Overview and Purpose of Assessment

1. Overview and Purpose of Assessment Common Formative Assessment

2. Welcome and Introductions Please take a moment to introduce (or reintroduce) yourself to the group, by telling your name, district, and position. Our trainers for the day are….

4. Common Formative Assessment (CFA) Overview and Purpose of CFA Overview and Purpose of Assessment Developing Meaningful Learning Targets Quality Assessment Design Performance Events Selected Response Items Constructed Response Items

5. Learner Objectives of the Formative Assessment Series • Understand the clear purposes of assessment by clarifying • Why they are assessing • Who will use the results of assessment data • What they will do with the assessment data • Develop clear and meaningful learning targets to guide instruction and student learning • Construct quality assessment instruments which are of sound design and measure the learning targets

6. Module #1: Formative Assessment Overview and Understanding the Clear Purposes of Assessment Essential Questions: • What is the difference between assessment OF learning and assessment FOR learning? • What assessments are we currently doing? • Who are the users of assessment results? • For assessment instruments to have their greatest leverage, what function should they have?

7. Missouri Teacher Standards • Common formative assessments address the following Missouri Teacher Standards: • Standard #7: Student Assessment and Data Analysis • Standard #2: Student Learning, Growth and Development • Standard #4: Critical Thinking • Standard #9: Professional Collaboration

8. Norms • Start and end on time • Be an engaged participant • Be an active listener – open to new ideas • Use notes for side bar conversations • Use electronics respectfully

9. SWAP MEET! • Chris • I spend about… • I believe that… On an index card write the following: • Your name & area (grade, content, etc.) • Percentage of your professional time you spend assessing students • A belief you have about the role of assessment

10. SWAP MEET! • Chris • I spend about… • I believe that… • Stand and swap cards with someone at a different table • Inquire about the author’s belief – if needed, record why it’s important • After sharing, find another person and represent the first person with whom you spoke • Return to your groups & explore any themes

11. Large group processing What similarities and themes emerged at your table groups?

12. Ways We Already Assess

13. At Your Table: • Label a piece of chart paper, “Ways we assess now” • List all of the ways the you assess currently. Be specific. Ways we assess now

14. At your table: • Code (highlight or underline) to indicate how labor intensive each is for teachers… • Red for high • Blue for medium • Green for low Ways we assess now

15. Who are the primary user(s) of the information from each assessment? Now code with the following: A=Administration / T=Teacher S=Student / P=Parent Consider: How do they use the information? What does the assessment tell that user?

16. Here’s What, So What, Now What Using the three-column work sheet • Here’s What: Record specific data generated • So What: Draw conclusions from the data • Now What: List some implications this has for teachers and students

17. Let’s Share!

18. BREAK TIME! Please post your “Ways we Assess Now” chart & take a Break

19. BREAK TIME! Welcome back from Break!

21. Forms of Assessment

22. Forms of Assessment

23. Forms of Assessment AFTER THE LEARNING

24. Forms of Assessment AFTER THE LEARNING

25. Forms of Assessment AFTER THE LEARNING

26. Forms of Assessment DURINGTHE LEARNING AFTER THE LEARNING

27. Forms of Assessment Pyramid Response to Interventions DURING THE LEARNING AFTER THE LEARNING

28. Forms of Assessment Pyramid Response to Interventions Daily Weekly Biweekly Monthly Quarterly Semester Annually Most Formative More Formative More Summative Most Summative HIGHEST LEVERAGE PRACTICES ……………………………………………………… LOWESTLEVERAGE PRACTICES DURING THE LEARNING AFTER THE LEARNING

29. Inside the Black Box:Raising Standards Through Classroom Assessmentby Paul Black and Dylan Wiliam “All those activities undertaken by teachers that provide information to be used as feedback – and by their students in assessing themselves – to modify teaching and learning activities.” Available http://www.kappanmagazine.org/content/92/1/81.abstract

30. Common Formative Assessment Defined… Common formative assessment at the classroom level is a systematic and cyclical process designed to provide timely teacher/student feedback on curricula and student learning to improve both instructional practices and academic achievement.

31. Metaphor • With a partner, complete the following prompt, Effective assessment is like a(n) _______________ because _________________.

32. Keys to Quality Assessment

33. Accurate Assessment WHY ASSESS? What’s the purpose? Who will use the results?

34. Accurate Assessment ASSESS WHAT? WHY ASSESS? What are the learning targets? What’s the purpose? Are they clear? Who will use the results? Are they good?

35. Accurate Assessment ASSESS WHAT? WHY ASSESS? What are the learning targets? What’s the purpose? Are they clear? Who will use the results? Are they good? ASSESS HOW? What method? Written well? Sampled how? Avoid bias how?

36. COMMUNICATE HOW? How is information managed? reported? Effectively Used

37. Accurate Assessment ASSESS WHAT? WHY ASSESS? What are the learning targets? What’s the purpose? Are they clear? Who will use the results? Are they good? ASSESS HOW? What method? Written well? Sampled how? Avoid bias how? COMMUNICATE HOW? How is information managed? reported? Effectively Used

38. Accurate Assessment ASSESS WHAT? WHY ASSESS? What are the learning targets? What’s the purpose? Are they clear? Who will use the results? Are they good? ASSESS HOW? What method? Written well? Sampled how? Avoid bias how? COMMUNICATE HOW? How is information managed? reported? Effectively Used

39. Accurate Assessment ASSESS WHAT? WHY ASSESS? What are the learning targets? What’s the purpose? Are they clear? Who will use the results? Are they good? ASSESS HOW? What method? Written well? Sampled how? Avoid bias how? Be sure students understand targets too! Students are users too! Students track progress and communication, too! Students can participate in the process too! COMMUNICATE HOW? How is information managed? reported? Effectively Used

40. Accurate Assessment WHY ASSESS? What’s the purpose? Who will use the results? This is what is charted in “Ways We Assess Now” Students are users too!

41. Comparing Assessment of learning andAssessment forLearning OF FOR

42. “Because the same assessment can be used both formatively and summatively, terms formative and summative make much more sense as descriptions of the function that assessment data serve, rather than of the assessment instruments themselves.” - Wiliam & Black, 1996

43. Focused Read • Individually read, “What is Formative Assessment?” • Code with: Affirms prior knowledge Surprised you You wish to know more about this • In groups of 3 or 4, share a or a

44. QUIZ TIME! (a formative assessment) • Complete the last column, p. 47 Is the use formative or summative?

45. Forms of Assessment Pyramid Response to Interventions Assessment FOR …………………. OF Learning DURING THE LEARNING AFTER THE LEARNING

46. “Assessment is not something that is done to students separate and apart from instruction; assessment must be – must be seen to be – something that is done with students as an integral part of the learning process.” Ken O’Conner, 2002

47. CLOSING & Follow-up Common Formative Assessment Overview

48. As we conclude… Essential Questions: • What is the difference between assessment OF learning and assessment FOR learning? • What assessments are we currently doing? • Who are the users of assessment results? • For assessment instruments to have their greatest leverage, what function should they have?

49. Practice Profile

50. Implementation Fidelity