Where are we going?

1. Where are we going? Assessment Capable Learners Giiny Vandelicht Director of Region 2 RPDC Hook Center How do you close the gap? Where are you now?

2. Social Media • /MUHookCenter • @MUHookCenter • @moplc • www.moplc.org

3. “Formative assessment is the bridge between teaching and learning.” Dylan Wiliam, November 12, 2014

4. Connection to MO Teaching Standards • Standard #3 Curriculum Implementation • Standard #7 Student Assessment and Data Analysis • Standard #9 Professional Collaboration

5. Line Up then Verbal Fluency • Line up • Pair up, decide who is A and who is B • 60, 45, 30, 30 seconds Share what you know about classroom assessment.

6. Outcomes • understand research-based high-impact formative assessment practices • Understand how the seven strategies link to high-impact formative assessment practices • Understand how formative assessment practices can help shift the classroom culture to a learning orientation.

7. Success Criteria • I can talk about the 7 strategies • I can tell about the power of formative assessment practices and know the 3 conditions • I can describe the 3 goal orientations and how they connect to assessment practices • I can make a plan for myself with the first 2 strategies

8. “…innovations that include strengthening the practice of formative assessment produce significant and often substantial learning gains.” • --Black & William, 1998

9. Assessment Continuum • Most Formative • Most Summative • Classroom • Formative • Common • Formative • Benchmark • State Test

11. What formative assessment practices are you familiar with? Make a list. Page 1 Share at your table

12. Formative assessment .90 effect size

13. Formative practices yielding large achievement gains involve the following conditions: • Use of discussions, tasks, homework to determine the current state of student learning & understanding, with action taken to improve learning and correct misunderstandings • Provision of descriptive feedback, with guidance on how to improve, during learning • Development of student self- and peer-assessment skills

14. Check your formative assessments • Complete the chart on Page 2. • Are all 3 categories of best practices represented on your chart?

15. Formative practices yielding large achievement gains involve the following conditions: • Who does • what? • Diagnostic--Use of discussions, tasks, homework to determine the current state of student learning & understanding, with action taken to improve learning and correct misunderstandings • Feedback--Provision of descriptive feedback, with guidance on how to improve, during learning • Peer & Self Assessment--Development of student self- and peer-assessment skills

16. Page 3 with a partner, “The Feedback Loop” • Read and react…..

17. Strategies Teachers Need to Employ • To help students know where they are going, I need to: • Provide clear and understandable vision of the learning target. • Use examples and models of strong and weak work. • To help students know where they are now, I need to: • Offer regular descriptive feedback. • Teach students to self-assess and set goals for next steps. • To help students know how to close the gap, I need to: • Use evidence of student learning needs to determine next steps in teaching. • Design focused instruction, followed by practice with feedback. • Provide opportunities for students to track, reflect on, and share their learning progress. Adapted from: Chappuis, J. (2009). Seven Strategies of Assessment for Learning. Boston: Pearson.

18. Handout pages 2-5 • Review the 7 strategies • Count off at your table • Read, record a summary, record an example • Share out at your table • You have 20 minutes

19. Connect the 7 strategies to the 3 practices • Diagnostic, with action • Feedback • Peer or Self-Assessment

20. Page 5 in your packet • Read silently the section labeled: • These Strategies as a Progression • Hand up, standup, pair up • Share your take aways with a partner

21. Enablers –strategies 1-3 • Floaters– strategies 5 and 6 • Destinations— strategies 4 and 7

22. Goal Orientations • A learning orientation, where the student’s goal is to get better • A performance/ego orientation, where the student’s goal is to prove ability or hide a perceived lack of ability • A task-completion orientation, where the student’s goal is to get it done and get a grade

23. Trio cards- Each Teach protocol • Find your trio partners • Decide who will be the experts with each orientation • Read and highlight • Then, Each Teach!

24. What does this have to do with the 7 strategies?? • Leads to certain beliefs • Leads to certain behaviors • Effects student motivation • Assessment practices influence the goal orientation

25. Formula for developing a Learning Orientation • Having clear learning targets and making them clear to students • Focusing instruction, activities, and assessments ON the learning targets • Ensuring your assessment practices treat learning as a progression and mistakes as a way to learn • Structuring sufficient practice time with feedback before any graded event • Teaching students to self-assess and set meaningful goals for further learning

26. Read and say something with a shoulder partner R.Sadler…greatest potential of formative assessment derives from • The indispensable conditions for improvement are that the student comes to hold a concept of quality roughly similar to that held by the teacher, is able to monitor continuously the quality of what is being produced during the act of production itself, and has a repertoire of alternative moves or strategies from which to draw at any given point.

27. Some online resources • Kahoot • Quizzizz • Goformative • Socrative • www.semo.edu/rpdc/technology.html

28. Tweet! • Create a “tweet” • that captures your learning this morning around formative assessment.

29. Questions?

30. Saturday, October 15th • 9am – 3pm • Townsend Hall Join educators from throughout Mid-Missouri for this FREE ‘unconference’ experience. Expand your network and engage in face-to-face dialogue around pressing problems and shared interests. All levels (pK-college) and all disciplines welcome! Breakfast and lunch provided! Doorprizes and giveaways! For more information and to register visit: http://mizzouedcamp.weebly.com *The first 100 to register will receive a Mizzou EdCamp tshirt!

31. Thank You & Feedback • https://goo.gl/0fKfNg