Seven Strategies                      for Formative                       AssessmentHAMBLEN COUNTY DEPARTMENT OF EDUCATION...
Housekeeping              Restroom              Breaks              Use of the library              Lunch              Que...
Poll                     Take out your cellphones!HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
http://www.todaysmeet.com/TSNH                     Access from a laptop, iPad, smartphone, or                     other wi...
Learning Target          I can recognize formative assessment          techniques and plan for their use in          effec...
IntroductionHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Formative Assessment           Formal and informal processes teachers           and students use to gather evidence for   ...
Summative Assessment         Assessments that provide evidence of         student achievement for the purpose of         m...
Conditions Required of Formative Assessment          Aligns directly with the content standards to be          learned.   ...
Activity 1:                     Is It Formative Assessment?HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 2...
Benefits of Formative Assessment                Who is and is not understanding the lesson.                What are this s...
Seven Strategies of Assessment for Learning  Where Am I Going?  Strategy 1: Provide students with a clear and understandab...
Strategies               Provide students with a clear and               understandable vision of the learning            ...
Poll ResultsHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Where am I Going?                          Strategy 1:                     Clear Learning TargetsHAMBLEN COUNTY DEPARTMENT...
VideoHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Learning Targets              By the end of this section I want you to              be able to understand:                ...
Performance Goals that focus on task              completion.              Learning goals - goals that describe the       ...
Learning Goals          Research by Black and Wiliam shows that          when students are given learning goals,          ...
I Can!          We want to make sure our learning goals          are written so the students understand          them!! It...
How to Make Target Clear to Students              Identify the word(s) an/or phrase(s) needing clarification. Which terms ...
Student-Friendly Language: InferenceHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Student-Friendly Language: Inference     1. Learning target: “Make inferences from informational/       expository and lit...
Student-Friendly Language: Inference     1. Learning target: “Make inferences from informational/       expository and lit...
Student-Friendly Language: Inference     1. Learning target: “Make inferences from informational/       expository and lit...
Student-Friendly Language: Inference     1. Learning target: “Make inferences from informational/       expository and lit...
Student-Friendly Language: Inference     1. Learning target: “Make inferences from informational/       expository and lit...
Student-Friendly Language: Inference     1. Learning target: “Make inferences from informational/       expository and lit...
ACTIVITY 2:                     CREATING A CLEAR LEARNING                              TARGETHAMBLEN COUNTY DEPARTMENT OF ...
Activity 2: Create a Learning Target               Now we are going to do one. Using the               standards I have pr...
RubricsHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Formative Assessment          Studies Black and Wiliam (1998) cite as          evidence of the impact of formative        ...
A good assessment for learning rubric          answers for students the question, “Where          am I going?”HAMBLEN COUN...
Student-Friendly Rubric          Arter and Chappuis, 2006 suggest this process for developing a          student-friendly ...
Match to Targets          The content of your rubric should match          your learning targets. When you are          co...
HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Student Work          “The features of excellent work should be          so transparent that students can learn to        ...
Examples and Models of Strong and Weak Work          Samples should be:                     Anonymous                     ...
Table Protocol for Analyzing Sample Papers  Students working in small groups can follow this protocol to work through the ...
Table Talk: Reflecting on Strategies 1 and 2              How do you plan on communicating the              intended learn...
Conclusion        By making the learning targets or goals        clear to students from the outset, we        build studen...
By the end of this section I wanted you to        be able to understand:                     How to give students a clear ...
Break              When you return from break, find a partner from a                different grade level and a different s...
Break Activity: Think, Pair, Share          Please find a partner from a different          school and different grade lev...
Effective Feedback                     Where am I now?HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
“Feedback is effective when it consists of           information about progress, and/or about           how to proceed.”  ...
The presence of feedback does not improve          learning. It is the quality that determines its          effectiveness....
Characteristics of Effective FeedbackHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
What is the purpose of intervention feedback?HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Intervention feedback          Identifying areas in need of improvement          and providing enough information so that ...
Although many students enjoy praise, if the          praise is directed to characteristics of the learner          rather ...
Human Barometer:                     Grades are essential to teaching and                                  learning.HAMBLE...
“Assigning grades practice work inhibited          further learning and that students ignored          comments when they ...
Effective Feedback           Effective feedback occurs during learning.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012M...
We cultivate this mindset when we offer              feedback with opportunities to improve during              the learni...
