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The Michigan Formative Assessment Project. Laura Otten , Laurie Smith, and Sheila Larson Regional Formative Assessment Coaches December 6, 2010. GR. Fowlerville. Holland. Learning Targets. Learning Targets for Series. I can describe the components of a balanced assessment system.
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The Michigan Formative Assessment Project Laura Otten, Laurie Smith, and Sheila Larson Regional Formative Assessment Coaches December 6, 2010
GR Fowlerville Holland
Learning Targets Learning Targets for Series • I can describe the components of a balanced assessment system. • I can identify protocols for learning. • I can identify the components of an effective Formative Assessment PLC.
Assumptions… Chalk Talk
Summative Assessment Formative Assessment Classroom Assessment Formative Assessment Summative Assessment
Critical Distinction… Assessment FOR Learning: How can we use assessment to help students learn more? (formative) Assessment OF Learning: How much have students learned at a particular point in time? (summative)
Formative and summative assessments are interconnected. They provide different levels of information on student learning at different points in time.Adapted from Ministry of Education, Wellington, New Zealand
Assessment in Support of Learning …it goes beyond merely providing judgments about student performance to providing rich descriptions of student performance, —Rick Stiggins, 2006
Knowing Exactly What Students Know and Knowing it NOW “The central idea is that we should use assessment to influence learningand that the teaching should be contingent on what students have learnt. . . So that while we’re teaching we collect evidence about where the students are to make adjustments to our teaching to better meet our students’ learning needs.” —Black, P. & William, D. (2006)
The Soup Analogy When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative. —Stake, R. (2004)
How often should data be collected? Annually 2-4 Times a year Quarterly or end of the unit 1-4 times a month Daily/weekly
Formative assessment is a plannedprocess -W. James Popham, 2008
Using Data to Identify Learning Gaps Formative assessment can identify students’ learning gaps at a time when the learning is still taking place and timely interventions can be made
Stand Up if you… http://www.simmons.edu/conferences/btc/i/new_teachers_j_kozol.jpg
Hopes and Fears2008/09 School Year Hopes Work collaboratively / purposefully as a group Open up to others, analyze & share (both good & bad) Gather Evidence Impacts classroom practice as much as I hope Work will inspire others to action Support others as needed … “just right” Fears Maintaining focus outside of dedicated meeting time Convincing staff … F.A. & common summative (balance) team as point persons for nay- sayers Distraction due to other initiatives / responsibilities Improving enough to help lead / be catalysts
Hamilton High School Norms • Be prepared to dedicate share time in every meeting • Maintain a record of our collective work • Share all successes and/or failures without fear • Designate time for implementation
Hamilton High School • Met every two weeks • Agenda • Sharing Time – • Discussions about readings • Interactive discussion concerning use of FA tools • How has this effected students? • Set individual goals for implementing next monthly theme • Set time for classroom visits
Baldwin Street Middle SchoolHudsonville Public Schools • Principal • Assistant Principal • Teachers from Science, • Math, and Social Studies Once a month meeting, for 4 hours Two times for full day sessions
Hopes and Fears Hopes New strategies that work Develop a climate of sharing and observing each other Impact student learning/ increase achievement Build enthusiasm, purpose, professionalism Constructive atmosphere Foster culture of student ownership Increase metacognition Fears Finding time in our classrooms to DO all of this What about the RESISTANT staff members? Staff development time and time to create shared vision How do we take what we learn and “grow” with our entire staff and our student body?
Baldwin Street Middle SchoolNorms • Have a purpose/Be purposeful • Approach new ideas with a positive, open mind • Be willing to share and try new ideas • Manage our time and materials wisely • Stay focused!
