New Teacher Institute

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New Teacher Institute Day Two
Planning Assessment of and for Learning
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New Teacher Institute Vision Empowering Cobb
Teachers to Support Our Students New Teacher
Institute Mission The mission of the Institute
is to engage new teachers in high quality
professional learning that is
research-based and supports the rigor and
relevance needed to provide effective
classroom instruction for all students.
(2007, 2014)
Increasing Student Achievement
Professionalism Communication
Instructional Delivery
Planning Assessment of and for Learning
Georgia Department of Education Teacher
Assessment on Performance Standards (2012) Cobb
County School District- Cobb KEYS (2014)
Learning Environment
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Teacher Performance Standards

• Professional Knowledge The teacher demonstrates
  an understanding of the curriculum, subject
  content, pedagogical knowledge, and the needs of
  students by providing relevant learning
  experiences.
• Instructional Planning The teacher plans using,
  state and local school district curricula and
  standards, effective strategies, resources and
  data to address the differentiated needs of all
  students.

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Teacher Performance Standards

• Assessment Strategies The teacher
  systematically chooses a variety of diagnostic,
  formative, and summative assessment strategies
  and instructions that are valid and appropriate
  for the content and student population.
• Assessment Uses The teacher systematically
  gathers, analyzes, and uses relevant data to
  measure student progress, to inform instructional
  content and delivery methods, and to provide
  timely and constructive feedback to both students
  and parents.

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Essential Questions

• What makes a teacher effective?
• How does lesson design impact student learning?
• How does the assessment of student learning
  inform our instruction?

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Day Two

• Welcome to Day Two of NTI! We hope you have a
  great time of sharing and getting to know Cobb
  County School District!
• Make sure you have signed in and that you are
  wearing a name tag.
• Look in your manual for a copy of each of the
  following
• Cell Phone Buddies
• How Many Ways Are You Smart

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Bell Work/Warm-Up

• Turn to page 96 in your Tough Kid Book and share
  your notes with your table partners around the
  following
• Chapter 8 What is one specific strategy to use
  with chronic rule breakers?
• Chapter 9 What is the difference between an
  immediate response and a longer-term response?
• Share one idea learned from your school visit
  yesterday

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Getting to Know our Learners How Many Ways Are
YOU Smart?

1. Place a checkmark next to each item that is true
   about you.
2. Unfold the paper and circle the X in each row
   that you checked.
3. Write the total number in each column at the
   bottom of the paper.
4. Write your name on a post it note(s) and place it
   on our chart by your highest score(s)!

Permission to use Multiple Intelligences Survey
for Kids document provided by Laura Candler on
5/28/14.
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Cell Phone Buddy
Find your Cell Phone Buddy 3, and discuss 5 big
ideas learned on Day 1?
Learning Partners
Toolbox
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Beginning with the End in MindCobb Graduate
Profile
How do Cobb County teachers help students acquire
the skills, knowledge, communication, thinking
and reasoning abilities to be productive and
successful citizens?
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The End in MindCobb Graduate Profile

• Self-Directed Learner
• Perceptive Thinker
• Effective Communicator
• Collaborative Team Member
• Quality Producer
• Contributing Citizen
• See Cobb County School District Policy 1
• Student Performance Standards and Expectations

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DistrictIntranet

• Office of
• Accountability

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Framework for Student Success
INSTRUCTdeliberate, engaging, and cognitively
demanding for exceptional growth
PLAN rigorous, relevant, and aligned to
standards to ensure excellence
REFLECTanalyzing evidence and making adjustments
to empower teachers and students
ASSESSvarious forms of feedback to measure
progress and demonstrate evidence of learning
The outer ring establishes an effective climate
and culture for the learning environment creating
maximum student success.
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Framework for Student Success District Intranet
Curriculum, Instruction and Assessment

• Text highlighted
• in red is a link to a conceptual
• framework.

