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Beyond the Data Retreat. Julie Popham Barb Rowenhorst. Transition. Oh, the places we’ll go. Write something about a land form/object from a place you were this summer and how that compares to assessment. Transition.

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Beyond the data retreat

Beyond the Data Retreat

Julie Popham

Barb Rowenhorst


Oh the places we ll go

Transition

Oh, the places we’ll go

Write something about a land form/object from a place you were this summer and how that compares to assessment.


Transition
Transition

Assessment is like a beach ball because… it keeps you focused on student learning rather than bouncing around with your instruction.


Transition1
Transition

Synectics – Greek word meaning:

  • Bringing together of diverse elements.

  • Metaphorical problem-solving process that promotes creative thinking.


Norms
Norms

  • Listen with Engagement – Be Fully Engaged

  • Honor Each Other’s Thinking

  • Honor Private Think Time

  • Everyone has a Voice

  • Be Respectful of all Comments

  • Limit Side Conversation

  • Take Care of Your Needs

  • Cell Phones Off/Vibrate



LiveBinder Materials

http://bit.ly/1q8hOqp

Access Code

DOE


SD DOE Aspirations

OUTCOME #1: Students enter 4th grade proficient or advanced in reading.


SD DOE Aspirations

OUTCOME #2: Students enter 9th grade proficient or advanced in math.


SD DOE Aspirations

OUTCOME #3: Increase the academic success of Native American students.


SD DOE Aspirations

OUTCOME #4: Students graduate high school ready for postsecondary and the workforce.



Outcomes
Outcomes

  • Recognize why data needs to be analyzed at the student level.

  • Focus on individual student data when using a data-driven cycle.

  • Implement a data-driven cycle of assessment, analysis, and action to inform instruction.

  • Plan for instruction based on information gathered during the data-driven cycle.


Assignments day 1
Assignments – Day 1

  • Prior to this training (Day 2), participants were given the following assignment:


Assessment for learning
Assessment for Learning

  • “In reviewing 250 studies from around the world, published between 1987 and 1998, we found that a focus by teachers on assessment for learning, as opposed to assessment of learning, produced a substantial increase in students’ achievement.”

    Paul Black & Dylan Wiliam, (1998)

    Assessment and Classroom Learning,

    Assessment in Education: Principle, Policy, and Practice, 5 (1),pp. 7-73.



James Popham

Thomas Guskey


Douglas Fisher

Nancy Frey

Doug Reeves


Robert Marzano

Connie Moss


It is
It IS….

  • a window into student’s thinking and learning and “…a significant model of school improvement from within.”

    Harvard Project Zero

  • a way to “build the capacity of school faculties to improve the quality of instruction…through a critical review of student work.”

    Academy for Educational Development


I taught my dog Spot

how to whistle.

I don’t hear him whistling.

I said I taught him;

I didn’t say he learned it.

It Isn’t….

It is assessment that helps us know the difference between teaching and learning.


Assessment for learning1
Assessment for Learning

“You are just asking kids to keep you informed regarding how well they understand something.”

James Popham


Assessment for learning2
Assessment for Learning

Everything students might….

  • say

  • do

  • create

    has the potential to be formative because it can

    provide information about how much

    they understand and helps the teacher plan

    the next steps of instruction.


Assessment for learning3
Assessment for Learning

“The greatest value in formative assessment lies in teachers and students making use of results to improve real-time teaching and learning at every turn.”

Chappuis & Chappuis, 2007

The Best Value in Formative Assessment


Video
Video

Assessment for learning can take many different forms in the classroom. It consists of anything teachers do to help students answer three questions…

  • Atkin, Black, & Coffey, 2001


Assessment for learning4
Assessment for Learning

Assessment for learning, supports learningin two ways:

  • Teachers can adapt instruction on the basis of evidence, making changes and improvements that will yield immediate benefits to student learning.

  • Students can use evidence of their current progress to actively manage and adjust their own learning.

    • Stiggins, Arter, Chappuis, & Chappuis, 2006


Assessment for learning5
Assessment for Learning

“The goal of assessment for learning is not to eliminate failure, but rather to keep failure from becoming chronic and thus inevitable in the mind of the learner.”

Rick Stiggins, 2007

Assessment Through the Stdent’s Eyes


Assessment for learning6
Assessment for Learning

  • Assessment for learning begins when teachers

    • Share achievement targets with students

    • Present those expectations in student-friendly language accompanied by examples of exemplary student work

    • Give frequent student self-assessments with continual access to descriptive feedback in appropriate, manageable amounts

    • Have students chart their trajectory toward the “transparent achievement” targets their teachers have established.


The student s emotional reaction will determine what that student does in response
The student’s emotional reaction will determine what that student does in response.

The target needs to be in reach…

“I understand, I’m OK, and I choose to keep trying.”

“I see, I can’t do this and I will give up.”


student does in response.You can enhance or destroy students’ desire to succeed in school more quickly and

permanently through your use of

assessment than with any other tools you have at your disposal.”

Do you agree or disagree with this statement?

Include evidence from the article to support your thinking.


Assessment connections
Assessment Connections student does in response.


I always did well on essay tests. Just put everything you know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

Jerry Seinfeld

SeinLanguage


1 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...


Past focus
Past Focus know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Big Picture

  • Accountability

  • How are we doing?

    • District?

    • School?


Determinations
Determinations... know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Based on

    • Proficiency Levels

    • Benchmarks

    • Standards

    • Create a plan

      • Raise group performance

      • Meet accountability standards


Consider this
Consider this... know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...


2 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...


  • We cannot help children academically until we know know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...why they are struggling.

  • We cannot turn around failure until we know why students have fallen behind.

  • We cannot appropriately change instruction to the benefit of students until we know what they know and what they don't know.

  • We have to know why their data looks like it does and the why involves considerably more that numbers.


An illustration
An illustration... know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...


Are skills improving
Are skills improving? know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...


How far has he come
How far has he come? know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...


Reasons for improvement
Reasons for improvement know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • A teacher who understands

    • How to scaffold learning for the child

    • That foundational skills need to be mastered for higher level skills to be learned

    • Research based instructional strategies

    • Student motivation is fueled by academic success

    • How to study data and apply it to daily instruction

    • That data is more than numbers


A secondary example
A secondary example know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

Consider a secondary student who is doing poorly in...

American History

Accounting

Physics

Where do we look for the solution?


Common response
Common response know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Special Education

  • Accommodations

    • Extended time

    • Modified grades

    • Alternative classes

    • Reduce the content

    • Reduce expectations

    • Mission? Destination?

      • Graduate and earn a diploma


What s the next step
What's the next step? know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • We've analyzed student skills and determined:

    • The student can read and comprehend

    • The student possesses necessary skills in mathematics

    • Does well on short answer exams and quizzes

    • Exhibits difficulty with extended response and lab write ups

Chemistry


Let s get ready
Let's get ready... know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Let's focus on instruction and planning

  • Let's think about student engagement and motivation as a teaching responsibility

  • Let's get in the right mindset and get ready to examine how students respond to what we do with students every day


Data analysis
Data Analysis know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Data are useless without a good analysis.

  • A step-by-step method for understanding data can inform planning, teaching, and learning.

  • The results of the analysis can be used to improve student learning.

    “How to Survive Data Overload,” Principal Leadership, October 2006


Using results
Using Results know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Let’s get a clear picture of students’ understanding and application of knowledge and skills

  • Let’s compare student performance to expectations and provide feedback

  • Let’s evaluate the effectiveness of teaching strategies

  • Let’s recognize challenge areas and adjust instruction accordingly

  • Let’s celebrate and learn from success!


Using results1
Using Results know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Let’s frequently monitor progress in order to:

    • Adjust instruction as necessary to meet student needs

    • Assist students in knowing their current status and next steps towards achieving a higher level of success.


Using results2
Using Results know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Teachers use and respond to assessment results, students are the key users of the results.

    • Where am I now?

    • Where do I need to be?

    • How can I get there?

    • What help do I need?

