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Formative Assessment: Learning Intentions? Success Criteria? Where are we now? Academic Coaches Meeting MILWAUKEE PUBLIC SCHOOLS. Lee Ann Pruske Mary Mooney February 15, 2013. Jot down a learning intention that you thought was well written, - PowerPoint PPT Presentation
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Formative Assessment:Learning Intentions?
Success Criteria? Where are we now?
Academic Coaches MeetingMILWAUKEE PUBLIC SCHOOLS
Lee Ann Pruske Mary MooneyFebruary 15, 2013
INDIVIDUALLY…
Jot down a learning intention that you thought was
well written, And one that you thought was poorly
written
Share at your table What made the learning intention
strong or weak?
REGIONAL ANECDOTES…
Weekly regional walks Grows and Glows Observations shared with school
leaders
Learning Intentions and Success Criteria
WE ARE LEARNING TO…
Deepen our understanding of the roles learning intentions and success criteria play in the formative assessment process.
We will know we are successful we can coach teachers through creating learning intention/success criteria based on the desired lesson outcomes.
FORMATIVE ASSESSMENT DEFINITION
An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in the absence of that evidence.
Dylan Wiliam, 2011
PROCESS V. PRODUCT
The term formative is used to describe the function that the evidence from the assessment actually serves, not the assessment itself.
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THE LEARNING INTENTION…
“is the heart of formative assessment, and needs to be made clear at the planning stage if teachers are to find formative assessment manageable.”
Shirley Clarke, 2001
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PURPOSE OF SUCCESS CRITERIA
“Is to make students absolutely sure about what it is in the teacher’s mind as the criteria for judging their work. Too often student know the learning intention, but not how the teacher is going to judge their performance.”
Shirley Clarke, 2001
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EMBEDDED FORMATIVE ASSESSMENT READING
Read pages 1-2
Confused Learning Intention
Clarified Learning Intention
Context of Learning
To be able to write instructions on how to change a bicycle tire
To be able to write clear instructions
Changing a bicycle tire
To be able to present an argument for against assisted suicide
To be able to present an argument either for or against an emotionally charged proposition
Assisted suicide
To produce and analyze a questionnaire about movie going habits
To construct and analyze questionnaire data
Movie-going habits
To design an experiment to find out what conditions pill bugs prefer
To design fair tests for scientific questions
Preferred habitat of pill bugs
Source: Dylan Wiliam , 2011
EMBEDDED FORMATIVE ASSESSMENT READING
Read pages 1-2
With a partner complete the table with an example
Share your example with your tablemates
JIGSAW READING
1s- Task-specific verses generic scoring rubrics
2s- Product-focused verses process-focused criteria
3s- Official verses student-friendly language
FROM CLASSROOM TO PRACTICE…
As a table group, discuss how the four different learning target examples could be improved based on the information in the reading.
Be prepared to share.
WE ARE LEARNING TO…
Deepen our understanding of the roles learning intentions and success criteria play in the formative assessment process.
We will know we are successful we can coach teachers through creating learning intention/success criteria based on the desired lesson outcomes.
CLASSROOM FOCUS
How do we strengthen or improve the Learning Intentions and Success Criteria?
How do we work with teachers to improve Learning Intentions and Success Criteria in daily math lessons?
PROFESSIONAL PRACTICE
Bring in 3-5 typed transcripts of posted Learning Intentions and Success Criteria you see in classrooms Include the context of learning Grade Level Domain, Cluster(s), Standard(s) of the
lesson
FEEDBACK QUESTION
How will this information around Learning Intentions/Success Criteria connect to your goal(s)?
Milwaukee Public SchoolsTITLE OF PRESENTATION
MPS Board of School Directors
Dr. Michael Bonds, PresidentLarry Miller, Vice PresidentMark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Dr. Peter Blewett, District 6David Voeltner, District 7Meagan Holman, District 8Terrence Falk, At-Large
Senior Team
Dr. Gregory Thornton, Superintendent
Naomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Executive Director, Curriculum and InstructionDr. Karen Jackson, Chief Human Resources OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerAnita Pietrykowski, Director, School AdministrationDenise Callaway, Communications & PartnershipsPatricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent