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Performance-Based ClassroomsDEFINITION
An environment in which students learn the
content, display their knowledge in a real-life
problem or setting, and explain what they know in
the context of their performance or product.
Know Content Do
Skills, Process Use Thinking, Reasoning,
Application Communicate Discussing
Connection Performance-Based Classroom
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Common Core GPS
Plan
PERFORMANCE-BASED
CLASSROOMS
Instruct
Reflect
Cobb County School District
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Begin with the End in Mind
Common Core GPS
Plan
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One KEY Word

• Cobb County Curriculum
• PICASSO
• Portal Integrating Curriculum, Assessment, and
  Student Operations

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Shopping for Resources!
CCGPS Standards
Exemplary lessons
ESOL
Benchmark Assessments
Curriculum Briefings
EOCT Content Descriptors
Content Blogs
Teaching Resources
Course Guides
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What will I find on PICASSO?

• Parent
• Instruction
• Curriculum
• Assessment
• Student
• System Operations

Is all of this information still true? I know
elementary literacy information has been moved to
Livebinder.com (see previous slide . . . )
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Curricular Resources
http//picasso.cobbk12.org/ www.Livebinders.com E
lementary ELA Handbook and Resources can be found
at Search for Cobbs ELA Handbook
Cobbs Literacy Resources http//cicobb
.typepad.com/elementarymath/ Cobbs elementary
math coaches also post resources on this blog.
Note PICASSO was developed from the GADOE
Standards http//www.georgiastandards.org http//w
ww.corestandards.org/
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Cobb Digital Library
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Cobb Digital Library

• Add s.shot of Cobb digital login

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(No Transcript)
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Vertical Trace On the search for high
expectations, depth of knowledge and levels of
rigor

• Find a learning partner
• All participants will use the College and Career
  Readiness literacy standard for Reading
  Informational Text.
• Start with your grade level. Look at the nouns,
  verbs, learning target. Look at the grade level
  above and below your grade level.
• What has this activity revealed to you about the
  need to know vertical learning expectations?