Formative Assessment Teams • Year 1 • Hamilton High School • Year 2 • Baldwin Street Middle School • Spring Lake Middle School • Harbor Lights Middle School • Macatawa Bay Middle School • Careerline Tech Center • Year 3 • Riley Street Middle School • Jenison High School • Hamilton Public Schools (District-wide)
OAISD and Formative Assessment • Assessment Academy Year 1 • Balanced Assessment • Assessment Academy Year 2 • Grading • Blended Learning Course • Book Studies
THE FORMATIVE ASSESSMENT PROCESSTFAP Funding 101 TFAP Funding 101
DEFINE THE NEED • Comprehensive Needs Assessment (CNR) • ESA/District Performance Rubrics (DPR)
DESIGN THE PLAN ESA/District Improvement Plan (DIP) Local Educational Agency Planning Cycle (LEA-PC) School Improvement Plans (SIP) Consolidated Grant ~Title IIA submission
Michigan School Improvement Framework • I: TEACHING FOR LEARNING ST2: Instruction ST3: Assessment • II: LEADERSHIP ST1: Instructional Leadership BE B: Instructional Support • III: PERSONAL & PROFESSIONAL LEARNING ST2: Professional Learning • V: DATA & INFORMATION MANAGEMENT ST2: Information Management
LEA-PC (Local Educational Agency Planning Cycle) MUST BE IN THIS PLAN DETERMINED BY YOUR NEEDS DEVELOPED IN YOUR GOALS
LEA-PC OUTLINE GOAL: K-12 MATH ACHIEVEMENT OBJECTIVE: INCREASED MATH PROFICIENCY STRATEGY: M3: Data Use and Analysis STRATEGY: M4: 6th-12th Formative Assessment Process STRATEGY: M5: 6th-12th Reading Apprenticeship/Studying Math Lrng GOAL: K-12 READING/WRITING ACHIEVEMENT OBJECTIVE: INCREASED READING/WRITING PROFICIENCY STRATEGY: RW3: Data Use and Analysis STRATEGY: RW4: 6th-12th Formative Assessment Process STRATEGY: RW5: 6th-12th Reading Apprenticeship
MATH STRATEGY DESCRIPTION GOAL: K-12 MATH ACHIEVEMENT OBJECTIVE: INCREASED MATH PROFICIENCY STRATEGY: M4: 6th-12th Formative Assessment Process Strategy Statement: 6th-12th grade teachers will continue 3 year training of Formative Assessment Process. Teachers will be trained by teacher-trainers in the study of assessments and how to engage all students in the learning process while improving academic achievement. (FAP coaches--trained through MDE/Measured Progress with Title II funds) (2 FAP Coaches released 1 Hour of day to mentor/coach staffs at High School and Jr. High School paid with ARRA/IDEA funds)
READING STRATEGY DESCRIPTION GOAL: K-12 READING/WRITING ACHIEVEMENT OBJECTIVE: INCREASED READING/WRITING PROFICIENCY STRATEGY: RW4: 6th-12th Formative Assessment Process Strategy Statement: 6th-12th grade teachers will continue 3 year training of Formative Assessment Process. Teachers will be trained by teacher-trainers in the study of assessments and how to engage all students in the learning process while improving academic achievement. (FAP coaches--trained through MDE/Measured Progress with Title II funds) (2 FAP Coaches released 1 Hour of day to mentor/coach staffs at High School and Jr. High School paid with ARRA/IDEA funds)
PAIR SHARE: “Describe who handles the LEA PC in your district/ESA”
SIP and DIP (School/District Improvement Plans) MUST BE IN These Plans DETERMINED BY YOUR NEEDS DEVELOPED IN YOUR GOALS
PAIR SHARE: “Describe who handles the SIP/DIP in your district/ESA”
SIP and DIP Goal: Improve Math Proficiency by 10% as shown on the Spring 2012 MME Objective: Teachers learn balanced assessment best practices to implement daily in their math instruction. Strategy: Teams of teachers attend Formative Assessment Process trainings over a period of three years to learn best practices in Descriptive Feedback, Questioning, Peer and Self Assessment, and Grading.