Workshop 1
Session 1
Starting the Formative Assessment Process
Do Now:
What team norms would you like to establish?
Grab some sticky notes and record these expectations.
When you are finished, place them on the Team Norm poster board on the wall.
Essential Question: What do our grades say about what our students know?
Reflection Questions:
Priority Standard 1.0:
I will be able to continuously improve my instructional practice by collaborating with my colleagues utilizing the formative assessment process.
Formative Assessment (a)
Grade your pre-assessment using the answer sheet provided.
As a student, what does your grade tell about your learning?
What about as a teacher?
Let’s try that again.�Grab the first two handouts behind the blue piece of paper.
Let’s Start with the 2.0 Questions…
Keeping Track of My Learning
Important things to include on a tracking sheet:
Term Clarification
| Instructional Feedback | Formative Assessment | Summative Assessment |
Scored and Recorded? | No | Yes | Yes |
Common to a building or an entire course? | No | Maybe | Maybe |
Used to direct instruction? | Yes | Yes | No |
Tied to Priority Standards? | Yes | Yes | Yes |
Helps students set goals and gauge their progress? | Maybe | Yes | No |
Priority Standard 3 (PS3) = Summarize a Text
Priority Standard 1 (PS1) = Characterization
SS for PS3
FS #3
FS #2
FS #1
PLC Essential Steps
Step 1: What do we expect all students to learn?
Guaranteed - In our schools, it is guaranteed that specific content is taught in specific courses, regardless of the teacher to whom a student is assigned. The curriculum is not only being TAUGHT TO students but, more importantly, is being LEARNED BY students.
Viable - There is enough time to teach and for the students to learn the standards identified as guaranteed.
Rigorous - Helping students develop the capacity to understand content that is complex, often ambiguous, and personally or emotionally challenging.
Pick the statement that describes the environment in most high school classrooms.
A. Teach, test and hope for the best
B. Assessment to inform instruction and motivate students
1st Semester - Traditional Grading
2nd Semester - Formative Assessment Process
Workshop 1
Session 2
Creating Priority Standards
Priority Standard 1.0:
I will be able to continuously improve my instructional practice by collaborating with my colleagues utilizing the formative assessment process.
Let’s Brainstorm!
Group up!
Group up!
Task
Materials
Product
a single, consolidated list on large sticky paper
Be back in 10 minutes!
What did you come up with?
Hierarchy of Instructional Design
Hierarchy of Instructional Design
Group up!�(same groups)
Task
Materials
Be back in 30 minutes!
Please post your list of priority standards on the wall.
Gallery Walk
Using post-it notes, please walk around with your team, reading and placing comments on the other two teams’ posters.
Let’s compile and consolidate one last time…
Hierarchy of Instructional Design
�Let’s Take a Break…Please be back in your seat in 5 minutes.
Great Job!
Hierarchy of Instructional Design
Building a Proficiency Scale
The Next Step:
Moving from a Priority Standard to a Proficiency Scale
Homework
Formative Assessment (b)
Grade your post-assessment using the answer sheet and proficiency scale provided.
Did you learn anything?
Personal Learning Plan
Websites -
Human resources - Amelia, Matt, Jessica, Dave
Closure
So, let’s make sense of what we know so far…