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10-15 minutes

• 1. Read through CCR for Reading Informational Text

2. Discuss shift in level of expected proficiency
3. Vocabulary/ terminology to identify rigor and
depth of knowledge
4. Share findings
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Common Core Standards_ES Reading Skills K-5 College and Career Readiness Standards Reading for Informational Text (RI) K-5 Continuum from K-5 Common Core Standards_ES Reading Skills K-5 College and Career Readiness Standards Reading for Informational Text (RI) K-5 Continuum from K-5 Common Core Standards_ES Reading Skills K-5 College and Career Readiness Standards Reading for Informational Text (RI) K-5 Continuum from K-5 Common Core Standards_ES Reading Skills K-5 College and Career Readiness Standards Reading for Informational Text (RI) K-5 Continuum from K-5 Common Core Standards_ES Reading Skills K-5 College and Career Readiness Standards Reading for Informational Text (RI) K-5 Continuum from K-5 Common Core Standards_ES Reading Skills K-5 College and Career Readiness Standards Reading for Informational Text (RI) K-5 Continuum from K-5 Common Core Standards_ES Reading Skills K-5 College and Career Readiness Standards Reading for Informational Text (RI) K-5 Continuum from K-5
Anchor Standards K 1st 2nd 3rd 4th 5th
CCRRI1. Read closely to determine what the text says explicitly and to make logical inferences from it cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ELARI.K.1. With prompting and support, ask and answer questions about key details in a text. ELARI.1.1. Ask and answer questions about key details in a text. ELARI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ELARI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELARI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. ELARI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCRRI2. Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas. ELARI.K.2. With prompting and support, identify the main topic and retell key details of a text. ELARI.1.2. Identify the main topic and retell key details of a text. ELARI.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. ELARI.3.2. Determine the main idea of a text recount the key details and explain how they support the main idea. ELARI.4.2. Determine the main idea of a text and explain how it is supported by key details summarize the text. ELARI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details summarize the text.
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Common Core Standards_ES Reading Skills 4-5 College and Career Readiness Standards Reading for Informational Text (RI) 4-5 Continuum from 3rd-6th Common Core Standards_ES Reading Skills 4-5 College and Career Readiness Standards Reading for Informational Text (RI) 4-5 Continuum from 3rd-6th Common Core Standards_ES Reading Skills 4-5 College and Career Readiness Standards Reading for Informational Text (RI) 4-5 Continuum from 3rd-6th Common Core Standards_ES Reading Skills 4-5 College and Career Readiness Standards Reading for Informational Text (RI) 4-5 Continuum from 3rd-6th Common Core Standards_ES Reading Skills 4-5 College and Career Readiness Standards Reading for Informational Text (RI) 4-5 Continuum from 3rd-6th
Anchor Standards 3rd 4th 5th 6th
CCRRI1. Read closely to determine what the text says explicitly and to make logical inferences from it cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ELARI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELARI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. ELARI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELARI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCRRI2. Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas. ELARI.3.2. Determine the main idea of a text recount the key details and explain how they support the main idea. ELARI.4.2. Determine the main idea of a text and explain how it is supported by key details summarize the text. ELARI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details summarize the text. ELARI.6.2. Determine a central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments.
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Common Core Standards Reading Skills 6-8th College and Career Readiness Standards Reading for Informational Text (RI) 5-9th Continuum from 5th-9th Common Core Standards Reading Skills 6-8th College and Career Readiness Standards Reading for Informational Text (RI) 5-9th Continuum from 5th-9th Common Core Standards Reading Skills 6-8th College and Career Readiness Standards Reading for Informational Text (RI) 5-9th Continuum from 5th-9th Common Core Standards Reading Skills 6-8th College and Career Readiness Standards Reading for Informational Text (RI) 5-9th Continuum from 5th-9th Common Core Standards Reading Skills 6-8th College and Career Readiness Standards Reading for Informational Text (RI) 5-9th Continuum from 5th-9th Common Core Standards Reading Skills 6-8th College and Career Readiness Standards Reading for Informational Text (RI) 5-9th Continuum from 5th-9th
Anchor Standards 5th 6th 7th 8th 9th
CCRRI1. Read closely to determine what the text says explicitly and to make logical inferences from it cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ELARI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELARI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. . ELARI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELARI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. . ELARI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. .
CCRRI2. Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas. ELARI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details summarize the text. ELARI.6.2. Determine a central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgments ELARI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text provide an objective summary of the text. ELARI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas provide an objective summary of the text RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details provide an objective summary of the text
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Common Core Standards_HS Reading Skills 9-12 College and Career Readiness Standards Reading for Informational Text (RI) 9-12 Continuum from 8th-12th Common Core Standards_HS Reading Skills 9-12 College and Career Readiness Standards Reading for Informational Text (RI) 9-12 Continuum from 8th-12th Common Core Standards_HS Reading Skills 9-12 College and Career Readiness Standards Reading for Informational Text (RI) 9-12 Continuum from 8th-12th Common Core Standards_HS Reading Skills 9-12 College and Career Readiness Standards Reading for Informational Text (RI) 9-12 Continuum from 8th-12th
Anchor Standards 8th 9-10th 11-12th
CCRRI1. Read closely to determine what the text says explicitly and to make logical inferences from it cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ELARI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. . ELARI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. . ELARI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCRRI2. Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas. ELARI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas provide an objective summary of the text ELARI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details provide an objective summary of the text ELARI.11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis provide an objective summary of the text.
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Common Core Standards Literacy Standards Science Technical College and Career Readiness Standards Reading for Informational Text Science Technical (RI) 6-12 Continuum from 5th-12th Common Core Standards Literacy Standards Science Technical College and Career Readiness Standards Reading for Informational Text Science Technical (RI) 6-12 Continuum from 5th-12th Common Core Standards Literacy Standards Science Technical College and Career Readiness Standards Reading for Informational Text Science Technical (RI) 6-12 Continuum from 5th-12th Common Core Standards Literacy Standards Science Technical College and Career Readiness Standards Reading for Informational Text Science Technical (RI) 6-12 Continuum from 5th-12th Common Core Standards Literacy Standards Science Technical College and Career Readiness Standards Reading for Informational Text Science Technical (RI) 6-12 Continuum from 5th-12th
Anchor Standards 5th 6-8th 9-10th 11-12th
CCRRI1. Read closely to determine what the text says explicitly and to make logical inferences from it cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts. . RST.9-10.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.11-12.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
CCRRI2. Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details summarize the text. RST.6-8.2. Determine the central ideas or conclusions of a text provide an accurate summary of the text distinct from prior knowledge or opinions RST.9-10.2. Determine the central ideas or conclusions of a text trace the texts explanation or depiction of a complex process, phenomenon, or con cept provide an accurate summary of the text. RST.11-12.2. Determine the central ideas or conclusions of a text summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
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Common Core Standards Literacy Standards Social Studies College and Career Readiness Standards Reading for Informational Text Social Studies (RI) 6-12 Continuum from 5th-12th Common Core Standards Literacy Standards Social Studies College and Career Readiness Standards Reading for Informational Text Social Studies (RI) 6-12 Continuum from 5th-12th Common Core Standards Literacy Standards Social Studies College and Career Readiness Standards Reading for Informational Text Social Studies (RI) 6-12 Continuum from 5th-12th Common Core Standards Literacy Standards Social Studies College and Career Readiness Standards Reading for Informational Text Social Studies (RI) 6-12 Continuum from 5th-12th Common Core Standards Literacy Standards Social Studies College and Career Readiness Standards Reading for Informational Text Social Studies (RI) 6-12 Continuum from 5th-12th
Anchor Standards 5th 6-8th 9-10th 11-12th
CCRRI1. Read closely to determine what the text says explicitly and to make logical inferences from it cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCRRI2. Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details summarize the text. RH.6-8.2. Determine the central ideas or information of a primary or secondary source provide an accurate summary of the source distinct from prior knowledge or opinions RH.9-10.2. Determine the central ideas or information of a primary or secondary source provide an accurate summary of how key events or ideas develop over the course of the text RH.11-12.2. Determine the central ideas or information of a primary or secondary source provide an accurate summary that makes clear the relationships among the key details and ideas
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Points to Ponder!

