KUDKnow:

The activities teachers used to build community in their classroom and the success and challenges experienced with them.

The three types of assessment.

A piece of research on formative assessment.

Examples of formative assessment.

Understand: Community building activities form the foundation for the other main components of differentiated instruction.

Assessment is not only for measurement and evaluation, but it is also a tool to inform instruction.

Do:Share and discuss community building activities used in classrooms.

Plan for continued community building throughout the year.

Complete a ‘Planning Form for Formative Assessment.’

Agenda

Community Building Completing Display Gallery Walk Small Group Activity

Assessment Presentation Planning Form Assignment

Community Building-- Completing Display

Please complete a card for your community building activity.

Display your visual and card on a table.

Community Building – Gallery Walk

Please review all the community building activities and complete the “Gallery Walk Guide”

Community Building Small Group Activity

Break into groups for 20 minutes and discuss the community building activities.

Return to whole group at 1:30 p.m.

Assessment

Is a teacher's response to learner's needs

Guided by general principles of differentiation

Instruction that meets the needs of each student

Concept-based Curriculum

Differentiated Instruction

Assessment

Teachers can differentiate through

Through a variety of instructional strategies

ProductContent Process

Building Community

Readiness

According to students'

Learning Profile

Interest

Two Questions

Individually, think about the following two questions and write down some thoughts:

1. Why do you currently assess?

2. How do you currently check for understanding in your classroom?

Cartoon

Assessment

Determining student readiness to work with essential knowledge, understanding and skill: as a unit begins (pre-assessment), as a unit progresses (formative), and as a unit concludes (summative).

Please see handouts for characteristics of each type of assessment.

Formative Assessments - Research

In a major review of research on assessment, Black and

Wiliam (1998) noted:

“The Research reported here shows conclusively that formative assessment does improve learning. The gains in achievement appear to be quite considerable, and amongst the largest ever reported for educational interventions.”

Effect sizes of the formative assessment experiments were between 0.4 and 0.7.

What Works in Schools, Marzano, p. 38

Formative Assessments - Research

An effect size of 0.4 is a 15 percentile gain.

An effect size of 0.7 is a 25 percentile gain. If it could be achieved on a nationwide scale, it would be equivalent to raising the mathematics achievement score of a country like the U.S. into the top five after the Pacific Rim countries of Singapore, Korea, Japan and Hong Kong.

What Works in Schools, Marzano, p.38

Formative Assessments - Research

“Some of the research studies also showed that improved formative assessment helped the [struggling students] more than the rest... any gains for such students could be particularly important: They show low . . . educational achievement might be due, at least in part, to failure to develop the potential talents of the [struggling] student .”

Assessment for Learning, Black & Wiliam, p. 9

Formative AssessmentThree Key Questions

1. Where am I going?

2. Where am I now?(data on the actual level of some measurable attribute)

3. How do I get there?

Where am I going?

Examples:

Learning Goals KUD Concept Map Rubrics

Where am I now?

Examples: Learning Logs Green/Yellow/Red Cups or Disks Fist of Five Exit/Entrance Cards Thinking Maps Foldables Writing Conference Value Lineups

How do I get there?

Examples:

Writing Conference Rubrics Exemplars/Benchmarks Student/Teacher check-ins Comment-only Marking

“Assessment should always have more to do with helping students grow than with cataloging their mistakes.” -Carol Tomlinson

Planning Form for Assessment

Individually, please complete the first part of the ‘Planning Form for Assessment.

Share with an elbow partner your thoughts.

Prior to the next in-service day on Nov. 9, try implementing your formative assessment strategy and complete the ‘After Implementation’ section of the Form.

Assessment - Assignment

Prior to the next in-service on November 9th:

Please implement your plan. Complete the ‘after implementation’ section.

Bring the ‘Assessment Goal Plan Form’ to the November 9th in-service

Be prepared to share what you find out about your students and what you did or will do to change your instruction based on the information you received from the assessment.