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Making Connections with NC Falcon and CASL

Making Connections with NC Falcon and CASL

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  • Students feel like winners with learning. So students know “Failure is not an Option” Student empowerment intrinsic motivation Teacher empowerment, intrinsic motivation Creates Synergy btw. Assessment of and for learning Creating, Differentiating, and Implementing Meaningful and Quality Assessments Helps provide clear structure for how to gauge learning while still adhering to State Standards for assessment.
  • Connections to Covey “Leader in Me” PG. 31 CASL book What are we testing before the learning? Ask staff to give examples to validate their efforts.
  • 2 minutes Review Keys to Quality Assessment that you have already addressed in previous sessions and then focus on “Good Design.” A short but very helpful introduction to this Key can be found on CASL pp 15 – 16, “Assess How.” some key points include: Assessments can produce accurate or inaccurate information about student learning. The goal of assessing students is to obtain accurate information about learning in order to accurately inform teaching and to give an accurate account of student achievement of learning targets. In order to do this, we must: Assess appropriate and clear targets (what was taught and what students had an opportunity to learn) Assess with proper methods Assess enough to lead to accurate conclusions about student learning/achievement without wasting time gathering more evidence than is needed Score in ways that accurate reflect the degree to which the student met the learning targets taught and in ways that communicate that information clearly to students.
  • 10:04-10:14
  • How is formative assessment used in the classroom and school? Used to check for understanding and learning. Used to identify gaps and areas to improve. Used to help students make correction, determine errors, and make revisions. Used to provide descriptive feedback to students on learning and collaboration with peers. Used for students to reflect and analyze their own learning Used to determine additional needs for instruction and interventions. Used to share progress towards classroom and student’s individual goals. Used to help determine students metacognition. Used to determine models of strong and weak work. Used to determine necessary sequencing of instruction. Used to determine when students are ready to take skills mastered and apply learning through more complex activities, projects, and assignments. Used to determine when to rigor at student’s level and beyond. Used to determine if additional testing is needed or if there is need to differentiate assessment. Used to create student/teacher partnerships
  • Used to share progress towards classroom and student’s individual goals. Used to help determine students metacognition. Used to determine models of strong and weak work. Used to determine necessary sequencing of instruction. Used to determine when students are ready to take skills mastered and apply learning through more complex activities, projects, and assignments. Used to determine when to rigor at student’s level and beyond. Used to determine if additional testing is needed or if there is need to differentiate assessment. Used to create student/teacher partnerships
  • 2 minutes Review Keys to Quality Assessment that you have already addressed in previous sessions and then focus on “Good Design.” A short but very helpful introduction to this Key can be found on CASL pp 15 – 16, “Assess How.” some key points include: Assessments can produce accurate or inaccurate information about student learning. The goal of assessing students is to obtain accurate information about learning in order to accurately inform teaching and to give an accurate account of student achievement of learning targets. In order to do this, we must: Assess appropriate and clear targets (what was taught and what students had an opportunity to learn) Assess with proper methods Assess enough to lead to accurate conclusions about student learning/achievement without wasting time gathering more evidence than is needed Score in ways that accurate reflect the degree to which the student met the learning targets taught and in ways that communicate that information clearly to students.
  • Teaching the “I Can” Do we need to break it down more? This is where we are identifying the learning gap and scaffolding to make sure that we have deconstructed the target clearly, and/or identified additional ways the target may be interpreted, example main idea. Target is not just main idea, but the questions we might ask to find main idea in a story, or other genres. With learning targets we don’t want to just skim the top. We need to make sure to go deep and provide rich learning.
  • Connect target to formative assessment Can students identify the learning objective from the formative assessment ?
  • 2 minutes Review Keys to Quality Assessment that you have already addressed in previous sessions and then focus on “Good Design.” A short but very helpful introduction to this Key can be found on CASL pp 15 – 16, “Assess How.” some key points include: Assessments can produce accurate or inaccurate information about student learning. The goal of assessing students is to obtain accurate information about learning in order to accurately inform teaching and to give an accurate account of student achievement of learning targets. In order to do this, we must: Assess appropriate and clear targets (what was taught and what students had an opportunity to learn) Assess with proper methods Assess enough to lead to accurate conclusions about student learning/achievement without wasting time gathering more evidence than is needed Score in ways that accurate reflect the degree to which the student met the learning targets taught and in ways that communicate that information clearly to students.