• What are the steps you go through in planning a
  lesson?

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Backward Design

• Why do we describe the most effective curricular
  designs as "backward"? We do so because many
  teachers begin with textbooks, favored lessons,
  and time-honored activities rather than deriving
  those tools from targeted goals or standards.

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Backward Design

• We are advocating the reverse One starts with
  the endthe desired results (goals or
  standards)and then derives the curriculum from
  the evidence of learning (performances) called
  for by the standard and the teaching needed to
  equip students to perform.
• Grant Wiggins, Jay McTighe,
  Understanding by Design, 2004

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STAGE 1 Identify desired results
STAGE 2 Determine acceptable evidence
STAGE 3 Plan learning experiences And instruction
Grant Wiggins, Jay McTighe, Understanding by
Design, 2004
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Student Learning Outcomes

• Essential Questions
• How does lesson design impact student learning?
• How does assessment of student learning inform
  our instruction?

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Stage 1 Identify Desired ResultsSTANDARDS

• Begin with NOUNS and VERBS

What students will know
How students will Demonstrate what they know
Important to Remember It is not only important
to look at the verb for what students need to do,
but also the remainder of statement to determine
the level of task for student performance.
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The Beginning Stage of Planning

• Teacher use
• Roadmap for where you are going
• Communicating standards for students

Standards Wall A Snapshot Of and For Learning
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Secondary Standards Wall
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Elementary Standards Wall
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Standards Wall Framework
CCGPS
Literacy Focus Reading Writing
Adapted from training by Susan Pepper
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Literacy Standards Wall
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Science Standards Wall
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Math Standards Wall
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So where do we begin

• .

2. Instructional Planning The teacher plans
using, state and local school district curricula
and standards, effective strategies, resources,
and data to address the differentiated needs of
all students.   2.2 Develops plans that are
clear, logical, sequential, and integrated across
the curriculum (e.g., long-term goals, lesson
plans, and syllabi). 2.3 Plans instruction
effectively for content mastery, pacing, and
transitions. 2.5 Aligns and connects lesson
objectives to state and local school district
curricula and standards, and student learning
needs.
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Standard The teacher makes decisions about
planning that demonstrate a deep understanding of
content knowledge, pedagogy, and GPS
implementation.
Vocabulary CCGPS Interdisciplinary Pedagogy Backwa
rds design Understandings Essential
questions Picasso
How does lesson design impact student learning?
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3 Types of Questions

• Overarching Essential Questions
• Point to broad transferable ideas
• Transcend a particular unit
• Can apply to various subjects or topics
• Topical Essential Questions
• Frame a particular unit of study
• Specific to a particular content topic
• Guiding Questions
• NOT an Essential Question
• More specific than topical
• Answers are right or wrong
• Can be looked up

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The teacher makes decisions about planning that
demonstrate a deep understanding of content
knowledge, pedagogy, and GPS implementation.
CP 1.1 The teacher plans instruction that
reflects strong knowledge of both content and
effective instructional delivery. instructional
delivery.

