Formative Assessment Institute

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Formative Assessment Institute
Barb Rowenhorst Janet Hensley Lisa Hafer Marilyn
Hofer Pam Lange
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http//fai.tie.wikispaces.net/
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Credit Options

• Remember to sign in each session
• PTBS Credit
• Graduate Credit University of Wyoming
• Different Colored Pen Each Session

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Outcomes

• Involve students in the Seven Strategies for
  Assessment for Learning.
• Accumulate formative assessment tools to inform
  instruction.
• Deepen our understanding of learning targets,
  deconstructing standards, BOE, and/or looking at
  student work.
• Build collegiality between colleagues with
  similar instructional roles teachers,
  instructional facilitators, or administrators..
• Complete an action plan to guide the
  implementation of quality assessment practices.

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FAI March Agenda
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Parking Lot

• We will collect items periodically and address to
  the entire group
• Non-content
• respond via sticky note
• Content
• address whole group

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February On-line Survey Results
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Keynote Speaker
Topic Strongly Agree Agree Disagree Strongly Disagree NA
Jim Pophams presentation was beneficial to me as a participant of the Formative Assessment Institute. 14 31 9 4 11
Scott Marions presentation was beneficial to me as a participant of the Formative Assessment Institute. 12 33 14 9 1
I would like to have additional keynote speakers for next years Formative Assessment Institute. 18 33 9 4 5
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Do you feel it would be beneficial to have a
short presentation on BOE requirements.
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February On-line Survey Results

• The Learning Target Analysis remains confusing to
  me. I need more practice looking at student
  work.
• More time to work within our own school groups.
• The first day was really long, but I understand
  the guidelines and the required of hours.
• Perhaps breakout sessions with a defined
  assignment in our district teams.
• More hands-on activities and more practical tools
  and models for formative evaluation in the
  classroom.
• I would suggest to break up groups by
  position/job so the administration, teachers and
  instructional facilitators could all participate
  within their role in the professional development
  process.

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Student Involvement Barb and Pam
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Creating a Balance Assessment System
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• How do you involve students in the Seven
  Strategies for
• Formative Assessment?

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Seven Strategies for Assessment FOR Learning

• Where am I going?
• Provide a clear and understandable vision of the
  learning target.
• Use examples and models of strong and weak work.
• Where am I now?
• 3. Offer regular descriptive feedback.
• 4. Teach students to self-assess and set goals.
• How can I close the gap?
• 5. Design lessons to focus on one aspect of
  quality at a time.
• 6. Teach students focused revision.
• 7. Engage students in self-reflection and let
  them keep track of and share their learning.

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Assessment System Handouts
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Step One
Reading the statements in the column The Path
to a Balanced Assessment System determine which
of the Seven Strategies could be represented.
List strategy/ies in column one.
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Step Two
Reading the statements in the column The Path
to a Balanced Assessment System discuss
additional comments you might hear from
students. List comment(s) in column three.
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Step Three
Utilizing the completed form, discuss what might
be happening in your district pertaining to each
statement.
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Table Discussion
At the present, how involved are students in
each process? How might that be changed?
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• Verbs Every Student Should Know

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Seven Strategies for Assessment FOR Learning

• Where am I going?
• Provide a clear and understandable vision of the
  learning target.
• Use examples and models of strong and weak work.
• Where am I now?
• 3. Offer regular descriptive feedback.
• 4. Teach students to self-assess and set goals.
• How can I close the gap?
• 5. Design lessons to focus on one aspect of
  quality at a time.
• 6. Teach students focused revision.
• 7. Engage students in self-reflection and let
  them keep track of and share their learning.

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Strategy One Learning Targets

• Include teacher speak from standards
• Include student speak from standards
• Include vocabulary from standards
• Include students in the process
• It is important to include common testing
  vocabulary when developing learning targets.

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Verbs Every Student Should Know

• McREL completed a research study on the use of
  vocabulary found on standardized tests.
• The research showed that almost forty percent of
  errors on standardized tests are due to the
  misunderstanding of directions or question stems
  due to vocabulary students did not know or
  understand.

