CREATING A DATA COLLECTION

CULTURETOGETHER!

Mathematics Leadership AllianceSeptember 2009

Themes

1)A Conversation About Data Collection

2)Formative Assessment3) Formative

Assessment & the Cycle of Learning

PART ONE

A CONVERSATION ABOUT DATA COLLECTION

Unless you have “data”

it is only your opinion.

Dr. Robin Angotti

NWEA

WCAPMSP HSP

Formative Assessment(Tracking System)

TriangulatedData

Collection

PART TWO

FORMATIVE ASSESSMENT

Definition

Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they’re currently doing.

W. James Popham

Definition

“A PLANNED PROCESS”

Role in the Learning Cycle

Allows for tracking the learning at a

“finer grain”

Role in the Learning Cycle

Allows for teacher instructional adjustments

Role in the Learning Cycle

Allows for students to make tactical adjustments in their learning

Role in the Learning Cycle

Formative Assessment is a “natural” component of teaching and

learning.

Students & Formative Assessment

The research of

Dylan Wiliam

Different Types

Informal to Formal

Reflection

Take a moment to reflect on your definition of

formative assessment.Make any revisions or

additions to your definition.

PART THREEFORMATIVE ASSESSMENT

&THE LEARNING

CYCLE

Models of Cycles of Learning

Mathematics Leadership Alliance

Plan

Act Do

Study

NCESD 171

A Learning Progression (LP)

EnablingKnowledge

A

SkillsSubset

B

EnablingKnowledge

C

LearningTarget

DEvidence

Feedback Evaluate

Evidence

Feedback Evaluate

Evidence

Feedback Evaluate

Evidence

Feedback Evaluate

Solicit Student

Evidence

**Provide Student with Rich

Standards-Based Feedback

EvaluateStudent

Understanding

Trigger Form. Asst Process

Based on the work of Popham, Stiggins, & Heritage

A – Enabling Knowledge

Necessary vocabulary, background or supporting

knowledge needed to begin to build

understanding of the mathematics concept to

be taught.

B- Skills Subset

Students learn and practice the necessary skills needed to do the

task.

C – Enabling Knowledge

Students are able to practice using the newly learned skills in problem solving situations or experiences that help students develop a deeper meaning of the concept.

D – Acquisition of the Learning Target

The student becomes proficient in

demonstrating their mastery of the learning target (State PE) and

recognizes the concept in a variety of settings.

The Mathematics Leadership AllianceLearning Progression

Supplements

Regional Project

Learning Progression Supplements

Core Content

Performance Expectation

What I need to know:

What skills I must show:

What does this look like:

Student feedback:

Learning Progressions Supplement

Learning Progression Supplement

Learning Progression Supplement

Learning Progression Supplement

1) Defines skills subsets

2) Defines vocabulary

3) Reflects the enabling knowledge

Learning Progression Supplement

4) Suggests formative assessment points

5) Offers sample formative assessments

6) Includes a student feedback component

Learning Progression Supplement

FUTURE ADDITIONS7) Student error analysis component

8) Re-engagement component

The Circle WithinTrigger Formative Assessment

Process

Solicit StudentEvidence

**Provide Student with Rich

Standards-Based Feedback

EvaluateStudent

Understanding

Trigger Form. Asst Process

Reflect on these 2 questions

1) How is student learning tracked in your math class?

2) How do students in your class track their own learning?

State Marzano Project

Feedback from classroom assessments should provide students with a clear picture of their progress on learning goals and how they might improve.

Robert Marzano

My Learning RecordName: Date:

SCORE

4

3

2

1

0A B C D

Formative Assessment

Students & Formative Assessments

1)Student opportunity to adjust learning tactic

2)Empowering students in raising their own academic achievement

Tips for Getting Started

1)Reflect & evaluate what you are already doing

2)Start small & script yourself

3)At every opportunity make your students a “partner” in the process

ASSIGNMENT FOR NOVEMBER

Please bring an exampleof a formative

assessmentitem that you will beusing with your math

students later this year.

ASSIGNMENT FOR NOVEMBER

Be sure to identify what “skill subset” and/or

Performance Expectation that you are testing for. You will need to bring 6 copies of your example.

Thank you for joining me!

maryr@ncesd.org