Linking Stiggins’ First Four Assessment Principles to Classroom Practice

1. Linking Stiggins’ First Four Assessment Principles to Classroom Practice Cynthia Cuellar Connie Laughlin Bernard Rahming

2. Session Goal To understand the importance of Stiggins’ first four assessment principles and link the principles to classroom practice.

3. Studying the Learning Team Continuum and Stiggins’ first 4 assessment principles • Read the first four assessment principles • As a table group, take each principle and discuss what each means in day-to-day classroom practice

4. Alignment of the Principles of Formative Assessments to the Learning Team Continuum of Work for Mathematics Principles of Assessment for Learning

5. Shirley Clarke Reading • Read pages 19-26 of the article. • Highlight important ideas. • Pay particular attention to learning intentions and success criteria of a lesson.

6. Reading Debriefing As a table group, come to consensus on: • Why is it important for teachers to state a Learning Intention? • Why is it important for teachers to have a Success Criteria? • Why is it important to do these two things in day-to-day classroom practice?

7. What we will accomplish: • Analyze a lesson • Discuss Important Mathematics to Develop • Identify the Learning Target and Descriptors • Translate objective(s) into student-friendly language • Create success criteria • Construct 3 good questions • Summarize learning experience

8. Lesson Planning with Formative Assessment Principles Date: ______________ Grade: ______________ Lesson: ______________ The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA),is supported with funding by the National Science Foundation under Grant No. EHR-03148 REV 01.12.09

9. Examining a Lesson • In teams, read the lesson • Fill in Part 1 of the form • Important Mathematics to Develop • Learning Target and Descriptors • Lesson Objective in Student Friendly Language • Success Criteria

10. Part 2: Constructing 3 Good Questions • To access student background knowledge • To push student(s) thinking • To help the student summarize the important ideas from the lesson • None of these questions can be yes/no questions and they all should promote levels 2/3 of Depth of Knowledge

11. Part 3: Sharing Exploration of the Task As a whole class discussion, summarize the important mathematics in the lesson. • This could be a continuation of question 3 in part 2. • The discussion should also tie back to the success criteria.

12. Walk Away Questions: • How does this process support good teaching? • How does this process support formative assessment principles?

13. Conclusions • A formative assessment system is more than CABS and descriptive feedback. • MTLs/MTSs using this in classrooms have noticed a difference in teaching practice and student learning. • The implementation of these four principles bring formative assessment into classrooms on a day-to-day basis.

14. Homework For March, bring back a completed Lesson Planning with Formative Assessment Principles template of a lesson you taught. Be ready to share your experience based on the following questions: • How did this process change the way you planned a lesson? • How did this process support your classroom teaching? • How did this process support student learning and motivation?