Intentional Instruction

Aligned Assessment


Formative assessment process
Formative Assessment Process know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

Handout 1

  • Adapted from the Webinar by Eileen Depka, PhD

  • Director of Continuous Improvement and Assessment


Step 1
Step 1 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

1. Clarify the Learning Target

Once we determine our learning targets and define how we should assess them,

then we can plan clear instruction and experiences and can best combine them to prepare students to know what they need to know and demonstrate their learning.

Larry Ainsworth


Step 2 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

2. Determine the format & purpose.

  • What is it that we want to assess?

  • How will the assessment help us to evaluate what the student knows and can do?

    • Look at the standard(s) and determine what will be assessed.

      • Disaggregated standards http://sdccteachers.k12.sd.us/

      • Unpacked standards for those that aren’t CCSS

    • Decide on what format will best work.

    • Create or identify the assessment.


Step 2
Step 2 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

2. Determine the format & purpose

Look at the standard(s) and determine what will be assessed..

  • Test items need to be well written

  • Test samples appropriately

    • Appropriate number of items related to a skill in order to say whether a student does/doesn’t have this skill(s)

  • Items have to match important learning outcomes


Step 21
Step 2 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

2. Determine the format & purpose

Decide on what format/assessment method will best work.

Selected Respons

Multiple Choice

True/False

Labeling

Matching

Fill-in-the-blank/Short answer

Extended Written Response

Constructed Response

Essay

Performance

Application of knowledge and skills

Products/Projects

Demonstrations

Oral Communication

Conferences

Interviews


Step 3
Step 3 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

3. Administer the assessment


Step know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...4

4. Organize the data

  • Collect and organize the data.

  • What is it that we want the student(s) to be able to know and do?

  • How will you organize the data to make it easier to analyze the strengths and areas of need?


Step know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...5

5. Evaluate data to determine strengths and areas of need.

  • Because the assessment was based on specific components of the standards, compare the result with the expected result.

  • The results will indicate areas of strength and challenge.


Step 5
Step 5 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • 5. Evaluate data to determine strengths and areas of need.

Rich, complex work samples show us how students are thinking, the fullness of their factual knowledge, the connections they are making.

Talking about them together in an accountable way helps us to learn how to adjust instruction to meet the needs of our students.

Looking at Student Work Website


Step 6
Step 6 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • 6. Create and implement plans to close the gap.


Step 6 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

6. Create and implement plans to close the gap.

  • Close the gap betweenexpectationand performance by employing different instructional approaches and materials, based on what we have learned about our students.

  • Next steps in responding to the data would include determining the best way to teach follow-up lessons in order to close the gaps in understanding.

    • How the concepts will be taught and practiced.

    • What resources will be used to re-teach.

    • How you will know that this was successful?


Example – Reading know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

Letter Names


Step 11
STEP 1 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Clarify the target


Step 22
STEP 2 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

2. Determine the format and purpose


Step 31
STEP 3 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...


Step 4
STEP 4 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

4. Organize the data


Step 51
STEP 5 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • 5. Examine strengths and areas of need based on data.


Step 61
STEP 6 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

6. Create and implement plans to close the gap.

What really counts is what happens after the assessments.” “…what mattes most with formative assessments is how students and teachers use the results.”

Thomas R. Guskey

Based on error patterns and working one-on-one or in a small group of children with the same letter naming deficits

  • Begin with instruction of letter names concentrating on letters that will be seen frequently in early reading

    • Vowels, b, c, t, etc.

  • Take care not to present visually or phonologically similar letters together


Step 6 cont
Step 6 cont. know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Teach the letter name followed by a variety of practice activities

    • Present students with the target letter in various forms and say the name of each letter

    • Repeatedly trace the target letter

    • Repeatedly write the letter while saying the name of the letter

      • Use a variety of mediums

    • Using three dimensional letters have students draw them from a container and identify them by name with eyes closed

    • Search for target letter in printed materials


Step 6 cont1
Step 6 cont. know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Assess progress weekly to determine effectiveness and if instruction is effective:

    • Continue to add additional letters as letters are mastered

    • As new letters are added for instruction continue to include those that have been previously mastered

    • As letters are mastered add letter sound instruction for those that are visually and phonologically similar

  • If instruction is ineffective:

    • Check to ensure that content is appropriate

    • make sure there are no missing pre-requisite skills that must be mastered before this instruction can be learned

    • slow the pace of instruction

    • place child in a smaller group

    • add additional sessions,


Step 52
STEP 5 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • 5. Examine strengths and areas of need based on data.


