Formative Assessment in the South Dakota Classroom

1. Formative Assessment in the South Dakota Classroom Pam Lange Jennifer Nehl

2. Formative Assessment ToolBirthday Line-up

3. Tool: Birthday Lineup Line-up in order of birthday month and day • January 1 – December 31 • Form groups of two

4. Giving Directions … • The person with the newest shoes will give the directions; the other person will draw. • You can only use words like: up, down, right, left, north, south, east, west, diagonal and give specific lengths (example: one inch) • You CANNOT use words such as draw a circle, draw a square, etc. You will have three minutes to complete your drawing

5. Discussion . . . • How often did you change instruction? • Why did you change instruction?

6. Formative Assessment Tool:What and How

8. Summative and Formative Assessment Summative Assessment (Assessment OF Learning) How much have students learned as of a particular point in time? Formative Assessment (Assessment FOR Learning) How can we use assessments to inform/change/differentiate instruction?

10. Learning Targets

11. Hitting the Target • Summative Assessment (Learning Target) • Pre-Assessment • (formative assessment) • Formative Assessment • Formative Assessment • Formative Assessment

12. Verbs Every Student Should Know

13. Verbs Every Student Should Know McREL completed a research study on the use of vocabulary found on standardized tests. The research showed that almost forty percent of errors on standardized tests are due to the misunderstanding of directions or question stems due to vocabulary students did not know or understand.

14. Verbs Every Student Should Know These twelve verbs consistently appear on standardized tests: Trace Analyze Infer Evaluate Formulate Describe Support Explain Summarize Compare Contrast Predict

15. Verb Template

16. Unpacking SD Indicators and Developing Learning Targets

17. Learning Targets

18. Now the conversation is… • Once your indicators are unpacked your team must decide when/what your next steps are… • The next steps will be… • Determining target level. • Then determining assessment type.

19. Learning Targets • Include teacher speak from standards • Include student speak from standards • Include vocabulary from standards • Include students in the process • It is important to include common testing vocabulary when developing learning targets.

20. Learning Targets • How do you currently communicate the intended learning of a lesson, activity, task, project, or unit to students? • When does this communication occur?

23. 8.R.1.2 Students are able to usereading strategiestocomprehendthe meaning of words and text. • Verbs Defined: • use -- apply in writing and/or speaking • comprehend -- understand • Key Terms Defined: • Reading Strategies • Skimming & Scanning • word webbing • predicting • inferring • visualizing • synthesizing Skills Content

24. 8.R.1.2 Students are able to usereading strategiestocomprehendthe meaning of words and text. • Teacher Speak (Essentials for Learning): • Students are able to use, through the writing process, reading strategies such as skimming and scanning, to comprehend the meaning of words and text. • Students are able to use, through the writing process, reading strategies such as word webbing and visualizing, to comprehend the meaning of words and text. • Students are able to use, through the writing process, reading strategies such as predicting and inferring, to comprehend the meaning of words and text.

25. 8.R.1.2 Students are able to usereading strategiestocomprehendthe meaning of words and text. • Teacher Speak (Essentials for Learning): • Students are able to use, throughspeaking, reading strategies such as skimming and scanning, to comprehend the meaning of words and text. • Students are able to use, through speaking, reading strategies such as word webbing and visualizing, to comprehend the meaning of words and text. • Students are able to use, through speaking, reading strategies such as predicting and inferring, to comprehend the meaning of words and text.

26. 8.R.1.2 Students are able to usereading strategiestocomprehendthe meaning of words and text. • Student Speak (Learning Target): • I can apply through my writingskimming and scanning to form an original idea or to comprehend the meaning of words and text. • I can apply through my writing word webbing and visualizing to form an original idea or to comprehend the meaning of words and text. • I can apply through my writingpredicting and inferring to form an original idea or to comprehend the meaning of words and text.

28. 8.R.1.2 Students are able to usereading strategiestocomprehendthe meaning of words and text. • Verbs Defined: • use -- apply in writing and/or speaking • comprehend -- understand • Key Terms Defined: • Reading Strategies • Skimming & Scanning • word webbing • predicting • inferring • visualizing • synthesizing Skills Content

29. NCLB • NCLB states that all students will improve. • The students from kindergarten on up need the added support and reinforcement of every person they see during the day. • Every person in the school is responsible for student achievement.

30. Conversation about Indicators What have we (our building/ district) done to address indicators? What evidence of student learning/understanding do we have?

31. Relevance

33. Listen…and prepare to retell • Traveler Safety Message #1 • Retell this to your partner. • Traveler Safety Message #2 • Retell this to your partner. • Which message was the easier one to remember and/or retell? • Why do you think that is?

34. Stickiness • Mental duct tape—like mental Velcro but stronger! • The Kidney Heist and other urban legends • Successful is predictable.

35. You want to invent new ideas, not new rules.

36. The Curse of Knowledge: Partner up! • Tappers—you will tap out a song • Listeners—you will try to guess the song

37. Reality •1 in 40 •2.5% Perception •1 in 2 •50% Results • How many of you thought you did a great job of tapping out the song? • How many of you correctly guessed the song?

38. Clarifying Content Priorities Nice to know Worth Being Familiar With Important to Know Foundational Concept Skills Big Ideas Big Picture

39. Unexpected • Surprise—gets attention • Interest—keeps attention • Avoid gimmickry; create a GAP • Gaps between what we know and what we want to know create curiosity. • K-W-L Charts • Open the gap by creating a mental itch. http://www.aef.com/exhibits/social_responsibility/ad_council/2434

41. M & M Based on the color you selected, share . . . . Red One thing you can take back to your colleagues. Yellow How you can implement Learning Targets. Blue The best assessment you have administered in your classroom? Orange How you ensure alignment with SD Content Standards. Green The best gift you have ever received? Brown How you might utilize formative assessments.

42. The M & M “Survival” Kit Red Eat at the first sign of frustration. Orange Eat to minimize depression. Green Eat to calm your fears. Yellow Eat when you feel a headache coming on. Blue Eat to reduce the screaming urge. Brown Eat ANYTIME! If all symptoms appear at the same time… Eat the WHOLE DARN BAG!

43. Contact Us . . . Pam Lange plange@tie.net Jennifer Nehl jnehl@tie.net