Title: Designing Meaningful Assessments: Shifts in Classroom Practice
1Designing Meaningful AssessmentsShifts in
Classroom Practice
- Elementary Powerful Conversations Network
- November 8, 2012
2Â Networking Connection Challenge
- Take the Warm-Up Activity featuring the map of
Alabama and pen. - Move around the room introducing yourself to
colleagues from other schools. Jot down their
names in the margin with line drawn to the county
where their school is located. - Connect with individuals from as many different
counties in our state as possible. Celebrate the
opportunity to be a part of a truly statewide
learning community!
3Alphabet Soup!
- ABPC Alabama Best Practices Center
- KLN Key Leaders Network
- PCN Powerful Conversations Network
- SLN Superintendent Leaders Network
- IP Instructional Partners Pilot
- CCRS College-and Career-Ready
Standards - FA Formative Assessment
4Partners with the Alabama State Department of
Education Initiatives
5Toward Standards-Based Learning
- If we are teaching to the standards and were
making sure that teaching and instruction are
equipping students to know, understand, and do
something with that knowledge, whatever the
assessment is is secondary. We have focused for
years on the test being the primary target rather
than the standards.Dr. Tommy Bice, State
Superintendent of Education
6Learning Targets
-
- 1. To deepen our understanding of the
implications of CCRS for teaching and learning - To revisit summative and formative assessments
and the relationships between the two - To explore issues related to different aspects of
assessment and broaden our understanding of
comprehensive school- and classroom-based
assessment
7Learning Targets, contd
- 4. To reflect on the state of the art of
assessment in our own school and to plan together
to improve assessment practices - 5. To continue work on a curriculum unit design
team with colleagues from other schools - 6. To co-create a community of practice with
colleagues across the state
8Guidelines for Group Interactions
- Be open to and respect all points of view.
- Listen with an open mind and expect to learn from
one another. - Accept responsibility for active and equitable
participation. - Allow think time before and after someone
speaks. - Check for understanding. Before you counter an
idea, be sure you fully understand what has been
said. - Welcome questions.
9Activity 1 Critical Friend Analysis
- WHAT? Reading and critical friend analysis of a
think piece on formative assessment - WHY? To share our thinking about formative
assessment and secure your feedback - HOW? Individually read and think about the
description of formative assessment. With your
school team, provide feedback on the reading
using criteria that are provided. (p.3 - Yellow
Packet)
10Formative AssessmentA Process, Not an Instrument
- Essential Question What makes an assessment
formative?
11Which of the following has the potential to serve
as a formative assessment?
- Embedded Daily AssessmentsExamples Questions,
Exit Passes, Student Work Samples - Teacher-Developed (collaboratively, when
possible) Quizzes, Tests, ExamsExamples Daily
Quiz, End-of-Unit Test, Semester Exam - Common Diagnostic and Benchmark Assessments
(oftentimes commercially developed)Examples
Global Scholar, ACT Explore and Plan
12School Team Conversation and Planning
- WHAT? School team conversation and planning
- WHY? To afford time for school team dialogue
about and planning related to school and
classroom assessment - HOW? Use prompts and questions on School Team
Conversation and Planning Guide to help structure
team work. Use template to record team insights
and commitments. (Green Packet)
13Six Fundamental Steps to Using Assessment Results
- WHAT? Self-assessment, conversation and planning
- WHY? To use Ainsworths 6 Steps to take a
critical look at current status and future
possibilities in classroom assessment - HOW? Use questions beneath Part I of Team
Conversation and Planning Guide template for
recording (p.1- Green Packet)
14Activity 2 Formative, Summative, or BothIQ
Triads
- WHAT? IQ Triads to generate insights and
questions related to the use of summative
assessments formatively - WHY? To structure a collaborative conversation
that results in richer understanding of the
potential of all assessments to be used
formatively - HOW? Three individuals from different schools and
districts group to process 2 paragraphs from
Ainsworths book and to identify insights and
questions for sharing with home team. (p.5
Yellow Packet)
15Formative, Summative, or BothTeam Conversation
Planning
- WHAT? Self-assessment, conversation and planning
by school teams - WHY? To consider the potential of increasing the
formative use of summative assessments - HOW? Use questions beneath Part II of Team
Conversation and Planning Guide template for
recording (p.1 Green Packet)
16Supporting Implementation of Common Core
Workshop Choices
- Purpose To afford individual and team choice in
deepening learning about one of four tools
provided by the SDE OR additional team planning
time - Options
- 1. Alabamas evolving assessment systemGloria
Turner - 2. Global ScholarTerrence Ingram
- 3. Insight ToolCindy Freeman
- 4. Using Assessments with Math CCRSPam Williams
- OR
- School Team Planning
17Common Formative AssessmentsTeam Conversation
Planning
- WHAT? Self-assessment, conversation and planning
by schools teams - WHY? To consider the current use of common
formative assessment and possibilities for future
- HOW? Use questions beneath Part III of Team
Conversation and Planning Guide template for
recording (p.2 Green Packet)
18Activity 3 Investigating One Important Type of
AssessmentTable Talk
- WHAT? To engage in dialogue with colleagues from
other schools about one of three types of
assessment - WHY? To learn from others experiences and
perspectives and prepare to share with home team - HOW? Move to a table made up of members from
different schools. With your group, investigate
your assigned type of assessment using questions
beneath 3 on p.6 in Yellow Packet.
19Pre- and Post-Assessments and Progress
MonitoringTeam Conversation Planning
- WHAT? Self-assessment, conversation and planning
by schools teams - WHY? To consider the current use of three types
of assessments and plan for future possibilities - HOW? Use questions beneath Parts IV, V, and VI of
Team Conversation and Planning Guide template
for recording (p.5 Green Packet)
20Activity 4 Rating School-Wide Assessment
PracticesData on Display
- WHAT? Self-assessment and team conversation
- WHY? To compare and contrast current perspectives
and to use a strategy that you might transfer to
work in your school - HOW? Individually rate 8 items use self-adhesive
dots to display your ratings on team templates
use data to draw inferences about current
practice in your school. (p.7 Yellow Packet)
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23Design Work in Collaborative Teams
- Move to your content-alike team (subject and
grade-level) with which you met during 1st PCN
Session. - Select appropriate items from Readers
Assignment on pages 156-157 to pursue during
your work together. - The unwrapped standard(s) that you identified for
focus during the 1st PCN session should be the
basis for this work in assessment.
24Principal Dialogue Groups
- Move to designated break-out rooms.
- When you arrive, take a seat in one of the chairs
in one of the lines. - Pick up information packet in chairs. This will
be your study assignment. - Please do not move the chairs or exchange
information packages.
25Reflection and Feedback
- Please complete the reflection and feedback
formincluding the comments for each item. - This is your exit ticket!
- We will use your feedback to plan our next QM.
- Thank you!
- Safe travels. See you next time!