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Ongoing assessment of student learning final 29 october 2010

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  • This graphic illustrates the interconnected approach of the strategic plan.
  • This list includes examples and is not all-inclusive.
  • Effective ongoing assessment informs and ensures student growth over time, thereby allowing students to discover new knowledge.
  • Transcript

    • 1. Virginia Beach City Public Schools Vanguard Support Team Balanced Assessment
    • 2.  Explore the vital role of ongoing, formative assessment within a unit of study  Identify and review examples of ongoing assessment intended to inform instruction  Consider opportunities for employing a variety of ongoing assessment pieces within a unit of study  Review protocols for examining student work
    • 3.  Ongoing assessment informs instructional planning and the need for differentiation.  Ongoing assessment tasks anchor curricular units and guide instruction.  The use of ongoing assessment enables a teacher to modify learning opportunities presented to students.
    • 4.  How can ongoing, formative assessment inform instructional planning and needed differentiation?  What ongoing assessment tasks will anchor curricular units and guide instruction?  When should a teacher use formative assessment as a measure of student understanding?
    • 5. Strategic Goal: Recognizing that the long range goal of the VBCPS is the successful preparation and graduation of every student, the near term goals is that by 2015, 95% or more of VBCPS students will graduate having mastered the skills that they need to succeed as 21st century learners, workers, and citizens. Compass to 2015
    • 6. Strategic Objective # 2 VBCPS will develop and implement a balanced assessment system that accurately reflects student demonstration and mastery of VBCPS outcomes for student success.
    • 7. STUDENTS Resilience 7
    • 8. “Teach, Test, and Hope for the Best?” Discuss with a shoulder partner: How do teachers typically assess students’ understanding? Where does ongoing, formative assessment fit into this process? McTighe and Wiggins 2004
    • 9. Thinking Like an Assessor Question 1: What kind of evidence do we need? McTighe and Wiggins 2004
    • 10. Question 2: Does the proposed evidence enable us to infer a student’s knowledge, skill, or understanding? McTighe and Wiggins 2004
    • 11. Question 3: What specific characteristics in student responses, products, or performances should we examine? McTighe and Wiggins 2004
    • 12. ACTIVITY # 1
    • 13.  Choose a Virginia Beach Objective (VBO) from your content area.  What product or performance would you choose to assess the VBO?  What should the student work exhibit? Now, discuss with a shoulder partner: How would you utilize the student work to inform and modify your instruction?
    • 14.  Provides information to guide teaching and learning.  Includes formal and informal methods such as quizzes, oral questioning, observations and reviews of draft work.  Improves instructional methods and student feedback throughout the teaching and learning process.  Used to modify and validate instruction. McTighe and Wiggins 2004
    • 15. What do the experts say? http://www.ksde.org/Default.aspx?tabid=2091
    • 16.  Informs both teachers and students about student understanding at a point when timely adjustments can be made  Helps teachers determine next steps during the learning process as the instruction approaches the summative assessment of student learning  Ensures that students achieve, targeted standards-based learning goals within a set time frame McTighe and Wiggins 2004
    • 17.  Observation  Questioning  Discussion  Entrance/Exit Tickets  Learner Response Logs  Peer Review  Think-Pair-Share  Four Corners McTighe and Wiggins 2004
    • 18. “Looking at Patterns in Student Work”  Everyone in the group brings samples of student work.  Pass the work around in a circle; look for patterns, contradictions, and themes.  Share questions raised and discuss implications for refinement of practice.  Establish next steps. www.nsrfharmony.org
    • 19. “Suggestions for Bringing Student Work for Equity Conversations”  Teacher brings student work along with a “genuine inquiry” question related to equity. (Example: Is there evidence that the rigor I hoped for exists in this assignment?)  The teacher then reflects on answers and defines next steps. www.nsrfharmony.org
    • 20.  Feedback given (as part of formative assessment) helps learners become aware of gaps between their desired goals and their current knowledge, understanding, or skill.  Feedback leads students to the actions necessary to achieve their learning goals.  Formative assessment through self- evaluation helps students monitor their own growth. McTighe and Wiggins 2004
    • 21. ACTIVITY # 2
    • 22.  Think about a recent time when you praised a student.  Describe the student’s task and the praise you gave.  Analyze your recognition as effective or ineffective according to Robert Marzano’s “Guidelines for Effective and Ineffective Praise.” Marzano 2001
    • 23. Discuss with a partner: How do these understandings support a balanced assessment system within your classroom?  Ongoing assessment informs instructional planning and the need for differentiation.  Ongoing assessment tasks anchor curricular units and guide instruction.  The use of ongoing assessment enables a teacher to modify learning opportunities presented to students.
    • 24. "The art of teaching is the art of assisting discovery." ~Mark Van Doren
    • 25. Chappuis, S., & Chappuis, J. (2007/2008, December/January). The best value in formative assessment. Educational Leadership, 65(4), 14-18. Retrieved October 28, 2010 from http://www.ascd.org/publications/educational- leadership/dec07/vol65/num04/The-Best-Value-in-Formative-Assessment.aspx Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Popham, W. J. (2009, April). A process—not a test. Educational Leadership, 66(7), 85- 86., 2009. Retrieved October 28, 2010 from http://www.ped.state.nm.us/QualityAssuranceSystemsIntegration/dl09%20/ELL%20 Summit/A%20Process-%20Not%20a%20Test.pdf Wiggins, G. and McTighe, J. (2005). Understanding by Design (expanded 2nd edition). Alexandria, VA: Association for Supervision and Curriculum Development. Wren, D. G. (2008). Research brief: Using formative assessment to increase learning. Virginia Beach City Public Schools. Retrieved October 28, 2010 from http://www.vbschools.com/accountability/research_briefs/ResearchBriefFormAssmt Final.pdf