Step 62
STEP 6 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

6. Create and implement plans to close the gap.

Since the student is familiar with names of letters, instruction will focus on discrimination of visually similar letters

  • Instructional activities will be the same or similar to the instruction used with the previous student but with a focus on discrimination

    • Begin with two letters that are visually similar

    • Move through the instruction and practice activities at an appropriate pace

    • Add a third letter that is visually similar and teach in conjunction with letters that have been mastered


Let s evaluate
Let’s evaluate… know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

The Seductive Allure of Data

W. James Popham

  • According to Popham what are the five attributes of an instructionally useful test?

  • Define each attribute.


  • Significance know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

    • Measures students’ attainment of a worthwhile aim

  • Teachability

    • Measures something teachable

    • If a teacher delivers reasonably effective instruction aimed at the test’s assessment targets, students should be able to master what the test measures.

  • Describability

    • Directly based on clear descriptions of the skills and knowledge it measures.

  • Reportability

    • Results are reported at a specific enough level to inform teachers about he effectiveness of the instruction they provide

  • Nonintrusiveness

    • Shouldn’t take too long to administer


Your turn
Your turn… know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Think of specific skills you teach.

  • How do you assess those skills?

  • How might you re-teach or provide additional instructional support to those students who have not yet mastered the skills that are required for content mastery?

  • How will you know the skills have been mastered?


Example – Math know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

Single-Digit Addition Within 20


Step 12
Step 1 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

Clarify the learning target


Step 23
Step 2 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

2. Determine the format and purpose


Step 32
Step 3 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

3. Administer the assessment

  • This is a pretest of addition within 20

  • Say to the student, “I want to know how many of these problems you know. By “know,” I mean you know them right away. If you have to count on your fingers, you do not know it and you would skip that problem. Do only the problems you know. Skip those that you don’t know. You will have 3 minutes to do this.”

When the child is done, have him/her circle all those s/he didn’t know.


Step 41
Step 4 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • By student

4. Organize the data (Student)


Step 53
Step 5 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • 5. Evaluate the data to determine strengths and areas of need

0

X

0


Step 54
Step 5 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • 5. Evaluate the data to determine strengths and areas of need


Step 55
Step 5 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

5. Evaluate the data to determine strengths and areas of need


Step 56
Step 5 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • 5. Evaluate the data to determine strengths and areas of need


Step 57
Step 5 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • 5. Evaluate the data to determine strengths and areas of need

  • Insert Ma/Pa Kettle video


Step 63
Step 6 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • 6. Create and implement plans to close the gap.

  • Looking at the student’s chart/data…

    • What prerequisite skill is needed in order to master the standard (chart)?

    • What does s/he know that you can build upon to move the student to the next step in his/her learning?

    • Which errors are simple mistakes and which show an area of need with the concept/skill?

    • Why might they have made that error?

    • Is there a pattern of errors?

    • Are other students exhibiting the same type of errors? If so, would small group instruction work best?


Step 64
Step 6 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • 6. Create and implement plans to close the gap.

Sample Cognitive Guided Instruction (CGI) Questions

  • You know the double 7 + 7. I wonder how you can use 7 + 7 to help you solve 8 + 7? (Near doubles)

  • You know your 10 plus strategy in 10 + 7. How can you use 10 + 7 to help you solve 9 + 7? (Plus 9)


Step 65
Step 6 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

6. Create and implement plans to close the gap.

  • Validate if necessary. Using the error patterns, a 1:1 interview with the combinations cards could be done to validate any error patterns.

  • Do a 1:1 interview with the lowest combination card set.

  • Begin with addition in that set, then subtraction in that same set before advancing to the next combination set.

  • Observational notes during 1:1 interview, small group instruction, and while student is playing the games.

  • Small group instruction with students exhibiting the same areas of need.


Step 66
Step 6 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

6. Create and implement plans to close the gap.

  • Manipulatives to demonstrate thinking

  • Math fact folders

  • Math fluency games

  • Students explaining mental strategies

  • Apply facts to word problems

  • Provide challenges and extra support to meet students’ needs.

