PLC Team Leader Meeting Prep for Team Meeting #9 Common Formative Assessment.
-
Upload
erick-stevenson -
Category
Documents
-
view
217 -
download
0
Transcript of PLC Team Leader Meeting Prep for Team Meeting #9 Common Formative Assessment.
PLC Team Leader Meeting
Prep for Team Meeting #9Common Formative Assessment
Step 1: IdentifyPower Standards
What do we really want students to
know and be able to do?
Step 2: Design/Use
Assessments for Learning
How will we know students are learning (before it’s too late)?
Step 3: Design & Deliver Effective
InstructionWhat are research-based practices that will lead to student learning of power standards and beyond?
Step 4: Participate in ongoing data-driven decision makingHow do we respond when they aren't learning, or if they already know it?
Cycle of a Collaborati
ve Team
© Capistrano Unified School District
Four Critical Questions of Learning
1. What is it that we expect students to learn?
2. How will we know when they have learned it?
3. How will we respond when they don’t learn?
4. How will we respond when they already know it?
Next Step in Team Learning Process
Develop multiple common formative assessment per year for each course or content area.
Studies have demonstrated assessment for learning (formative assessment) rivals one-on-one tutoring in its effectiveness and that the use of assessment particularly benefits low-achieving students.
-Stiggins, 2004
Common Assessments
assess the learning of all students in the same course.
use of the same instrument and/or the same criteria by all teachers of the course.
administered at the same time or within a narrow window of time.
Formative AssessmentAssessment for learning.
Informs both teacher and student of student’s progress.
Requires appropriate steps to advance student learning.Based on results, which students need:
Remediation?Reinforcement?Enrichment?
Formative AssessmentIt is not the content of the assessment or when it is administered that makes an assessment formative. It is how the results are used, or what happens after the assessment, that determines whether or not it is a part of the formative process.
-Learning by Doing, p. 63
Formative AssessmentThree things must occur for the
assessment to be formative:It is used to identify students who are
experiencing difficulty.Those students are provided additional
time and support to acquire the intended skill or concept.
Students are given another opportunity to demonstrate that they have learned.
If the teacher or student fails to take action on the
evidence, then the teaching-assessing-learning
cycle is stopped.
Formative Assessment Process
A formative assessment is assessment for learning while a summative assessment is an assessment of learning.
Formative assessment is to summative assessment what a physical examination is to an autopsy.
Summative assessments give students the chance to prove what they learned; formative assessments give students the chance to improve on their learning.
Based on the knowledge, understandings and skills you defined for your students, what evidence will demonstrate proficiency? What will student work look like?
Standard:
Students should know (Content):(facts, vocab, formulas, etc.)
Students should be able to (Skills):
Students should understand (Concepts):(Big ideas, enduring understandings)
Learning Targets
1. I can…2. I can…3. I can…
One Team’s Strategies & Action Steps
In order to achieve our SMART goal we will:
Clarify the essential writing skills.
Develop common monthly writing prompts.
Agree on criteria by which we will judge the quality of student writing.
Practice applying criteria consistently to establish inter-rater reliability.
Establish the proficiency target of 3 out of 4.
Identify anchor papers for each rubric stage.
Share standards, rubrics and anchors with students and teach them how to apply the rubric to their writing.
Resources to Help Teams Build Valid Common Assessments
List of essential outcomes or pacing guides for each course or subject.
Recommendations from Stiggins, Reeves, Ainsworth, and William on high-quality assessments
Released items from district, state, provincial, and national assessment (ACT, SAT, etc.)
Websites such as: www.nces.ed.gov/nationsreportcard/ www.masteryconnect.com www.parcconline.org (sample items from Common Core)
Data from past indicators of achievement.
Methods of alternative assessments/examples of rubrics
Assessments from other “teams”
Textbook and other published assessments and tests
When Creating a Common Assessment, Determine…
1. What is the purpose of the assessment? What are you attempting to discover and whom will the assessment inform?
When Creating a Common Assessment…
2. What essential standard or standards are you addressing with this assessment? What specific knowledge and skills lead to proficiency in this standard?
When Creating a Common Assessment…
3. How can you plan to gather the information that is most important to you?
Teams decide how many and what kinds of items to include on the assessment. Options include (1) selected response, such as multiple choice, (2) constructed response, such as short answer or essay, (3) performance assessment, which requires a rubric, or (4) personal communication, such as an interview or individual reading inventory.
*Once these first three questions have been addressed, the team turns its attention to creating the assessment.
When Creating a Common Assessment…
4. How will you choose items and questions? Who will be responsible for pulling it together?
Any item to be included on the assessment, must be reviewed and endorsed by the team.
When Creating a Common Assessment…
5. What must students score to be deemed proficient in each essential standard?
ResourcesDuFour, DuFour, Eaker. PLC At Work Institute
Materials, 2013.
DuFour, DuFour, Eaker & Many. Learning by Doing, 2010.
Essential Standards Chart
Grade:
Subject:
Semester: Team Members:
Standard/ Description
Example/Rigor
Prior Skills Needed
Common Assessment
When Taught Enrichment
What is the essential
standard to be learned?
Describe in student-friendly vocabulary. (I
can…)
What does proficient
student work look like? Provide an
example and/or description.
What prior knowledge, skills, and/or vocabulary
is/are needed for a student to
master this standard?
What assessment(s) will be used to
measure student
mastery?
When will this standard be
taught?
What will we do when students
have learned the essential standard(s)?
Essential Standards Chart: What is it we expect students to learn?