Formative Assessment: Module 2- Learning Targets and Criteria for Success

Formative Assessment: Module 2- Learning Targets and Criteria for Success Presented by Lora Drum, Mia Johnson, & Alycen Wilson

Purpose of Module 2: To help students answer the question… “Where am I going?”, we will develop clear learning targets and define criteria for success.

Module Expectations • At the end you will be able to state the following: • I can recognize clear and • unclear learning targets. • I can develop clear learning • targets and their associated • criteria for success to use in a • lesson or series of lessons.

What are “Learning Targets”? • Learning targets are subparts of an objective. • They are measurable achievement expectations of what students should know and be able to do in 1 to 2 lessons. • Learning targets should be written using language that students can understand. • We must communicate clear learning targets to help • students answer the question… • “Where am I going?”

How do you develop a clear learning target? • Select the standard or objective that you want your students to reach. • Identify the essential part(s) of each objective that you want your students to learn. These essential parts are your learning targets. • (implementing each learning target should take less than one or two lessons- otherwise, you need to break down the objective even more) • Write the learning target in language that students can understand. • - Use “I can…” statements because at the end of the lesson, we want students to be able to positively state what they have learned.

Let’s practice… 2nd grade Mathematics objective: Understand the use of non-standard units in measurement of length, mass, and capacity. Maybe our first attempt at writing a clear learning target may look something like this: Demonstrate appropriate use of non-standard units in measuring length. • Turn and Talk with a Partner- Questions to consider: • Is the learning target a measurable achievement expectation of what students should know and be able to do? • Can the target be taught in 1-2 lessons? • Is the learning target written using language that students can understand?

Demonstrate appropriate use of non-standard units in measuring length. Let’s talk… This target allows us to focus on length first, which is better than trying to do the entire objective at once. However, notice the word “non-standard”- it may not be a word/term that would be understood by most 2nd graders. The target may take more than 2 lessons. Other thoughts to consider…

Your turn… Table Activity Think about how to break this target down into smaller components and use language that a 2nd grader could understand. Rewrite this as a clear learning target based on the ideas we have discussed… Demonstrate appropriate use of non-standard units in measuring length.

Let’s consider some possibilities: I can explain length using words or pictures. I can measure the length of an object using items from the classroom. I can tell how using different items to measure the length of the same object is the same or different. Other ideas you came up with…

Clear or Unclear- that is the question? Directions: If the target written on the arrow is a clear learning target, place it on the bull’s eye. If the arrow has a learning target that is not clear, put it over to the side of the target.

Criteria for Success- What is it? • The criteria for success identify what students need to do during the learning process to meet the learning target. • They can provide an understanding of what quality work looks like. • The criteria for success also help teachers identify and address gaps that exist between student’s current performance and the desired learning outcomes. Defining criteria for success helps students answer the question… “Where am I going?”

How do you define criteria for success? Identify the expected learning outcomes of the learning target. Write each expected learning outcome as an “I will…”statement, because together these statements are the criteria for success students will practice during the learning process. These statements should clearly identify what students will know, understand, and be able to do as they are learning the target.

Let’s develop criteria for the following target… I can explain length using words or pictures. What do expect students to do when learning this target? (identify the longest side of an object) • Possible Criteria for Success statements… • I will be able to identify the longest side of an object. • I will explain that length is the longest side of an object or draw a picture that shows the longest side of an object.

Questions to Consider… Do the criteria for success focus on what students will do during the learning process? Do the criteria for success provide an understanding of what quality work should look like? Will the targets be met after achieving the criteria for success?

Your turn… Table Activity Write Criteria of Success statements for this learning target: I can find the perimeter of a rectangle.

Key Points to sum up learning targets and criteria for success… There is no perfect set of criteria for success. Criteria must be shared with students during the lesson. It is important that you understand what you want students to be able to do and that you plan ahead.

Collecting Evidence Self- Assess page 01 Expectations Documentation Formative Assessment Module 3: Collecting and Documenting Student Evidence

Expectations • Expectations • I can identify at least 3 ways to collect • I can choose strategies for collecting and documenting evidence of student learning that provide accurate information about where students are in their learning. • I can align the strategies with the targets and criteria for success.

Collecting Evidence • Collecting Evidence of Learning • Students must be able to answer the question, • “Where am I now?” • Involves more than giving a student a test • No such thing as “a” formative assessment or formative assessments • Formative Assessment is a process or series of actions used during instruction to help students reach learning targets • Important to implement various instructional strategies, but also have multiple ways to allow students to show what they’ve learned

There is not a “best” answer when it comes to choosing a Formative Assessment strategy. Whatever you choose must align to the criteria for success and the learning target.

page 01 page 02 page 03 Self- Assess • Does the strategy used assess what it is intended to assess? • Does the strategy used provide the opportunity to immediately assess where each student is in reaching the learning target? • Does the strategy used provide enough information, moving students toward their learning target? Self-reflection Questions Video Clip

Documentation • Documenting Evidence of Learning • Documentation of evidence in F.A. is not used for grading • Documentation of Evidence should be used in driving instructional decisions and advancing student learning Jot Thoughts: What are some possible strategies/ideas for documenting evidence of learning? Share with whole group, while someone charts ideas shared

Gallery Walk I do this now Great idea

W.I.K.I. What I Know Is… • Not only should you, as teacher, implement various instructional strategies, but also multiple ways to allow students to show what they have learned • Important to use documentation methods that allow you, as the teacher, to know where each student is in reaching the target

Formative Assessment: Module 2- Learning Targets and Criteria for Success