Professional Development to Practice Common Formative Assessment Formative

Professional Development to Practice Common Formative Assessment Formative Performance Assessments This work is licensed under a Creative Commons Attribution-Non. Commercial-No. Derivatives 4. 0 International License. The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Acknowledgements Special thanks to all contributors to the development and revision of this module. The original collection of learning packages was rolled-out for use by Regional Professional Development Center (RPDC) Consultants in July 2013 after being developed by a team of content experts. The collection of learning packages was developed through efforts funded by the Missouri State Personnel Development Grant (SPDG). The following individual/groups are thanked immensely for their hard work in developing this package. -------------------------------------------------------------------Content Development and Revision Support UMKC Institute for Human Development Ronda Jenson, Director Stefanie Lindsay Arden Day Carla Williams Jodi Arnold SPDG Management Team The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Initial Content Development Team, 2013 Rob Gordon, Team Leader, MO PLC Alan Bancroft, C RPDC Debra Cole, St. L, RPDC Cheri Fuemmeler, SE RPDC Jane Jackson, NW RPDC Melanie Whitener Needling, SE RPDC Linda Null, SE RPDC Rebecca Rider, SE RPDC Kelley Ritter, SW RPDC Jay Roth, SW, RPDC Jana Scott, HOM, RPDC Thea Scott, DESE Alicia Wilson, KC RPDC 2016 Revision Team Nancy Steele, Facilitator, NE SIS Pam Carte, NE RPDC Myra Collins, NE RPDC Deb Drury, NE RPDC Ginger Henry, DESE Sarah Spence, C SIS The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice 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…. 9

Professional Development to Practice

Professional Development to Practice Collaborative Work Foundations ts n e e z i util essm – T FA ty ass to 3 K orative C rm ali back ing & ab l o l u F o Q ed teach 1. C mmon e f n o o si t as ove or 2. C ssmen d Deci r f p. a t m e e i da ment ning Ass ta-Bas r e a a le tiliz rove out u 3. D ng i M – us imp ue ab k D a M DB tinuo alog ing am e e t v n di earn lize pro i o t m h c u i g ou g & l CT – sses to rning. r h t e a hin c proc ing & le a te h c a te as s e r eam ey A

Professional Development to Practice Common Formative Assessment d e t c Modules 4 -6 u onstr ent m s s e Ass ms Ite d e t c e l e S. e 4 s n o Resp s Item 5. C ponse Res Items ce n a m r o f r s t e n P e. 6 m s s e Ass

Professional Development to Practice

Professional Development to Practice Missouri Teacher Standards q. Common formative assessments address the following Missouri Teacher Standards: q. Standard #7: Student Assessment and Data Analysis q. Standard #2: Student Learning, Growth and Development q. Standard #4: Critical Thinking q. Standard #9: Professional Collaboration (Missouri Department of Elementary and Secondary Education, 2013) 14

Professional Development to Practice Personal Reflection How have you used performance assessments in the past? 15

Professional Development to Practice Goals As a result of this training you will learn… qhow formative performance assessments fit into the curriculum. qthe characteristics of good formative performance assessments and rubrics. qthe process for developing a good formative performance assessment and rubric. qthe process for evaluating the quality of a formative performance assessment and rubric. 16

Professional Development to Practice Definition “Classroom formative assessments are traditionally referred to as pretests or preassessments given to students before formal instruction occurs, but they may also be used to gauge student progress during instruction and again at its conclusion. ” (Ainsworth & Viegut, 2006 a) 17

Professional Development to Practice Definition “A performance assessment is an assessment or rating of the quality of a student’s ability to perform or complete a given task in a manner demonstrating certain established criteria rather than assessing correctness of a selected response from an item-response list. ” (Missouri Department of Elementary and Secondary Education, 2013 b) 18

Professional Development to Practice Formative Performance Assessment (FPA) Characteristics (Mc. Tighe, 2015) 19

Professional Development to Practice Examples 5 th Grade Math: Carter’s Candy Company ELA II: Favorite Season (Missouri Department of Elementary and Secondary Education, 2014) (North Carolina Department of Public Instruction, nd – Creative Commons Attribution Share-Alike Non-Commercial 3. 0 License 20 )

Professional Development to Practice Some Commonalities of the Examples qmeasure learning targets across strands/domains quse stimulus material qinvolve analyzing, synthesizing… qaddress novel or authentic situations qrequire evidence qrequire a product, presentation, or demonstration

Professional Development to Practice Time for FPAs FPA FPA

Professional Development to Practice Developing FPAs a g n i p o l e e c v n e a d r m r o f s r p e e P t S e v i t a m t r n o e F m s s e s As (Ainsworth & Viegut, 2006) (Ainsworth, 2003) (Brookhart, 2013) 23

Professional Development to Practice Evaluating an FPA (Ainsworth & Viegut, 2006) 24

Professional Development to Practice Time for Rubrics Rubric

Professional Development to Practice Assessment Rubrics “A rubric is a coherent set of criteria for students’ work that includes descriptions of levels of performance quality on the criteria. ” (Brookhart, 2013) 26

Professional Development to Practice Desired Characteristics of Criteria for Classroom Rubrics Characteristics The criteria are… Explanation Appropriate Each criterion represents an aspect of a standard, curricular goal, or instructional goal or objective that students are intended to learn. Definable Each criterion has a clear, agreed-upon meaning that both students and teacher understand. Observable Each criterion describes a quality in the performance that can be perceived (seen or heard, usually) by someone other than the person performing. Distinct from one another Each criterion identifies a separate aspect of the learning outcomes the performance is intended to assess. Complete All the criteria together describe the whole of the learning outcomes the performance is intended to assess. Able to support descriptions Each criterion can be described over a range of performance levels. along a continuum of quality (Brookhart, 2013) 27

Professional Development to Practice Developing FPA Rubrics Criteria Criterion 1 Criterion 2 Criterion 3 Level 4 Level 3 Level 2 Highest Proficient Close Level Level Highest Proficient Close Level 1 Far Level (Brookhart, 2013) 28

Professional Development to Practice Evaluating FPA Rubrics (Brookhart, 2013) 29

Professional Development to Practice Closing & Follow-up Common Formative Assessment Formative Performance Assessments The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Profile 31

Professional Development to Practice Self-Assessment Practice Profile Excel Workbook http: //sapp. missouripd. org

Professional Development to Practice Next Steps: Action = Results What steps will you take to start implementing? 34

Professional Development to Practice Reflection 35

Professional Development to Practice Future Coaching Opportunities Name Contact Information 36