Coastal Plains RESA

Coastal Plains RESA

Assessment Literacy: Formative Instructional Practices

March 27, April 23, April 30, May 7Session One: Modules 1 & 2

Session Two: Modules 3Session Three: Modules 4Session Four: Modules 5

Norms

Coastal Plains RESA 2013-142

Be on time.Place cell phones on silent.Actively listen and participate.Limit sidebar conversations (take notes to discuss later).Assume good will and positive intent.Observe the work time limit.Use electronic devices for group work only.End on time.Clean your work area.Laugh often. Celebrate success!

Leading Formative Instructional Practices Learning Targets


Understand what formative instructional practices are.

Become familiar with key research findings related to the effects of formative instructional practices on student achievement.

Understand the benefits of clear learning targets.

Know how to ensure learning targets are clear to the teacher.

Know how to ensure learning targets are clear to students.

Review each target. Underline, circle, and/or make notes to set your personal learning targets.

How do Formative Instructional Practices connect to Leader

Keys, Teacher Keys, CCRPI, …?


Teacher Keys Effectiveness System

Leader Keys Effectiveness System

FIP: Alignment to Leader Keys


1. Instructional LeadershipThe leader fosters the success of by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to school improvement.3. Planning and AssessmentThe leader effectively gathers, analyzes, and uses a variety of data to inform planning and decision-making consistent with established guidelines, policies, and procedures.6. Teacher/Staff EvaluationThe leader fairly and consistently evaluates school personnel in accordance with state and district guidelines and provides them with timely and constructive feedback focused on improved student learning.


Performance Standard 5: Assessment Strategies

The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.


Performance Standard 6: 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.


Performance Standard 4: Differentiated Instruction

The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.

Is there anything that you want to add from the Teacher Performance Standards to your personal Learning Targets?


Kristen’s Story


M1: Introduction to Formative Instructional Practices


Section 1 Activity 1: Misconceptions about Formative Instructional Practices (HO, p.3)

Work in pairs to discuss, select an answer, and record reasons.

Watch Adkins and Smith in M1, p. 32 and p. 38.Compare and contrast formative and summative

assessment.Create double bubble to show similarities and differences.

Refer to misconceptions discussion, to Mr. Adkins and Mr. Smith, and to key terms on page one of the Module Overview.

Complete Formative or Summative? What makes it formative or summative? (Download B).

LT: Understand what formative instructional practices are.

Researchers define…


Formative or Summative?



Key Terms: Formative Assessment: The formal and informal processes that

teachers and students use to gather evidence for the purpose of improving learning. Formative assessment is also referred to as assessment for learning.

Formative Instructional Practices: The term we use to refer to the practice of formative assessment and assessment for learning. Formative instructional practices are the formal and informal ways that teachers and students gather and response to evidence of student learning.

Summative Assessment: Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness.

Learning Targets: Statements of intended learning—what students should know and be able to do.

M1: Introduction to Formative Instructional Practices

Module Overview, p. 1.

Implementing Formative Instructional Practices Learning Targets


Reflect and record any evidence of your progress toward the learning targets you set for this session.

What changes would you like to see• in teacher

actions?• in student

actions?

M1: Introduction to FIP


Activity M1, p. 20.Choose the three (3) formative instructional practices that have been identified as particularly effective in improving student achievement (high impact).

LT: Become familiar with key research findings related to the effects of formative instructional practices on student achievement.



Reflect and record evidence of your progress toward the learning targets you set for this session. Consider the Top Ten Lessons Learned (Download D).



actions?

M2: Clear Learning Targets


Section 1 Activity 1: What Leaders, Teachers, Coaches, and Students Say About Clear Learning Targets (HO, p.3).Work in pairs to discuss, select an answer, and record your

reason for your choice.Review Learning Target Types (Download C).Learning Target Types Activity M2, p. 22.Section 1 Activity 2: Critiquing Deconstructed

Standards (HO, p. 5)Discuss the deconstructed reading standard

(Download D).Work with partner to deconstruct a standard. Record

on Chart Paper (Download E).Write student-friendly learning target(s) for the

deconstructed standard. See examples on Download G.

Understand the benefits of clear learning targets.Know how to ensure learning targets are clear to the teacher.Know how to ensure learning targets are clear to students.

Target Types



Are the learning targets made clear? How?

Work of deconstructing

standards is best done in teams!



Reflect and record evidence of your progress toward the learning targets you set for this session.Consider Clear Learning Targets Continua (Download A).



actions?

M2: Clear Learning Targets


Review Benefits of Clear Learning Targets (Download B).

Section 1 Activity 2: Sharing and Ensuring Students Understand Learning Targets (HO, p. 6).Read scenario.Discuss how teacher or team ensures students

understand the learning target.What strategies to make learning targets clear

to students have you used in your classrooms?

Understand the benefits of clear learning targets.Know how to ensure learning targets are clear to the teacher.Know how to ensure learning targets are clear to students.



Reflect and record evidence of your progress toward the learning targets you set for this session.



actions?

Resources at GaDOE


http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GeorgiaFIP.aspx

User’s Guide

How to Access






Resources at FIP Portal

Resources


Chappuis, Jan. Seven Strategies for Assessment for Learning.Stiggins, Rick. Classroom Assessment for Student Learning.

Reflect on your thinking about formative instructional practices.


I used to think… But now I think…

What are your goals for assessment literacy and implementation of formative instructional practices in your classroom?

What support do you need to meet your goals?

What barriers/issues are in your way?

Research Base


Chappuis, Jan. Seven Strategies for Assessment for Learning.

DuFour, Richard. Leaders of Learning.Marzano, Robert. School Leadership That

Works.Moss, Connie M. Knowing Your Learning

Target.Schmoker, Mike. Results Now.Stiggins, Rick. Classroom Assessment for

Student Learning.

Coastal Plains RESA

Coastal Plains RESA

Documents

Transcript of Coastal Plains RESA