Bev PerraultDonna Hunziker
DQ 1: COMMUNICATING LEARNING GOALS AND FEEDBACK
Please sit 4 to a table. Create & label foldable and begin bell work. (See instructions at your
table.)
Bell WorkIndividually:1. Using 3 sheets of paper, create and
label a Flip Book Foldable. See Example at table.
2. In your foldable, use a graphic organizer of your choice to compare and contrast the characteristics of a “Checking for Understanding Scale” & an “Academic Scale.”
Collaboratively:3. Describe how you use Checking for
Understanding Scales in your classroom.
4. Describe how you use Academic Scales in your classroom.
GROUP NORMS
Are respectful of other’s opinions and listen with an open mind; limit the use of electronics for checking emails to breaks; focus on instructional model and not evaluation process
Collaborate in group workTake responsibility for engaging in learning and continuous growth It’s Okay to have Fun! Suffering is
Optional.
Participants will be able to describe how to communicate learning goals and provide specific feedback so that students understand their level on the scale and are motivated to enhance their status. LEARNING GOAL
SEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & EquityAccessing the Power Point and other
support materials from the Instructional Model and Instruction website
From the DEPARTMENTS Tab, Choose: Instructional Model & EvaluationM
enu
Tabs
RESEARCHON AVERAGE, THE PRACTICE OF HAVING STUDENTS TRACK THEIR OWN PROGRESS WAS ASSOCIATED WITH A 32 PERCENTILE POINT GAIN IN THEIR ACHIEVEMENT.WWW.MARZANORESEARCH.COM/RESEARCH/STRATEGY20_TRACKINGPROGRESS.ASPX
1. Providing Clear Learning Goals & Scales
The teacher provides a clearly stated learning goal accompanied by scale or rubric that describes levels of performance relative to the learning goal.Teacher Evidence
Teacher has a learning goal posted so that all students can see it The learning goal is a clear statement of knowledge or information as opposed
to an activity or assignment Teacher makes reference to the learning goal throughout the lesson Teacher has a scale or rubric that relates to the learning goal posted so that
all students can see it Teacher makes reference to the scale or rubric throughout the lesson
Student Evidence When asked, students can explain the learning goal for the lesson When asked, students can explain how their current activities relate to the
learning goal When asked, students can explain the meaning of the levels of performance
articulated in the scale or rubric
1
•Providing Clear Learning Goals & Scales
Teacher
• Teacher provides clearly stated learning goal accompanied by a scale that describes levels of performance relative to the learning goal.
Student
• Students understand the learning goal and the levels of performance on the scale.
Instructional Excellence & Equity
SEMINOLE COUNTY PUBLIC SCHOOLS
Academic Scale vs. Check for
Understanding Can you tell the difference?
Check for Understanding Scales Non Specific Communicates student
self-assessment of • daily objective• current activity• instructions
Academic Scales Specific to Learning Goal Identifies levels of
progressive complexity towards mastery of the learning goal.• Score 2.0 – Simple Content• Score 3.0 – Complex Content
of Learning Goal• Score 4.0 – More Complex
Content
Instructional Excellence & Equity
SEMINOLE COUNTY PUBLIC SCHOOLS
Acad
emic
Sca
le Check for
Understanding
2
Check forUnderstanding
Academic Scale
2
Scales and the Use of Feedback (Center IF/Then)
If•goals provide clear targets for learning
Then•feedback facilitates the process of reaching those targets.
2. Tracking Student ProgressThe teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment.Teacher Evidence
Teacher helps student track their individual progress on the learning goal
Teacher uses formal and informal means to assign scores to students on the scale or rubric depicting student status on the learning goal
Teacher charts the progress of the entire class on the learning goal
Student Evidence When asked, students can describe their status relative to the
learning goal using the scale or rubric Students systematically update their status on the learning
goal
2. Tracking Student Progress Rating Scale
+ Highly
Effective +
Highly Effective
Effective Developing
/Needs Improvemen
t
Unsatisfactory
Adapts and creates new strategies for unique student needs and situations in order for the desired effect to be evident in all students.
Facilitates tracking of student progress using a formative approach to assessment and monitors for evidence of the extent to which the majority of students understand their level of performance.