• Knowledge of content
• Effective instructional delivery

plans
CP 1.2 The teacher demonstrates a clear
understanding of GPS by appropriately planning
for what students are expected to know,
understand, and do in the grade level and content
area.

• understands
• plan

• GPS content grade level
• Know
• Understand
• Be able to do

• plans

• Interdisciplinary
• Real world connections

CP 1.3 The teacher plans instruction that is
interdisciplinary and makes connections to the
real world.
What is the role of the content standards (CCGPS)
in lesson design?
Why are the stages of backwards lesson design an
effective pedagogy?
Why is it important to plan for interdisciplinary
and real world connections in lesson design ?
How does lesson design impact student learning?
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Your turn

• Using a standard from your content area and grade
  level, you will create your own standards wall.

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Human Graph

• Can you locate your standards?
• Do you feel comfortable developing your Essential
  Questions?
• How will developing a standards wall benefit
  your lesson design?
• Got it! Not sure No, not really

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Cognitive Rigor

• The kind and level of thinking required of
  students to successfully engage with and solve a
  task
• Ways in which students interact with content

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Research Frameworks

• Blooms Revised Taxonomy The Cognitive Process
  Dimensions
• Webbs Depth of Knowledge Levels
• Daggetts Rigor and Relevance Framework

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Norman Webbs Depth of Knowledge
Permission and Content Provided by Norman Webb
5/8/14
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Permission and Content Provided by Norman Webb
5/8/14
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DOK Level 1 Recall

• RECALL FACTS (who, what, when, where), terms,
  concepts, trends, generalizations and theories or
  to recognize or identify specific information
  contained in graphics
• IDENTIFY, LIST, or DEFINE items. Those tasks that
  require students to describe and explain
  could be classified at Level 1 or 2 depending on
  the complexity of what is to be described and
  explained
• A DOK 1 DESCRIBE or EXPLAIN would recall, recite,
  or reproduce information
• RECOGNIZE or IDENTIFY specific information
  contained in maps, charts, tables, graphs, or
  drawings

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DOK Level 2Skills and Concepts

• COMPARE or CONTRAST people, places, events, and
  conceptsCONVERT information from one formto
  anotherGIVE AN EXAMPLE from the textCLASSIFY or
  SORT items into meaningful categoriesDESCRIBE,
  EXPLAIN, or INTERPRET issues and problems,
  patterns, reasons, cause and effect, significance
  or impact, relationships, points of view or
  processes

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DOK Level 3 Strategic Thinking

• DRAW CONCLUSIONS
• CITE EVIDENCE
• APPLY CONCEPTS to new situations
• USE CONCEPTS to solve problems
• ANALYZE similarities and differences in issues
  and problems
• PROPOSE and EVALUATE solutions to problems

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DOK Level 4Extended Thinking

• PERFORMANCE TASKS
• ANALYZE and SYNTHESIZE information from multiple
  sources
• EXAMINE and EXPLAIN alternative perspectives
  across a variety of sources
• DESCRIBE and EXPLAIN how common themes and
  concepts are found across time, place
• MAKE PREDICTIONS with evidence as support
• DEVELOP a logical argument or propose solutions
  to problems. Evidence would be included!

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Same verbthree DOK levels

• DOK 3-Describe a model that you might use to
  represent the private business function in
  producing goods and services (requires a deep
  understanding of the relationship between private
  business and goods and services and a
  determination of how best to represent it)
• DOK 2-Describe the difference between goods and
  services(requires cognitive processing to
  determine the differences)
• DOK 1-Describe three characteristics of
  goods(simple recall)
• Permission received from Dr. Patricia Guillory
  5/22/14

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Learning Activity Sort

• With your table group, sort the learning
  activities in the envelope based on the level of
  cognitive demand as explained. There will be four
  groups.

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Assessment Graffiti

• Think about all the ways you assess students.
• At your table everyone takes a marker.
• You are going to list all the ways you can assess
  students.
• If you call out the assessment and your group
  agrees, you will write down the idea.
• You have 10 minutes to do this.
• NOW Take and categorize your assessments by
  assessments for learning and assessments of
  learning.
• Circle the assessment for learning and underline
  the assessment of learning.

