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COMMON Formative ASSESSMENTS Hertford County Schools

COMMON Formative ASSESSMENTS Hertford County Schools. Before We Begin …. Visit: http://region1rttt.ncdpi.wikispaces.net/ Add the Region 1 wikispace to your favorites. Click “ Region 1 Events ” in the left menu.

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COMMON Formative ASSESSMENTS Hertford County Schools

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  1. COMMON FormativeASSESSMENTSHertford County Schools

  2. Before We Begin… Visit: http://region1rttt.ncdpi.wikispaces.net/ • Add the Region 1 wikispace to your favorites. • Click “Region 1 Events” in the left menu. • Click “Common Assessments” to access the interactive agenda for today. Click “Agenda”.

  3. Housekeeping Sign In Parking Lot Penzu.com Breaks Reflection Your input is essential and valued! FreeDigitalPhotos.net

  4. Norms • To be actively involved • Value differences • Agree to disagree • Listen • Don’t take it personally • Be honest • Stay focused on established purpose and goals • Refrain from conducting side • bar conversations www.peoplequiz.com/norm_perterson

  5. Learning Outcomes • Understand the “big ideas” for developing quality formative common assessments within a culture of a professional learning community. • Obtain tools and strategies for teams as they focus on the development of common formative assessments.

  6. THE BIG IDEAS ABOUT COMMON Formative ASSESSMENTS

  7. The Traditional School…

  8. #10 It’s no secret. It works. FreeDigitalPhotos.net

  9. Black and William (1998)Inside the Black Box • “When the principles of assessment for learning are used, there is a 4 to 5 time greater effect than reducing class size.” • “The most intriguing result is that while all students show achievement gains, the largest gains are seen in low achievers.”

  10. #9 Bigger is not better. FreeDigitalPhotos.net

  11. #8 More often is better. FreeDigitalPhotos.net

  12. Monitoring along the way Where are we starting? Where did we end up? Summative Data Summative Data Formative Data Are we moving in the right direction? Are we going at the necessary pace? Are we leaving anyone behind?

  13. #7 It’s not just the students who benefit. FreeDigitalPhotos.net

  14. In addition to improving student achievement, teachers actually benefit from common formative assessments. • Clarifies curriculum and intervention strategies • Enhances communication between teachers about student learning • Creates opportunities for teachers to sharpen pedagogy and deepen understanding of content (Tom Many-Learning by Doing)

  15. The heart of the matter… “… The questions of “Learn what”and “How will we know”are two of the most significant questions a PLC will consider, the very basis of the collective inquiry that drives the work of collaborative teams. ” DuFour et al, LBD

  16. #6 If you don’t use them to make a difference in student learning, they’re summative.

  17. Reviewing results of common assessments leads to conversations about: • Have we actually taught this skill/concept? • What type of instruction seems most effective? • Who are we leaving behind? (who needs additional support/instruction?) • Not averages • What misconceptions are forming? • Is the assessment appropriate? • How are common assessments related to intervention?

  18. #5 There’s a method to the madness. Video FreeDigitalPhotos.net

  19. Sequence of Work for Teams Identify Power/Prioritized Standards What standards are we emphasizing in our instruction, assessment, and intervention? Are we clear on the specific skills and concepts contained within the standard? Unwrap the Standards to clarify targeted concepts and skills Are the questions on the common assessment accurately and efficiently measuring those skills and concepts? Develop Aligned Assessments that match the targets How good is good enough? How do we ensure consistency across our classes? Determine level of proficiency needed for mastery

  20. #4 Let the Assessment be your guide FreeDigitalPhotos.net

  21. When common assessments are given to all students at about the same time during the school year, teachers know whether individuals and groups of students are mastering the material more quickly or more slowly than typically expected. • Common assessments are a guide, a gauge, a means to monitor the pace of instruction as our students move through the curriculum.

  22. #3 Design assessments so that everyone will have a smooth ride.

  23. Multiple Intelligences Howard Gardner, Multiple Intelligences

  24. #2 Common formative assessments aren’t necessarily about grading, but they are about feedback. FreeDigitalPhotos.net

  25. Feedback Cycle

  26. Quality Feedback Criteria • It must be timely. • It must be specific. • It must be understandable to the receiver. • It must allow the student to act on the feedback (refine, revise, practice and retry). (Wiggins, 1997)

  27. #1 The more you do, the easier it gets...

  28. How Do we Create Common Formative Assessments?

  29. Backward Design

  30. Two Resources http://www.ncpublicschools.org/docs/accountability/educators/falconguide.pdf

  31. Steps to Create Common Formative Assessments ?

  32. Identify: Curriculum Guides Learning Targets Criteria for Success Essential Questions Common Assessment Steps

  33. Collaboratively, design Formative Assessment plans for each goal. Common Assessment Steps

  34. Include a blend of both selected-response and constructed-response items. Common Assessment Steps

  35. Create the scoring instruments. (Answer key, rubrics, etc.) Common Assessment Steps

  36. Analyze the results in PLC or data team meetings. Common Assessment Steps

  37. Research Supports “Research suggests that, if done well, genuine assessments FORlearning can produce among the largest achievement gains ever reported for educational interventions.” (Olson, 2007)

  38. Common Assessments RECAP Common assessments have the same: • Measured Outcomes - WHAT? • Purpose(s) -WHY? • Audience - WHO? • Format/Procedures - WHEN? /HOW? Article - The Case for Common Formative Assessments (DuFour)

  39. In Your PLCs Working as a team, PLCs typically: Develop common assessments. Develop common rubrics. Examine student work. Analyze assessment data. Strategize common interventions. Provide objective feedback to one another. Use student results to revise assessment instruments.

  40. Formative Assessment Plan Divide into grade/content area groups On the ________ provided: Identify a big idea or objective you will teach next week Identify the learning targets Identify the criteria for success Identify how you will collect evidence Discuss how you could document evidence

  41. IT’S ON!! Time to Shine! Artist: N.L.T. Album: Jump In!

  42. Session Evaluation • Visit: http://region1rttt.ncdpi.wikispaces.net/ (Section N on your agenda.) Your feedback is important to us!

  43. Contact Information Abbey Futrell, PD Consultant, Region 1 abbey.futrell@dpi.nc.gov (252) 227-0838 Beth Edwards, PD Consultant, Region 1 elizabeth.edwards@dpi.nc.gov (252) 916-6842 Dianne Meiggs, PD Consultant, Region 1 dianne.meiggs@dpi.nc.gov (252) 340-0113

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