Facilitates tracking of student progress using a formative approach to assessment, but the majority of students are not monitored for the desired effect of the strategy.
Uses strategy incorrectly or with parts missing.
Strategy was called for but not exhibited.
Facilitates tracking of student progress USING a FORMATIVE APPROACH TO ASSESSMENT and students understand their level of performance.
Facilitates tracking of student progress USING A FORMATIVE APPROACH TO ASSESSMENT,
desired effect
•Tracking Student Progress
Teacher
• Teacher facilitates tracking of student progress using a FORMATIVE approach to assessment.
Student •Students understand their level of performance on the scale.
2
Assessment Card SortSort cards by assessment category.
5 Minutes
17
Assessment for Learning
Assessment of Learning
Teachers, students and parents are the primary users
Teachers, principals, supervisors, program planners, and policy makers are the primary users
During learning After learning
Used to provide information on what and how to improve
achievement
Used to certify student competence
Used by teachers to identify and respond to student needs
Used to rank and sort students
Purpose: improve learning Purpose: document achievement of standards
Primary motivator: belief that success is achievable
Primary motivator: threat of punishment, promise of reward
Continuous PeriodicExamples: peer assessment, using rubrics with students,
descriptive feedback
Examples: final exams, placement tests, state assessments, unit
tests
“The Best Value in Formative Assessment”
As you read the article, code and annotate the text as follows:
Confirms what you thought Contradicts what you thought Raises a question
Strikes you as very important ! Is new, interesting, or surprising Connects to your life, the world, or other things you’ve read
After reading the article, you will discuss and respond to questions.
20 Minutes
“The Best Value in Formative Assessment”
After reading the article, discuss responses using textual evidence. (Write responses in foldable.)
1. Compare summative and formative assessments.
2. Describe characteristics of effective feedback.
3. Differentiate summative feedback from feedback in the formative assessment process.
4. Educators often claim that allowing students to correct test items or retake a test does not hold the student responsible for being prepared. Using evidence from the text, how would the authors counter this assertion?
20 Minutes
#FormativeAssessmentSummarize what you’ve learned about formative assessment in 140 characters or less.
TWITTER POSTEXIT SLIP (POST-IT NOTE)
Want a Break?
ASSESSMENT FOR LEARNINGIf formative assessment is about more frequent, assessment FOR learning is about continuous. If formative assessment is about providing teachers with evidence, assessment FOR learning is about informing the students themselves. If formative assessment tells users who is and who is not meeting state standards, assessment FOR learning tells them what progress each student is making toward meeting each standard while the learning is happening—when there’s still time to be helpful. Rick Stiggins (2005)
Provide Clear
Learning Goals/Scale
sUse
Examples of Strong &
Weak Work
Elicit Evidence of Student Learning
(discussion, activity, products, formative assessment tools)
Teach Students to Self Assess
Using Evidence,
Track Progress, & Set Goals
Provide Regular
Descriptive Feedback
that Moves Students Forward
Create a Classroom
Climate that Promotes
Collaboration & Peer Feedback
Engage Students in Reflective
Practice and Focused Revision
Formative Assessment Process
Where Am I Going?(Learning Goals & Scale)
Where Am I Now?
(Scale & Tracking Progress)
How Do I
Get There?
(Scales & Tr
acking Progress)
SEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence and Equity
Strategies
TrafficLight
Card Sort
Brainstorm
Round RobinReporting
Predictions
Performance Assessment
Highlight /Green LightCorrections
Self Assessment
Peer Assessment
ThinkPair
Share
Concept Map
ReflectionSurvey
AssessmentProbe
DrawingCompletion
Tracking My Progress.
MarzanoResearch.com
Elementary Tracking
Examples from our Classrooms
0 is the “Starting Line.”Evidence is required to move up
the scale.
Students electronically move their status once they have
evidence of learning.
Elementary Tracking
Examples from our Classrooms
Elementary Tracking
Examples from our Classrooms
3rd Grade
Students keep track of progress directly on the scale using evidence
identified from three assessments. In addition current status is tracked as a class on the board. (Both photos are from the same class and show the same scale.)
Notice Bar is colored in to
indicate current status.