Effective Feedback              Effective feedback does not do the thinking for              the student.HAMBLEN COUNTY DE...
Effective Feedback              Suggestions for offering feedbackHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday,...
Activity 3: Feedback Practice          Using the Student Work Sample Book, choose a          student work sample. Use Star...
Peer FeedbackHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Peer FeedbackHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Conclusion              Self-feedbackHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Poll                     Take out your cell phones!HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Lunch              Enjoy your lunch! See you in one hour.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21,...
Activity                Discuss strengths/challenges from pre-                              lunch poll.HAMBLEN COUNTY DEPA...
Where Am I Now?                        Strategy 4:          Teach students to self-assess                 and set goals.HA...
Key Ideas              Understanding the impact of self-assessment              on student achievement              Teachi...
Points to Ponder              Self-assessment takes time -- why might you              ask a student to do it?            ...
Formative assessment requires that students          (pupils) have a central part in it. Unless they          come to unde...
When students are involved in self-assessment,          they provide themselves with regular and          immediate descri...
“When students self-assess and set             goals they develop an internal sense of             control over the condit...
Peer Feedback + Self-Assessment =                 Significantly Higher Learning LevelsHAMBLEN COUNTY DEPARTMENT OF EDUCATI...
What’s the first thing the student looks             at when you return a paper to him?                     How can we, as...
Formative assessment requires that pupils          have a central part in it. Unless they come          to understand thei...
Table Talk                     Self-Assessment Activity IdeasHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May...
Self-Assessment and Goal Setting with          Selected Response and Constructed          Response Tasks                  ...
Before - Self-assessment with Pretest ResultsHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Before - Ranking With a ScaleHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
BeforeHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
DuringHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
DuringHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
After - Reviewing My Results        I AM GOOD AT THESE!        Learning Targets I got right:        I AM PRETTY GOOD AT TH...
HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Goal Setting          “Hard goals work to focus attention,          mobilize effort, and increase persistence          at ...
Goal Setting Key ElementsHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Goal SettingHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Activity 4: Four Corners                       Four CornersHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 2...
How Can I Close the Gap?                     Strategies 5 and 6HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, M...
The Operative Question          When students go sideways on a learning          target, what are the typical problems?HAM...
Strategies 5 and 6              Strategy Five targets instruction to the learning              gaps.                     S...
Learning Gaps                     Incomplete understanding                     Misconceptions                     Partiall...
Identifying Errors in Learning                     Make a list of major conceptual                     understandings prio...
Selected-Response Tasks          Tasks should be short and focused for          easy manageability by both the teacher    ...
Scaffolding Ideas                     Short, constructed response items                     Selected response items       ...
Short-Constructed ResponseHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Selected-ResponseHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Using Multiple-Choice Items              Wrong answers should represent faulty              reasoning, misconceptions, or ...
Creating Multiple-Choice Items              When addressing a knowledge target insert              incorrect knowledge as ...
Example              Learning Target = Makes a generalization              Ask students to read a short text about how    ...
Example (continued)              Possible wrong answers...                     overgeneralizing                     no gen...
Activity              Look at a student work sample for your level              and subject area.              Identify on...
Activity              Look at a student work sample for your level              and subject area.              Identify on...
How Can I Close the Gap?                                Strategy 7:                     Offer regular descriptive feedback...
“When students track progress, reflect on  their learning processes and growth, and  share observations about achievement ...
Recording Progress           ASSIGNMENT DATE     TARGET         SCORE STAR/STAIRHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUM...
Collecting Samples of Work      Learning Portfolios: A selected samples      of their work in a portfolio, or an      inte...
Table Talk          Discuss which type of portfolio you think          would be most beneficial to your students          ...
Student Reflection           A collection of work does not           guarantee reflection will occur.HAMBLEN COUNTY DEPART...
Student Reflection           Reflecting on Growth           Reflecting on a Project           Reflecting on AchievementHAM...
Samples      Weekly Reflection      Week of_______________________________      Three interesting things that I learned th...
HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
Activity 6: Tracking, Collecting, and Reflecting      Students tracking progress, collecting work, and      completing per...