Strategy Toolbox
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Purposes of Assessment

• Documents students movement from knowledge and
  skills to critical reasoning and communication
• Informs instruction and lesson design

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Types of Assessment

• Diagnostic
• Formative
• Summative

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Assessment Sort

• With your table group, sort the strips of paper
  into two groups
• Formative Assessment
• Summative Assessment
• What kind of questions come to mind as you work
  through the process?

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I Am Wondering

• Can something be both formative and summative?
  Why or why not?
• What can formative assessments do that summative
  assessments cannot do?
• What does it mean to say that a teacher
  systematically chooses a variety of assessment
  strategies?

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SUMMATIVE ASSESSMENTS FORMATIVE ASSESSMENTS FORMATIVE ASSESSMENTS FORMATIVE ASSESSMENTS
Assessments OF Learning Assessments FOR Learning Assessments FOR Learning Assessments FOR Learning
Assessments OF Learning Benchmark Assessments Common Assessments Classroom Assessments
Purpose Used to evaluate extent to which students have met standards Determines if learning has occurred Compares groups of students Purpose Forecasts student performance on state tests Identifies students needing additional support Helps parents understand a childs readiness Informs teachers regarding their instruction/planning Informs grade levels, content areas, schools district Purpose Results used to drive planning and instruction, to form flexible groups, and to differentiate instruction Elicits evidence of learning gaps and strengths Promotes conversation among teachers around standards Encourages consistency across teams Fosters teacher reflection Purpose Results used to adjust instruction, to form flexible groups, and to differentiate instruction Used to provide immediate feedback to student Elicits evidence of learning gaps and strengths Informs teachers regarding their instruction/planning Occurs during lessons to check student understanding
Characteristics Final evaluation or judgment about students mastery of the standards Administered at end of unit, quarter, semester, course, or year Results analyzed by teachers, schools, and district Usually used for grades Characteristics Aligned to state test formats and standards Targeted content areas Designed by school district Administered at end of grading period Predictive Results analyzed by teams of teachers Usually not used for grades Characteristics Explicitly targets a few standards, skills or elements Developed collaboratively by school-based teams of teachers in same grade level/course and/or content area Results analyzed by teams of teachers (Data Teams) Usually not used for grades Characteristics Frequent Ongoing Timely Embedded in teaching and learning activities Explicitly aligned to a specific element or skill of a standard Developed by individual teacher and/or student Usually not used for grades
Examples Unit Tests Mid-Terms Final Exams AP exams Final research paper Final performance tasks projects CRCT GHSGT GHSWT EOCT State Writing Assessments PSAT/SAT ACT GAA ACCESS Examples Achievement Series/Cobb benchmarks Mock Writing Assessments with rubrics Online Assessment System (OAS) CRCT Practice Tests Examples Diagnostic pre-tests and post-tests Performance-based task with rubric Short quiz Observation with common protocol Checklist Writing prompt with rubric Examples Checklist Rubric Initial writing draft KWL Anticipation guide Ticket-Out-the-Door 3-2-1 Observation of performance task Diagnostic pre-test DRA SRI Responses on dry erase mini-boards Teacher questioning Group discussion Graphic representation of thinking
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Balanced Assessment

• To what extent do the assessments provide valid,
  reliable and sufficient measures of the desired
  results?
• What will students do to show me they understand?
• What is the most appropriate assessment(s)
  method?

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Summarization Join a group that has your same
Learning Style and create a response to the
Essential Question
How does lesson design impact student learning?
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Homework Assignment/ Reminders

• What can I discover about assessment?
• REST and RELAX!
• Leave name tent at table
• Thanks for a great day!

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Incredible Shrinking Notes

1. Listen to or read a grade appropriate reading
   selection.
2. Fill a 3 x 5 inch sticky note or card with
   important facts from the reading selection.
3. Narrow down those notes to the most important
   notes that will fit on a medium sized
   (approximately 3 x 3 inch) sticky note or card.
4. Narrow down those notes to the most important
   notes that will fit on a small (approximately 1 x
   2 inch) sticky note or card.