Secondary TrackingExamples from our Classrooms
Students track progress on a
tracking sheet in their journal.
Evidence is included for each
tracking point. (The summative
assessment includes questions at
all levels on the scale.)
7th Grade
Secondary TrackingExamples from our Classrooms
Students track progress directly on the scale with star stickers, notating the date a level is
achieved. Students record evidence in their reflection journals.
Secondary TrackingExamples from our Classrooms
Students keep track of progress
directly on the scale using evidence
identified on a specific assessment.
Concepts and skills mastered are
checked off for the identified
assessment(s).
PreTest – 1.5
√√√√
√ √√√
√
Quiz – 2.5
√√√
√√√
√√√√√√√
√√
√
3. Celebrating Student Success The teacher provides students with recognition of their current status and their knowledge gain relative to the learning goal.Teacher Evidence
Teacher acknowledges students who have achieved a certain score on the scale or rubric
Teacher acknowledges students who have made gains in their knowledge and skill relative to the learning goal
Teacher acknowledges and celebrates the final status and progress of the entire class
Teacher uses a variety of ways to celebrate success Show of hands Certification of success Parent notification Round of applause
Student Evidence Student show signs of pride regarding their accomplishments in the
class When asked, students say they want to continue to make progress
• Celebrating Student Success
Teacher
• Teacher provides students with recognition of their current status and their knowledge gain relative to the learning goal.
Student
• Students are motivated to enhance their status on the scale.
Round Table – All Write Brainstorm
How do you celebrate student success?
2 Minutes
1. The 1st participant shares an example of celebrating student success. All participants write the example in foldable.
2. Do NOT talk about or evaluate the shared examples. The idea is to list as many ideas as possible.
3. Rotate clockwise and repeat until time is called.4. You may pass until your next turn if you need
more time to think of another example.After Brainstorming time is called, discuss the examples and choose three that you will try in your classroom. 3
Minutes
Verbal Feedback Note what a student did well on a
task Take care not to attribute student
success to “fixed” characteristics such as talent
Include statements about effort when giving feedback: hard work, focused, well prepared, thinking skills, etc.
Acknowledging Progress Celebrate gains on the scale from
initial to final scoresFinal Status Celebration Celebrate students’ final status on
the scale Recognize students who received
mastery of 3.0 and above
STRATEGIES FOR CELEBRAING STUDENT SUCCESS
4 Minutes 3-2-1 Reflection
(On the BACK of your foldable)
3. Write three new things you’ve learned. 2. Write two questions you have.
1. Which strategy will you implement in your classroom in the next week?
Prov
idin
g Cl
ear
LG &
Sc
ale
• TEACHER : . provides
clearly stated LG
accompanied by a scale
that describes levels of
performance relative to
the learning goal.
•STUDENTS: . understand the learning goal and the
levels of performance on the scale.
Trac
king
Stu
dent
Pr
ogre
ss
• TEACHER : . facilitates tracking of
student progress using a
FORMATIVE approach to assessment.
• STUDENTS:
. understand
their level of performance on the scale.
Cele
brat
ing
Stud
ent
Succ
ess
•TEACHER : provides students
with recognition
of their current
status and their
knowledge gain relative
to the learning
goal.
•STUDENTS: . are
motivated to enhance their status
on the scale.
2
&&&
DQ1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?
SEMINOLE COUNTY PUBLIC SCHOOLS
InstructionalExcellence and Equity
• Sign-In Sheet and Blank Sign-In Sheet• Bell work Directions - Slide #2 (1 per table in page protector)• Foldable Example (1 per table in page protector)• Colored Paper for Foldable (3 sheets per participant) & Crayola Markers• Protocol for Indicator 2: Handout • Number cards (Set of #1 and #2 per participant)• Post-it Notes• Crayola Markers• T-Chart for Formative and Summative (Sorting)• Cards for Formative and Summative Sorting Activity• Article: “The Best Value in Formative Assessment” (1 per
participant)• Article Questions - Slide #20 (1 per table)• Text-Coding Bookmark (1 per participant)• Participant Take-Away Handout (Formative Assessment Process and DQ1
Teacher and Student Expectations)• Learning Log
PD Materials List