WELCOME TO WAGNER IN-SERVICEOn the road to formative assessment…

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INTRODUCTIONS AND CONTACT INFO:

Lucy Atwoodlatwood@tie.net

TIE221 S. Central Ave.Pierre, SD 57501(605) 208-6306

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WAGNER WIKI

All documents are included at the Wagner wiki site:

http://wagnersig.tie2.wikispaces.net/

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NORMS Listen with engagement Honor each other’s thinking and private think

time Everyone has a voice during group activities Be respectful of all comments Participation is expected Limit side conversation Take care of your needs Turn cell phones off or vibrate

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OUTCOMES Overview of Common Core State

Standards

Introduction to formative and summative assessment.

Develop understanding of characteristics of effective classroom assessment.

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COMMON CORE STATE STANDARDS (CCSS)

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COMMON CORE STATE STANDARDS (CCSS)

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WHERE AND WHEN?

Go to this site and click on the Registration Link -

http://www.doe.sd.gov/octe/commoncoreStandards.asp

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WHERE AND WHEN?

Go to this site and click on the Registration Link -

http://www.doe.sd.gov/octe/commoncoreStandards.asp

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WHERE AND WHEN?

Go to this site and click on the Registration Link -

http://www.doe.sd.gov/octe/commoncoreStandards.asp

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8 STANDARDS OF MATHEMATICAL PRACTICE

Schedule of trainings 2012: Sioux Falls, January 11 Sioux Falls, January 12 Platte, January 11 Aberdeen, January 20 Watertown, January 27 Pierre, January 27 Rapid City, January 9 Rapid City, January 24 Spearfish, January 20

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ASSESSMENT TEXTBOOKS

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WHERE ARE WE NOW?Icebreaker – Snowballs of

Kilimanjaro Complete survey Crumple and throw Retrieve a snowball (not your own) As facilitator reads questions, participants

form human histogram under the appropriate numbers.

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HOW DID WE DO?

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RESULTS OF OUR “ASSESSMENT”

How did we do? What are the implications? In what areas are we really strong?

Where do we need some work?

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WHY IS ASSESSMENT IMPORTANT?Think about the last assessment you gave to students:

• What was it for? Why did you give it?

• What did you do with the results?

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We may want to assess where a

student is.

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We may want to assess where a student is… going.

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We may want to assess what a student has learned.

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But ultimately we want to know what to do next in order to close the gap.

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WHAT DOES THE RESEARCH SAY?

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STUDENT INVOLVEMENT

When students are involved in the assessment process they are required to think about their own learning, articulate what they understand, and what they still need to learn – and achievement improves.

(Black and William, 1998; Young, 2000)

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ASSESSMENTS

Brainstorm assessments that you have used.

Write each one separately on a sticky and put in a pile in the middle of your table.

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THINKING ABOUT ASSESSMENT

80 percent of assessments given in classrooms are geared toward low-level thinking.

Decisions about assessment happen about every three to four minutes.

What do assessments tell us?

How are we using assessments?

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CHARACTERISTICS OF QUALITY CLASSROOM ASSESSMENT

Why assess? What’s the purpose? Who will use the results?

Assess what? What are the learning targets? Are they clear? Are they rigorous?

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Assess how? What method? Sampled how? Who will use the results?

Communicate how? How do we manage information? How do we report?

CHARACTERISTICS OF QUALITY CLASSROOM ASSESSMENT

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Student Involvement Are the targets clear for students? Are students involved in the

assessing, tracking, and setting goals?

Are students communicating about their learning?

CHARACTERISTICS OF QUALITY CLASSROOM ASSESSMENT

FORMATIVE AND SUMMATIVE

Based on previous experience, what is your definition of summative and formative assessment

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SUMMATIVE AND FORMATIVE ASSESSMENT

Assessment of Learning (Summative Assessment):How much have students learned at a particular point in time?

Assessment for Learning (Formative Assessment):How can we use assessments to help students learn more?

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ASSESSMENT OF LEARNING

The purpose is: to measure student achievement

at a particular point in time for reporting and accountability;

to sort students in rank order; and to maximize student learning

through standardized tests.

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ASSESSMENT FOR LEARNING

The reason/purpose is: to promote further improvement

of student learning during the learning process and

to involve students in the ongoing assessment of their own achievement.

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ASSESSMENT FOR LEARNING

Results are used primarily by students, educators, and parents.

Results are used for: helping students see and hit the

target(s) and identifying student needs.

HOW DO THESE COMPARE?

Discuss with group how your definition of for and of learning are similar to or different from the statements presented.

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ASSESSMENT ACTIVITY

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Directions: Each table needs a plastic bag

with additional definitions and T-Chart.

Work for five minutes to determine under which category each definition fits.

If you get stuck, place the definition in the middle.

ASSESSMENT ACTIVITYOF AND FOR

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OUR ASSESSMENT GOAL

To create and maintain a balanced assessment system that includes high quality assessments of and for student learning.

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TO THE FUTURE AND BEYOND Over the next month, be thinking of

assessments you are using in your classroom and school.

What are they used for? What do you do with the results? How are students involved in the

process?

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TO THE FUTURE AND BEYOND Prior to our next meeting please read the

article: What a Difference a Word Makes.

Review and fill in, as much as you can, the graphic organizer we will be using for the article.

Both of these will be found at the wiki site, http://wagnersig.tie2.wikispaces.net/

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EXIT CARD What is one outcome regarding assessment you would like to see this year?

What is one new thing you learned or heard today?

What is one question you still have?

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TO THE FUTURE AND BEYOND Thank you for your hard work.

Have a good weekend and see you next time – October 7.