Formative Assessment:Planning for Learning

Academic Coaches MeetingMILWAUKEE PUBLIC SCHOOLS

Lee Ann Pruske Mary Mooney

March 15, 2013

FORMATIVE ASSESSMENT DEFINITION

An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions that would have been made in the absence of that evidence.

Dylan Wiliam, 2011

PROFESSIONAL PRACTICEDomain, Cluster, Standard(s)

Posted Learning Intention

Context of Learning

In what ways was the math surfaced?

• Find your best example of a learning intention.•Use this piece to complete at least 2 grade level posters.

LI/SC We are learning to use the formative

assessment process to plan for learning.

We will know we are successful when we can implement a plan to develop classroom based planning for learning with teachers.

FINDING OUT WHAT STUDENTS KNOW

“…-teachers almost always plan the instructional activities in which they will engage their students, but they rarely plan in detail how they are going to find out where the students are in their learning.”

D. Wiliam, p.71

What are the teachers in your school doing to plan for learning?

LOOKING AT STUDENT WORK Use the student work to identify

misconceptions.

Discuss possible reasons for these misconceptions.

WHERE DO STUDENT IDEAS COME FROM What is a misconception? Where does it come from?

USING MISCONCEPTIONS

Turn and Talk about decisions around misconceptions to plan for learning.

FEEDBACK QUESTION How might you connect your work with

Learning Intentions and Success Criteria and misconceptions generated by examining student work to improve planning for learning with teachers in your building?

PROFESSIONAL PRACTICE Work with one teacher on the formative

assessment process. Elicit, interpret, make decisions about the next steps in instruction, and implement those decisions with students.

Prepare a short vignette around the work with teachers and students to share at the April ACM meeting.

5 KEY STRATEGIES OF FORMATIVE ASSESSMENT 1. Clarifying, sharing, and understanding

learning intentions 2. Engineering effective classroom

discussions, activities, and learning tasks that elicit evidence of learning

3. Providing feedback that moves learning forward.

4. Activating learners as instructional resources for one another.

5. Activating learners as the owners of their own learning.

Leahy, Lyon, Thompson & William, 2005

Milwaukee Public SchoolsTITLE OF PRESENTATION

MPS Board of School Directors

Dr. Michael Bonds, PresidentLarry Miller, Vice PresidentMark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Dr. Peter Blewett, District 6David Voeltner, District 7Meagan Holman, District 8Terrence Falk, At-Large

Senior Team

Dr. Gregory Thornton, Superintendent

Naomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Executive Director, Curriculum and InstructionDr. Karen Jackson, Chief Human Resources OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerAnita Pietrykowski, Director, School AdministrationDenise Callaway, Communications & PartnershipsPatricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent