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Early Release Professional Development. NC FALCON Module 3: Collecting and Documenting Evidence February 16, 2011 Kathy Walker. Connections. Assessment for Learning. NC Falcon Module 1 Importance of Formative Assessment. What is the purpose of Formative Assessment. - PowerPoint PPT Presentation
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Early Release Professional DevelopmentEarly Release Professional DevelopmentEarly Release Professional DevelopmentEarly Release Professional Development
NC FALCON Module 3: Collecting and NC FALCON Module 3: Collecting and Documenting EvidenceDocumenting Evidence
February 16, 2011February 16, 2011
Kathy WalkerKathy Walker
Connections
Assessment for Learning
NC Falcon Module 1
Importance of Formative Assessment
What is the purpose of Formative Assessment
•Students feel like winners
•“Failure is not an Option”
•Student empowerment intrinsic motivation
•Teacher empowerment, intrinsic motivation
•Synergy Assessment of and for learning
•Creating, Differentiating, and Implementing Meaningful and Quality Assessments
•Provides clear structure
Assessment Types• Summative –
– Assessment Of Learning– Given at the End of the School Year– EOC/EOG– Autopsy
• Benchmark- – Assessment Of Learning– End at a point of Instructional Cycle– 4wks./9wks./End of unit/Common
Formative Assessment/Predictive Assessment
– Doctor’s Check Up/Physical
Keys to Quality Classroom Assessment
Clear PurposesWhy Assess?
What’s the purpose?Who will use results?
Clear TargetsAssess What?
What are the learning targets?Are they clear?Are they good?
Good DesignAssess How?
What method?Sampled how?
Avoid bias how?
Sound CommunicationCommunicate How?
How manage information?How report?
Accurate Assessment Process
Effectively Using Assessments
Student InvolvementStudents are users, too.
Students need to understand learning targets, too.Students can participate in the assessment process, too.
Students can track progress and communicate, too.
NC Falcon Module 1
Creating Common Formative Assessments
Balanced AssessmentFormative
Formal and informal processes teachers and students use to gather
evidence to directly improve the learning of students assessed
Summative
Provides evidence achievement to certify a student competence or
program effectiveness
Assessment for learning
Use assessments to help students
assess and adjust their own learning
Assessment for learning
Use classroom assessments to inform teacher’s
decisions
Formative uses of summative data
Use of a summative evidence to inform what comes next for
individuals or groups of students
How is formative assessment used in the classroom and school?
• Check for understanding• Identify gaps and areas to improve• Help students make correction, determine errors, and
make revisions• Provide descriptive feedback• Reflect and analyze • Determine additional needs
How is formative assessment used in the classroom and school?
• To share progress • Models of strong and weak work• Sequencing of instruction• Ready for more • When to rigor• Differentiate.• Create student/teacher partnerships
Module 2NC Falcon
Learning Targets and Criteria for Success
Keys to Quality Classroom Assessment
Clear PurposesWhy Assess?
What’s the purpose?Who will use results?
Clear TargetsAssess What?
What are the learning targets?Are they clear?Are they good?
Good DesignAssess How?
What method?Sampled how?
Avoid bias how?
Sound CommunicationCommunicate How?
How manage information?How report?
Accurate Assessment Process
Effectively Using Assessments
Student InvolvementStudents are users, too.
Students need to understand learning targets, too.Students can participate in the assessment process, too.
Students can track progress and communicate, too.
NC Falcon Module 2
Plan
Do Study
Act
Identifying Clear Learning Targets
• NCSCOS Goals/Objectives• Review of Data to determine Essential,
Important, Nice to Know, and Maintenance• % tested on EOG/EOC• Review to determine sequence of instruction• Objectives Deconstructed/Unpacked• Objectives written in student-friendly
language• Identify Key/Essential Vocabulary
Identifying Clear Learning Targets
• Determine if the objective/skill is Knowledge, Reasoning, Performance Skill, and Product Targets-
• Determine “Depth and Breadth” -Deep and Wide – How much of the curriculum do we cover and how deep do we go into instruction?
