NC FALCON

NC FALCON

North Carolina’s Formative Assessment Learning Community’s

Online Network

NCDPI Training Objective:

To assist Davidson County’s mathematics’ teachers with the implementation of the formative assessment process

Today’s AgendaWelcome

Technology Tools

Mathematical Practices

Formative Assessment Plan

Share and Discuss

Exit Activity

Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes (CCSSO FAST SCASS, 2006).

4 Key Words:

F

Process

During

Feedback

Students

The Formative Assessment Process Answers:

• Where am I going?

• Where am I now?

• How do I close the gap

Review of CCSSSM Format

Ratios and Proportional Relationships 6.RP

Domain

StandardUnderstand ratio concepts and use ratio reasoning to solve problems.

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

Cluster

With additional information(block out part of the picture), does that help you identify the target?

With even more information (block out more of the picture), does it help you identify the target?

Rick Stiggins points out that, “Teachers and students can hit any target they can see and will hold still.”What is the relationship between this statement and the activity you just participated in?

Rick Stiggins

I can recognize clear and unclear learning targets

I can develop clear learning targets and their associated criteria for success to use in a lesson or series of lessons

Module 2: Learning Targets and Criteria for Success

Module 2: Learning Targets and Criteria for Success I will write clear learning targets

I will write criteria for success aligned to clear learning targets

I will analyze learning targets and criteria for success and provide feedback to my peers

1. Using the learning target criteria, identify the objective that your grade level formative assessment plan will be written.

7th Grade  7.RP 1,2,38th Grade 8.F 3,4,5

Algebra  A-SEE 3a,b,c

2. Place on your formative assessment template.

Grade/ Subject: OBJECTIVE: Analyze patterns of change

Learning Target Criteria for Success Collecting Evidence Documenting Evidence

1. What misconceptions do you think students might have?

2. What will you do to address the misconceptions to move learning forward (e.g., how will you adjust instruction, what descriptive feedback will you provide )?

Formative Assessment Plan

Criteria for Selecting Learning Targets

Small and specific

High leverage

Teachable and learnable

Measurable

Answers “Where am I going?”

Clear Learning TargetsSubparts of the objective

One or two lessons

Student friendly language––“I can” statements

Misconceptions addressed

LEARNING TARGETSClear or Unclear?

1. Investigate chance processes and develop, use, and evaluate probability models.

2. Differentiate between linear and nonlinear patterns.

How to Develop Learning Targets

1. Return to the standard or objective that you want your students to reach.

2. Identify the essential parts of each objective that you want your students to learn. The essential parts are learning targets.• facts, concepts, skills• questions, learning experiences, collecting and

documenting evidence of learning

3. List learning target by priority.

4. What are the misconception(s)?

Identifying the type of Learning in Targets

1. Facts• Questions• Learning experiences

2. Concepts• Questions• Learning experiences/assessments

3. Skills• Questions• Learning experiences/assessments

Types of Learning Targets

Type Questions Learning Experiences/Assessment

(Verbs)Facts1.2.3.

Concepts1.2.3.

Skills1.2.3.

Grade/ Subject: OBJECTIVE:

Learning Target Criteria for Success Collecting Evidence Documenting Evidence

1. What misconceptions do you think students might have?

2. What will you do to address the misconceptions to move learning forward (e.g., how will you adjust instruction, what descriptive feedback will you provide)?

Formative Assessment PlanAnalyze patterns of change.

I can differentiate between linear and nonlinear patterns of change to include quadratic and exponential patterns of change.

Share Your Work

Analyzing Evidence

• Identifies where students are in their learning.

• Prescribes how teaching can be differentiated to move learning forward

Types of Feedback• Evaluative

– Summative– Evaluates behavior or product– Conveys a judgment, letter grades, numerical grades,

symbols, words or nondescript phrases

• Descriptive– Prvided to students during learning – Oral or written

• Sticky notes or comment markers– One-on-one, small or large groups, student’s peers

Descriptive Feedback

• Gives students an understanding of where students are in learning the target

• Gives students what they need to do to move forward in their learning

• Where am I now? and How do I close the gap?

Descriptive Feedback

• Generally given by the teacher• Appears to be about the work relative to

the learning target(s) and criteria for success

• Show where the work is right or wrong and why

• Can be used by the student to improve and move forward in his/her learning

Analyze Evidence and Provide Descriptive Feedback

• Provide feedback to another grade level

• Identify where grade level is with skill in writing learning targets

• Use stick note to provide feedback that is clear and in terms of the criteria for writing learning targets

Defining Criteria for Success

Identify the expected learning outcomes of the learning target

Ensure the success criteria provide an understanding of what quality work looks like

Write each expected learning outcome as an “I will” statement

“Students who can identify what they are learning significantly outscore those who cannot.”

– Robert Marzano

Grade/ Subject: OBJECTIVE:

Learning Target Criteria for Success Collecting Evidence Documenting Evidence

1. What misconceptions do you think students might have?

2. What will you do to address the misconceptions to move learning forward (e.g., how will you adjust instruction, what descriptive feedback will you provide)?

Formative Assessment PlanAnalyze patterns of change.

I can differentiate between linear and nonlinear patterns of change to include quadratic and exponential patterns of change.

I will create a graph to show the relationship between independent and dependent variables.I will use tables, graphs, and words to express relationships between independent and dependent variables.

Formative Assessment Template

For at least 1 of your learning targets:– Identify and place at least 2 of your criteria

for success on your formative assessment template

– Use the collecting and documenting evidence document to identify at least 2 was of collecting and documenting evidence (also consider technology)

Corrective Instruction• Follows learning experiences/assessments

• Remedies learning errors the learning experience/assessment identifies

• Presents concepts in new ways

• Extends and strengthens initial plan in lesson

• During class and under teacher supervision

• Allows students a second chance

Share Your Work

Assignment: Select a recorder for the group

Place your FA plan on chart paper

Post your chart on the wall

Use sticky notes to provide descriptive feedback for the plan (remember to base on criteria and alignment)

Teachers who develop useful assessments, provide corrective

instruction, and give students second chances to demonstrate

success can improve their instruction and help students

learn.

-Thomas Guskey

Contact Information

Dr. Frances [email protected]

Mary H. [email protected]

ChallengesUse the note cards and Record challenges teachers may have in

writing clear learning targets and criteria for success

and Record possible solutions to these challenges

*As you exit, please leave note cards on your table.