  • Timed tests (3 min.)


Step 67
Step 6 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

6. Create and implement plans to close the gap.

  • Progress monitor on a regular basis to determine the effectiveness of instruction

    • Use the 1:1 interview with the combination cards for combination knowledge

    • Use a the same or similar timed math handout to check for fluency.

    • Use observational notes to track how the problem is solved (using fingers, know, count on, or making 10).

  • If instruction is ineffective:

    • Check to ensure that the foundational knowledge of the skill prior to the skill being worked on is mastered. (Too high of an entry point?)

    • More time? More support (1:1)? Smaller group?


Step 68
Step 6 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

6. Create and implement plans to close the gap.

  • By class…organize and analyze data to determine small groups

  • What are some ways you could display the class data based on the sample assessment?

  • What would be the headings at the top?


Step know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...6

6. Create and implement plans to close the gap.

  • By class

Color coding data make them easy to read and interpret.

Assessment for Learning

www.edweb.net/assessment


Ancient Civilizations know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

Example

Social Studies


Steps 1 2
Steps 1 & 2 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

A more comprehensive approach:

Let’s look at a pre-test given at the beginning of the year to determine which strands will need to be examined most closely with the whole class.

This pre-test will also be used to determine which students may need differentiated instruction or additional supports within the classroom.


Step 33
Step 3 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

3. Administer the exam

Handout 2

LiveBinder


Step 34
Step 3 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Using the answer sheet provided, respond to questions 1-26.

  • You will have 15 minutes to complete the exam.

  • Work alone and answer each question to the best of your ability.

  • After you have answered question 26 STOP. Do not proceed any further.

  • Remember, this is a pre-test. It is designed to measure your content knowledge before instruction has taken place.

  • Does anyone have any questions?

  • Begin.


Step 4 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

4. Organize the data

Current South Dakota Middle School Social Studies Strands

Strands Identified in the 6th Grade Social Studies Exam

History

Geography and Environmental Literacy

Civics and Government

Economics

Culture

  • U. S. History

  • World History

  • Geography

  • Civics (Government)

  • Economics


Step 42
Step 4 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

Handout 3

4. Organize the data


Step 43
Step 4 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Using the key at the end of the exam (pages 1 and 2) correct your exam.


Step 58
Step 5 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

5. Evaluate the data to determine strengths and areas of need.

Using the Social Studies Data Worksheet, place a check mark in each corresponding cell to indicate both the number and primary strand for each incorrect answer.


Step 59
Step 5 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • 5. Evaluate the data to determine strengths and areas of need.

  • Assemble into groups of five.

  • Working with your partners, use your completed worksheets to analyze your test results.

    • Assuming your 5 person team is a class, identify your strengths and weaknesses as a class.

    • Identify strengths and weaknesses of each team member. Are there individual students who will need differentiated instruction?

    • In which strands will individual students require differentiated instruction?

    • Are there multiple students in your class with the same area(s) of need?


Step 510
Step 5 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

In what other ways might you

organize the data?

  • History

  • Time Period

  • Location

  • Geography

  • Agriculture

  • Travel

  • Culture

  • ?

  • Civics and Government

  • ?

  • Economics

  • ?


Step 69
Step 6 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

6. Create and implement plans to close the gap.

  • How will you plan for instruction?

  • What are the implications for whole class instruction?

  • What additional supports might be needed for some students?

  • What will you do to ensure growth for students who have already mastered portions of the curriculum?


Instructionally useful
Instructionally Useful? know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Significance

    • Measures students’ attainment of a worthwhile aim

  • Teachability

    • Measures something teachable

    • If a teacher delivers reasonably effective instruction aimed at the test’s assessment targets, students should be able to master what the test measures.

  • Describability

    • Directly based on clear descriptions of the skills and knowledge it measures.

  • Reportability

    • Results are reported at a specific enough level to inform teachers about he effectiveness of the instruction they provide

  • Nonintrusiveness

    • Shouldn’t take too long to administer


Example – ELA know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

Speaking/Listening – Oral Presentation

Presentation of Knowledge and Skills


Step 13
Step 1 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

1. Clarify the Learning Target

  • Brainstorm what makes a good oral presentation.

