7 Strategies Study Guide.pdf

7/27/2019 7 Strategies Study Guide.pdf

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Seven Strategies of Assessment forLearning

A STUDY GUIDE from

ETS Assessment Training Institute

Jan Chappuis

Educational Testing Service

Portland, Oregon Princeton, New Jersey


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Table of Contents

Learning Goals 1

Connection to Other ETS ATI Books 1

Mode o Study 1

Overview oSeven Strategies o Assessment or Learning 2

The ETS ATI Model o Collaborative Learning Teams 3

Setting Up a Learning Team 4

How to Use the Study Guide 6

Learning Team Schedule o Readings, Discussions, and Activities 7

Chapter 1 Key Ideas, Questions, and Activities 10






Appendix 44


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1Seven Strategies of Assessment forLearningSTUDY GUIDE

2009 ETS Assessment Training Institute wwwetsorg/ati

Learning Goals

The book,Seven Strategies o Assessment or Learning, organizes research-based recommendations about

ormative assessment practices into an instructional ramework that can improve student achievement

Through its study you will learn the ollowing:

Howtohelpstudentsdevelopaclearvisionofthecontentstandardstheyareresponsiblefor

learning

Howtooffereffectivefeedbackrelatedtoyourcontentstandards

Howtoteachstudentstoself-assess,peer-assess,andsetgoalsforfurtherlearning

Howtoofferfocusedpracticeandrevisionopportunities

Howtoengagestudentsintracking,reectingon,andsharingtheirprogress

Connection to Other ETS ATI Books

The book is designed as a stand-alone productyou do not need to have read other books about classroom

assessment to understand it However, doing assessment or learning well depends on a solid understanding

o assessment accuracy Prerequisite knowledge, when needed, is identifed and explained Specifc chapters

in two other ETS ATI books are reerenced at those points, i you want to pursue urther study The books

reerenced are Classroom Assessment or Student Learning: Doing It RightUsing It Well by R Stiggins, J

Arter, J Chappuis, and S Chappuis and Creating and Recognizing Quality Rubrics by J Arter and J Chap-

puis Both are available through our website, wwwetsorg/ati

Mode of Study

Whether you will engage in this study independently, with a partner, or with a team, we recommend that youread each chapter yoursel and try the suggestions out in your own classroom, i you have one We also recom-

mend that, i possible, you team with at least one other person to discuss the ideas presented, the actions you

have taken, and eects on student motivation and achievement Throughout the study guide you will fnd sug-

gestions related to working through the book with a team, but you can use or modiy most o the activities to

suit your learning i you are working alone or with a partner


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Overview of Seven Strategies of Assessmentfor Learning

ChapterStrategy(ies)

AddressedKey Ideas

Chapter 1: FormativeAssessment and Assess-ment or Learning

pp. 114

Introduces all sevenstrategies

Deningformativeassessment

Understandingkeyresearchonformativeassessments

power

Understandingwhatthesevenstrategiesareandhow

they connect to research fndings

Chapter 2: Where Am IGoing? Clear Targets

pp. 1551

Strategy 1: Providestudents with a clear andunderstandable vision othe learning target

Strategy 2: Use examplesand models o strong and

weak work

Developinglearninggoalsinstudents

Clarifyinglearningtargets

Communicatingtargetstostudents

Chapter 3: Where AmI Now? Eective Feed-back

pp. 5392

Strategy 3: Oer regulardescriptive eedback

Understandingthecharacteristicsofeffective

eedback

Selectingfeedbackoptionssuitedtostudentsgrade

level and kind o learning to be addressed

Preparingstudentstogiveeachotherfeedback

Chapter 4: Where AmI Now? Sel-assessmentand Goal Setting

pp. 93127

Strategy 4: Teach stu-dents to sel-assess andset goals

Understandingtheimpactofself-assessmenton

student achievement

Teachingstudentstoself-assesswithafocuson

learning targets

Teachingstudentstocreatespecicandchallenginggoals

Chapter 5: How Can IClose the Gap? FocusedTeaching and Revision

pp. 129148

Strategy 5: Design les-sons to ocus on onelearning target or aspecto quality at a time

Strategy 6: Teach stu-dents ocused revision

Identifyingtypicalmisconceptions,reasoningerrors,

and learning gaps or ocused instruction

Creatingshortpracticeassignmentstoscaffoldthe

learning and make it more manageable

Givingstudentsopportunitiestopracticeandacton

eedback beore the summative event

Chapter 6: How Can IClose the Gap? Tracking,Relecting on, and Shar-ing Learning

pp. 149174

Strategy 7: Engage stu-dents in sel-relectionand let them keep tracko and share their learn-ing

Keepingstudentsintouchwiththeirgrowth

Providingtimeandstructureforstudentstoreecton

their learning

Offeringopportunitiesforstudentstosharetheirprogress

Appendix A: Student-riendly Scoring Rubrics,pp. 175197

Appendix B: Reproducible Forms,pp. 201254


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The ETS ATI Model of Collaborative Learning Teams

A major sta development challenge all school districts ace is providing the right conditions so that teachers

can translate new inormation into eective classroom practice Our learning team approach to developing

classroomassessmentexpertiseisbasedonbestpracticeasreectedinprofessionaldevelopmentliterature

and research: adults learn most productively when the experience is collaborative, provides active learn-

ing opportunities right in the classroom, and ocuses on student learning In addition, the positive impact o

structuredreectionforbothstudentsandadultsiswell-documented;fewactivitiesaremorepowerfulfor

professionallearningthanreectiononpractice.Ourlearningteamapproachallowsparticipantstimetowork

individually,totryoutnewideasintheclassroom,andtoreectontheirlearningwithcolleaguesinsmall

groups

Learning team participants engage in a combination o independent study and ongoing small group collabora-

tion with a commitment to helping all group members develop classroom assessment expertise The process

begins with an inusion o new ideas that can come rom several sources: attending workshops, reading books

and articles, watching videos, and observing other teachers at work It continues with ongoing opportunities

to discuss and work through the cognitive consonance and dissonance that arise when practice and beliesconict.Butmostimportantly,itrequiresthateachteammembertransformnewassessmentideasintoactual

classroom practices In this way, they and their students learn valuable lessons about what works or them and

why When the experiences o such hands-on learning are shared among teammates in regular team meetings,

all members beneft rom the lessons o each participant When teams commit to shaping the ideas into new

classroompractice,reectingontheresults,andsharingthebenetswitheachother,professionalgrowth

deepens Teams reach their ultimate goal o changing classroom assessment practices in specifc ways that

beneft students

All Assessment Training Institute materials have been developed or use in learning teamsa proessional

development model that combines independent and collaborative learning A learning team approach to proes-

sional development succeeds because it has the ollowing characteristics:

Job-embedded

Flexibleinstructure,content,andtime

Ongoing

Providesthesupportnecessarytoinitiateandsustainchange

Developsinternalexpertise

Cost-effectiveuseofstaffdevelopmentresources

For urther explanation o the learning team concept and rationale, reer to the article Supporting Teacher

