learning Targets • Assessment Methods • Target-Method Match • Characteristics of Exemplars • Characteristics of Effective Feedback • Common Core Standards • Close Reading of Text • Evidence-Based Argument • Standards of Mathematical Practices

  14. We will be able to Do. . . • Allow students multiple opportunities to demonstrate mastery and growth over time. • Unpack standards into learning targets. • Use clear learning targets to determine the assessment method and translate learning targets into student-friendly language. • Reach consensus about what mastery looks like. • Give effective feedback in a timely and descriptive manner. • Monitor student progress towards the mastery of learning targets. • Use the results of an assessment to adjust instruction. • Use feedback from students to adjust instruction.

  15. Informative Assessment ofEvidence-Based Argument

  16. Our Focus & Rationale • Focus: • Formative Assessment of Evidence-Based Argument • Why Evidence-Based Argument? • Evidence-Based Argument is valued in all disciplines and across all grade levels. • Our district walkthrough data indicates that our students are only demonstrating higher order thinking skills 1 – 4 % of the time. • Our teachers have identified Evidence-Based Argument as a need through professional conversations at Program Council and Curriculum Committees. • Research reinforces the use of Evidence-Based Argument as one of the school reforms that has the largest positive influence on student performance.

  17. Four UMS Goals

  18. Goal One • Each department will write one overarching Evidence-Based Argument (EBA) target selected from the Common Core Standards. • To track student progress, course groups will: • Create a Common Pre-Assessment • Give and share Formative Assessments to track EBA progress • Create a Common Summative Assessment • Look at Student Work

  19. Goal Two • Each course group will write at least one new UbD. • Include: • Common Core or Illinois State Standards • Your new overarching EBA standard • Formative Assessments to track progress of all standards

  20. Goal Three • Each course group will revise the UbDs worked on last year. • Include: • Common Core or Illinois State Standards • Your new overarching EBA standard • Formative Assessments to track progress of all standards

  21. Goal Four • We will read Checking for Understanding and participate in follow-up discussions throughout the year. • Options include: • Action Team • Thursday Pizza Lunch • Wiki Posting

  22. Calendar

  23. Book Study Checking for Understanding by Douglas Fisher & Nancy Frey

  24. Text Preview • Create a purpose for reading. • Build motivation for students to want to read/acquire the new information. • Generate interest in the topic. • Activate background knowledge/experiences. • Relate reading to students’ lives. • Reduce anxiety or uncertainty involved in the reading.

  25. Book Walk Checking for Understanding by Douglas Fisher & Nancy Frey

  26. Exit Activity Measuring UMS Growth

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