• Are targets unclear?
Identifying Clear Learning Targets
• How do we set the learning objective for students to understand?
• Are students able to articulate the learning objective?
Criteria for Success• What is the plan for ensuring
students learn the target?• How will you know if students
learned the objective?
Module 3NC Falcon
Collecting and Documenting Evidence
Keys to Quality Classroom Assessment
Clear PurposesWhy Assess?
What’s the purpose?Who will use results?
Clear TargetsAssess What?
What are the learning targets?Are they clear?Are they good?
Good DesignAssess How?
What method?Sampled how?
Avoid bias how?
Sound CommunicationCommunicate How?
How manage information?How report?
Accurate Assessment Process
Effectively Using Assessments
Student InvolvementStudents are users, too.
Students need to understand learning targets, too.Students can participate in the assessment process, too.
Students can track progress and communicate, too.
NC Falcon
Module 3
Plan Do Study Act
• Choosing the right assessment type• Target method match• How do you know the assessment you
choose will measure each students learning successfully?
• How do I provide assessment checks that aren’t paper/pencil assessments?
Collecting and Documenting Evidence
• Do I use a variety of assessment?• How do I differentiate formative
assessment? Do I know why this is important for students?
• How do I allow students to show visually their learning, to show their learning by hands on activity or manipulation, through speaking, and auditory learning?
• Am I willing to differentiate assessment?
Collecting and Documenting Evidence
Collecting and Documenting Evidence
Table Talk…
• How do I include opportunities for formative assessment checks, and hold students accountable for standardized assessment practice?
Collecting and Documenting Evidence
Table Talk…
• Can I correlate effort/participation to formative assessment checks?
Collecting and Documenting Evidence
• What assessment strategies have I taught students to improve their assessment taking skills?
• What is the conversation I am having with students to see which strategy impacted the learning and performance on assessment?
• How do I allow for student reflection and error analysis with formative assessment?
Connections
Keys to Quality Classroom Assessment
Clear PurposesWhy Assess?
What’s the purpose?Who will use results?
Clear TargetsAssess What?
What are the learning targets?Are they clear?Are they good?
Good DesignAssess How?
What method?Sampled how?
Avoid bias how?
Sound CommunicationCommunicate How?
How manage information?How report?
Accurate Assessment Process
Effectively Using Assessments
Student InvolvementStudents are users, too.
Students need to understand learning targets, too.Students can participate in the assessment process, too.
Students can track progress and communicate, too.
NC Falcon Module 1
Keys to Quality Classroom Assessment
Clear PurposesWhy Assess?
What’s the purpose?Who will use results?
Clear TargetsAssess What?
What are the learning targets?Are they clear?Are they good?
Good DesignAssess How?
What method?Sampled how?
Avoid bias how?
Sound CommunicationCommunicate How?
How manage information?How report?
Accurate Assessment Process
Effectively Using Assessments
Student InvolvementStudents are users, too.
Students need to understand learning targets, too.Students can participate in the assessment process, too.
Students can track progress and communicate, too.
NC Falcon Module 2
Plan
Do Study
Act
Keys to Quality Classroom Assessment
Clear PurposesWhy Assess?
What’s the purpose?Who will use results?
Clear TargetsAssess What?
What are the learning targets?Are they clear?Are they good?
Good DesignAssess How?
What method?Sampled how?
Avoid bias how?
Sound CommunicationCommunicate How?
How manage information?How report?
Accurate Assessment Process
Effectively Using Assessments
Student InvolvementStudents are users, too.
Students need to understand learning targets, too.Students can participate in the assessment process, too.
Students can track progress and communicate, too.
NC Falcon
Module 3
Plan Do Study Act
PLC Follow-up• Use dots to identify your level with
ISS initiatives.
Thank YouThank YouThank YouThank You
For your time and participationFor your time and participation