Learning Teams published in the February 2009 issue oEducational Leadership and available on our web-

site at http://wwwassessmentinstcom/publication/supporting-teacher-learning-teams

Source: Adapted with permission rom J Chappuis,Learning Team Facilitator Handbook: A Resource or Collaborative

Study oClassroom AssessmentorStudent Learning (Portland, OR: ETS Assessment Training Institute, 2007), pp 1822


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Setting Up a Learning Team

Learning Team Formation

When putting together a learning team, look or individuals who are interested in studying how ormative

assessment practices can be implemented in the classroom Eective learning teams can be comprised o any

individuals involved in educationteachers, administrators, counselors, learning specialists, proessional de-

velopment specialists, assistantsin short, anyone who wants to know more about assessment-related practic-

es that increase student motivation and achievement We encourage you to keep team size between three and

six members to maximize participation in meetings

Learning Team Process

Learning teams frst meet to establish working agreements and a schedule o readings and activities Then,

between meetings, each member completes the agreed-upon assignment Teams meet regularlyevery two

to three weeksto discuss what they read, what they tried, and what they noticed as a result Teams may also

engage in one or more partner or whole-group activities to urther their learning or to create resources or use

in the classroom The main section o this study guide oers suggestions or discussion questions as well as

individual and team activities

Learning Team Facilitation

Learning teams beneft when one person takes on the role o acilitator The acilitator acts or the good o the

team to organize and manage the process The acilitator does not take on the role o expertthis program is

structuredsothatthematerials,activities,andteammembersexpertiseallcometogethertocreatethelearn-

ingexperience,withoutrequiringcontent-relatedinstructionfromoneperson.So,thefacilitatoristheteams

manager,nottheteamsteacher.

Recommended acilitator tasks include:

Postingascheduleofteammeetings

Bringingmaterialsneededforthemeeting

Monitoringmeetingtimesoallmembershaveopportunitytoparticipate

Reviewingthenextassignmentattheendofeachmeeting

Completingandposingateammeetinglogaftereachmeeting

Planning orms and a sample team meeting log orm are located in the appendix o this study guide

One member o a learning team can serve as acilitator, the role can rotate among team members, or a acilita-

tor may be assigned to a group, as when a proessional development specialist manages the learning experi-

ence In all cases, it is preerable that the acilitator does the work along with the team

Team Member Responsibilities

We suggest that learning teams set group operating principles (norms) to oster responsible participation We

have ound that learning teams unction best i they agree as a group to some version o the ollowing:

Tomaketeamtimeapriorityandtohonorthetimecommitment

Todotheagreed-uponreadingandactivitiesbetweenmeetings,forpersonalbenet,forthebenet

o students, and or the beneft o other team members


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Toofferdifferencesofopinionrespectfully

Tocomepreparedtothemeetings

Tohelpeachothernoticesuccess

CompensationWhen learning team participation requires work beyond the school day, it is helpul to seek out compensation

options such as a stipend, credit applied toward advancement on the local salary schedule, or college credit

You may also want to connect this study to proessional recognition options available in your school, district, or

region

Tracking Learning and Sharing Results

Weencourageyoutoestablishaportfoliotokeeptrackof,reecton,andshareyourwork.Artifactsmay

include any o the activities you complete as a part o your study, as well as examples o student work showing

the impact o one or more strategies on their motivation and/or achievement


Study oClassroom AssessmentorStudent Learning (Portland, OR: ETS Assessment Training Institute, 2007), pp 3362


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How to Use the Study Guide

Contents of Each Chapters Study Guide

The study guide to each chapter is organized the same way, with the ollowing fve eatures:

KeyIdeassummarizingthechaptersmainpoints(thechapterslearningtargets)

PrereadingQuestionsaccessingyourpriorknowledgeandleadingintothechaptersmainconcepts

During-orAfter-readingQuestionsprocessingkeyideas

ClosureQuestionsreectingonyourlearningfromthechapter

Activitiesapplyingkeyideastoyourclassroom

Independent Work: Read, Respond, Try

Regardless o your mode o study (independent, partner-, or team-based) we encourage you to read and re-

spond individually to the ideas in each chapter To that end, the study guide includes questions that ollow the

progression o ideas through each chapter We also encourage you to try ideas rom each strategy in your class-

room and so the study guide includes activities to help you apply the content o each chapter to your context

Collaborative Work: Discuss, Share, Do

I you are working with a partner or a team, in addition to the independent work, we suggest that your col-

laboration center on a combination o discussing the ideas in the text to deepen your understanding o key

points, sharing what you tried in the classroom and your observations about how it worked, and doing one or

more activities that help you prepare materials or activities to use with students You and your partner or team

together can determine how much o each o the three (discuss, share, do) will be most helpul to you or each

chapter, but consider making the sharing part a eature o each meeting Discussing how you each are using

these ideas with students in your classrooms may be the most valuable part o the collaborative process to both

you and your colleagues

Tracking Your Learning

You may fnd it helpul to keep track o your thoughts, questions, activities, and revisions as you read I so, you

can select one or more o the ollowing options:

CopytheReectiveJournalformintheappendixofthisstudyguide(ormodifyit)andcomplete

one copy or each reading that you do

KeepacollectionofyourwrittenresponsestoanyStudyGuidediscussionquestionsoractivities

you may have completed

Keepacollectionoftheformsandprotocolsyoureproduce,modify,and/orcreateforstudentuse,

alongwithsomeexamplesofstudentsuseoftheformsorprotocols.

CollectsomesamplesofstudentworkfromthebeginningofyourstudyofSeven Strategies o

Assessment or Learning, some rom the midpoint o your study and some rom the conclusion o

your study Collect the samples rom the same studentssome who are struggling, some who are in

the mid-range o achievement and some who are high achievers


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Learning Team Schedule for

Readings, Meetings, and Activities

The schedule below is intended as a suggestion or how a team might pace its learning Feel ree to alter the

pacingandtheassignmentstosuityourteamslearningneeds.

Session Prior to Meeting During Meeting

Session 1:Introduction

Organizingthe learningexperience

Orderbooks.

CopyrelevantStudyGuidepages.

Copycoursematerialsifofferingfor

credit

Reviewgoalsofthisstudy.

Setreadingandmeetingschedule.

Establishworkingagreements.

Determinehowyouwillhandlefacilitation

responsibilities,ifyouhaventyetdoneso.

Distributecoursematerialsifofferingfor

credit

ReviewChapter1KeyIdeasanddiscuss

Chapter 1 Study Guide questions 14 asanticipatory set or Chapter 1 reading

Session 2:Chapter 1(pp 114)

Assessment orLearning

Read pages 114

Complete Study Guide Activity 12

Discuss Study Guide questions 58 andother questions, insights, and issues raisedby the reading

Complete Study Guide Activity 11

Review Chapter 2 Key Ideas and discussChapter 2 Study Guide questions 1 and 2as anticipatory set or Chapter 2 readings


Strategy 1

Readpages1542.

