The Power of Formative Assessment Sess 3

The Power of Formative Assessment : 

Learning to Love Assessment Session 3 November 2, 2009 The Power of Formative Assessment

Agenda : 

Agenda

Five research-based strategies that significantly improve student learning : 

Five research-based strategies that significantly improve student learning

Before we begin… : 

Before we begin…

Starting with Clear Learning Goals : 

Starting with Clear Learning Goals

Why Clear Learning Goals : 

Why Clear Learning Goals

Clear Learning Goals : 

Clear Learning Goals

Clear Learning Goals Samples : 

Clear Learning Goals Samples

Moving from Goals to Targets : 

Moving from Goals to Targets

Why Clear Learning Targets : 

Why Clear Learning Targets Students reflect on their own learning and assess their growth CLTs serve as a constant reminder of what students should know. Teachers can make better instructional choices about which concepts need further study. (Formative Assessment) Students can self-assess what they have mastered and will know what questions to ask.

Clear Learning Targets Samples : 

Clear Learning Targets Samples

From Clear Learning Targets to Stepping Stone Questions : 

From Clear Learning Targets to Stepping Stone Questions

Stepping-Stone Questions : 

Stepping-Stone Questions

Stepping-Stone Question Samples : 

Stepping-Stone Question Samples

From Stepping Stone Questions to Essential Questions : 

From Stepping Stone Questions to Essential Questions

Essential Questions: The Paradigm Shift : 

Essential Questions: The Paradigm Shift

Essential Questions vs. Stepping Stones : 

Essential Questions vs. Stepping Stones

Why Essential Questions : 

Why Essential Questions Improve retention of material Connect classroom work to the large, enduring issues that affect our lives Connect curriculum to actual concerns young people face Provide an invitation to critical thinking Provide chances to coach adolescents to think clearly, precisely, accurately, and reasonably about things that matter ENGAGEMENT

Essential Question Samples : 

Essential Question Samples

Four Samples and Blank Template : 

Four Samples and Blank Template

Assignment #1: Due November 9 : 

Assignment #1: Due November 9 Choose your unit of study. Go to your curriculum and write Clear Learning Goals you have for students based on the NCSCoS. **Provide the SCoS objective for each Goal. Write student-friendly Clear Learning Targets based on your clear learning goals. You should have one or more target per goal. Create Stepping-Stone Questions (daily EQs) that represent each learning goal. Develop an Overarching Essential Question that requires students to analyze, evaluate, or create. Complete your Exit Ticket.

Work Session : 

Work Session Curriculum Template or List Support

Next Month : 

Next Month

References : 

References Brookhart, Susan M. (2006). Formative assessment strategies for every classroom. Alexandria, Virginia: Association for Supervision and Curriculum Development. Brookhart, Susan M. (2009). Exploring formative assessment. Alexandria, Virginia: Association for Supervision and Curriculum Development. Brookhart, Susan M. (2008). How to give effective feedback to your students. Alexandria, Virginia: Association for Supervision and Curriculum Development. Brookhart, S., & D'Arcangelo, M. (2008). The power of formative assessment to advance learning. Alexandria, Virginia: Association for Supervision and Curriculum Development. Clark County School District-Assessments & Accountability and Educational Testing Services (ETS). (2007). Using Quality Assessments to Target Instruction. Cotton, K. (1991). Close-Up #11: Teaching Thinking Skills. Retrieved date, from Northwest Regional Educational Laboratory's School Improvement Research Series Web site: http://www.nwrel.org/scpd/sirs/6/cu11.html Duncan, A., Kryza, K., & Stephens, S. J. (2007). Inspiring Middle and Secondary Learners: Honoring Differences and Creating Community Through Differentiating Instructional Practices. Thousand Oaks, CA: Corwin Press. Essential Questions. (2005). Retrieved September 23, 2009, from questioning.org/mar05/essential.html Essential Questions (2008). Essential questions. Retrieved August 1, 2008, from Spartanburg School District 3 Web site: http://www.spa3.k12.sc.us/essentialquest.htm Framing Essential Questions. (1996). Retrieved September 23, 2009, from www.fno.org/sept96/questions.html (2002). Writing essential questions. Retrieved August 1, 2008, from myprojectpages.com Web site: http://www.myprojectpages.com/support/ess_questpopup.htm

References : 

References Formative Assessment Workshop. (n.d.). Retrieved September 26, 2009, from http://www.slideshare.net/elliottsfourthgrade/formative-assessment-workshop-presentation Nellan, Ted (2008). What is an essential question?. Retrieved August 1, 2008, from The Nellan Family Jewels Web site: http://www.tnellen.com/alt/essential.html Stiggins, R. , Arter, J., Chappuis, J., & Chappuis, S. (2006). Classroom Assessment for Student Learning: Doing It Right, Using It Well. Princeton, New Jersey: Educational Testing Services.Wiggins, G. & McTighe, J. (2005). Understanding by Design. Association for Supervision & Curriculum Development: Alexandria, VA. Themes & Essential Questions Framing Inquiry & Promoting Critical Thinking. (2004). Retrieved September 23, 2009, from www.greece.k12.ny.us/instruction/ela/6-12/essential%20questions/Index.htm Wiggins, G. & McTighe, J. (2005). Understanding by Design. Association for Supervision & Curriculum Development: Alexandria, VA. Wiggins, G., What is an essential question?. Retrieved August 17, 2008 from Big ideas, an authentic e-journal: Web site: http://www.authenticeducation.org/bigideas/article.lasso?artId=53

Slide 31: 

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License. For more information, visit http://creativecommons.org . Credit info: Heather Mullins, Hickory Public Schools Curriculum Specialist mullinshe@hickoryschools.net http://mullinshe.wordpress.com