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Verbs Every Student Should Know

• These twelve verbs consistently appear on
  standardized tests
• Trace Analyze
• Infer Evaluate
• Formulate Describe
• Support Explain
• Summarize Compare
• Contrast Predict

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Word Example Draft Definition Created by XYZ Middle School Students
Trace Follow a path Very small amount
Infer Make a guess using facts
Explain Make clear using reasons Tell using details Give a reason for
Summarize Tell or give the main points
Contrast Tell or show the differences
Analyze Examine and explain Show the connection
Formulate Solve using a process
Predict Tell what you think will happen
Support Prove using facts
Compare Show how they are alike
Evaluate Determine what is important Give worth or amount
Describe Tell about in detail
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• http//www.visuwords.com/

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Verb Template
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Lets Practice . . .

• Divide into groups of two or three.
• Each group randomly selects two verbs.
• Using the XYZ draft definitions as a starting
  point, develop an operational definition of your
  two verbs.
• Try to keep the definition to five words or less.
• Write each definition on a sticky note.
• Post the definition on the chart paper of the
  corresponding word.

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Using the Verbs

• It is important
• to have students create the first set of draft
  definitions.
• to create some form of consensus building for the
  final decision on the definition with students
  and/or teachers.
• to incorporate these verbs into your formative
  assessments so when students get to the summative
  assessment there are no surprises.

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Table Discussion

• How important is it for each content area to
  incorporate the verbs into everyday learning
  targets?
• Discuss how your building could use this
  vocabulary activity to promote student success.

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• Using Rubrics for Looking at Strong and Weak
  Student Work

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Seven Strategies for Assessment FOR Learning

• Where am I going?
• Provide a clear and understandable vision of the
  learning target.
• Use examples and models of strong and weak work.
• Where am I now?
• 3. Offer regular descriptive feedback.
• 4. Teach students to self-assess and set goals.
• How can I close the gap?
• 5. Design lessons to focus on one aspect of
  quality at a time.
• 6. Teach students focused revision.
• 7. Engage students in self-reflection and let
  them keep track of and share their learning.

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Writing Assignment

• What do we know about the Civil War?
• Who?
• What?
• When?
• Where?
• Why?
• Seven Minutes to complete activity

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Writing Assignment

• Write two paragraphs on your belief of the causes
  of the Civil War.
• You have 7 minutes.

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Writing Assignment

• Exchange papers with someone not at your table.
• Grade the paper you received based on the
  criteria of the rubric provided.

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Rubric Discussion Questions

• How did this make you feel?
• How would a student have felt?
• How often do we do this to students?
• Should we have done anything beforehand?
• If you could change one thing in your classroom
  after this experience, what would it be?

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Rubrics

• Key ideas

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Rubric CD Samples

• Insert CD
• Click on Continue
• Click on Table of Contents
• Click on Chapter 9
• Click on Rubric Sampler
• Click yes if pop-up requests it
• Explore the Rubrics listed in the table of
  contents

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Breakout Sessions
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February On-site Survey Results
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Breakout SessionsDeconstructing StandardsBOE
Question/AnswerLooking at Student
WorkDeveloping Learning Targets
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Please select the breakout sessions that best fit
your needs.Teams do not have to attend the
same breakout session.
Breakout Sessions
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(No Transcript)
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Lunch
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Breakout SessionDeconstructing
StandardsJanetLisaMarilyn
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(No Transcript)
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Deconstructing Benchmarks

• First and foremost, the student has to be the
  center of everything in education.
• Students need to know the performance standards
  CLEARLY!

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Standards

• WDE
• Wyoming Department of Education website
• Standards and benchmarks
• http//www.k12.wy.us/SAA/standards.asp

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(No Transcript)
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Deconstructing the Benchmark

• Define essential verbs (red)
• Define essential terms (blue)
• As you work through all of the standards, you
  need to have common definition s of verbs and
  terms -- sometimes agreement is difficult!
• Remember you may want to bold the verbs and
  underline the terms if not everyone will have a
  color printer and if you are going to have it
  online.

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• Students explain connections between setting,
  plot, theme, and characterization.
• Verbs
• Explain clarify in writing and/or speaking
• Between - between
• Terms
• Connections links in writing and/or speaking
• Setting - when and where the event takes place
  based on context clues
• Plot how the story is put together
• Theme the authors message
• Characterization descriptions, speech, thoughts
  and actions of the characters.

