Slides 5-7 4 min In binder – Section 5 Page 21 (1) These are our intended outcomes for this session. We will be reflecting back on these outcomes at the end of the session today. Take a moment to read these bullets. (2) Summary: These bullets are addressing: Looking at the 2 types of assessment: formative & summative assessment Looking at how to model BOTH assessments in our PD w/ teachers How to LEAD teachers to understand both and to use both w/ students and why both are necessary to improve student achievement
You have discussed a lot of things related to formative and summative assessment. Think back on these things and check out the traffic light . . . Write RED – stop doing YELLOW – continue doing GREEN - begin to do
ELPS 465 – Choose to be an Inequity Eraser! In PLC’s - Assessment is no longer viewed as a teacher isolated act or event. Assessment is understood as a major inequity creator if left unattended… June 9 th , 2011
5. Grading Inequity – To what extent does there exist a fidelity and accuracy to assigned grades?
6. RRTI Inequity – What is the level of required and timely student response to intervention? At any Tier level?
A look at #5 - What is the Vision for Grading Practices in Your School or District? How are Summative Assessments used to measure program and student performance? High Quality Grading Practices and Boundaries : Think about the current grading practices in your school or district. Think of it as the “Rules of the grading game”. Judge your current practices against these Four boundary Markers of a PLC approach to Grading “Vision”
What is Your Vision for Grading Practices in Your School or District? Grades must be accurate : How do you know if grades in your school and grade levels actually reflect expected student knowledge, effort and performance? Does there exist inter-rater reliability?
What is Your Vision for Grading Practices in Your School or District? Grades must be fair : How do you know whether or not your grades reflect teacher bias toward certain assessment types or formats? Is it “fair” across a grade or course level TEAM?
What is Your Vision for Grading Practices in Your School or District? Grades must be specific : Do grades provide sufficiently specific information to help parents and students identify areas for improvement (formative use and not just diagnostic). Descriptive Feedback…
What is Your Vision for Grading Practices in Your School or District? Grades must be timely : Do grades in your school provide a steady stream of immediate and corrective feedback long before the final summative “grade” is assigned?
Your Personal Leadership in 2011-2012 for Inequity
Traf fic Si gnal (Blog Title)
Red light - 1 thing you will stop doing that fosters inequity in your school…
Yellow light - 1 thing you will continue to do that erases inequity . . .
Green light - 1 thing you will begin to do to erase inequity next year . . .
Post it on your blog before you leave class tonight...