Student Centered Assessment

1. Student Centered Assessment A Classroom Look at Growth

2. The Role of Assessment in a Community • Support • Accountability • Focus • Shared Vision

3. Stop and Jot • What is your vision for your writers? Or… • What is your vision for your writers’ identities? • Individual identities? • Their collective identity as a community?

4. Turn and Talk • Please share one thought with a partner. • Then share the “why” behind your thought.

5. Tools to Promote Instructional Change “What we do has little impact unless we are cognizant of how to do those things in the most effective ways and for legitimate purposes.” - Good to Great Teaching by Mary Howard, 2012

6. Primary Agent of Assessment Peter Johnston’s new book: RTI in Literacy: Responsive and Comprehensive “Regardless of grade, students’ development looks different – so, too, must literacy instruction.”

7. Growth Mindset & Skill Progressions • Teaching students to measure their work against a progression of skills requires: • A vision for the writing work • An expectation that all writers are capable of sharing that vision, as partners in the process

8. Peter Elbow’s Evolution as a Writer Started with a fixed mindset Then… “I couldn’t write when I tried to write everything right. And I could write when I let myself write things wrong.”

9. Teachers of writers need… • Learning progressions across units of study • Tools that can be used for multiple purposes • Processes for looking at writing with colleagues

10. Teachers of writers need… Exemplars of work at all stages Lesson design with structures for differentiation Flexibility to USE data to adjust instruction

11. Where’s the time?? http://farm5.staticflickr.com/4094/4916329555_9e9a6ecd92_o.jpg

12. What Makes a Difference? John Hattie’s Meta-Analysis • Learning goals • Emphasize meta-cognitive strategies • Multiple exposures / opportunities to practice over several days • Feedback • Formative evaluation

14. Lesson Structure

15. Feedback / Conference Research – What are you working on today? Compliment – I see you tried . . . Decide What to Teach – What is the student doing/ just about to do? Teach – Demonstrate/ Model/ Exemplar Link – Whenever you’re writing . . .

16. Where’s the time?? http://farm5.staticflickr.com/4094/4916329555_9e9a6ecd92_o.jpg

17. Turn & Talk What are you thinking about now?

18. “Audience Participation” time! • Please decide one person per table with a laptop or tablet to be your spokesperson on this site: http://todaysmeet.com/maisa • If you have questions for the teachers on the panel, please jot and pass to your spokesperson for submission to the site.

19. Thank you, Panelists! • Michelle Kemp, 12th Grade Muskegon Public Schools • Megan Perreault, Middle School Special Education and Literacy Orchard View Public Schools • Amy Miller, 5th Grade Grand Haven Public Schools • Terri Fortmeyer, 3rd Grade North Muskegon Public Schools

20. LEARNING TARGETS are… • the day-to-day learning • that we plan for our • students • posted in the classroom • in understandable language • assessable

21. Types of Learning Targets • Knowledge Targets • Reasoning Targets • Skill Targets • Product Targets • Disposition Targets

22. Megan’s Student-Facing Rubric Adapted from Writing Pathways by Lucy Calkins and TCRWP Colleagues, 2013

23. Megan’s “Please Notice” Card

24. Amy Miller’s Continuum Poster

26. Summative Assessment

27. Summative Assessment

28. Assessment in Writing is coming into its own… • NWP • TCRWP • FAME • Quality Assessment Practices

29. We WILL grow together… You will grow your practices as you assess for learning. Our students will grow as writers. This is just the beginning. We will all share our findings as a part of this network. Thank you for doing that today, panelists!