Coastal Plains RESA
Assessment Literacy: Formative Instructional
Practices
March 27, April 23, April 30, May 7
Session One: Modules 1 & 2
Session Two: Module 3
Session Three: Module 4
Session Four: Module 5
Norms
 Be on time.
Place cell phones on silent.
Actively listen and participate.
Limit sidebar conversations (take notes to discuss later).
 Assume good will and positive intent.
 Observe the work time limit.
 Use electronic devices for group work only.
End on time.
Clean your work area.
Laugh often. Celebrate success!
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Student Ownership of Learning
Agenda
 Establish Norms
 Set Learning Targets
 What does the research say about student ownership of learning?
 How do we prepare students to give feedback, self-assess, and set
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goals? (Activity 2, Activity 3, Create Chart)
How do we help students track their learning?
Readings from Educational Leadership
Integrating Formative Instructional Practices (FIP) in Unit One for
2014-15
Reflect
Coastal Plains RESA 2013-14
Leading Formative Instructional Practices
Learning Targets

Know how to ensure learning targets are clear to teachers and students.

Know how to collect and document accurate formative evidence of learning.

Know how to analyze evidence and provide effective feedback.
 Know how to prepare students to give each other effective feedback.
 Know how to prepare students to self-assess with a focus on learning
targets.
 Know how to prepare students to create specific and challenging goals.
 Know how to prepare students to track, reflect on, and share their
learning with others.
Review each target. Underline, circle, and/or make
notes to set your personal learning targets.
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How do Formative Instructional
Practices connect to Leader Keys,
Teacher Keys, CCRPI, …?
Teacher Keys
Effectiveness System
Leader Keys
Effectiveness System
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Performance Standard 5: Assessment Strategies
The teacher systematically chooses a
variety of diagnostic, formative, and
summative assessment strategies and
instruments that are valid and
appropriate for the content and
student population.
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Performance Standard 6: Assessment Uses
The teacher systematically gathers,
analyzes, and uses relevant data to
measure student progress, to inform
instructional content and delivery
methods, and to provide timely and
constructive feedback to both students
and parents.
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Performance Standard 4: Differentiated
Instruction
The teacher challenges and supports each
student’s learning by providing appropriate
content and developing skills which address
individual learning differences.
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Performance Standard 8: Academically
Challenging Environment
The teacher creates a studentcentered, academic environment in
which teaching and learning occur at
high levels and students are selfdirected learners.
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Accurate Assessment
Why Assess?
What’s the purpose?
Who will use the results?
Assess What?
What are the learning targets?
Are they clear?
Are they good?
Assess How?
What method?
Written well?
Sampled how?
Avoid bias how?
Students are
users, too.
Communicate How?
How manage information?
Students track
How report?
progress and
communicate, too.
Be sure students
understand
targets, too.
Students can
participate in
the process, too.
Effectively Used
Why do we want students to take
ownership of their learning?
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M5, p. 9.
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M5, p. 9.
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M5, p. 9.
Why do we want students to take
ownership of their learning?
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M5, p. 10.
Preparing Students for Peer Feedback
 Activity 2, p. 5.
 With a partner, examine the following rubric
used by a teacher to help his students prepare to
engage in peer feedback. How would you “fix”
Getting Started for Clear Learning Targets
and Getting There for Focus of Feedback so
they are descriptive like the others? (If you work
with primary students, you may choose to
convert some of the language.)
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Preparing Students to Set Specific and
Challenging Goals
 Activity 3, p. 6-7.
 With a partner, examine the following goals set by
students of various ages.
 You decide:
 Did the student set a specific and challenging goal or
not?
 What feedback would you provide the students who
did not set specific and challenging goals to help get
them on track?
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Anchor Papers/Exemplars
To help students, teachers, administrators, and parents learn what the expectations are for writers at
grade 8, the site makes available sample or "anchor" papers that show varying levels of
performance in each of the modes.
These papers may be used for teacher training, informational documents, scoring practice with students,
other audiences, or for other uses.
http://www.ode.state.or.us/search/page/?id=531
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St. Paul School Assessment for Learning
Sarah explains exemplars.
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Exemplars/Anchor Papers
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Low, Medium, Medium High
http://www.ode.state.or.us/search/page/?id=531
http://mdk12.org/instruction/