Evaluations and CertificatesHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
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Teach Smarter, Not Harder

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Teach Smarter, Not Harder

  1. 1. Seven Strategies for Formative AssessmentHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  2. 2. Housekeeping Restroom Breaks Use of the library Lunch QuestionsHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  3. 3. Poll Take out your cellphones!HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  4. 4. http://www.todaysmeet.com/TSNH Access from a laptop, iPad, smartphone, or other wired device. Use this site to ask questions and make comments. The site will be up for one year.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  5. 5. Learning Target I can recognize formative assessment techniques and plan for their use in effective classroom instruction.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  6. 6. IntroductionHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  7. 7. Formative Assessment Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  8. 8. Summative Assessment Assessments that provide evidence of student achievement for the purpose of making a judgement about student competence or program effectiveness.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  9. 9. Conditions Required of Formative Assessment Aligns directly with the content standards to be learned. Tasks match what has been or will be taught. Provides information of sufficient detail to pinpoint specific problems, such as misunderstandings, so that teachers can make good decisions about what actions to take, and with whom. The results are available in time to take action with the students who generated them. Teachers and students do indeed take action based on the results.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  10. 10. Activity 1: Is It Formative Assessment?HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  11. 11. Benefits of Formative Assessment Who is and is not understanding the lesson. What are this students strengths and needs? What misconceptions do I need to address? What feedback should I give students? What adjustments do I need to make to instruction? How should I group students? What differentiation do I need to prepare? Student becomes self-directed. Students develop the capacity to monitor the quality of their own work during production.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  12. 12. Seven Strategies of Assessment for Learning Where Am I Going? Strategy 1: Provide students with a clear and understandable vision of the learning target. Strategy 2: Use examples and models of strong and weak work. Where Am I Now? Strategy 3: Offer regular descriptive feedback. Strategy 4: Teach students to self-assess and set goals. How Can I Close the Gap? Strategy 5: Design lessons to focus on learning target or aspect of quality at a time. Strategy 6: Teach students focused revision. Strategy 7: Engage students in self-reflection, and let them keep track of and share their learningHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  13. 13. Strategies Provide students with a clear and understandable vision of the learning target. Use examples and models of strong and weak work.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  14. 14. Poll ResultsHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  15. 15. Where am I Going? Strategy 1: Clear Learning TargetsHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  16. 16. VideoHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  17. 17. Learning Targets By the end of this section I want you to be able to understand: How to give students a clear vision of what you want them to know at the end of the lesson. How to use examples and models of strong and weak work.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  18. 18. Performance Goals that focus on task completion. Learning goals - goals that describe the intended learning.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  19. 19. Learning Goals Research by Black and Wiliam shows that when students are given learning goals, goals that describe the intended learning, they perform significantly better than students who are given performance goals, goals that focus on task completion.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  20. 20. I Can! We want to make sure our learning goals are written so the students understand them!! It is best to put them in “I Can statements, or My goal is…. or We are learning to…”HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  21. 21. How to Make Target Clear to Students Identify the word(s) an/or phrase(s) needing clarification. Which terms will students struggle with? Imagine stating the target in its original form to your class. Then envision the degree of understanding reflected on faces throughout the room. At which word did they lose meaning? Define the term(s) you have identified. Use a dictionary, your textbook, your state content standards document, or other reference materials specific to your subject. If you are working with a colleague, come to agreement on definitions. Convert the definition(s) into language your students are likely to understand. Turn the student-friendly definition into an “I” or a “We” statement: “I am learning to _________”; or “We are learning to ________.” Run it by a colleague for feedback. Try the definition out with students. Note their response. Refine as needed. Let students have a go at this procedure occasionally, using learning targets you think they could successfully define and paraphrase. Make sure the definition they concoct is congruent with your vision of the target.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  22. 22. Student-Friendly Language: InferenceHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  23. 23. Student-Friendly Language: Inference 1. Learning target: “Make inferences from informational/ expository and literary/narrative text” (Grade 2)HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  24. 24. Student-Friendly Language: Inference 1. Learning target: “Make inferences from informational/ expository and literary/narrative text” (Grade 2) 2. Word to be defined: inferenceHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  25. 25. Student-Friendly Language: Inference 1. Learning target: “Make inferences from informational/ expository and literary/narrative text” (Grade 2) 2. Word to be defined: inference 3. Definition: conclusion drawn based on evidence and logicHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  26. 