Early Release Professional DevelopmentEarly Release Professional DevelopmentEarly Release Professional DevelopmentEarly Release Professional Development

NC FALCON Module 3: Collecting and NC FALCON Module 3: Collecting and Documenting EvidenceDocumenting Evidence

February 16, 2011February 16, 2011

Kathy WalkerKathy Walker

Connections

Assessment for Learning

NC Falcon Module 1

Importance of Formative Assessment

What is the purpose of Formative Assessment

•Students feel like winners

•“Failure is not an Option”

•Student empowerment intrinsic motivation

•Teacher empowerment, intrinsic motivation

•Synergy Assessment of and for learning

•Creating, Differentiating, and Implementing Meaningful and Quality Assessments

•Provides clear structure

Assessment Types• Summative –

– Assessment Of Learning– Given at the End of the School Year– EOC/EOG– Autopsy

• Benchmark- – Assessment Of Learning– End at a point of Instructional Cycle– 4wks./9wks./End of unit/Common

Formative Assessment/Predictive Assessment

– Doctor’s Check Up/Physical

Keys to Quality Classroom Assessment

Clear PurposesWhy Assess?

What’s the purpose?Who will use results?

Clear TargetsAssess What?

What are the learning targets?Are they clear?Are they good?

Good DesignAssess How?

What method?Sampled how?

Avoid bias how?

Sound CommunicationCommunicate How?

How manage information?How report?

Accurate Assessment Process

Effectively Using Assessments

Student InvolvementStudents are users, too.

Students need to understand learning targets, too.Students can participate in the assessment process, too.

Students can track progress and communicate, too.

NC Falcon Module 1

Creating Common Formative Assessments

Balanced AssessmentFormative

Formal and informal processes teachers and students use to gather

evidence to directly improve the learning of students assessed

Summative

Provides evidence achievement to certify a student competence or

program effectiveness

Assessment for learning

Use assessments to help students

assess and adjust their own learning

Assessment for learning

Use classroom assessments to inform teacher’s

decisions

Formative uses of summative data

Use of a summative evidence to inform what comes next for

individuals or groups of students

How is formative assessment used in the classroom and school?

• Check for understanding• Identify gaps and areas to improve• Help students make correction, determine errors, and

make revisions• Provide descriptive feedback• Reflect and analyze • Determine additional needs

How is formative assessment used in the classroom and school?

• To share progress • Models of strong and weak work• Sequencing of instruction• Ready for more • When to rigor• Differentiate.• Create student/teacher partnerships

Module 2NC Falcon

Learning Targets and Criteria for Success

Keys to Quality Classroom Assessment

Clear PurposesWhy Assess?

What’s the purpose?Who will use results?

Clear TargetsAssess What?

What are the learning targets?Are they clear?Are they good?

Good DesignAssess How?

What method?Sampled how?

Avoid bias how?

Sound CommunicationCommunicate How?

How manage information?How report?

Accurate Assessment Process

Effectively Using Assessments

Student InvolvementStudents are users, too.

Students need to understand learning targets, too.Students can participate in the assessment process, too.

Students can track progress and communicate, too.

NC Falcon Module 2

Plan

Do Study

Act

Identifying Clear Learning Targets

• NCSCOS Goals/Objectives• Review of Data to determine Essential,

Important, Nice to Know, and Maintenance• % tested on EOG/EOC• Review to determine sequence of instruction• Objectives Deconstructed/Unpacked• Objectives written in student-friendly

language• Identify Key/Essential Vocabulary

Identifying Clear Learning Targets

• Determine if the objective/skill is Knowledge, Reasoning, Performance Skill, and Product Targets-

• Determine “Depth and Breadth” -Deep and Wide – How much of the curriculum do we cover and how deep do we go into instruction?

• Are targets unclear?

Identifying Clear Learning Targets

• How do we set the learning objective for students to understand?

• Are students able to articulate the learning objective?

Criteria for Success• What is the plan for ensuring

students learn the target?• How will you know if students

learned the objective?

Module 3NC Falcon

Collecting and Documenting Evidence

Keys to Quality Classroom Assessment

Clear PurposesWhy Assess?

What’s the purpose?Who will use results?

Clear TargetsAssess What?

What are the learning targets?Are they clear?Are they good?

Good DesignAssess How?

What method?Sampled how?

Avoid bias how?

Sound CommunicationCommunicate How?

How manage information?How report?

Accurate Assessment Process

Effectively Using Assessments

Student InvolvementStudents are users, too.

Students need to understand learning targets, too.Students can participate in the assessment process, too.

Students can track progress and communicate, too.

NC Falcon

Module 3

Plan Do Study Act

• Choosing the right assessment type• Target method match• How do you know the assessment you

choose will measure each students learning successfully?

• How do I provide assessment checks that aren’t paper/pencil assessments?

Collecting and Documenting Evidence

• Do I use a variety of assessment?• How do I differentiate formative

assessment? Do I know why this is important for students?

• How do I allow students to show visually their learning, to show their learning by hands on activity or manipulation, through speaking, and auditory learning?

• Am I willing to differentiate assessment?

Collecting and Documenting Evidence

Collecting and Documenting Evidence

Table Talk…

• How do I include opportunities for formative assessment checks, and hold students accountable for standardized assessment practice?

Collecting and Documenting Evidence

Table Talk…

• Can I correlate effort/participation to formative assessment checks?

Collecting and Documenting Evidence

• What assessment strategies have I taught students to improve their assessment taking skills?

• What is the conversation I am having with students to see which strategy impacted the learning and performance on assessment?

• How do I allow for student reflection and error analysis with formative assessment?

Connections

Keys to Quality Classroom Assessment

Clear PurposesWhy Assess?

What’s the purpose?Who will use results?

Clear TargetsAssess What?

What are the learning targets?Are they clear?Are they good?

Good DesignAssess How?

What method?Sampled how?

Avoid bias how?

Sound CommunicationCommunicate How?

How manage information?How report?

Accurate Assessment Process

Effectively Using Assessments

Student InvolvementStudents are users, too.

Students need to understand learning targets, too.Students can participate in the assessment process, too.

Students can track progress and communicate, too.

NC Falcon Module 1

Keys to Quality Classroom Assessment

Clear PurposesWhy Assess?

What’s the purpose?Who will use results?

Clear TargetsAssess What?

What are the learning targets?Are they clear?Are they good?

Good DesignAssess How?

What method?Sampled how?

Avoid bias how?

Sound CommunicationCommunicate How?

How manage information?How report?

Accurate Assessment Process

Effectively Using Assessments

Student InvolvementStudents are users, too.

Students need to understand learning targets, too.Students can participate in the assessment process, too.

Students can track progress and communicate, too.

NC Falcon Module 2

Plan

Do Study

Act

Keys to Quality Classroom Assessment

Clear PurposesWhy Assess?

What’s the purpose?Who will use results?

Clear TargetsAssess What?

What are the learning targets?Are they clear?Are they good?

Good DesignAssess How?

What method?Sampled how?

Avoid bias how?

Sound CommunicationCommunicate How?

How manage information?How report?

Accurate Assessment Process

Effectively Using Assessments

Student InvolvementStudents are users, too.

Students need to understand learning targets, too.Students can participate in the assessment process, too.

Students can track progress and communicate, too.

NC Falcon

Module 3

Plan Do Study Act

PLC Follow-up• Use dots to identify your level with

ISS initiatives.

Thank YouThank YouThank YouThank You

For your time and participationFor your time and participation