CompleteStudyGuideActivities2.12.5

i it makes sense to do them individuallyor with a partner beore the next team

meeting

DiscussStudyGuidequestions38and

other questions, insights, and issues raised

by the reading CompleteStudyGuideActivities2.12.5if

not done prior to the team meeting


Strategy 2

Readpages4251.

ReadthroughStudyGuideActivities2.6

and 27 Gather required materials to bring

to the next team meeting



by the reading

CompleteStudyGuideActivities2.6and

27


Chapter 3 Study Guide questions 13 as

anticipatory set or Chapter 3 readings


Strategy 3

Readpages5383.

ReadthroughStudyGuideActivities3.1

and 32 Gather required materials to bring

to the next team meeting

CompleteStudyGuideActivity3.3ifit

makes sense to do it individually or with a

partner beore the next team meeting

DiscussStudyGuidequestions4and5andother questions, insights, and issues raised

by the reading


32

CompleteStudyGuideActivity3.3ifnot

done prior to the team meeting


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Strategy 3

Readpages8392.

CompleteStudyGuideActivity3.4.



by the reading

DiscussresultsofStudyGuideActivity

34


Chapter 4 Study Guide questions 13 as

anticipatory set or Chapter 4 readings


Strategy 4

Readpages93117.







by the reading

DiscussresultsofStudyGuideActivities

41 and 42 i completed prior to the team

meeting




Strategy 4

Readpages117127.






by the reading

DiscussresultsofStudyGuideActivity4.3

i completed prior to the team meeting




Chapter 5 Study Guide questions 1 and 2

as anticipatory set or Chapter 5 readings


Strategies 5 & 6

Readpages129140.


CompleteStudyGuideActivities5.2

and 53 i it makes sense to do them

individually or with a partner beore the

next team meeting



by the reading

DiscussresultsofStudyGuideActivity

51



meeting


53 i not done prior to the team meeting

Session 10:Chapter 5

(pp 141148)

Strategies 5 & 6

Readpages141148.






by the reading






Chapter 6 Study Guide questions 1 and 2

as anticipatory set or Chapter 6 readings


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Strategy 7

Readpages149167.

CompleteStudyGuideActivities6.1

and 62 i it makes sense to do them

individually or with a partner beore the

next team meeting



by the reading



meeting


62 i not done prior to the team meeting


Strategy 7

Readpages167174.






by the reading





Session 13:

Relecting andSharing

CompleteoneoftheoptionslistedinStudy Guide Activity 64

ShareyourworkfromStudyGuideActivity 64

Session 14:

Planning toShare

ReadthroughStudyGuideActivity6.5.

Gather materials you will need to bring to

the next team meeting

Completetheplanningstepsofeither

Option 1 or Option 2 o Study Guide

Activity 65

Session 15:

Share Fair

Setup. Share.


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Chapter 1 (pages 114):

Key Ideas, Questions, and Activities

Key Ideas

Deningformativeassessment

Understandingkeyresearchonformativeassessmentspower

Understandingwhatthesevenstrategiesareandhowtheyconnecttoresearchndings

Prereading Questions

1 How would you defne the termormative assessment?

2 What orms does assessment inormation take in your classroom? (grade, symbol, comment, raw score,

number, other?)

3 What do you want students to do with assessment inormation?

4 When students act on assessment inormation, what do they do?

Questions to Consider During or After Reading

5 Ater reading pages 37, revisit your defnition oormative assessment Would you make any changes

to it now?

6 Which ormative assessment practices led to signifcant achievement gains, according to reports o

research studies? (pp 79)

Closure Questions

7 Which ideas rom this chapter were most signifcant to you?

8 What one action might you take based on your reading and discussion o Chapter 1?

Activities

11 Formative and Summative Uses

12 What Do You Already Do?


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Activity 1.1 Formative and Summative Uses

1 Ater reading through the section titled Formative or Summative? on pages 67, review Figure 13 on

page 8 with your learning team Identiy which assessment uses are present in your school and district

2 Discuss: Are ormative and summative uses in balance? I not, what modifcations might you

recommend? With whom might you share your recommendations? What rationale might you give or

your recommendations?

Recommended Modification Rationale


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Activity 1.2 What Do You Already Do?

This is set up as an independent activity. I you choose to do it, you may want to discuss the results with

your learning team.

1 Ater reading through the section titled What Gives Formative Assessment Its Power? on pages

711, make an inventory o practices and activities you currently use that all under the umbrella o

assessment or learning Then ater reading the section titled Seven Strategies o Assessmentor

Learning on pages 1113, match up your inventory o practices and activities with the seven strategies

Strategy My Practice/Activity

1: Provide students with a

clear and understandable

vision o the learning

target

2: Use examples and modelso strong and weak work

3: Oer regular descriptive

eedback

4: Teach students to sel-

assess and set goals

5: Design lessons to ocus

on one learning target or

aspect o quality at a time

6: Teach students ocused

revision

7: Engage students in sel-

reectionandletthem

keep track o and share

their learning

2 Discuss with a partner or your learning team: Which strategies do you currently use most oten? Least

oten?


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Key Ideas

Developinglearninggoalsinstudents

Clarifyinglearningtargets

Communicatingtargetstostudents


1 How do you communicate the intended learning o a lesson, activity, task, project, or unit to students?

2 When does this occur?


3 How would you explain the dierence between a learning goal and aperormance goal? How can you

help students adopt learning goals rather than perormance goals? (pp 1718)

4 Are your learning targets clear to you as written? I not, what do they need? Unpacking? Clarifcation

rom the author? (pp 1821)

5 Which o your learning targets will be clear to students? Which may need to be rephrased?

(pp 2228)

6 O the rubrics you use, which might you convert to student-riendly language? (pp 2830)

7 How might you introduce the concepts o quality as defned in your rubrics to students?

(pp 3040)

8 How will you make sure that students know which learning target(s) each assignment addresses? (pp

4142)

9 Which o your learning targets would beneft rom a Strategy 2 activity? Where might you fnd strong and

weak examples? (pp 4250)

10 How will you engage students in analyzing samples? How much class time might you devote to this? (pp

4450)

Closure Questions

11 What activities rom Chapter 2 did you try in the classroom? How did they work? What successes did you

notice? What modifcations might you make?

Activities

21 Clariying Learning Targets

22 Sharing Learning Targets

23 Converting Learning Targets to Student-riendly Language

24 Prerequisite: A Suitable Rubric

25 Developing a Student-riendly Version o a Scoring Rubric

26 Assembling Samples o Student Work

27 Practicing with the Table Protocol or Analyzing Sample Papers


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Activity 2.1 Clarifying Learning Targets

This is set up as an independent activity. I you do it independently, you may want to discuss the re-

sults with your learning team.

Ater reading through the Chapter 2 introduction on pages 1721, list each learning target or a given unit ormarking period Then decide or each: Clear as is? Need to clariy/get clarifcation? Need to unpack?

