Professional Development to Practice Common Formative Assessment Meaningful

Professional Development to Practice Common Formative Assessment Meaningful Learning Targets 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….

Professional Development to Practice

Professional Development to Practice Common Formative Assessment (CFA) Overview and Purpose of CFA Developing Meaningful Learning Targets Quality Assessment Design Selected Response Items Constructed Response Items Performance Events

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

Professional Development to Practice Module 2: Develop clear and meaningful learning targets q. Essential Questions: q. How do we use targets to guide instruction? q. How do we use targets to help students guide their own learning?

Professional Development to Practice Clock Partners

Professional Development to Practice Norms q. Begin and end on time q. Be an engaged participant q. Be an active listener – open to new ideas q. Use notes for side bar conversations q. Use electronics respectfully

Professional Development to Practice Share Activity q. With your 12 o’clock partner: q Using your copy of the Article “The Case For Common Formative Assessments” take turns sharing what you found of interest from the 6 arguments put forth. q Share whether you agree or disagree.

Professional Development to Practice Learning Outcomes q Develop clear and meaningful learning targets to guide instruction and student learning. 1. Determine Unit of Study 2. Identify Standard Selected for Assessment 3. Unwrap Standard Selected for Assessment 4. Write Big Ideas 5. Write Essential Questions

Professional Development to Practice Accurate Assessment ASSESS WHAT? What are the learning targets? Are they clear? Are they good? WHY ASSESS? What’s the purpose? Who will use the results? 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, ! COMMUNICATE HOW? How is information managed? reported? Students can participate in the process too! Effectively Used Source: Adapted from Classroom Assessment for Student Learning: Doing it Right-Using it Well. , by R. J. Stiggins, J. Arter, J. Chappuis, & S. Chappuis, 2004, Portland, OR.

Professional Development to Practice Accurate Assessment ASSESS WHAT? What are the learning targets? Are they clear? Are they good? Be sure students understand targets too! Students can participate in the process too!

Professional Development to Practice Key 2: Meaningful Learning Targets 1. Determine Unit of Study 2. Identify Standard Selected for Assessment 3. Unwrap Standard Selected for Assessment 4. Write Big Ideas 5. Write Essential Questions

Professional Development to Practice Determine Unit of Study A unit of study is a series of specific lessons, learning experiences, and related assessments – based on designated prioritized standards and related supporting standards – for a topical, skillsbased, or thematic focus. Leadership and Learning Center

Professional Development to Practice Key 2: Meaningful Learning Targets 1. Determine Unit of Study 2. Identify Standard Selected for Assessment 3. Unwrap Standard Selected for Assessment 4. Write Big Ideas 5. Write Essential Questions

Professional Development to Practice Identify Standards Selected for Formative Assessment Review the standards for your grade level and/or course. Identify those that match the focus for your unit of study based on the following criteria: q Leverage q Readiness q Endurance q Critically important for state assessment

Professional Development to Practice Standards Selected for Formative Assessment… q Are aligned with college and work expectations; q Are clear, understandable and consistent; q Include rigorous content and application of knowledge through high-order skills; q Build upon strengths and lessons of current state standards; q Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and q Are evidence-based.

Professional Development to Practice “It is critical that all of the assessed standards be truly significant. From an instructional perspective, it is better for tests to measure a handful of powerful skills accurately than it is for tests to do an inaccurate job of measuring many skills. ” Popham, J. , 2003

Professional Development to Practice Activity: Determine Unit of Study and Identify Standard Selected for Assessment • Identify Priority Standards

Professional Development to Practice Share Activity q. With your 3 o’clock partner: q Why is it important to match Selected Standards to your Unit of Study? q Reflect on what choosing these standards would look like in your classroom. q Discuss potential challenges and possible solutions for choosing appropriate standards for the Common Formative Assessment.

Professional Development to Practice Key 2: Meaningful Learning Targets 1. Determine Unit of Study 2. Identify Standard Selected for Assessment 3. Unwrap Standard Selected for Assessment 4. Write Big Ideas 5. Write Essential Questions

Professional Development to Practice “Unwrapping” the Selected Standards q “Unwrapping” is a way to collectively analyze a standard to ensure shared understanding of the learning goal. q “Unwrapping” is a process of deconstruction to clearly identify the skills and concepts represented in the standard.

Professional Development to Practice “Unwrap” the Selected Standards q. Identify the key concepts (important nouns or noun phrases) by underlining them. q. Identify the skills (verbs) by circling them or making them All CAPS.

Professional Development to Practice “Unwrapped” Standard 1. RI. 5 – Know and use various text features (e. g. , headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in text.

Professional Development to Practice 1. RI. 5 – Know and use various text features (e. g. , headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in text. Concepts (What students need to know) • • • Heading Table of contents Glossaries Electronic menus Icons Key facts Titles Labels Graphs Skills (What students must be able to do) • Know various text features • Use various text features • Locate key facts and information in a text Bloom’s or DOK • Knowledge (1) • Application (3) • Knowledge (1)

Professional Development to Practice April 14, 2010 What a Learning Target isn’t and is… A learning target IS NOT an instructional objective or standard which guides instruction and is written from the teacher’s point of view A learning target IS a statement sharing the objective (intended learning) with the students in language they can understand using “I Can…This Means…” 28

Professional Development to Practice What a Learning Target isn’t and is… Frayer Definition Facts/Characteristics Model Clear description of what is to • Measurable & attainable be learned; Provides a clear vision of the ‘destination’ for student learning Examples • Focus on intended learning • Focus on “chunks” of a standard • Clear, specific language congruent to standard Learning Target Nonexamples I can add fractions with unlike Adding fractions denominators. Do exercise 3. 7 on page 148 Learning Activities I can identify characteristics of Tasks a linear function and use Pre-Requisites them to create a graph. Assessments

Professional Development to Practice Example of ELA Standards to Student Friendly Learning Target Language Achievement Strategies, Inc. , Dr. Bobb Darnell, achievementstrategies. com.

Professional Development to Practice Example of Math Standards to Student Friendly Learning Target Language Achievement Strategies, Inc. , Dr. Bobb Darnell, achievementstrategies. com.

Professional Development to Practice Activity: “Unwrap” Standards Selected for Assessment

Professional Development to Practice Clear Target Continuum* Adult Behaviors April 14, 2010 Post Agenda or Activity Post Learning Target Students read the Target Student Behaviors Write Learning Target on every assignment and activity Implement strategies for students to interact with the target Involve students in writing clear targets Students articulate the objective in their own words Students recognize the relevance of the objective Provide models of strong and weak work and teach self assessment strategies Students can identify the critical qualities in their work and self assess *Adapted from John Antonetti 33

Professional Development to Practice Share Activity q. With your 9 o’clock partner: q. Why is it essential to “unwrap” the standards? q. Reflect on what unpacking selected standards would look like in your classroom. q. Discuss potential challenges and possible solutions for unpacking the standards.

Professional Development to Practice Key 2: Meaningful Learning Targets 1. Determine Unit of Study 2. Identify Standard Selected for Assessment 3. Unwrap Standard Selected for Assessment 4. Write Big Ideas 5. Write Essential Questions

Professional Development to Practice What is the Big Idea Anyway? q. Foundational understandings students will remember long after instruction ends q. What you want students to discover as a result of the learning experience q. The larger concepts or main ideas

Professional Development to Practice Guidelines to Determine Big Ideas Will this Big Idea… qapply to more than one content area of learning? qapply to more than one grade level? qbe one that students remember long after instruction ends?

Professional Development to Practice Determine the Big Ideas q“Ah-ha’s!”, realizations, discoveries, or conclusions you want students to reach on their own either during or after instruction q Key generalizations students can articulate after they grasp the ‘big picture’ q Lasting and relevant understandings that are applicable to the real world q Open-ended, enduring ideas that have leverage across disciplines

Professional Development to Practice Examples of Big Ideas Geography has an influence on people and their lives: where you live affects how you live. Text helps us Eve ryth o create new bser ing w cate ve can e ideas. wha gorized be t we by k n don ow ( ed z i n ’ a t or g r kno o e r a w e ). MAT Ther r e w H to ans Good readers and writers ways / d e er w s evaluate the reliability of s m n e a l n b u o r dp e r e v o c undis sources and apply that in. ) s n o i t s (or que their writing.

Professional Development to Practice Activity: Determine the Big Ideas

Professional Development to Practice Share Activity q. With your 6 o’clock partner: q. Why is it essential to determine Big Ideas? q. Discuss potential challenges and possible solutions for determining Big Ideas.

Professional Development to Practice Key 2: Meaningful Learning Targets 1. Determine Unit of Study 2. Identify Standard Selected for Assessment 3. Unwrap Standard Selected for Assessment 4. Write Big Ideas 5. Write Essential Questions

Professional Development to Practice Why is it important to organize data?

Professional Development to Practice Do opinion and persuasion mean the same thing?

Professional Development to Practice Write Essential Questions, not statements, stimulate student curiosity to find the answers!

Professional Development to Practice Guidelines for Writing Essential Questions Engaging Questions That Lead to Discovery Open-Ended Align with the Rigor in the Skills

Professional Development to Practice Characteristics of Essential Questions q Cannot be answered with a “yes” or “no. ” q Have no single obvious right answer. q Cannot be answered from rote memory. q Match the rigor of the “unwrapped” standard. q Go beyond who, what, when, and where to how and why.

Professional Development to Practice Essential Questions Essential Question: What are literary devices? Why do authors use them? (Big Idea: Literary devices enhance and deepen fiction’s impact upon the reader. ) This is an example of a “one-two punch” question. The Big Idea in parentheses is an appropriate response to the second part of the essential question.

Professional Development to Practice Some examples… What do the following essential questions have in common? • What should I do when I am stuck as a reader? • What kind of problem is this? • Why is that there? (geography: monuments, cities, etc. ) • How much debt should I take on? • Which stranger can I trust when I need help?

Professional Development to Practice Some non-examples… What do you notice about these essential questions? • • • What does the word trust mean? How do mortgages work? What is slang? Is this fiction or nonfiction? Why do countries build monuments? Is plus or minus used in a subtraction problem?

Professional Development to Practice Checking for Understanding Literature 1. Must a book be popular to be a “great” book? 2. How old is Romeo and Juliet? 3. How timeless is Romeo and Juliet?

Professional Development to Practice Checking for Understanding Grammar 4. What is the predicate? 5. Can a complete sentence be created without the subject?

Professional Development to Practice Checking for Understanding Math 6. Where are shapes found in the world? 7. What operation should be used to solve this word problem? 8. What does the (+) symbol tell you to do?

Professional Development to Practice

Professional Development to Practice Activity: Write Essential Questions

Professional Development to Practice Profile

Professional Development to Practice Implementation Fidelity

Professional Development to Practice Share Activity q. With your 12 o’clock partner: q. What would be the benefits of using Essential Questions in your classroom for both the teacher and the student?

Professional Development to Practice Share Your Work Create a poster displaying your: 1. Unit of Study 2. Identified Standard Selected for Assessment 3. Unwrapped Standard Selected for Assessment 4. Big Ideas 5. Essential Questions

Professional Development to Practice Carousel Activity q. Using post-it notes, provide warm and cool feedback to the work of other teams. q. Make note of ideas that you would like to remember or take back to your team.

Professional Development to Practice Reflection upon our Learning Outcomes for today q We learned how to develop clear and meaningful learning targets to guide instruction and student learning by 1. Determining the Unit of Study 2. Identifying and Selecting Appropriate Standards for Common Formative Assessment 3. Unwrapping the Selected Standards 4. Writing Big Ideas 5. Writing Essential Questions

Professional Development to Practice Thank You!