  • Breaking down the Essentials and showing the Criteria for success. Really it is How will I know that I know the objective or target. More focus on immediate daily objective not overall Essential. Criteria for success is how would you know the students have learned the target without a test more informal assessments. Choosing the right assessment type Target method match- pgs. 286 How do you know the assessment you choose will measure each students learning successfully? What are the implications for Bias/Distortion? Pgs. 115-116 How do I provide assessment checks that aren’t paper/pencil assessments?
  • Sorting Activity used to drive instruction Begin with the End in mind Inquiry learning How do I include opportunities for formative assessment checks, and hold students accountable for standardized assessment practice? In what ways do I document formative assessment checks? Can I correlate effort/participation to formative assessment checks? When can rubrics be used for formative assessment? Descriptive Feedback? What is my system for student data record keeping? Am I able to make connections with instructional strategies to performance on assessment?
  • Sorting Activity used to drive instruction Begin with the End in mind Inquiry learning How do I include opportunities for formative assessment checks, and hold students accountable for standardized assessment practice? In what ways do I document formative assessment checks? Can I correlate effort/participation to formative assessment checks? When can rubrics be used for formative assessment? Descriptive Feedback? What is my system for student data record keeping? Am I able to make connections with instructional strategies to performance on assessment?
  • Sorting Activity used to drive instruction Begin with the End in mind Inquiry learning How do I include opportunities for formative assessment checks, and hold students accountable for standardized assessment practice? In what ways do I document formative assessment checks? Can I correlate effort/participation to formative assessment checks? When can rubrics be used for formative assessment? Descriptive Feedback? What is my system for student data record keeping? Am I able to make connections with instructional strategies to performance on assessment?
  • As you work with staff make sure you model what this looks like as you move through the training. 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?
  • 2 minutes Review Keys to Quality Assessment that you have already addressed in previous sessions and then focus on “Good Design.” A short but very helpful introduction to this Key can be found on CASL pp 15 – 16, “Assess How.” some key points include: Assessments can produce accurate or inaccurate information about student learning. The goal of assessing students is to obtain accurate information about learning in order to accurately inform teaching and to give an accurate account of student achievement of learning targets. In order to do this, we must: Assess appropriate and clear targets (what was taught and what students had an opportunity to learn) Assess with proper methods Assess enough to lead to accurate conclusions about student learning/achievement without wasting time gathering more evidence than is needed Score in ways that accurate reflect the degree to which the student met the learning targets taught and in ways that communicate that information clearly to students.
  • 2 minutes Review Keys to Quality Assessment that you have already addressed in previous sessions and then focus on “Good Design.” A short but very helpful introduction to this Key can be found on CASL pp 15 – 16, “Assess How.” some key points include: Assessments can produce accurate or inaccurate information about student learning. The goal of assessing students is to obtain accurate information about learning in order to accurately inform teaching and to give an accurate account of student achievement of learning targets. In order to do this, we must: Assess appropriate and clear targets (what was taught and what students had an opportunity to learn) Assess with proper methods Assess enough to lead to accurate conclusions about student learning/achievement without wasting time gathering more evidence than is needed Score in ways that accurate reflect the degree to which the student met the learning targets taught and in ways that communicate that information clearly to students.
  • 2 minutes Review Keys to Quality Assessment that you have already addressed in previous sessions and then focus on “Good Design.” A short but very helpful introduction to this Key can be found on CASL pp 15 – 16, “Assess How.” some key points include: Assessments can produce accurate or inaccurate information about student learning. The goal of assessing students is to obtain accurate information about learning in order to accurately inform teaching and to give an accurate account of student achievement of learning targets. In order to do this, we must: Assess appropriate and clear targets (what was taught and what students had an opportunity to learn) Assess with proper methods Assess enough to lead to accurate conclusions about student learning/achievement without wasting time gathering more evidence than is needed Score in ways that accurate reflect the degree to which the student met the learning targets taught and in ways that communicate that information clearly to students.