Learning

TargetClear as Is?

Need to Clarify/

Get Clarification?Need to Unpack?


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Activity 2.2 Sharing Learning Targets

This is set up as an independent activity. I you do it independently, you may want to discuss the re-

sults with your learning team.

Ater reading pages 2230, list each clear learning target or a given unit or marking period Then decide oreach: Share as is? Rewrite in student-riendly language? Defne with student-riendly rubric?

Learning Target Share as Is?Create Student-

friendly Definition?

Use Student-

friendly Rubric?


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Activity 2.3 Converting Learning Targets to Student-friendly Language

Working with a partner or your learning team, select one or more learning targets that would beneft rom be-

ing rephrased or students Then ollow the process described on page 23 in the book

Learning target:

Word(s) to be defned:

Working defnition(s):

Student-riendly language:

Optional preace (select one):

I am learning to

We are learning to

I can


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Activity 2.4 Prerequisite: A Suitable Rubric

Collect the scoring rubric or rubrics you will use or a given unit or marking period Working with a partner or

your learning team, compare each to the prerequisites described on pages 3840 Note any changes needed to

make your rubrics unction well as assessment or learning tools Then revise the rubrics so that their content

and structure will support ormative assessment use

For help in restructuring your rubrics, reer to the Rubric or Rubrics in the book, Creating and Recogniz-

ing Quality Rubrics (Arter and Chappuis, 2006) Or, you could use the Metarubric (an earlier version o the

Rubric or Rubrics) described in Chapter 7 oClassroom Assessment orStudent Learning: Doing It Right

Using It Well (Stiggins,Arter,Chappuis,andChappuis,2004)andlocatedonthatbooksCD.

Rubric Name:

Changes Needed:

Rubric Name:

Changes Needed:

Rubric Name:

Changes Needed:


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Activity 2.5 Developing a Student-friendly Version of a Scoring Rubric

Once you have ound or created a rubric suited to assessmentorlearning applications, work with a partner

or a team to ollow the steps or developing a student-riendly version described on pages 2930 o the book

You may want to read through the examples o student-riendly rubrics in Appendix A to get a sense o what

student-riendly rubrics can sound like Other examples o student-riendly rubric language are ound on pages

49, 120, 121, and 122

Rubric Name: Criterion

Current PhraseLeave

Out?

Leave

as Is?

Convert?

Student-friendly Phrase:


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Activity 2.6 Assembling Samples of Student Work

Ater reading the section titled Selecting Samples on page 43, work with a partner or team to make a collec-

tion o numbered anonymous samples that illustrate one or more strengths and problems as defned by your

rubric Make sure the strengths and problems link directly to phrases on your rubric I your samples relate to

a rubric with more than one scale (ie, it has two or more criteria or traits evaluated separately), identiy thecriterion that the sample illustrates Use the chart below to keep track o your selections As explained on page

43,ifyouareincludingyourownstudentswork,askforwrittenpermissionfortheirworktobeshownasan

anonymous teaching example and then make sure not to use it with their class

Grade Level: Subject:

Learning Target or Rubric Criterion:

Sample # Strength(s) Problem(s) Notes


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Activity 2.7 Practicing with the Table Protocol for Analyzing Sample Papers

This activity will work best i all team members are amiliar with the scoring rubric used.

1 Ater reading pages 2845, prepare or using the table protocol described on page 46 by doing the

ollowing:

Selecttwoorthreesamplesofstudentworkandmakecopiesofeachforeachlearningteam

member

Makeacopyofthescoringrubricforeachteammember.Ifitisamulti-traitrubric,selectone

criterion to ocus on You only need to make copies o that criterion, but it is a good idea to have one

copy o the complete rubric to reer to in case people have questions about other eatures o the

samples that are not addressed in the criterion you are ocusing on

Variations:

Oneormoreteammemberscanprovidesamplesallrelatingtothesamescoringrubric

Differentteammemberscanbringsamplesrelatingtodifferentrubrics

2 As a team, review the section titled A Protocol or Using Anonymous Samples with Students on pages

4445

3 Follow the protocol described on page 46 Allow a dierent person to act as table moderator or each

sample o student work You can use the orm to track your responses

Sample S/W Score Rationale: Rubric Phrases That Describe the Sample

4 Discuss how you might use the whole-class protocol described on pages 4445 and the small-group

protocol described on page 46 with your students Or, i you have already used one or both, discuss what

you did and what you noticed happening with students as a result


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Key Ideas

Understandingthecharacteristicsofeffectivefeedback

Selectingfeedbackoptionssuitedtostudentsgradelevelandkindoflearningtobeaddressed

Preparingstudentstogiveeachotherfeedback


1 When do students in your class receive eedback on their progress?

2 What orms does eedback take in your classroom?

3 What do you expect students to do with eedback inormation?

Questions to Consider During or After Reading4 How do you give success eedback to your students? What orms o intervention eedback do you give?

(pp 5568)

5 Could any o your marked/graded assignments or quizzes be turned into purely eedback events? I

so, what actions do you want students to take on the basis o the eedback they receive? (pp 6869)

What changes would you have to make to the assignment or quiz to make the results serve the intended

actions?

6 Which eedback options (described on pp 7592) will work best in your context (grade, subject, and

learning goals)?

7 What preparation will your students need to give eective (accurate and useul) eedback to each other?

Closure Questions



Activities

31 Responding to Student Work

32 Three-minute Conerence

33 Selecting and Modiying Feedback Forms

34 Peer Feedback Discussion


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Activity 3.1 Responding to Student Work

1 Ater reading pages 5583, bring a collection o student work to your next team meeting Also bring a

description o the pertinent learning target(s) or the scoring rubric

2 Number the student work samples I more than one person brings student work, number the samples

consecutively

3. Workingaloneorwithapartner,identifyeachsamplesstrengthsandareasneedingadditionalwork.You

may want to reer back to pages 5763 or suggestions on options or success and intervention eedback

You can use the orm below to record your comments

4 Compare your judgments to those o others in your group, one sample at a time Discuss and attempt

to resolve discrepancies by reerring to the defnition o quality (description o the learning target or

scoring rubric)

Work

Sample #Success Feedback Intervention Feedback

5 Alternatively, assign a dierent color o index cards to each team member (one index card per person

per sample) Each o you numbers your cards to correspond to the sample numbers and then writes

your eedback or each sample on your colored index cards, using the star symbol on one side or

success eedback and the stair step symbol on the other side or intervention eedback Ater everyone

has completed their cards, assign one sample and its pile o index cards to each member and let that

person read aloud all o the success comments and then all o the intervention comments Discuss and

attempt to resolve discrepancies or each sample by reerring to the defnition o quality (description o

the learning target or scoring rubric) beore moving on to the next one

6 Have your students do either version o this activity (using only samples not rom their class) Share

withyourcolleaguesyourobservationsabouttheeffectsofthisactivityonyourstudentsmotivationand

understanding o quality


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Activity 3.2 Three-minute Conference

