District Sharing: Formative Assessment and Grading Practices Using the LDC Rubric.

District Sharing: Formative Assessment and Grading Practices Using the LDC Rubric

Check on Tech

• Audio Wizard

• Elluminate tools– Hand raise– Microphone– Smiley face– Checkmark– Chat box– Polling

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Virtual Meeting NormsPlease…

• participate by using the microphone, answering poll questions, collaborating in breakout rooms and using the chat window.

• raise your hand to indicate that you’d like to use the microphone when it is time for questions.

• release the microphone when you are finished.

• use the door to indicate that you are away from your computer if you need to step out.

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Goals for This Afternoon…

• Share LDC formative assessment and grading practices across schools

• Show alignment between formative assessment best practices and LDC instructional ladder

• Identify the difference between scoring and grading

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Summative Assessment

• Seeks to make an overall judgment of progress made at the end of a defined period of instruction.

• Examples:– PSSA, PSSA-M, PASA– Keystone Exams– ACCESS for ELLs– End of unit exams– End of course exams

Formative Assessment

• A planned process• Used to help teachers monitor and adjust

their instruction accordingly to increase the probability of student success.

• Classroom based and should help meet individual needs of students.

• Formal and informal measures

Dylan Wiliam’s 5 Assessment Strategies

1) Find out where students are2) Provide feedback that moves learning

forward3) Make sure everyone is clear about the

assessment criteria4) Incorporate peer assessment5) Embed student self-assessment

Formative Assessment Strategy LDC: What Instruction?

1) Find out where students are. Task Engagement

2) Provide feedback that moves learning forward.

Active ReadingEssential VocabularyNote-takingBridgingControlling IdeaDevelopment RevisionEditing

3) Make sure everyone is clear about the assessment criteria.

Task AnalysisRevision

4) Incorporate peer assessment. Note-takingBridgingRevisionEditing

5) Embed student self-assessment. Active ReadingNote-taking Controlling IdeaDevelopmentRevisionEditing

Examples of Embedded Formative Assessment in an LDC Module

~Kathy Thiebes, Economic Systems Module

Examples of Embedded Formative Assessment in an LDC Module

~Kathy Thiebes, Economic Systems Module

Examples of Embedded Formative Assessment in an LDC Module

~Kathy Thiebes, Economic Systems Module

Examples of Embedded Formative Assessment in an LDC Module

~Kathy Thiebes, Economic Systems Module

Connections to theDanielson Framework: 3d

The elements of component 3d are:• Assessment criteria• Monitoring of student learning• Feedback to students• Student self-assessment and monitoring of

progress

Grading vs. ScoringWhat’s the Difference?

• Grading: reflects the performance of students relative to expectations at a particular point in time.

• Scoring: uses fixed standards of quality that do not change over time.

Upcoming Webinars

Upcoming Webinars: (3:00 – 3:45pm)

• April 18th: Using Primary Source Documents and

LDC

• May 2nd: Preparing for the Summer Showcase

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Contact Us!Barbara Smith- LDC Site LeadEmail: [email protected] Phone: (717) 606-1374Cell Phone: (717) 644-1144Skype: barbaraa_smith_iuTwitter: @BarbSmith2 Kelly Galbraith- LDC ConsultantEmail: [email protected] Phone: (717) 606-1667Cell Phone: (717) 419-4069Skype: kelly.galbraith.iuTwitter: @galbraith_kelly Ruth Manthey-LDC Program AssistantEmail: [email protected] Phone: (717) 606-1939

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Tweet about LDC! @LDCIU13