Let the Students Do

the WorkFrom Formative to Summative Assessment

2014Jkrajeck@neo.rr.com

Let It Go…[and Show] !

Students and parents will take your lead…accept the ONLS, the TESTING…yes!

Students should be coached to view testing as a chance to let their work “SHOW”!

The testing stress will dissipate once the field testing for PARCC is firmly in place and once OGT has passed.

Stay Positive and Upbeat!

…says Dr. Harry Wong.

•Students should leave your class tired…NOT you [the

teacher]!

Maria Montessori…

•The essence of independence is to be able to do something

for one’s self.

Ohio’s New Learning Standards…2010

• THEY [Students] DEMONSTRATE INDEPENDENCE.

Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information.

More Maria…

The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.

Let the Students Evaluate…

Become “The Deciders.”• Step One: Tier 2 vs Tier 3 Vocabulary

• Use their vocabulary “as is.” Do NOT substitute less complicated words for the words of the Standards.

• Together with students, identify, define, and use Tier 2 and Tier 3 vocabulary.

Formative vs Summative

• Formative work assesses and identifies what we know and don’t know.

• Formative work should NOT used for GRADES.

• Students must analyze their OWN Formative work and determine a solution for their improvement.

Not All Work Must/Should be

Graded…Remember the adage: We reap what we

sow.

Solution: RETRAIN students so that they understand and appreciate formative work/assessment.

Summative …

Summative assessments must assign tasks that the students HAVE PRACTICED and REFINED…following the Dylan Wiliam model of the Dyad, aka “Test what we teach.”

Summative Scoring Should Be…

Holistic!…otherwise teachers will be

stressed and anxiety-ridden…not helpful to anyone!

How to March toward Student Independence?

Step Two: Teach the SHIFTS!

Step Three: Stick Together!

Step Four: Do not deviate from the Formative vs Summative premise.

Step Five: REVISIT Step One…it IS all about the vocabulary of education, testing, and our domain language!

Words to Know

Let’s visit the PARCC Writing Rubric.

1. Circle the words in each section that you or your students may not truly understand.

2. From these circles, highlight any that are specific to the ELA domain.

3. Evaluation: Are there more Tier 2 or Tier 3 words?

Results?

What conclusions can we draw from this vocabulary analysis?

Let’s Define

Step Six: It is necessary to define the words of the Rubric, using specific examples wherever possible.

Step Seven: Always use the words of the Rubric in Teacher-Constructed Directions.

Step Eight: Grading vs Scoring/Assessing!

Reviewing ONLS Goals

• OHIO’S NEW LEARNING STANDARDS English Language Arts

STUDENTS WHO ARE COLLEGE AND CAREER READY

IN READING, WRITING, SPEAKING, LISTENING, AND

LANGUAGE...

They Demonstrate

Independence

They Build Strong Content

Knowledge

They Respond to Varying Demands

of Task, Purpose, and Discipline.

They Comprehend as Well as

Critique

They Value Evidence

They Use Technology/Digital Media

Strategically and Capably

They Come to Understand Other

Perspectives and Cultures

Let’s Assess!

• Prompt:

• Models:

• Reflective letter:

Short Formative Learning Tasks

 Find a vague claim. What evidence or reasoning could be added to make the claim stronger/more specific to the prompt? (Collaborate with a partner.)

Find examples of syntactical variety. Varied openings, strong verbs, transitions?

• Prepositional phrase

• Gerund phrase

• Adverbial clause

• Agues, presents, claims, asserts, examines…

Valuable Resource

• Teaching the Critical Vocabulary of the Common Core…55 Words That Make or Break Student Understanding.

• By Marilee Sprenger