1 Ater reading the section titled Assessment Dialogues on pages 7883, fnd an example o student work

(product or perormance) that demonstrates partial mastery This is a partner activity, so you will need

to bring the ollowing to your team meeting:

Twocopiesoftheexample

Twocopiesofthescoringrubricthatyouusetodenequalityfortheexample

OnecopyoftheAssessmentDialogueform(eitherFormAorFormB)fromAppendixB,pages

207208

2 Find a partner and decide who will be Partner A (the student) and who will be Partner B (the

teacher)

3 Begin with the work sample Partner A brought Partner A and Partner B should each have their own

copy o the student work and the scoring guide

4. Takeaboutveminutesindependentfromyourpartnertodeterminewhatthesamplesstrengthsand

needs are, using the language and/or concepts rom the scoring rubric I possible, ocus your commentson one or two aspects o quality

Partner A, you are the student who created this work sample Write your thoughts about its strengths

and needs on your Assessment Dialogue orm

Partner B,youarePartnerAsteacher.Writeyourthoughtshere:

Samplesstrengths:

Samplesproblemsorareasneedingwork:

5 Conduct a three-minute conerence with your partner (as described on page 82) Let the student

speak frst and do all o the writing on the Assessment Dialogue orm Partner B, when it is your turn to

speak, try to ollow the suggestions or eective success and intervention eedback as you make yourcomments

6 Switch roles: Partner B becomes the student and Partner A becomes the teacher Follow the same

protocol using the work sample that Partner B brought

7 Discuss with your partner: What does this protocol do or the student? For the teacher?

8 Discuss with your team: How might you use the three-minute conerence in your classroom? What

modifcations might you make?


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Activity 3.3 Selecting and Modifying Feedback Forms

1 Ater reading the section titled Suggestions or Oering Feedback on pages 7583, look over the

eedback orms on pages 204209 in Appendix B with a partner or your team Identiy those that could

be used in your context (grade, subject, learning targets) to help students understand and act on

eedback Select or modiy one and make a plan to use it by deciding the ollowing:

Whichunitofstudyyouwilluseitwith

Whatlearningtarget(s)willbethefocusofthefeedback

Atwhatpoint(s)intheinstructionyouwillofferfeedback

Form Title: Page: Use As Is Modiy

Unit:

Learning Target(s):

When to oer eedback:

2 Use the orm to oer eedback Bring a ew samples o your eedback to your next team meeting to

share I some students were more successul than others in acting on the eedback, bring a sample o

successul and unsuccessul student attempts Discuss possible revisions to the process or the ormtomakeitworkwellforallstudents.Youcanalsousethefollowingchecklisttodeterminestudents

readiness to understand and act on eedback

Feedback Readiness Checklist

Doesthestudenthaveaclearvisionofquality(whatsexpected)?

Can the student describe the intended learning?

Can the student dierentiate between strong and weak examples and/or levels o quality?

Has the student practiced using the language o quality to describe attributes o strong and weak

examples?

3 I the answer to one or more o the questions on the Feedback Readiness Checklist is no, then you may

want to revisit some o the activities described in Chapter 2 beore oering urther eedback


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Activity 3.4 Peer Feedback Discussion

1 Try one o the peer eedback options with your students: peer eedback (partner) conerence (pages

8487), peer editing (page 87), or peer response groups (pages 8790)

2 As students are engaged in oering and receiving eedback, walk around the room to look and listen or

successes and problems they encounter

3 Record your observations

4 Meet with your team to share the option you tried, the successes you noticed, and any problems or

glitches your students encountered

5 Discuss ways to solve the problems or remedy the glitches I some students had trouble giving eective

eedback, you may want to spend more time with Strategy 2 activities, or engage them in the three-

minute conerence simulation described in Activity 32 I the process created some glitches, discuss how

youcanmodifyittomaketheexperienceowmoresmoothly.

Option Tried:

Successes:

Problems with students giving eective eedback:

Possible reasons or the problems:

Possible solutions:

Glitches with the process:

Possible reasons or the glitches:

Possible modiications to the process:


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Key Ideas

Understandingtheimpactofself-assessmentonstudentachievement

Teachingstudentstoself-assesswithafocusonlearningtargets

Teachingstudentstocreatespecicandchallenginggoals


1 Sel-assessment takes timewhy might you ask students to do it?

2 What do students need to know and be able to do in order to sel-assess accurately?

3 What problems do students have with setting goals that are likely to help them improve?

Questions to Consider During or After Reading4 What do you think causes sel-assessment to improve achievement? (pp 9598)

5 Which o the quick sel-assessment options might you use? At what points in the unit/marking period?

(pp 99103)

6 Which o the sel-assessment ideas or use with selected response and constructed response tasks might

you try? At what points in the unit/marking period? (pp 103117)

7 Which o the sel-assessment ideas or use with rubrics might you try? At what points in the unit/marking

period? (pp 117123)

8 Which o the goal setting options might you try? At what points in the unit/marking period? (pp 123

127)

Closure Questions



Activities

41 Determining Readiness to Sel-assess

42 Sel-assessment with a Selected Response Quiz or Practice Test

43 Selecting and Modiying Sel-assessment and Goal Setting Forms


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Activity 4.1 Determining Readiness to Self-assess

This is set up as an independent activity. I you choose to do it, you may want to discuss the results with

your learning team.

1 You can use this simple checklist beore engaging students in attempts at sel-assessment to determinewhether they are ready to take on the challenge

Self-assessment Readiness Checklist A

Doesthestudenthaveaclearvisionofquality(whatsexpected)?

Can the student describe the intended learning?

Can the student dierentiate between strong and weak examples and/or levels o quality?

Has the student practiced using the language o quality to describe attributes o strong and weak

examples?

Self-assessment Readiness Checklist BHas the student had experience giving and oering eedback?

Has the student received descriptive eedback using the language o quality, with opportunity to act

on it?

Has the student practiced oering peer eedback using the language o quality?

2 I the answer to one or more o the questions on the Sel-assessment Readiness Checklist A is no,

then you may want to revisit some o the activities described in Chapter 2 beore proceeding with sel-

assessment and goal setting activities

3 I the answer to one or more o the questions on the Sel-assessment Readiness Checklist B is no,

then you may want to revisit some o the activities described in Chapter 3 beore proceeding with sel-

assessment and goal setting activities

4 Once you have asked students to try sel-assessing, i some o them have trouble knowing what to write,

you can use the checklist above as a guide to determining what intervention is most likely to help them


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Activity 4.2 Self-assessment with a Selected Response Quiz or Practice Test

This is set up as an independent activity. I your learning team teaches the same subjects and grades,

you may want to do this activity with a partner or as a team.

