Professional Development to Practice Common Formative Assessment Overview

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

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

Professional Development to Practice Norms q. Start 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 SWAP MEET! • Ch r • I sp is • I b end ab elie ve t out… hat … On an index card write the following: q. Your name & area (grade, content, etc. ) q. Percentage of your professional time you spend assessing students q. A belief you have about the role of assessment

Professional Development to Practice SWAP MEET! • Ch r • I sp is • I b end ab elie ve t out… hat … q. Stand swap cards with someone at a different table q. Inquire about the author’s belief – if needed, record why it’s important q. After sharing, find another person and represent the first person with whom you spoke q. Return to your groups & explore any themes

Professional Development to Practice Large group processing What similarities and themes emerged at your table groups?

Professional Development to Practice Ways We Already Assess 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 At Your Table: q Label a piece of chart paper, “Ways we assess now” q List all of the ways the you assess currently. Be specific. Ways we assess now

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

Professional Development to Practice 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?

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

Professional Development to Practice Let’s Share!

Professional Development to Practice Please post your “Ways we Assess Now” chart & take a Break BREAK TIME!

Professional Development to Practice Welcome back from Break! BREAK TIME!

Professional Development to Practice

Professional Development to Practice Forms of Assessment External Assessment Ranks & Sorts State/Federal Accountability

Professional Development to Practice Forms of Assessment District-Level Assessment External Assessment Benchmark(s) of Proficiency and Mastery Ranks & Sorts State/Federal Accountability

Professional Development to Practice Forms of Assessment District-Level Assessment External Assessment Benchmark(s) of Proficiency and Mastery Ranks & Sorts State/Federal Accountability AFTER THE LEARNING

Professional Development to Practice Forms of Assessment Common Assessments formative | summative District-Level Assessment External Assessment Collaboratively Developed; Collectively Scored and Analyzed Benchmark(s) of Proficiency and Mastery Ranks & Sorts State/Federal Accountability AFTER THE LEARNING

Professional Development to Practice Forms of Assessment Classroom Assessment Common Assessments formative | summative District-Level Assessment External Assessment High-quality instruction Collaboratively Developed; Collectively Scored and Analyzed Benchmark(s) of Proficiency and Mastery Ranks & Sorts Ongoing Student/ Teacher interaction State/Federal Accountability AFTER THE LEARNING

Professional Development to Practice Forms of Assessment Classroom Assessment Common Assessments formative | summative District-Level Assessment External Assessment High-quality instruction Collaboratively Developed; Collectively Scored and Analyzed Benchmark(s) of Proficiency and Mastery Ranks & Sorts Ongoing Student/ Teacher interaction DURING THE LEARNING State/Federal Accountability AFTER THE LEARNING

Professional Development to Practice Forms of Assessment Classroom Assessment Common Assessments formative | summative District-Level Assessment External Assessment High-quality instruction Collaboratively Developed; Collectively Scored and Analyzed Benchmark(s) of Proficiency and Mastery Ranks & Sorts Ongoing Student/ Teacher interaction State/Federal Accountability Pyramid Response to Interventions DURING THE LEARNING AFTER THE LEARNING

Professional Development to Practice Forms of Assessment Classroom Assessment Common Assessments formative | summative District-Level Assessment External Assessment High-quality instruction Collaboratively Developed; Collectively Scored and Analyzed Benchmark(s) of Proficiency and Mastery Ranks & Sorts Ongoing Student/ Teacher interaction Pyramid Response to Interventions DURING THE LEARNING Daily State/Federal Accountability Weekly Most Formative Biweekly More Formative AFTER THE LEARNING Monthly Quarterly Semester Annually More Summative Most Summative HIGHEST LEVERAGE PRACTICES …………………………… LOWEST LEVERAGE PRACTICES

Professional Development to Practice Inside the Black Box: aising Standards Through Classroom Assessment by 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

Professional Development to Practice 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.

Professional Development to Practice Metaphor q. With a partner, complete the following prompt, Effective assessment is like a(n) ________ because _________.

Professional Development to Practice KEYS TO QUALITY ASSESSMENT The contents of this presentation were developed under a grant from the US Department of Education, #H 323 A 120018. However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal

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

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

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?

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

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

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

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? Students are users too! Be sure students understand targets too! Students track progress and communication, too! Students can participate in the process too! COMMUNICATE HOW? How is information managed? reported? Effectively Used

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

Professional Development to Practice Comparing Assessment of learning and Assessment for Learning OF 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 FOR

Professional Development to Practice “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

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

Professional Development to Practice QUIZ TIME! (a formative assessment) q. Complete the last column, p. 47 Is the use formative or summative?

Professional Development to Practice Forms of Assessment Classroom Assessment Common Assessments formative | summative District-Level Assessment External Assessment High-quality instruction Collaboratively Developed; Collectively Scored and Analyzed Benchmark(s) of Proficiency and Mastery Ranks & Sorts Ongoing Student/ Teacher interaction State/Federal Accountability Pyramid Response to Interventions DURING THE LEARNING AFTER THE LEARNING Assessment FOR …………………. OF Learning

Professional Development to Practice “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

Professional Development to Practice CLOSING & Follow-up Common Formative Assessment Overview 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 As we conclude… Essential Questions: q. What is the difference between assessment OF learning and assessment FOR learning? q. What assessments are we currently doing? q. Who are the users of assessment results? q. For assessment instruments to have their greatest leverage, what function should they have?

Professional Development to Practice Profile

Professional Development to Practice Implementation Fidelity

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

Professional Development to Practice M. I. P. What is your “Most Important Point” (M. I. P. ) from the morning?

Professional Development to Practice M. I. P. What is your “Most Important Point” (M. I. P. ) from the morning? • Chr i • I sp s e • I be nd abou lieve t… that … Locate your “Swap Meet” partner & have a standing conversation!