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• Next, you write the benchmark as the teacher
  would say it, then as the student would
  actually say it.
• If were looking at formative assessment, all
  parties have to agree on what the student needs
  to learn, especially the student.

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• Teacher Speak Students are able to explain
  (clarify in writing and/or speaking) connections
  (links) between setting (when and where the story
  takes place), plot (exposition, rising action,
  climax, falling action, and conflict resolution),
  theme (the authors message), and
  characterization (descriptions, speech, thoughts
  and actions of the characters).
• Teacher Speak Students are able to clarify
  links between setting, plot, theme, and
  characterization.

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• Student speak
• I can clarify in writing and/or speaking, links
  between
• when and where the story
• takes place,
• how the story is put together
• the authors message
• how characters look,
• talk, think, and act.

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Deconstructing Standards (Benchmarks) into
Student-Friendly Language

• At your table
• Select a benchmark
• Identify the verb(s) in the benchmark.
• (Red or bold)
• Handouts
• Key Verbs Handout
• Deconstructing benchmarks template
• 3. Identify the noun(s) that need defining in the
  benchmark.
• (Blue or underline.)

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Deconstructing Benchmarks

• Define verbs
• Define terms
• Write teacher speak
• Write student speak

Agreement on all terms is necessary!
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Team Work Time
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Breakout SessionBody Of Evidence Question and
Answer SessionAlan MoorePamBarb
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Breakout SessionWriting Learning
TargetsPamBarbLisa
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Learning Targets?

• A learning target is any achievement expectation
  we hold for students.
• It is a statement of what we want the students to
  learn.

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(No Transcript)
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Standard
Students Move Up The Ladder Through A Seq
uence Of Learning Steps
Assessment OF Learning
Learning Target
Learning Target
Learning Target
Assessments FOR Learning
Learning Target
Learning Target
Learning Target
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Kinds of Learning Targets

• Knowledge targets
• the facts and concepts we want students to know.
• Reasoning targets
• students use what they know to reason and solve
  problems.
• Skill targets
• students use their knowledge and reasoning to act
  skillfully.
• Product targets
• students use their knowledge, reasoning, and
  skills to create a concrete product.
• Dispositional targets
• students attitudes about school and learning.

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Teacher Speak

• Knowledge- mastery of substantive subject matter
  content, where mastery includes both knowing and
  understanding it
• Reasoning- the ability to use that knowledge and
  understanding to figure out things and to solve
  problems
• Skills -the development of proficiency in doing
  something where it is the process that is
  important, such as playing a musical instrument,
  reading aloud, speaking in a second language, or
  using psychomotor skills
• Products- the ability to create tangible
  products, such as term papers, science fair
  models, and art products, that meet certain
  standards of quality and that present concrete
  evidence of academic proficiency.

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6th Grade Reading Standard
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Lesson Planning Example
Standard Analyze the ideological origins of the American Revolution, the Founding Fathers' philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.
Learning Target I can explain the appeal of Enlightenment ideas to the colonists
Assessment of Target Cause and effect chart
Addressing a Variety of Levels Explain the concept of a social contract (Locke) Analyze the impact of the following events upon the colonists (Stamp Act, Quartering Act, etc) Evaluate the effectiveness of the following rhetorical phrases from Paine and Jefferson (Pharaoh of England, etc)
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More On Learning Targets

• Clear learning targets starts with state standard
  and then, we deconstruct them into scaffolding
  leading to each standards (local curriculum maps)
  in order to transform them into student-friendly
  version.
• We need to have a clear understanding of the
  learning targets we identify. Can I effectively
  turn those broad statements of content standards
  into classroom targets?
• We need to understand the types of targets.
• We should select targets based on the most
  important things.

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More On Learning Targets

• All teachers must have a clear vision of success,
  targets must be clear.
• If you write good learning targets, your
  assessments should be easy to create.
• Students should be given multiple opportunities
  to hit the target.