26. Student-Friendly Language: Inference 1. Learning target: “Make inferences from informational/ expository and literary/narrative text” (Grade 2) 2. Word to be defined: inference 3. Definition: conclusion drawn based on evidence and logic 4. Student-friendly definition: a guess based on cluesHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  27. 27. Student-Friendly Language: Inference 1. Learning target: “Make inferences from informational/ expository and literary/narrative text” (Grade 2) 2. Word to be defined: inference 3. Definition: conclusion drawn based on evidence and logic 4. Student-friendly definition: a guess based on clues 5. Student-friendly target: I can make inferences from what I read. This means that I can make guesses based on clues when reading.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  28. 28. Student-Friendly Language: Inference 1. Learning target: “Make inferences from informational/ expository and literary/narrative text” (Grade 2) 2. Word to be defined: inference 3. Definition: conclusion drawn based on evidence and logic 4. Student-friendly definition: a guess based on clues 5. Student-friendly target: I can make inferences from what I read. This means that I can make guesses based on clues when reading. Notice that for second graders, you may not want to define informational/expository and literary/narrative text in the statement. If you want to define those terms, you may want to create separate statements, e.g., “I can read informational text. This means I can read books and articles that tell me facts.” And, “I can read literary text. That means that I can read stories.”HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  29. 29. ACTIVITY 2: CREATING A CLEAR LEARNING TARGETHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  30. 30. Activity 2: Create a Learning Target Now we are going to do one. Using the standards I have provided, pick one and make a clear learning target as a group. Record the standard and learning target on the chart paper.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  31. 31. RubricsHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  32. 32. Formative Assessment Studies Black and Wiliam (1998) cite as evidence of the impact of formative assessment on student achievement include the practice of teaching students the criteria by which their work would be judged.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  33. 33. A good assessment for learning rubric answers for students the question, “Where am I going?”HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  34. 34. Student-Friendly Rubric Arter and Chappuis, 2006 suggest this process for developing a student-friendly rubric: 1. Identify the words and phrases in the adult version that your students might not understand. 2. Look these words up in the dictionary or in textbooks. Discuss with colleagues the best phrasing choices for your students. 3. Convert the definitions into wording your students will understand. Sometimes you need to convert one word into one or more phrases or sentences. 4. Phrase the student-friendly version in the first person. 5. Try the rubric out with students. Ask for their feedback. 6. Revise as needed.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  35. 35. Match to Targets The content of your rubric should match your learning targets. When you are considering a rubric for possible use, ask yourself if it includes the dimensions you will be teaching. If not, revise the rubric or find a different one that matches the elements of quality you and your district or state believe are important.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  36. 36. HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  37. 37. Student Work “The features of excellent work should be so transparent that students can learn to evaluate their own work in the same way that their teachers would.” Frederikksen & Collins, 1989, quoted in Shepard, 2001, p 1092HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  38. 38. Examples and Models of Strong and Weak Work Samples should be: Anonymous Find on state or provincial websites Ask students for permission to use their work as a teaching example and save it for the next year. Create your own example, inserting errors students typically make.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  39. 39. Table Protocol for Analyzing Sample Papers Students working in small groups can follow this protocol to work through the process of analyzing samples for one or more criteria (traits) on the scoring rubric. They can take turns around the table acting as moderator. 1. Everyone reads the scoring guide for __________ (specify trait) in this order: The highest level, the lowest level, and then the middle level or levels. 2. The moderator reads the sample paper aloud. 3. Everyone else thinks, “Strong or weak for _____________ (specified trait)/” 4. Everyone (including the moderator) silently and independently reads the high or low level of the rubric corresponding to their own judgments of strong or weak. If the high or low level doesn’t describe the sample well, then read the middle level (or progressing toward the middle) until you find the phrases that accurately describe the quality of the sample. Everyone writes down his or her score. 5. When all are ready, the moderator conducts the vote and tallies the scores. 6. The moderator conducts the discussion- “What did you give it and why?” – encouraging the use of the scoring rubric’s language and concepts.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  40. 40. Table Talk: Reflecting on Strategies 1 and 2 How do you plan on communicating the intended learning of a lesson, activity, task, project, or unit to students? How would you explain the difference between a learning goal and a performance goal?HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  41. 41. Conclusion By making the learning targets or goals clear to students from the outset, we build student confidence and increase the chances that students will reach the target.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  42. 42. By the end of this section I wanted you to be able to understand: How to give students a clear vision of what you want them to know at the end of the lesson. How to use examples and models of strong and weak work. Did we achieve our goal?HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  43. 43. Break When you return from break, find a partner from a different grade level and a different school.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  44. 