Coastal Plains RESA

1. Coastal Plains RESA Assessment Literacy: Formative Instructional Practices March 27, April 23, April 30, May 7 Session One: Modules 1 & 2 Session Two: Module 3 Session Three: Module 4 Session Four: Module 5

2. Norms • Be on time. • Place cell phones on silent. • Actively listen and participate. • Limit sidebar conversations (take notes to discuss later). • Assume good will and positive intent. • Observe the work time limit. • Use electronic devices for group work only. • End on time. • Clean your work area. • Laugh often. Celebrate success! Coastal Plains RESA 2013-14

3. Collecting and Documenting EvidenceAgenda • Establish Norms • Set Learning Targets • Pre-Assess • Deconstruct Standards & Set Learning Targets • Create Steps for Collecting Evidence (1, 2, 3) • Identify Design Elements (Steps 4, 5, 6, 7) • Complete a Test Specification Chart (Test Blueprint) • Document Evidence • Reflect Coastal Plains RESA 2013-14

4. Leading Formative Instructional Practices Learning Targets • Know how to ensure learning targets are clear to the teacher. • Know how to ensure learning targets are clear to students. • Know how to collect accurate formative evidence of learning. • Know how to document formative evidence of student learning. Review each target. Underline, circle, and/or make notes to set your personal learning targets. Coastal Plains RESA 2013-14

5. How do Formative Instructional Practices connect to Leader Keys, Teacher Keys, CCRPI, …? Teacher Keys Effectiveness System Leader Keys Effectiveness System Coastal Plains RESA 2013-14

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9. M3: Collecting and Documenting Evidence of Student Learning Know how to collect accurate formative evidence of learning. • What Leaders, Teachers, and Coaches Might Say, Activity 1, p. 3. Work with a partner, decide if you agree or disagree, and record your reasons. • Create the Steps for Collecting Accurate Formative Evidence of Learning on chart paper and in individual notebooks. Coastal Plains RESA 2013-14

10. Accurate Assessment Assess What? What are the learning targets? Are they clear? Are they good? Why Assess? What’s the purpose? Who will use the results? Assess How? What method? Written well? Sampled how? Avoid bias how? Be sure students understand targets, too. Students are users, too. Communicate How? How manage information? How report? Students can participate in the process, too. Students track progress and communicate, too. Effectively Used

11. Learning Targets and Assessment Methods Know how to ensure learning targets are clear to the teacher. Know how to ensure learning targets are clear to students. Know how to collect accurate formative evidence of learning.. • Deconstruct the standard. • Learning Target Types • Deconstructing a Standard Template • Checklist for Creating Student-Friendly Learning Targets (M2, HO p. 9) • Write student-friendly learning targets. • Determine learning target types. • Organize learning targets into a logical progression for learning. • Share. Whole group (S3L1 a, b, d and then with a partner ELACC3RI1). Coastal Plains RESA 2013-14

12. Steps for Collecting Accurate Formative Evidence of Learning • ? • ? • ? What are steps 1, 2, and 3? Coastal Plains RESA 2013-14

13. M3: Collecting Accurate Evidence of Student Learning Know how to collect accurate formative evidence of learning. • Design Elements and Assessment Types, M3 p. 9. • What are the assessment design elements? • What are the assessment methods? • Sample size? Audit an Assessment for Clear Learning Targets, 3 & 4 (Download C) • Control for bias? • Tips for writing assessment items. • Multiple Choice • True False • Matching • Essay • Review key terms p. 1 of Module 3 Overview and other assessment terminology (ivory handout). Tips Task: Number off, 1 to 4. Individually read and record 3 important points with no more than 7 words in each point. Collaborate with others and come to consensus on 3 points to post and share. Goldenrod handout. Coastal Plains RESA 2013-14

14. M3: Collecting and Documenting Evidence of Student Learning Know how to collect accurate formative evidence of learning. • Section 1 Activity 2: Test Blueprint Exercise (HO p.5-7) • M3, p24 blueprint example. • Work with partner to complete target type and assessment method. • Read Audit an Assessment for Clear Learning Targets (Download C). Do you have a similar process in your school/system? Coastal Plains RESA 2013-14

15. Steps for Collecting Accurate Formative Evidence of Learning Add Steps 4, 5, 6, and 7. Coastal Plains RESA 2013-14

16. Sound Assessment Design • Determine the assessment method that is the best match for the learning. • Determine an appropriate sample size. • Write or collect items, tasks, and scoring rubrics. • Control for bias. M3, p. 8-9