  • Do a shout-out

  • I’ll record on chart paper


Step 14
Step 1 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

Grade 6 Grade 7 Grade 8

Grade 9-10 Grade 11-12


Step 1 2
Step 1 & 2 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Clarify the learning target.

  • Determine the format and purpose.

Seven Strategies of Assessment for Learning

By Richard Stiggins

# 5 – Design lessons to focus on one learning target or aspect of quality at a time.

Handout 4


Step 24
Step 2 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

2. Determine the format and purpose

  • We have always had students doing a speech, art project, dribbling basketball across the court, science labs, theater, music production.

  • A rubric is an appropriate assessment method for many of the learning targets in the CCSS.


Step 1 21
Step 1 & 2 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Clarify the learning target.

  • Determine the format and purpose.

Handout 5


Step 35
Step 3 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

3. Administer the assessment

  • What makes a good oral presentation?

  • Watch the videos

  • Score each student using only the “Delivery” rubric.


Step 36
Step 3 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

3. Administer the assessment

  • Clip 1 http://vimeo.com/45083980 1.1

  • Clip 2 http://vimeo.com/45083979 1.7

  • Clip 3 http://vimeo.com/45084245 .59

  • Clip 4 http://vimeo.com/45084244 .36

Hawaii DOE: Facilitation Gide and Materials for College and Career Readiness: Protocol #1

http://standardstoolkit.k12.hi.us/wp-content/uploads/2013/01/CCR.Ele_.Protocol_1.Facilitators-Guide.pdf


Step 4 5
Step 4 & 5 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Organize the data

  • Evaluate the data to determine strengths and areas of need

What rating did you give speech #1?

Clip 1 http://vimeo.com/45083980


Step 4 51
Step 4 & 5 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Organize the data

  • Evaluate the data to determine strengths and areas of need

  • In pairs or groups of three, compare you rubric ratings.

  • How difficult was it to focus on only one aspect or quality at a time?


Step 4 52
Step 4 & 5 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Organize the data

  • Evaluate the data to determine strengths and areas of need

  • In pairs or groups of three, compare you rubric ratings.

  • How difficult was it to focus on only one aspect or quality at a time?


Step 4 53
Step 4 & 5 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Organize the data

  • Evaluate the data to determine strengths and areas of need

What rating did you give speech #2?

Clip 2 http://vimeo.com/45083979


Step 4 54
Step 4 & 5 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Organize the data

  • Evaluate the data to determine strengths and areas of need

  • Clip 3 http://vimeo.com/45084245 .59

  • Clip 4 http://vimeo.com/45084244 .36

Hawaii DOE: Facilitation Gide and Materials for College and Career Readiness: Protocol #1

http://standardstoolkit.k12.hi.us/wp-content/uploads/2013/01/CCR.Ele_.Protocol_1.Facilitators-Guide.pdf


Step 610
Step 6 know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

6. Create and implement plans to close the gap.

  • Determine where to go next if this data (4 kids) were your class.

    • Brainstorm strategies that will help move the student, small group or class forward. (whole group, small group, 1:1 instruction needs)

  • With the lowest achieving student, determine where to go next in moving him/her to the next step toward mastery.

    • Brainstorm strategies that will help him/her develop the skills s/he needs.

  • How might you involve students in determining their next steps?


Performance assessment
Performance Assessment know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Recognize that children can express what they know and can do in many different ways.

  • Evaluate progress as well as performance.

  • Involve children in the process of assessing their own growth.

  • Contribute to meaningful curriculum planning and the design of appropriate interventions.

  • Give parents specific, direct, and understandable information about their child.


Assessment tools
Assessment Tools know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Artwork

  • Book

  • Cartoons

  • Charts

  • Computerized tools

  • Conversation

  • Demonstration

  • Debates

  • Every person responds techniques

  • Exit slips

  • Jigsaw

  • Lab experiments

  • Models

  • Murals

  • Newspapers

  • Partner share

  • Patterns

  • Posters

  • Powerpoint

  • Projects

  • Puzzles

  • Reports

  • Speeches

  • Story Telling

  • Whiteboards


Performance assessment1
Performance Assessment know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Think about areas in your content/grade level that a performance assessment might be used?