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Learning Target Template
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Team Work Time
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Remember, tomorrow you will begin in your
individual strand. Please check agenda for
room assignmentTeacherInstructional
FacilitatorAdministrator
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Breakout SessionLooking at Student
WorkMarilynJanet
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Looking at Student Work
November Outcome To use strong and weak
student work to drive instruction. Barb
Rowenhorst Janet Hensley Marilyn Hofer
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Norms

• Honor Private Think Time
• Allow time for individual reflection in order to
  be concise with our comments
• Allow for a variety of think time
• Own Responsibility
• Be punctual (Start on time, end on time)
• Maintain focus (Minimize sidebar conversation)
• Share Air Time
• Share information
• Respect the signal to refocus

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Seven Strategies for Assessment FOR Learning

• Where am I going?
• Provide a clear and understandable vision of the
  learning target.
• Use examples and models of strong and weak work.
• Where am I now?
• 3. Offer regular descriptive feedback.
• 4. Teach students to self-assess and set goals.
• How can I close the gap?
• 5. Design lessons to focus on one aspect of
  quality at a time.
• 6. Teach students focused revision.
• 7. Engage students in self-reflection and let
  them keep track of and share their learning.

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Why is Examining Student Work
Important?
Where have I been? Where am I now? Where am I
going?
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Why is Examining Student Work
Important?
How can I close the gap?
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• Lets look at some student work!

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Looking at Classroom Student Work

• If teachers work together to examine their
  students and their own work, theyll be asking
• What am I teaching?
• Why am I teaching it?
• How am I teaching it?
• Why am I teaching it this way?
• How do I know my students are getting it?
• How do my students know they are getting it?

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Protocol for Looking at Student Work. . .
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Protocol Classroom Student Work
Section 1
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• Looking at Student Work
• Form and Protocol
• Section 2
• Sort the students work into 4 piles
• exceeding standard
• meeting standard
• approaching standard
• far below standard
• List the students names under each category.

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Section 3 Choose one student from each
category to record observations. Describe
specific observations of what that student
knows. Section 4 For each student, describe
specific observations of each students learning
needs.
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• Looking at Student Work Form and Protocol
• Section 5 Most important section
• List strategies that the teacher can do to
  address the students needs (individual or small
  group instruction).
• Learning Needs for ALL Students (whole class
  instruction) Strategies that could be
  implemented whole group

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• As a team, use the Classroom Protocol and
  Recording Sheet as you look at the pieces of
  student writing samples.
• Review November and/or February materials for
  additional protocols.

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• Group Reflection
• Think of ways to use the Looking
  at Student Work Protocol

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Team Work Time
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• Large Group Report
• What insights did you gain from using these
  protocols?

• How might you develop a way to look at student
  work in your grade/building?

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Remember, tomorrow you will begin in your
individual strand. Please check agenda for
room assignmentTeacherInstructional
FacilitatorAdministrator
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Team Discussion Time
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Formative Assessment Institute Day 2
Barb Rowenhorst Janet Hensley Lisa Hafer Marilyn
Hofer Pam Lange
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Teacher StrandAssessment ToolsBarbJanetLisa
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Assessment Tool 1Student Surveys
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Student Survey

• Purpose
• Stiggins p. 49
• Are the principles of assessment for learning
  trickling down to the student level?
• Do the students know where they are,
• where they are going (their learning target)
• and what they need to do to get there?

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Student Survey

• Instructions
• Review instructions as suggested by Stiggins.
  Handout Activity 2.4
• Ensure that students know there are no right or
  wrong answers.

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Student Survey

• Stiggins student survey examples
• Activity 2.4
• Elementary example
• Secondary example

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Student Survey

• In small groups, look at the examples.
• Write a student survey that reflects the class
  that you teach.
• Discuss how you would address needs as noted from
  your survey.
• If you have a computer, revamp the student
  surveys and save.
• http//fai.tie.wikispaces.net/

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Assessment Tool 2 Marker Boards
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Marker Boards

• What famous document begins
• "When in the course of human events..."?
• The Declaration of Independence.
• What Marx Brother's name spelled backwards is the
  name of a daytime talk show host?
• Harpo

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Marker Boards

• What was the only team to win two World
  Series in the 1980's?
• The Los Angeles Dodgers
• The 1980 Olympics were boycotted because of the
  USSR's invasion of which country?
• Afghanistan

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Marker Boards

• How many songs from the Beatles "Sgt. Pepper's
  Lonely Hearts Club Band" were released as
  singles?
• Zero
• What mathematical symbol did math whiz Ferdinand
  von Lindemann determine to be a transcendental
  number in 1882?
• Pi

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Assessment Tool 3 Student-Led Conferences
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Student-Led Conferences

• "this practice is the biggest breakthrough in
  communicating about student achievement in the
  last century.
•  
• When students are well prepared over an extended
  period to tell the story of their own success (or
  lack thereof), they seem to experience a
  fundamental shift in their internal sense of
  responsibility for that success. 
• The pride in accomplishment that students feel
  when they have positive story to tell and tell it
  well can be immensely motivational. 
• The sense of personal responsibility that they
  feel when anticipating what it will be like to
  face the music of having to tell their story of
  poor achievement can also drive them to
  productive work." 
• Rick Stiggins ,Phi Delta Kappan, November 1999.

