Welcome to Formative Assessment!

1. Welcome to Formative Assessment!

2. Fill in one word for each letter to describe your summer using the ABC chart in front of you

3. Marshall and the FAME Dames:One Group’s Journey into Formative Assessment Muskegon Area Career Tech Center Annlyn McKenzie – English Consultant Marshall Lystra – Automotive Technology Instructor Kathy Andrews – Health Science Academy Instructor

4. The MACTC

5. 16 Programs

6. 15 Sending Schools and 757 Students

7. Today’s Learning Targets • I can explain the difference between formative and summative assessment • I can create student-friendly learning targets • I can determine if my students are mastering content standards

8. Agenda • Learning Targets • Evidence • Strategies • Tools • Feedback

9. FAME is an initiative of the Michigan Department of Education Bureau of Assessment & Accountability. FAME: Formative Assessment for Michigan Educators

10. Goal:Working collaboratively educators will learn, implement, and reflect on the formative assessment process to guide student learning and teachers’ instructional practices. FAME: Formative Assessment for Michigan Educators

11. How Does FAME Define the Formative Assessment Process? “Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.” (CCSSO SCASS FAST Project, 2007)

12. Shared Responsibility Formative Assessment in Teacher’s Hands Formative Assessment in the Students’ Hands Student as decision maker: Where are you trying to go? Where are you now? How can you get there? Metacognition • Who is and is not understanding the lesson? • What are the student’s strengths and needs? • What misconceptions do I need to address? • What feedback should I give students? • What adjustments should I make to instruction • How should I group students? • What differentiation do I need to prepare

13. FAME: Learning Teams Defined • Small group of individuals guided by common purpose • Driven by a desire to have a positive impact on student learning Goals • Help all members become assessment literate through individual study, practice and group discussion • Use evidence based on high-quality assessment and processes to make instructional decisions • Understand the importance of a comprehensive assessment system

14. FAME: Muskegon County 2010-2011: • 13 Muskegon County coaches (including all MAISD Instructional Services Consultants) 2011-2012: • 17 new Muskegon County coaches • 11 returning coaches 2012-2013: • 19 new Muskegon County coaches • 19 returning coaches 2014-2015: • 21 new Muskegon County coaches • 20 returning coaches

15. FAME: Muskegon County MAISD Coach Support • New coaches attend a three day Coaches Training focused on facilitation skills • Day 1 is prior to the learning team launch • Days 2 & 3 continue into the fall and winter • Coaches and their learning teams attend a Launch into Learning • New and returning coaches attend a Dinner & Dialogue session in April

16. FAME: Project Numbers 12 - 13 08 - 09 09 – 10 10 - 11 11 - 12 School Year New New Ret New Ret Ret 100 63 61 64 32 61 35 Coaches 96* Learning Teams 63 83 23 65 60 62 32 55 *5 Returning FAME Leads and 5 New FAME Leads

17. Culture & Commitments Why the Learning Team Works: • Building the Culture • Hopes and Fears Activity • Establishing Norms • Focused Agenda • Using Protocols • Clear Purpose • Participation

18. Learning Team Agenda

19. Making Learning Targets Clear to Students • Share the Learning Target with Students • Use Language Students Understand • Introduce Students to the Language and Concepts of the Rubrics You Use

20. Rubric Alignment Learning Goals Assessment Qualities

22. AutomotiveTechnology Class

23. Writing Student –Friendly Learning Targets • Using 2 sticky notes, write one learning target on each that would be appropriate for your unit • Place sticky notes in center of table and share your targets • What do you notice?

24. Turn and Talk • How will you use learning targets with your students? • How will you know when student achieve these learning targets?

25. Evidence • Triangulation of Data

26. Self-Assessment • With partner who is not in your pathway, share your learning target • Using the Self-Assessment Rating, mark your proficiency of the learning target

27. Automotive Technology Goals • Increase students’ conceptual understanding of automotive systems • Increase student-driven research for problem solving within the shop • Increase student motivation to include reflective understanding of what they need to know • Increase personal lesson ideas (as an Instructor)

28. Health Science Academy Goals • Increase student ownership of learning(metacognition) • Increase feedback and relevancythrough formative assessment • Vary tools and strategies to enhance student learning

29. Strategies Give students the opportunities to gain deeper understanding and maximize learning • Activate Prior Knowledge • Goal Setting • Feedback Use • Self Assessment • Peer Assessment

30. Tools • Students Interact with tools to demonstrate thinking in deeper ways • Tools correspond to formative assessment strategies used in the classroom

32. Automotive Writing Before FAME

33. HSA: 4 A’s Activity BEFORE FAME WITH FAME

36. Evidence of Close Reading…

38. RAFTRole of writer/ Audience/Format/Topic Student Peer Review Rubric Use of Exemplars

40. Instructional Shifts

46. GROWTH Before FAME After FAME Writing to Learn Self-Analysis Resourceful Increased Personal Responsibility for Learning Learning Targets Continuous Assessment Multi-Dimensional • Limited Writing and Analysis • Lack of Problem Solving Skills • Teacher Initiated Learning • Objective Driven • One and Done Testing • Strictly Procedural

47. Putting Formative Assessment into Practice • Formative Assessment Planning Sheet • Class Lesson Plan • 2 Learning Targets on Sticky Notes • Now…..

48. Complete your Formative Assessment Plan! • Pay close attention to the Student Misconceptions of the Learning Targets • Be prepared to share out

49. Polleverywhere.com • What would your bumper sticker say about formative assessment?

50. Now What? • Exit Slip: • Name • Class • One Thing From Today That you Will Implement Next Week