common formative assessments hertford county schools
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COMMON FormativeASSESSMENTS
Hertford County Schools
Before We Begin…
Visit: http://region1rttt.ncdpi.wikispaces.net/ Add the Region 1 wikispace to your favorites. Click “Region 1 Events” in the left menu. Click “Common Assessments” to access the
interactive agenda for today. Click “Agenda”.
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Housekeeping• Sign In• Parking Lot• Penzu.com• Breaks• Reflection
Your input is essential and valued!
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Norms• To be actively involved• Value differences• Agree to disagree• Listen• Don’t take it personally• Be honest• Stay focused on established
purpose and goals• Refrain from conducting side bar conversations
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www.peoplequiz.com/norm_perterson
Learning Outcomes Understand the “big ideas” for
developing quality formative common assessments within a culture of a professional learning community.
Obtain tools and strategies for teams as they focus on the development of common formative assessments.
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BIG IDEAS ABOUT COMMON BIG IDEAS ABOUT COMMON FormativeFormative
ASSESSMENTS ASSESSMENTS
THETHE
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The Traditional School…
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Black and William (1998)Inside the Black Box
• “When the principles of assessment for learning are used, there is a 4 to 5 time greater effect than reducing class size.”
• “The most intriguing result is that while all students show achievement gains, the largest gains are seen in low achievers.”
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Monitoring along the wayWhere are we
starting?Where did we
end up?
Are we moving in the right direction?Are we going at the necessary pace?
Are we leaving anyone behind?
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#7 It’s not just the students who benefit.
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• In addition to improving student achievement, teachers actually benefit from common formative assessments.– Clarifies curriculum and intervention strategies– Enhances communication between teachers
about student learning– Creates opportunities for teachers to sharpen
pedagogy and deepen understanding of content
(Tom Many-Learning by Doing)
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The heart of the matter…
“… The questions of “Learn what” and “How will we know” are two of the most significant questions a PLC will consider, the very basis of the collective inquiry that drives the work of collaborative teams. ”
DuFour et al, LBD
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#6 If you don’t use them to make a difference in student learning, they’re summative.
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Reviewing results of common assessments leads to conversations about:
• Have we actually taught this skill/concept? • What type of instruction seems most effective?• Who are we leaving behind? (who needs additional
support/instruction?) • Not averages
• What misconceptions are forming?• Is the assessment appropriate?• How are common assessments related to
intervention?
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#5 There’s a method to the madness.
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Video
Sequence of Work for TeamsIdentify Power/Prioritized Standards
Unwrap the Standards to clarify targeted concepts and skills
Develop Aligned Assessments that match the targets
Determine level of proficiency needed for mastery
What standards are we emphasizing in our instruction, assessment, and intervention?
Are we clear on the specific skills and concepts contained within the
standard?
Are the questions on the common assessment accurately and
efficiently measuring those skills and concepts?
How good is good enough? How do we ensure consistency across
our classes?
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#4 Let the Assessment be your guide
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• When common assessments are given to all students at about the same time during the school year, teachers know whether individuals and groups of students are mastering the material more quickly or more slowly than typically expected. – Common assessments are a guide, a gauge,
a means to monitor the pace of instruction as our students move through the curriculum.
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#3 Design assessments so that everyone will have a smooth ride.
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Multiple Intelligences
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Howard Gardner, Multiple Intelligences
#2 Common formative assessments aren’t necessarily about grading, but they are about feedback.
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Feedback Cycle
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Quality Feedback Criteria1. It must be timely.2. It must be specific.3. It must be understandable to the
receiver.4. It must allow the student to act on
the feedback (refine, revise, practice and retry).
(Wiggins, 1997)
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#1 The more you do, the easier it gets...
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How Do we Create Common
Formative Assessments?
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Backward Design
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Two Resources
http://www.washoe.k12.nv.us/docs/publicpolicy-accountability-assessment/
Assessments/Quick_Review_Guides/Common_Assessments_Quick_Guid
e_09-10.pdf
http://www.ncpublicschools.org/docs/accountability/educators/falconguide.pdf
Steps to Create Common Formative Assessments
?
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Common Assessment Steps
Identify:• Curriculum Guides• Learning Targets• Criteria for Success• Essential Questions
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Common Assessment Steps
Collaboratively, design Formative Assessment
plans for each goal.
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Common Assessment Steps
Include a blend of both selected-response and constructed-response
items.
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Common Assessment Steps
Create the scoring instruments.
(Answer key, rubrics, etc.)
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Common Assessment Steps
Analyze the results in PLC or data team meetings.
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Research Supports
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“Research suggests that, if done well, genuine assessments FOR learning
can produce among the largest achievement gains ever reported for
educational interventions.” (Olson, 2007)
Common Assessments RECAP
Common assessments have the same:• Measured Outcomes - WHAT?• Purpose(s) - WHY?• Audience - WHO? • Format/Procedures - WHEN? /HOW?Article - The Case for Common Formative Assessments (DuFour)
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In Your PLCsWorking as a team, PLCs typically:• Develop common assessments.• Develop common rubrics.• Examine student work.• Analyze assessment data.• Strategize common interventions.• Provide objective feedback to one another.• Use student results to revise assessment
instruments.
Formative Assessment PlanDivide into grade/content area groupsOn the ________ provided: Identify a big idea or objective you will teach next week Identify the learning targets Identify the criteria for success Identify how you will collect evidence Discuss how you could document evidence
Artist: N.L.T. Album: Jump In!
Session Evaluation
• Visit: http://region1rttt.ncdpi.wikispaces.net/
(Section N on your agenda.)
Your feedback is important to us!
Contact InformationAbbey Futrell, PD Consultant, Region 1 abbey.futrell@dpi.nc.gov (252) 227-0838
Beth Edwards, PD Consultant, Region 1elizabeth.edwards@dpi.nc.gov (252) 916-6842
Dianne Meiggs, PD Consultant, Region 1dianne.meiggs@dpi.nc.gov (252) 340-0113
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