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Student-Led ConferencesPaperwork

• Teacher/Facilitator Roles (p. )
• Portfolio Chapter 11 - Stiggins
• Expectations (p.)
• Reflections(p.)
• Goal Setting (p.)
• Surveys/Evaluations (p.)
• Parent/Teacher/Student
• Contents of Student-Led Portfolio (p.)
• Putting it together

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Student-Led Conferences Planning Preparing

• Scheduling
• Student Procedures for Conferencing with Parents

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Assessment Tool 4 Questioning
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Questioning
Thick questions
Thin questions
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Assessment Tool 5 Graphic Organizers
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Graphic Organizers Nonlinguistic representation
Herringbone
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Assessment Tool 6Chain Notes
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Chain Notes

• What am I paying attention to?
• What am I learning right now?

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Assessment Tool 7Blogs
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http//www.teachertube.com/view_video.php?viewkey
601b9f31bf04019c8593

• Let the 6 7 year olds from Room 9 at Nelson
  Central School (Nelson, New Zealand) educate you
  about what they think a blog is and why they love
  using them! 258
• This is the introduction to a presentation for a
  New Zealand Online Conference. This part is the
  student's voice.

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http//www.teachertube.com/view_video.php?viewkey
4215ea5c22fda1aac7b7

• Video to support It's Elementary Webcast on
  blogging. 212
• http//itselementary.edublogs.org

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http//www.teachertube.com/view_video.php?viewkey
e2f1c033865fba89f624

• Need a simple (but great!) explanation of what
  blogs are all about?
• Video from Common Craft 258

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Assessment Tool 8Give One/Get One
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Give One/Get One

• First Square List a formative assessment tool
  you have
• effectively used in your classroom
• seen being used by a colleague
• have read about

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Give One/Get One

• Walk around the room.
• Give your formative assessment tool to one
  person and Get a formative assessment tool idea
  from him/her. Each quickly explain the tool.
• Then find another person and repeat the process.
  
• Continue until your instructor calls time or you
  complete your matrix.

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Give One/Get One

• At your table
• Discuss 1-2 formative assessment tools you
  received.
• Discuss ways you can use this formative
  assessment tool in the classroom.

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Instructional FacilitatorStrand
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Instructional Facilitators

• Outcome
• To generate and analyze data from fellow
  Instructional Facilitators.

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Collecting Our Thoughts

• In regard to Formative Assessments . . .
• Reflect on your experiences so far as an
  Instructional Facilitator. What were
  the most rewarding aspects of your involvement?
  How can you build on those aspects?
• How do you think your work ultimately impacts
  students in your district?
•  
• What is your personal vision for the future of
  your Instructional Facilitator role?
•  
• How could you as an Instructional Facilitator do
  more by doing less?
• How do you or other Instructional Facilitators
  work with teachers and administrators to develop
  and/or utilize the process?
•  
• How do you or other Instructional Facilitators
  share information with teachers and
  administrators regarding its importance?

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Analyzing Our Thoughts

• Identify the major themes in the information you
  collected from the interviews.
• Prepare a three minute summary report.
• Decide who will report for your group.

Results will be posted on the FAI Wikispace!
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Administrator Strand

• Handouts
• Professional Development Survey
• Professional Development Planning
• Supporting Assessment For Learning
• Activity for Getting Started
• No PowerPoint Slides Needed

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Dates2008-2009 Trainings
Cohort 1 Formative Assessment Cohort 2 WY Body of Evidence
September 22, 23, 24, 2008 September 24, 25, 26, 2008
November 10-11, 2008 November 12-13, 208
February 11-12, 2009 February 9-10, 2009
March 30-31, 2009 April 1-2, 2009
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Team Planning Guide
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Team Discussion Time