Formative Assessment Institute

1. Formative Assessment Institute Barb Rowenhorst Janet Hensley Jo Hartmann Marilyn Hofer Pam Lange

2. PTSB Credit Sign-in SheetNo SS# Required

3. FAI Norms Honor Private Think Time • Allow time for individual reflection in order to be concise with our comments • Allow for a variety of think time Own Responsibility • Be punctual -- start on time, end on time • Maintain focus -- Minimize sidebar conversation Share Air Time • Share information • Respect the signal to refocus

4. TIE – Who Are We? FAI Wiki Page - updated

5. Parking Lot Thank you for utilizing the Parking Lot Allows us to “Formatively Assess” our audience and make necessary changes quickly

6. TransitionBarb

7. Welcome Back • “Re-wind” • Assessment Overview • Establishing Norms • Professional Learning Communities • Assessment Terminology • “Un-wind” • Artifacts from last night

8. Transition – Day Two Synectics(Greek) means: • Bringing together and diverse elements. • Metaphorical problem solving process that promotes creative thinking.

9. Transition – Day Two (Artifact) is like formative assessment because . . . . • Create a synectic phrase for the artifact. • Create a graphic representation to represent the synectic phrase. 10 minutes

11. Transition – Day Two A beach ball is like formative assessment because… it keeps you focused on student learning rather than bouncing around with your instruction.

12. Transition – Day Two (Artifact) is like formative assessment because . . . . • Create a synectic phrase for the artifact. • Create a graphic representation to represent the synectic phrase. 10 minutes

13. Synectic Gallery Wall • Hang your posters on the wall in the outside hallway. • Read at your leisure during breaks and lunch.

15. Marzano’s Framework of Educational Strategies

16. Emily’s StoryJanet

17. Story of Emily Scenario Review briefly the two writing samples (p. 7 and 8 in your book) Video clip of interview with Emily (also on your DVD). Assessment for Learning

18. The story of Emily really brought home to me that if assessment is going to be a tool for learning, students need to: know wherethey are going know where they are now know how to close the gap. Assessment for Learning

19. In groups of two or three, complete Emily’s Story handout You will have 10 minutes to complete this activity. Assessment for Learning

20. Focusing on your district, discuss the last two items on your handout. You will have 10 minutes to complete this activity. Assessment for Learning

21. Assessment MatrixPam

22. 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 to guide instruction?

23. What Are You Assessing? • As a team, complete the Assessment Matrix • List all assessments: Summative and Formative

24. What Are You Assessing? 20 Minutes

25. How Are Results Being Used? • As a group, prioritize what assessment you would like to use as the focus for your first discussion. • Complete the Action Planning Template • If time allows, repeat process You will have 25 minutes to complete this activity.

26. ReflectionPam

27. Reflect on Your Learning • Matchbook definition • Key terms

29. PTSB Credit Sign-in Sheet

30. Unpacking StandardsPamJo and Janet

32. Take time to discuss what your Body Of Evidence is based on and how your district determines which items to include. What discussions will you take back to your school? 5 minutes

33. Unpacking Standards • First and foremost, the student has to be the center of everything in education. • Students need to know the performance standards – CLEARLY!

34. Students need to know what curriculum we are using to address each standard. • Education needs a CONNECTION between standard, lesson and assessment PLUS the connection to real life.

35. Assessment must be based on the benchmark. • We teach what we value, and we test what we teach.

36. Students need to understand what the assessment will be like in terms of content, skills and format. • It’s hard to hit a target you can’t SEE.

37. We must show kids what we want them to know prior to any instruction. • Instruction is based on the curriculum. • “Curriculum” does NOT mean “the textbook”.

38. Assessments provide information for whom? • Where do the results go?

39. The person most frequently omitted when we share assessment information is WHOM?

40. The Student !!!

41. In order for improvement to occur, students need to understand • why they are being assessed and • what the results of the assessment mean.

42. Students need to understand that they are in school for a reason. • We must connect lessons and assessments to the real world.

43. Assessment is not a number in a grade book; an AYP score printed in the paper; or the determiner for Valedictorian. • Assessment is for INFORMATION and FEEDBACK.

44. How else do kids know WHAT THEY DON’T KNOW?

45. Students need to compare the right answers to their answers and see where they went wrong. • Assessments should not simply say “Right” or “Wrong” .

46. Assessments shouldn’t tell kids, “You’re dumb today. You were dumb yesterday. And you’ll probably be dumb tomorrow. But thanks for coming back.”

47. The most important point is that assessments are NOT for scores. • ASSESSMENTS ARE TO HELP STUDENTS.

48. We need to decide what the benchmark looks like in terms of student work, not just printed in a manual for teachers.

49. We need to ask fewer questions that are better … not like the North Platte River – a mile wide and an inch deep, but like a segment of the oceanic Marianas Trench – 50 yards wide and 2 MILES deep.

50. What do we REALLY want to know?