44. Break Activity: Think, Pair, Share Please find a partner from a different school and different grade level that you teach and discuss the following questions: When do students in my class receive feedback on their progress? What forms does feedback take in my classroom? What do I expect students to do with feedback information?HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  45. 45. Effective Feedback Where am I now?HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  46. 46. “Feedback is effective when it consists of information about progress, and/or about how to proceed.” Hattie and Timperley, 2007, p. 89HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  47. 47. The presence of feedback does not improve learning. It is the quality that determines its effectiveness.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  48. 48. Characteristics of Effective FeedbackHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  49. 49. What is the purpose of intervention feedback?HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  50. 50. Intervention feedback Identifying areas in need of improvement and providing enough information so that the student understands what to do nextHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  51. 51. Although many students enjoy praise, if the praise is directed to characteristics of the learner rather than to characteristics of the work or the process used, it appears to be less effective both as a motivator and an agent for improved achievement.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  52. 52. Human Barometer: Grades are essential to teaching and learning.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  53. 53. “Assigning grades practice work inhibited further learning and that students ignored comments when they were accompanied by grades.” Butler, 1988HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  54. 54. Effective Feedback Effective feedback occurs during learning.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  55. 55. We cultivate this mindset when we offer feedback with opportunities to improve during the learning. Feedback is most effective in improving achievement if it is delivered while there is still time to act on it, which means before the graded event.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  56. 56. Effective Feedback Effective feedback does not do the thinking for the student.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  57. 57. Effective Feedback Suggestions for offering feedbackHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  58. 58. Activity 3: Feedback Practice Using the Student Work Sample Book, choose a student work sample. Use Stars and Stairs or That’s Good! Now this for practicing effective feedback.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  59. 59. Peer FeedbackHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  60. 60. Peer FeedbackHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  61. 61. Conclusion Self-feedbackHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  62. 62. Poll Take out your cell phones!HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  63. 63. Lunch Enjoy your lunch! See you in one hour.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  64. 64. Activity Discuss strengths/challenges from pre- lunch poll.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  65. 65. Where Am I Now? Strategy 4: Teach students to self-assess and set goals.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  66. 66. Key Ideas Understanding the impact of self-assessment on student achievement Teaching students to self-assess with a focus on learning targets Teaching students to create specific and challenging goalsHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  67. 67. Points to Ponder Self-assessment takes time -- why might you ask a student to do it? What do students need to know and be able to do in order to self-assess accurately? What problems do students have with setting goals that are likely to help them improve?HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  68. 68. Formative assessment requires that students (pupils) have a central part in it. Unless they come to understand their strengths and weaknesses, ant how they might deal with them, they will not make progress. Harlen & James (1997).HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  69. 69. When students are involved in self-assessment, they provide themselves with regular and immediate descriptive feedback to guide their learning. They become more actively involved in a curriculum that other can seem unrelated to their lives and personal experiences. Gregory, Cameron, & Davis, (2000).HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  70. 70. “When students self-assess and set goals they develop an internal sense of control over the conditions of their success and greater ownership of the responsibility for improving.” Black & Wiliam (1998)HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  71. 71. Peer Feedback + Self-Assessment = Significantly Higher Learning LevelsHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  72. 72. What’s the first thing the student looks at when you return a paper to him? How can we, as teachers, enable students to understand their academic strengths and weaknesses?HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  73. 73. Formative assessment requires that pupils have a central part in it. Unless they come to understand their strengths and weaknesses, and how they might deal with, they will not make progress.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  74. 74. Table Talk Self-Assessment Activity IdeasHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  75. 75. Self-Assessment and Goal Setting with Selected Response and Constructed Response Tasks Using Pretest Results Highlighting Targets Ranking with a Scale Human Bar GraphHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  76. 76. Before - Self-assessment with Pretest ResultsHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  77. 77. Before - Ranking With a ScaleHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  78. 78. BeforeHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  79. 79. DuringHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  80. 80. DuringHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  81. 81. After - Reviewing My Results I AM GOOD AT THESE! Learning Targets I got right: I AM PRETTY GOOD AT THESE, BUT NEED TO DO A LITTLE REVIEW Learning targets I got wrong because of a simple mistake: What I can do to keep this from happening again: I NEED TO KEEP LEARNING THESE Learning targets I got wrong and I’m not sure what to do to correct them: What I can do to get better at them:HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  82. 82. HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  83. 83. Goal Setting “Hard goals work to focus attention, mobilize effort, and increase persistence at a task. By contras, do-one’s-best goals often turn out to be not much more effective than no goals at all.” - Sadler, 1989HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  84. 84. Goal Setting Key ElementsHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  85. 85. Goal SettingHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  86. 86. Activity 4: Four Corners Four CornersHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  87. 87. How Can I Close the Gap? Strategies 5 and 6HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  88. 88. The Operative Question When students go sideways on a learning target, what are the typical problems?HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  89. 89. Strategies 5 and 6 Strategy Five targets instruction to the learning gaps. Select or design lessons to teach students how to recognize and avoid particular problems. Strategy Six engages students in focused revision. Both strategies work together: focused instruction followed by focused practiceHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  90. 90. Learning Gaps Incomplete understanding Misconceptions Partially developed skillsHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  91. 91. Identifying Errors in Learning Make a list of major conceptual understandings prior to teaching a lesson. Make a list of errors while observing learning. Make a list of errors from student work samples.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  92. 92. Selected-Response Tasks Tasks should be short and focused for easy manageability by both the teacher and the student.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  93. 93. Scaffolding Ideas Short, constructed response items Selected response items Performance assessment tasks RubricsHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  94. 94. Short-Constructed ResponseHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  95. 95. Selected-ResponseHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  96. 96. Using Multiple-Choice Items Wrong answers should represent faulty reasoning, misconceptions, or partial understanding. Fix common misconception errors Wrong answers should help students understand correct answer Wrong answers should be plausible and reflect a potential learning gap.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  97. 97. Creating Multiple-Choice Items When addressing a knowledge target insert incorrect knowledge as the distractors. When addressing reasoning targets, frame the target as a fill-in-the-blank or open-ended question first. Identify the typical errors or misconceptions in the answers and write a description for each. These descriptions become your distractor formulas.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  98. 98. Example Learning Target = Makes a generalization Ask students to read a short text about how meat-eating plants function. Pose the question: What generalization can you make from this passage about how these plants lure prey?HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  99. 99. Example (continued) Possible wrong answers... overgeneralizing no generalizing incorrect interpretation of the evidence Now write distractors around the three descriptions Use the descriptions to create a variety of short, focused multiple-choice lessons. Figure 5.5 is another exampleHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  100. 100. Activity Look at a student work sample for your level and subject area. Identify one or two instances incomplete understandings, misconceptions, or partially developed skills. Create a short constructed-response or selected-response item for the errors identified.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  101. 101. Activity Look at a student work sample for your level and subject area. Identify one or two instances incomplete understandings, misconceptions, or partially developed skills. Create a short constructed-response or selected-response item for the errors identified.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  102. 102. How Can I Close the Gap? Strategy 7: Offer regular descriptive feedback.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  103. 103. “When students track progress, reflect on their learning processes and growth, and share observations about achievement orabout themselves as learners, it helps anchor their learning in long-term memory.”HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  104. 104. Recording Progress ASSIGNMENT DATE TARGET SCORE STAR/STAIRHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  105. 105. Collecting Samples of Work Learning Portfolios: A selected samples of their work in a portfolio, or an intentional collection of artifacts that tell a predetermined story.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  106. 106. Table Talk Discuss which type of portfolio you think would be most beneficial to your students and why. How do you think you could implement one of these types of learning portfolios?HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  107. 107. Student Reflection A collection of work does not guarantee reflection will occur.HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  108. 108. Student Reflection Reflecting on Growth Reflecting on a Project Reflecting on AchievementHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  109. 109. Samples Weekly Reflection Week of_______________________________ Three interesting things that I learned this week are: 1. 2. 3. One thing I am proudest of in my student notebook this week is: One thing that I want to improve on next week is: Next week I want my teacher to do the following:HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  110. 110. HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  111. 111. Activity 6: Tracking, Collecting, and Reflecting Students tracking progress, collecting work, and completing personal reflections all deepen learning by increasing metacognition and moving information to permanent memory. How could you implement these three practices in an organized, effective manner in your class or grade level? Which types of recording keeping, tracking, and reflections do you feel would most benefit your students? How can students then share their learning following these processes?HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12
  112. 112. Evaluations and CertificatesHAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012Monday, May 21, 12

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