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Formative Assessment: Learning Intentions? Success Criteria? Where are we now?

Formative Assessment: Learning Intentions? Success Criteria? Where are we now? Academic Coaches Meeting MILWAUKEE PUBLIC SCHOOLS. Lee Ann Pruske Mary Mooney February 15, 2013. Jot down a learning intention that you thought was well written,

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Formative Assessment: Learning Intentions? Success Criteria? Where are we now?

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  1. Formative Assessment: Learning Intentions? Success Criteria? Where are we now? Academic Coaches Meeting MILWAUKEE PUBLIC SCHOOLS Lee Ann Pruske Mary Mooney February 15, 2013

  2. Jot down • a learning intention that you thought was well written, • And one that you thought was poorly written • Share at your table • What made the learning intention strong or weak? Individually…

  3. Weekly regional walks Grows and Glows Observations shared with school leaders Learning Intentions and Success Criteria Regional Anecdotes…

  4. Deepen our understanding of the roles learning intentions and success criteria play in the formative assessment process. We will know we are successful we can coach teachers through creating learning intention/success criteria based on the desired lesson outcomes. We Are Learning To…

  5. An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in the absence of that evidence. Dylan Wiliam, 2011 Formative Assessment Definition

  6. The term formative is used to describe the function that the evidence from the assessment actually serves, not the assessment itself. Process v. product

  7. “is the heart of formative assessment, and needs to be made clear at the planning stage if teachers are to find formative assessment manageable.” Shirley Clarke, 2001 The learning intention…

  8. “Is to make students absolutely sure about what it is in the teacher’s mind as the criteria for judging their work. Too often student know the learning intention, but not how the teacher is going to judge their performance.” Shirley Clarke, 2001 Purpose of Success Criteria

  9. Read pages 1-2 Embedded Formative Assessment Reading

  10. Source: Dylan Wiliam , 2011

  11. Read pages 1-2 With a partner complete the table with an example Share your example with your tablemates Embedded Formative Assessment Reading

  12. 1s- Task-specific verses generic scoring rubrics 2s- Product-focused verses process-focused criteria 3s- Official verses student-friendly language Jigsaw Reading

  13. As a table group, discuss how the four different learning target examples could be improved based on the information in the reading. Be prepared to share. From classroom to practice…

  14. Deepen our understanding of the roles learning intentions and success criteria play in the formative assessment process. We will know we are successful we can coach teachers through creating learning intention/success criteria based on the desired lesson outcomes. We Are Learning To…

  15. How do we strengthen or improve the Learning Intentions and Success Criteria? How do we work with teachers to improve Learning Intentions and Success Criteria in daily math lessons? Classroom focus

  16. Bring in 3-5 typed transcripts of posted Learning Intentions and Success Criteria you see in classrooms • Include the context of learning • Grade Level • Domain, Cluster(s), Standard(s) of the lesson Professional Practice

  17. How will this information around Learning Intentions/Success Criteria connect to your goal(s)? Feedback question

  18. Milwaukee Public Schools TITLE OF PRESENTATION MPS Board of School Directors Dr. Michael Bonds, PresidentLarry Miller, Vice President Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Dr. Peter Blewett, District 6 David Voeltner, District 7 Meagan Holman, District 8 Terrence Falk, At-Large Senior Team Dr. Gregory Thornton, Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Executive Director, Curriculum and Instruction Dr. Karen Jackson, Chief Human Resources Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Anita Pietrykowski, Director, School Administration Denise Callaway,Communications & Partnerships Patricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent

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