17. Assessment Methods • Selected Response • Multiple Choice • True/False • Matching • Fill In • Extended Written Response • Performance Assessment • Personal Communication • Questions • Conferences • Interviews

18. M3, p. 29.

19. Blueprint Example, M3, p. 24 Coastal Plains RESA 2013-14

20. Assessment bias is present whenever one or more items on a test offend or unfairly penalize students because ofthose students’ personal characteristics such as race, gender, socioeconomic status, or religion. Coastal Plains RESA 2013-14

21. Learning Targets and Assessment Methods Know how to ensure learning targets are clear to the teacher. Know how to ensure learning targets are clear to students. Know how to collect accurate formative evidence of learning.. • Review the assessment items (from OAS). • Create a test specification chart (blueprint). • Is the sampling size appropriate? • Do the items meet the expected rigor of the standard? • Are items well-written and of high quality? • Do assessment methods match LT type? • With which step(s) does the Audit an Assessment for Clear Learning Targets help? Whole group and then with a partner. Coastal Plains RESA 2013-14

22. Coastal Plains RESA 2013-14 http://ctl.byu.edu/collections/aligning-instruction-assessments

23. Implementing Formative Instructional Practices Learning Targets • Reflect and record evidence of your progress toward the learning targets you set for this session. • What changes would you like to see • in teacher actions? • in student actions? Coastal Plains RESA 2013-14

24. M3: Documenting Evidence of Student Learning Know how to document formative evidence of student learning. • Review Formative and Summative Data Recorded Together (Download D). • How do you document student evidence? • Do you follow any of the suggested record-keeping guidelines? Coastal Plains RESA 2013-14

25. M3, p. 43. Coastal Plains RESA 2013-14

26. M3, p. 43.

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29. M3 Documenting Evidence M3, p. 41. Coastal Plains RESA 2013-14

30. M3: Collecting and Documenting Evidence of Student Learning Know how to document formative evidence of student learning. • Review Formative and Summative Data Recorded Together (Download D). • How do you document student evidence? • Do you follow any of the suggested record-keeping guidelines? • With a partner, complete Activity 3, p. 8-9. Coastal Plains RESA 2013-14

31. Implementing Formative Instructional Practices Learning Targets • Reflect and record evidence of your progress toward the learning targets you set for this session. • What changes would you like to see • in teacher actions? • in student actions? Coastal Plains RESA 2013-14

32. M3: Collecting and Documenting Evidence of Student Learning • What Leaders, Teachers, and Coaches Might Say, Activity 1, p. 18. • Review your answers. • Do you still agree or disagree? • Add new information as needed to your reasons. • Review the Steps for Collecting Accurate Formative Evidence of Learning. Know how to collect accurate formative evidence of learning. Coastal Plains RESA 2013-14

33. Accurate Assessment Assess What? What are the learning targets? Are they clear? Are they good? Why Assess? What’s the purpose? Who will use the results? Assess How? What method? Written well? Sampled how? Avoid bias how? Be sure students understand targets, too. Students are users, too. Communicate How? How manage information? How report? Students can participate in the process, too. Students track progress and communicate, too. Effectively Used

34. Resources at GaDOE How to Access User’s Guide http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GeorgiaFIP.aspx Coastal Plains RESA 2013-14

35. Resources at FIP Portal Coastal Plains RESA 2013-14

36. Resources Chappuis, Jan. Seven Strategies for Assessment for Learning. Stiggins, Rick. Classroom Assessment for Student Learning. Coastal Plains RESA 2013-14

37. AssignmentPlease bring on to the next session. • Formative assessment with the standards and learning targets to which it is aligned. • Information on how evidence is documented. • Student work from the assessment. Coastal Plains RESA 2013-14

38. Now that you have learned about the Assessment Development Cycle, reflect on your next steps. What are three steps you can take to better plan, develop, and use quality assessments for formative use? What support/information do you need to use formative assessment more effectively?

39. Research Base • Chappuis, Jan. Seven Strategies for Assessment for Learning. • DuFour, Richard. Leaders of Learning. • Marzano, Robert. School Leadership That Works. • Moss, Connie M. Knowing Your Learning Target. • Schmoker, Mike. Results Now. • Stiggins, Rick. Classroom Assessment for Student Learning. Coastal Plains RESA 2013-14

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