1 Ater reading through the section titled Sel-assessment and Goal Setting with Selected Response andConstructed Response Tasks on pages 103117, fnd a selected response or constructed response (short

answer) taskan assignment, quiz, or testthat you have used or will use

2 Identiy the learning target that each item on the task addresses Make a chart like the one below to

record your analysis

Item Learning Target

1

2

3

4

5

6

7

8

9

10

3 Determine when you want students to use the results to sel-assess and set goals: beore the learning,

during the learning, or as a review prior to a summative test Check the items on the task to be sure you

have an adequate representative sample or your intended purpose For more inormation on ensuring

an adequate sample, see R Stiggins, J Arter, J Chappuis, and S Chappuis, Classroom Assessment or

Student Learning: Doing It RightUsing It Well (Portland, OR: ETS Assessment Training Institute,

2004) pp 113114, 129130, 173174, and 197199

4 Decide whether you want to leave the items on the task in their current order or to regroup them

according to the learning target each addresses Discuss with your partner/team the relative advantages

and disadvantages o each option

5 Create a orm or students to use to review and analyze their assignment/quiz/practice test results Look

through the examples on pages 104, 106, 107, 110, and 112116 Select one o these to use or modiy, or

make your own6 Have students use the orm to interpret the assignment/quiz/practice test results and set goals or their

next steps, ollowing the guidelines on pages 124126

7 Bring a ew samples o completed orms to your next team meeting to share I some students were more

successul than others with this activity, bring a sample o successul and unsuccessul student attempts

Discuss possible revisions to the process or the orm to make it work well or all students Also consider

the questions on the Sel-assessment Readiness Checklist A in Activity 41 to determine i more work

with Chapter 2 activities might help


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Activity 4.3 Selecting and Modifying Self-assessment

and Goal Setting Forms

1 Ater reading the section titled Three Parts: Sel-assessment, Justifcation, and Goal Setting on pages

99123, look over the sel-assessment orms on pages 210220 in Appendix B With a partner or your

learning team, identiy those that could be used in your context (grade, subject, learning targets) to help

students sel-assess Select or modiy one and make a plan to use it by deciding the ollowing:


Whatlearningtarget(s)willbethefocusofstudentsself-assessment

Whentheywillself-assessbefore,during,orafterinstruction


Unit:

Learning Target(s):

Used When? Beore instruction During instruction Beore summative assessment

2 Ater reading pages 123127, look over the goal setting orms on pages 221228 in Appendix B With a

partner or your team, identiy those that could be used in your context (grade, subject, learning targets) to

help students set workable goals Select or modiy one and make a plan to use it by deciding the ollowing:


Whatlearningtarget(s)willbethefocusofstudentsgoalsetting

Whentheywillsetgoalsbefore,during,orafterinstruction


Unit:

Learning Target(s):

Used When? Beore instruction During instruction Beore summative assessment

3 Have students use the orms Bring a ew samples o completed orms to your next team meeting to

share I some students were more successul than others with this activity, bring a sample o successul

and unsuccessul student attempts Discuss possible revisions to the process or the orm to make it work

well or all students For sel-assessment problems, consider the questions on the Readiness Checklist A

in Activity 41 to determine i more work with Chapter 2 activities might help For goal setting problems,

review the inormation on page 124 to determine which part o the process needs more attention


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Key Ideas

Identifyingtypicalmisconceptions,reasoningerrors,andgapsforfocusedinstruction

Creatingshortpracticeassignmentstoscaffoldthelearningandmakeitmoremanageable

Givingstudentsopportunitiestopracticeandactonfeedbackbeforethesummativeevent


1 Think o an upcoming unit o instruction What concepts, reasoning, skills, or products can you predict

students will have difculty with?

2 What have you done in the past to overcome those difculties?


3 How might you identiy and use typical misconceptions and reasoning errors? (pp 132133)

4 How might you restructure multiple choice items so that they unction as teaching tools? Which learning

targets, misconceptions, or reasoning errors might you ocus on? (pp 134139)

5 For which patterns o reasoning would students beneft rom practicing with a graphic organizer? (pp

139140)

6 O the tasks you currently assign, which might you shorten to provide brie, more narrowly-ocused

practice? What specifc aspects o quality might you create short practice tasks or? (pp 141146)

Closure Questions

7 What activities rom Chapter 5 did you try in the classroom? How did they work? What successes did younotice? What modifcations might you make?

Activities

51 Going on an Error Hunt

52 Developing Lessons Around Multiple-choice Items

53 Selecting and Modiying Graphic Organizers

54 Creating Focused Tasks


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Activity 5.1 Going on an Error Hunt

1 As you are teaching a unit, keep track o misconceptions, instances o incomplete understanding, and

awsinreasoningrevealedinstudentsoralandwrittenresponsesandexplanations(M,IU,andFR

in the table below) For each problem, also tally requency o occurrence and determine importance

how signifcant a hindrance to learning the problem ishigh, medium, or low

Description of ProblemType

FrequencyImportance

M IU FR H M L

2 Ask one or more colleagues teaching the same content to do this, too

3 Meet with your colleague(s) to compare lists Add their problems to your list i you think your students

also have them Once you have a complete list, select the misconceptions, incomplete understandings,

and/orreasoningawsthatyouwanttoaddressineitherwhole-classorgroupedinstruction.Consider

requency and importance in your deliberation Discuss ways to address those problems or which you

wontdesignwhole-classorgroupedinstruction.

4 Use one o the ideas suggested on pages 132133 while teaching to the targeted problems

5 Meet with your team to discuss the results o the activity you tried


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Activity 5.2 Developing Lessons Around Multiple-choice Items

1 Ater reading the section titled Multiple-choice Items as Teaching Tools on pages 134139, select a

concept or pattern o reasoning that your students need more work with

2 Following the suggestions on pages 134135, write a multiple-choice item (stem plus possible answer

choices) that addresses the concept or pattern o reasoning You may want to do this with a partner or

with your team

3 Then select one o the practice lesson options described on pages 135139

Concept/ Reasoning Multiple-choice Item Lesson Option

4 Format your multiple-choice item to match the practice lesson option you have selected Reer to the

examples in Figures 53, 54, 55, and 56 or suggestions

5 Conduct the practice lesson with students You may want to bring a ew samples o student responses to

your next team meeting and discuss the impact o the lesson on their understanding

6 You may want to create a new item and use the same or a dierent lesson option i students would

beneft rom continued practice


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Activity 5.3 Selecting and Modifying Graphic Organizers

1 Ater reading the section titled Using Graphic Organizers as Teaching Tools on pages 139140, write

down the patterns o reasoning that your students need practice with Look over the graphic organizers

in Appendix B, pages 230242 to see i any might be useul

2 For any that you decide to use, check to see that the defnition o quality used (the description o the

reasoning learning target at the top o the page or each graphic organizer) matches the one you have

given students I you need to alter the defnition, you may also need to revise the graphic organizer It

will be important that the defnition and the graphic organizer work in harmony

Pattern of Reasoning Definition of Quality Visual Representation

3 I there is no graphic organizer or one or more o the patterns o reasoning your students need practice

with, work with a partner or your team to create one that helps students understand the elements o

quality Begin by developing a clear statement that defnes quality and then create a diagram that guides

students to include all relevant components Reer to pages 230242 or examples

4 Let students use the graphic organizer when they are practicing answering questions calling or the

targeted pattern o reasoning

5 Bring samples o student work to share with your learning team I some students were more successul

than others, bring samples o successul and unsuccessul student attempts Discuss with your team

possible solutions: modifcations to the graphic organizer, refnement o the defnition o quality, or

urther use o strong and weak examples, as described in Chapter 2


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Activity 5.4 Creating Focused Tasks

This is set up as an independent activity, but you may nd it useul to engage in steps 1and 2 with a

partner or team o colleagues teaching the same unit/subject.