clg/public_release/geometry/2
003_232_geo12.html
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How Do We Prepare What Students to Give
Feedback, Self-assess, and Set Goals
How do we prepare students to…
Give Feedback
(Peer Assess)
1.
2.
3.
4.
Self-assess
Set Goals
Create a chart.
Include at least 5 bulleted items for each column.
Limit each bulleted item to 9 words.
Use the participant handouts, downloads, the modules, other handouts, and other available
resources for gathering the information.
5. Cite the source for each bulleted item.
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Track, Reflect On, and Share Learning
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M5, p. 45.
Tracking Learning
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M5, p. 47.
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M5, p. 48.
Review Downloads H-M. Identify a Learning Target from unit one in reading and math.
Create a student tracking document.
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M5, p. 50.
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M5, p. 62.
St. Paul School Assessment for Learning
Robert self-assesses and sets goal.
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Videos available on DVD that accompanies Refocus: Looking at Assessment
FOR Learning
http://www.aac.ab.ca/product/refocus-looking-at-assessment-for-learning/
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Know how to ensure learning targets are clear to teachers
and students.
Know how to analyze evidence and provide effective
feedback.
Know how to prepare students to give each other effective
feedback, to self-assess with a focus on learning targets,
to set goals, and to track, reflect on, and share their
learning with others.
 Moss, Connie M. KnowingYour Learning Target (p. 1-3 ivory handout)
 Answer these questions as you read. Be prepared to share whole
group citing evidence from the article.
 Describe a lesson with shared learning targets connected throughout.
 How do learning targets impact student ownership of learning?
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Know how to ensure learning targets are clear to teachers
and students.
Know how to analyze evidence and provide effective
feedback.
Know how to prepare students to give each other effective
feedback, to self-assess with a focus on learning targets,
to set goals, and to track, reflect on, and share their
learning with others.
 Tomlinson, Carol Ann. The Bridge Between Today’s Lesson and
Tomorrow’s (p. 4-8 ivory handout)
 Individually read the entire article.
 Reread and summarize the assigned section in one sentence.
 Write the sentence on the erasable whiteboard and share whole
group.
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Review the FIP Learning Targets
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Integrating Formative Instructional
Practices Culminating Task
 Identify or create the Learning Targets for unit one.
 Determine the LT type for each.
 List the LTs in a progression of learning.
 Create an graphic organizer that identifies the student work
(practice) that leads to mastery of the LT.
 Identify/create assessment prompts for each LT, and identify
which assessment method is used for each.
 Create a document for students to track their learning for a LT
or for the unit.
 Create a checklist or rubric for one piece of student work
aligned to a LT(s) of this unit.
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Accurate Assessment
Why Assess?
What’s the purpose?
Who will use the results?
Assess What?
What are the learning targets?
Are they clear?
Are they good?
Assess How?
What method?
Written well?
Sampled how?
Avoid bias how?
Students are
users, too.
Communicate How?
How manage information?
Students track
How report?
progress and
communicate, too.
Be sure students
understand
targets, too.
Students can
participate in
the process, too.
Effectively Used
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From your reflection
To implement formative assessment effectively, we need…
Time
Clear Expectations
Collaboration
Modeling
FIP in Classrooms
 https://www.teachingchannel.org/videos/daily-lesson-assessment
(Stoplight method)
 https://www.youtube.com/watch?v=TM-3PFfIfvI (Do overs
Wormeli)
 https://www.youtube.com/watch?v=J8DQugVxHv0 (Reteach and
enrich)
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Reflection and Goal Setting
 Review the FIP learning targets.
 Determine your next steps.
 Set three (3) specific formative
instructional practices goals for 2014-15.
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Resources at
http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/GeorgiaFIP.aspx
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Resources at
cpresa.org
jbaxter@cpresa.org
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Resources at FIP Portal
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Resources
Chappuis, Jan. Seven Strategies for Assessment for Learning.
Stiggins, Rick. Classroom Assessment for Student Learning.
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Research Base
Chappuis, Jan. Seven Strategies for Assessment for Learning.
Chappuis, Jan. How Am I Doing?
DuFour, Richard. Leaders of Learning.
Marzano, Robert. School Leadership ThatWorks.
Moss, Connie M. KnowingYour Learning Target.
Schmoker, Mike. Results Now.
Stiggins, Rick. Classroom Assessment for Student Learning.
Tomlinson, Carol Ann. Assessment and Student Success in a
Differentiated Classroom.
 Tomlinson, Carol Ann. The Bridge Between Today’s Lesson and
Tomorrow’s.
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Coastal Plains RESA