Student Centered Assessment

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Student Centered Assessment. A Classroom Look at Growth. The Role of Assessment in a Community. Support Accountability Focus Shared Vision. Stop and Jot. What is your vision for your writers? Or… What is your vision for your writers’ identities? Individual identities? - PowerPoint PPT Presentation

Text of Student Centered Assessment

  • Student Centered Assessment

    A Classroom Look at Growth

  • The Role of Assessment in a Community

    Support

    Accountability

    Focus

    Shared Vision

  • Stop and JotWhat is your vision for your writers? Or

    What is your vision for your writers identities?Individual identities?Their collective identity as a community?

  • Turn and Talk

    Please share one thought with a partner. Then share the why behind your thought.

  • Tools to Promote Instructional Change

    What we do has little impact unless we are cognizant of how to do those things in the most effective ways and for legitimate purposes.- Good to Great Teaching by Mary Howard, 2012

  • Primary Agent of Assessment

    Peter Johnstons new book: RTI in Literacy: Responsive and Comprehensive

    Regardless of grade,students development looks different so, too, must literacy instruction.

  • Growth Mindset & Skill ProgressionsTeaching students to measure their work against a progression of skills requires:

    A vision for the writing work

    An expectation that all writers are capable of sharing that vision, as partners in the process

  • Peter Elbows Evolution as a WriterStarted with a fixed mindset

    ThenI couldnt write when I tried to write everything right. And I could write when I let myself write things wrong.

  • Teachers of writers need

    Learning progressions across units of study

    Tools that can be used for multiple purposes

    Processes for looking at writing with colleagues

  • Teachers of writers need

    Exemplars of work at all stages

    Lesson design with structures for differentiation

    Flexibility to USE data to adjust instruction

  • Wheres the time??http://farm5.staticflickr.com/4094/4916329555_9e9a6ecd92_o.jpg

  • What Makes a Difference? John Hatties Meta-Analysis Learning goals Emphasize meta-cognitive strategies Multiple exposures / opportunities to practice over several days Feedback Formative evaluation

  • Lesson Structure

    Model/ DemonstrateDirect InstructionActive EngagementAll Students - try itTeacher observes, gives feedbackIndependent PracticeStudents enactTeacher confers, observes, assess, reflects, adjustsShareStudents & Teacher confer, assess, reflect, adjust

  • Feedback / ConferenceResearch What are you working on today? Compliment I see you tried . . .Decide What to Teach What is the student doing/ just about to do?Teach Demonstrate/ Model/ ExemplarLink Whenever youre writing . . .

  • Wheres the time??http://farm5.staticflickr.com/4094/4916329555_9e9a6ecd92_o.jpg

  • Turn & Talk

    What are you thinking about now?

  • Audience Participation time!Please decide one person per table with a laptop or tablet to be your spokesperson on this site:http://todaysmeet.com/maisa

    If you have questions for the teachers on the panel, please jot and pass to your spokesperson for submission to the site.

  • Thank you, Panelists!Michelle Kemp, 12th GradeMuskegon Public Schools

    Megan Perreault, Middle School Special Education and LiteracyOrchard View Public Schools

    Amy Miller, 5th GradeGrand Haven Public Schools

    Terri Fortmeyer, 3rd GradeNorth Muskegon Public Schools

  • LEARNING TARGETS are

    the day-to-day learning that we plan for our students

    posted in the classroomin understandable languageassessable

  • Types of Learning TargetsKnowledge TargetsReasoning TargetsSkill TargetsProduct TargetsDisposition Targets

  • Megans Student-Facing RubricAdapted from Writing Pathways by Lucy Calkins and TCRWP Colleagues, 2013

    Level 1Level 2Level 3 Grouped information into sections

    Each section contained information that was mostly about the same thing Organized into a sequence of separate sections

    Wrote each section according to an organizational plan Used subheadings or clear transitions to separate sections

    Put sections in an order that emphasizes key points

    Used transitions and introductions or topic sentences to highlight main points

  • Megans Please Notice Card

  • Amy Millers Continuum Poster

  • Summative Assessment

  • Summative Assessment

  • Assessment in Writing is coming into its ownNWP

    TCRWP

    FAME

    Quality Assessment Practices

  • We WILL grow togetherYou will grow your practices as you assess for learning.

    Our students will grow as writers.

    This is just the beginning. We will all share our findings as a part of this network.

    Thank you for doing that today, panelists!

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