  • Which ONE aspect of quality would you choose to focus on first?


  • YouTube know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Boy Gives Terrible Speech (ands – unprepared)

  • http://www.youtube.com/watch?v=bTKuyk5A7wQ&feature=related

  • My Oral Presentation – A day in my life – Clara (Ums)

  • https://exchange.tie.net/exchweb/bin/redir.asp?URL=http://www.youtube.com/watch?v=jVfG3a46VY0

  • Oral Presentation Part 1 – looking at notes (practicing)

  • http://www.youtube.com/watch?v=tgJJle3--q0&feature=related

  • Bad Presentation - Two Boys (reading notes


Your Turn! know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

(Train the Trainer)

Vocabulary - Affixes


You Do know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

Handout 6


You do
You Do know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Using the Vocabulary – Affixes assessment provided, follow the six steps of the formative assessment cycle to:

    • Analyze and organize the data

    • Determine strengths and areas of need

    • Plan for support

  • Be prepared to share

    • How you organized the data

    • Your plans to close any gaps that

      indicate a lack of mastery by students


Your know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

Turn!

Your Classroom Assessment


You Do know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

Your

Classroom

Assessment


You Do know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

Handout 7


You do1
You Do know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...

  • Utilizing an assessment you use to measure learning in your classroom, follow all six steps of the formative assessment cycle to:

    • Evaluate and organize the data

    • Determine strengths and areas of need

    • Plan for support


Lessons learned
Lessons Learned know on there, maybe you'll hit it. And then you get the paper back from the teacher and she's written just one word across the entire page, "vague." I thought vague was kind of vague. I'd write underneath it "unclear," and send it back. She'd return it to me, "ambiguous." I'd send it back to her, "cloudy." We're still corresponding to this day...hazy...muddy...


What really counts is what happens after the assessments.” “…what matters most with formative assessments is how students and teachers use the results.”

Thomas R. Guskey


The rest of the story
The Rest of the Story… “…what

Students need a structured classroom process to help them use formative assessment results to improve their mastery of concepts and skills.


Essential characteristics
Essential Characteristics “…what

  • Present the concepts differently

    • The initial instruction was unsuccessful

    • Doing the same thing a second time is not likely to yield different results

  • Engage students differently in learning

    • Consider different modalities or learning styles

    • Students should be engaged in qualitatively different activities/methods from those that took place during initial instruction

  • Provide students with successful learning experiences

    • If the instruction does not result in increased achievement for the student, move on to something else


Types of corrective activities
Types of Corrective activities “…what

  • Can be divided into three groups

    • Those done with the teacher

    • Those done with a peer

    • Those done by oneself


  • Number from 1 – 11 “…what

  • Partner with the person(s) having the same number as you

  • Be prepared to explain the rule in detail to the entire group

    • Include an original scenario of how the activity might look within a particular content area


  • Read and study the corrective activity that corresponds to your number

  • Reteaching

  • Individual tutoring

  • Peer tutoring

  • Cooperative teams

  • Textbooks

  • Alternative textbooks

  • Alternative materials, workbooks, or study guides

  • Academic games

  • Learning kits

  • Learning centers and laboratories

  • Computer activities



What do you do
What Do You Do? group

  • Some students know the material before you present it.

  • Formative assessments give you the data to verify the learning.

  • So what will you do with these students?


Don t be
Don’t be… group

My teachers could easily have ridden with Jesse James for all the time they stole from me.

Richard Brautigan


What these students need
What these students need group

  • Provide these students with meaningful enrichment experiences.

  • Make sure these experiences are challenging, of high interest to the student, and involve choice.

  • Problem solving

  • Higher level thinking skills

  • Activities requiring automatic responses

  • Logic and reasoning activities

  • Games


groupAs we pull out of these young people the best of their thinking, the best of their courage, as we develop their confidence. . . Then we will have people with a passion for learning.”

Andrew Young


A proper belief

A Proper Belief group

Our job is to help kids believe they are capable learners



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