1 Ater reading the section titled Scaolding with Perormance Assessment Tasks and Rubrics on pages141148, select a learning target that calls or completion o a complex task Identiy one or a small

number o aspects o quality (as represented on your rubric) that you want students to practice with

2 Design or select a task so that students will be able to ocus on just the aspect(s) o quality you want

them to practice

3 Teach strategies they can use to accomplish the task, i needed

4 Give students the practice task

5 Oer eedback on the aspect(s) o quality students are practicing

6 Allow them time to act on the eedback Provide urther instruction, as needed

7 Repeat the process with one or more additional tasks

8 Select one or more suggestions or practicing one criterion at a time and try them out with a task

9 Bring a ew samples o student work to share with your learning team Explain what you tried and what

you noticed happening with student motivation and achievement as a result Discuss possible revisions

or extensions to the activity


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Key Ideas

Keepingstudentsintouchwiththeirgrowth

Providingthetimeandstructureforstudentstoreectontheirlearning

Offeringopportunitiesforstudentstosharetheirprogress


1. Howdotheprocessesoftracking,reectingon,andsharinglearningworktoclosethegap?

2 What activities do your students currently engage in that you would classiy under the umbrella o

Strategy 7?

Questions to Consider During or After Reading:

3 Which o the tracking options is best suited to your context (grade level, subject, learning targets)? (pp

152158)

4 How would you dierentiate between the sel-assessment activities described in Strategy 4 and the sel-

reectionactivitiesdescribedinStrategy7?(p.159)

5. Whichoftheself-reectionoptionsisbestsuitedtoyourcontext(gradelevel,subject,learningtargets)?

(pp 159167)

6 Which o the sharing options is best suited to your context (grade level, subject, learning targets)?

(pp167173)

Closure Questions7 What activities rom Chapter 6 did you try in the classroom? How did they work? What successes did you


Activities

61 Tracking Learning

6.2 ReectingonLearning

63 Sharing Learning

64 What Do You Do Now?

6.5ReectingonYourOwnLearning

66 Sharing Your Learning


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Activity 6.1 Tracking Learning

This is set up as an independent activity, but you may nd it useul to engage in steps 14 with a part-

ner or team o colleagues teaching the same unit/subject.

1 Ater reading the section titled Students Keeping Track o Their Learning on pages 152158, make alist o the learning targets you will teach or a given unit or grading/marking period

2 Decide or each learning target which tracking option will work best or each learning target You may

use one option or all targets or a combination o options, depending on the kinds o learning targets

on your list Tracking options include recording progress by learning target or by assignment, keeping

learning journals, or collecting and annotating samples o work

3 Determine how oten students will keep track o their learning, and how long it will take them each time

to complete the tracking activity Build that time into your teaching plans

Learning Target(s) Tracking Option When Students Will Do This

4 Create the orm(s) students will use (Pages 243248 in Appendix B are blank versions o the tracking

orms shown in Chapter 6)

5 Let students keep track o their learning or the duration o the unit or grading/marking period Consider

askingthemtosharewhattheythinkthisactivitydidforthem.Keeptrackyourselfofstudents

comments about the activity, about their learning, or about themselves as learners while they are

recording their progress

6. Attheendoftheunitorgrading/markingperiod,sharewithyourlearningteamsamplesofstudents

completedformsorjournals.Discussstudentscommentsandreactionstotheactivityandanychanges

you noticed in their motivation and achievement

7 Note any revisions you want to make to the process or the orms You can ocus on continued use with

the next set o learning targets you will teach to this class or use with a dierent class the next time you

teach these learning targets


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Activity 6.2 Reflecting on Learning

Successul completion o this activity requires prior completion o Activity 6.1. As with the previous ac-

tivity, it is set up as an independent activity, but you may nd it useul to engage in steps 1 and 2 with

a partner or team o colleagues teaching the same unit/subject.

1. AfterreadingthesectiontitledStudentsReectingontheirLearningonpages159167,decidewhich

reectionoptionbestsuitsthelearningtargetsyouwillteach,thetrackingoption(s)youhaveselected,

the evidence students will have at hand (which is determined by the learning targets you are ocusing

on),andtheageofyourstudents.Optionsincludereectingongrowth,reectingonaproject,reecting

onachievement,andreectingonthemselvesaslearners.

2. Determinewhatevidencestudentswillneedtorefertoandhowyouwillelicittheirreection:througha

orm, a writing prompt, or a series o questions (Pages 249251 in Appendix B are blank versions o the

reectionformsdescribedinChapter6;pages253254showsanexampleofaformelicitingstudents

reectiononthemselvesaslearners.)

Reflection Option Evidence Needed Form, Prompt, or Questions to Use

3. Havestudentsusethereectionform,prompt,orquestions.Consideraskingthemtosharewhat

theythinkthisactivitydidforthem.Keeptrackofyourimpressionsregardingtheactivitysimpacton

studentsunderstandingofthemselvesaslearners,motivationtocontinuelearning,andachievement.4. Bringafewsamplesofstudentsreectionstosharewithyourlearningteam.Discussstudentsreaction

to the activity and your impressions about its impact

5 Note any revisions you might like to make to the process or to the orm, prompt, or questions or uture

use


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Activity 6.3 Sharing Learning

Successul completion o this activity requires prior completion o Activities 6.1 and 6.2. This is also set

up as an independent activity, but you may nd it useul to engage in steps 1 and 2 with a partner or

team o colleagues teaching the same unit/subject.

1 Ater reading the section titled Students Sharing Their Learning on pages 167173, decide which

sharingoptionbestsuitsthelearningtargetsyouwillteach,thetrackingandreectingstudentswilldo,

yourstudentsage,andthetimeavailable.Optionsincludewrittencommunication,discussionsathome,

and conerences at school

2 Prepare the orm and/or the protocol you will use Determine what artiacts students will need to have

on hand to share or reer to

Sharing Option Learning Target(s) Form(s) or Protocol Artifacts Needed

3 Explain the process and its purpose to students and to parents

4 Let students engage in the sharing option you have selected

5 I students have been involved in a conerence, debrie the experience with all participants ollowing

the suggestions on page 173 (A ull-page version o the Conerence Evaluation Form can be ound

inAppendixBonpage252.)Keeptrackofyourownimpressionsregardingthisactivitysimpacton

studentsunderstandingofthemselvesaslearners,theirmotivationtocontinuelearning,andtheir

achievement

6. Sharewithyourlearningteamafewsamplesofeitherstudentswrittencommunicationortheirdebrief

comments regarding the oral sharing experience Also discuss your own observations about its impact on

students and parents

7 Note any revisions you might like to make to the orm(s) or the protocol or uture use


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Activity 6.4 What Do You Do Now?