Erpd21611 Presentation Transcript

  • 1. Early Release Professional Development NC FALCON Module 3: Collecting and Documenting Evidence February 16, 2011 Kathy Walker
  • 2. Connections
  • 3. Assessment for Learning
    • NC Falcon
    • Module 1
    • Importance of Formative Assessment
  • 4. 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
  • 5. 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
  • 6. Keys to Quality Classroom Assessment Clear Purposes Why Assess? What’s the purpose? Who will use results? Clear Targets Assess What? What are the learning targets? Are they clear? Are they good? Good Design Assess How? What method? Sampled how? Avoid bias how? Sound Communication Communicate How? How manage information? How report? Accurate Assessment Process Effectively Using Assessments Student Involvement Students 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
  • 7. Creating Common Formative Assessments Balanced Assessment Formative 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
  • 8. 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
  • 9. 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
  • 10. Module 2 NC Falcon Learning Targets and Criteria for Success
  • 11. Keys to Quality Classroom Assessment Clear Purposes Why Assess? What’s the purpose? Who will use results? Clear Targets Assess What? What are the learning targets? Are they clear? Are they good? Good Design Assess How? What method? Sampled how? Avoid bias how? Sound Communication Communicate How? How manage information? How report? Accurate Assessment Process Effectively Using Assessments Student Involvement Students 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
  • 12. 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
  • 13. 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?
  • 14. Identifying Clear Learning Targets
    • How do we set the learning objective for students to understand?
    • Are students able to articulate the learning objective?
  • 15. Criteria for Success
    • What is the plan for ensuring students learn the target?
    • How will you know if students learned the objective?
  • 16. Module 3 NC Falcon Collecting and Documenting Evidence
  • 17. Keys to Quality Classroom Assessment Clear Purposes Why Assess? What’s the purpose? Who will use results? Clear Targets Assess What? What are the learning targets? Are they clear? Are they good? Good Design Assess How? What method? Sampled how? Avoid bias how? Sound Communication Communicate How? How manage information? How report? Accurate Assessment Process Effectively Using Assessments Student Involvement Students 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
  • 18.
    • 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
  • 19.
    • 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
  • 20. Collecting and Documenting Evidence
    • Table Talk…
    • How do I include opportunities for formative assessment checks, and hold students accountable for standardized assessment practice?
  • 21. Collecting and Documenting Evidence
    • Table Talk…
    • Can I correlate effort/participation to formative assessment checks?
  • 22. 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?
  • 23. Connections
  • 24. Keys to Quality Classroom Assessment Clear Purposes Why Assess? What’s the purpose? Who will use results? Clear Targets Assess What? What are the learning targets? Are they clear? Are they good? Good Design Assess How? What method? Sampled how? Avoid bias how? Sound Communication Communicate How? How manage information? How report? Accurate Assessment Process Effectively Using Assessments Student Involvement Students 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
  • 25. Keys to Quality Classroom Assessment Clear Purposes Why Assess? What’s the purpose? Who will use results? Clear Targets Assess What? What are the learning targets? Are they clear? Are they good? Good Design Assess How? What method? Sampled how? Avoid bias how? Sound Communication Communicate How? How manage information? How report? Accurate Assessment Process Effectively Using Assessments Student Involvement Students 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
  • 26. Keys to Quality Classroom Assessment Clear Purposes Why Assess? What’s the purpose? Who will use results? Clear Targets Assess What? What are the learning targets? Are they clear? Are they good? Good Design Assess How? What method? Sampled how? Avoid bias how? Sound Communication Communicate How? How manage information? How report? Accurate Assessment Process Effectively Using Assessments Student Involvement Students 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
  • 27. PLC Follow-up
    • Use dots to identify your level with ISS initiatives.
  • 28. Thank You For your time and participation