1 Make an inventory o practices you now use or each o the seven strategies

2 Compare your current practices to the practices you listed in the Chapter 1 Activity 12, What Do You

Already Do?

3 Write a description o how your classroom assessment practices have changed as a result o your study

Strategy My Current Practices/Activities

1: Provide students with a

clear and understandable

vision o the learning

target

2: Use examples and models

o strong and weak work


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3: Oer regular descriptive

eedback

4: Teach students to sel-

assess and set goals


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5: Design lessons to ocus

on one learning target or

aspect o quality at a time

6: Teach students ocused

revision

7: Engage students in sel-

reectionandletthem

keep track o and share

their learning


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Activity 6.5 Reflecting on Your Own Learning

Once you have a collection o artiacts representing your learning, you can select one or more o the ol-

lowing refection options. You can use each chapters key ideas (listed in this study guide) as learning

targets or purposes o sel-refection.

1. Adaptoneofthestudentsuggestions(pages159167)toreectonyourowngrowthdemonstrated

by your collection o artiacts Select (or modiy) and complete one o the portolio entry cover sheets

ound in Appendix B on pages 246248

2. Adaptoneofthestudentsuggestions(pages159167)toreectonthegrowthyouhavenoticedinyour

students.Lookforchangesintheirmotivationandachievementthatyoubelievehavebeeninuencedby

assessment or learning practices you have put into place

3. Adaptoneofthesuggestionsforreectingonaproject(pages162164)touseforreectingonyour

own learning withSeven Strategies o Assessment or Learning

4. Createandcompleteyourownreectionpromptorformto(a)captureyourlearningandthe

conclusions you have drawn, and (b) demonstrate your mastery o this portion o Strategy 7


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Activity 6.6 Sharing Your Learning

Your learning team can plan a share air to let others know what you have been doing in your class-

rooms and team meetings with assessment or learning. The success o this activity depends on having

completed Activity 6.4 and/or some version o Activity 6.5. Your audience can be other learning teams

or colleagues who are not participating in this study. Both options are explained below.

Option 1: Sharing with Other Learning Teams

1 Each learning team meets separately to plan what they will share Learning team members bring the

work they have done with Activity 64 and/or Activity 65 to a meeting and each spends a ew minutes

explaining his or her artiacts and what they illustrate

2 Each learning team selects the artiacts they would like to share with others and prepares a display that

includes the key idea or ideas illustrated by each artiact, any brie explanatory inormation needed, the

artifact(s),areectionfromActivity6.4and/orActivity6.5,andthename(s)andcontactinformationof

person(s) submitting the artiact(s) Oten teams spend one meeting sharing and selecting artiacts and

another preparing them or display3 Find a good place to stage your Share Fair Have each team set up around the room

4. Assignonepersontostaywiththeteamsdisplaytogiveashortexplanationand/ortoanswerquestions.

The rest o the team circulates to other displays You can rotate the responsibility o staying with the

display so all have a chance to see what others have done

Option 2: Sharing with Colleagues Who Are Not Part of a Learning Team

1 Learning team members bring the work they have done with Activity 64 to a meeting and each spends a

ew minutes explaining his or her artiacts and what they illustrate

2 Each person on the team then selects his or her own artiacts to share with others The team decides the

method o sharing Here are some options:

Inalargegroupsetting,suchasafacultymeeting,youeachcangiveashortdescriptionofthe

key idea your artiact illustrates and a brie explanation o how you used it and what you noticed

happening with students as a result You can involve the audience in a brie activity that simulates a

part o what you had your students do, i appropriate

Youcanfollowthesameprocedureinasmallergroupformat,suchadepartmentmeeting.

Youcaneachcreateadisplaysimilartotheonedescribedabove,andsetthedisplaysupinaroom

such as the caeteria or library You can each give a short presentation to small groups as they rotate

throughyourteammembersdisplays.

3 In each o the sharing options, be sure to include a description o the key idea or ideas illustrated and a

reectiononitsimpact.


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Appendix

Team Meeting Schedule

Team Meeting Planning Template

Sample Learning Team Log

Reflective Journal

Chart: Seven Strategies of AssessmentforLearning


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Team Meeting Schedule

Meeting Date Time Location Facilitator Assignment Before Meeting

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Source: Reprinted with permission rom R Stiggins, J Arter, J Chappuis, and S Chappuis, Classroom Assessment orStudent

Learning: Doing It RightUsing It Well (Portland, OR: ETS Assessment Training Institute, 2004), CD-ROM


48/51



Team Meeting Planning Template

Source: Reprinted with permission rom J Chappuis,Learning Team Facilitator Handbook: A Resource or Collaborative

Study oClassroom AssessmentorStudent Learning (Portland, OR: ETS Assessment Training Institute, 2007), p 60

Date: Start Time: End Time:

1. Discussion of Prior Reading

Chapter/pages read: Time allocated:

Points to address:

2. Discussion of Classroom Applications

Time allocated:

Points to address:

3. Activity/-ies (optional)

Time allocated: Materials needed:

Activity # :

Activity # :

4. Set up for Next Assignment

Reading:

Activity/-ies to try beore next meeting:

Next Meeting Date: Time:

Facilitator: Location:


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Sample Learning Team Log

Log No

Date: Facilitator:

Time: to Location:

Group Members Present:

Group Member(s) Absent:

Summary o Discussion and Activities:

Classroomapplicationssincelastmeetingwhatwevetried:

For the next meeting we need to do the ollowing:

Next scheduled meeting:

Date: Time:

Location: Facilitator:

Source: Adapted with permission rom R Stiggins, J Arter, J Chappuis, and S Chappuis, Classroom Assessment orStudent

Learning: Doing It RightUsing It Well (Portland, OR: ETS Assessment Training Institute, 2004), CD-ROM


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Reflective Journal


Study oClassroom AssessmentorStudent Learning (Portland, OR: ETS Assessment Training Institute, 2007), p 128

Seven Strategies of Assessment for Learning

Name: Date:

Chapter: Pages read:

Thoughts, questions, reactions to what I read:

Activity(ies) tried:

Observations, questions, possible revisions to what I tried:


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Provide students with a clear and under-

standable vision of the learning target.

Use examples and models of strong and

weak work.

Offer regular descriptive feedback.

Teach students to self-assess and set

goals.

Design lessons to focus on one learning

target or aspect of quality at a time.

Teach students focused revision.

Engage students in self-reflection, andlet them keep track of and share their

learning.

Where am I going?

Where am I now?

How can I close the gap?

Documents

7 Strategies Study Guide.pdf