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www.moedu-sail.org

Professional Development to Practice Common Formative Assessment Meaningful Learning Targets This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Professional Development to Practice Acknowledgements

Special thanks to all contributors to the development and revision of this module. The original collection of learning packages was rolled-out for use by Regional Professional Development Center (RPDC) Consultants in July 2013 after being developed by a team of content experts. The collection of learning packages was developed through efforts funded by the Missouri State Personnel Development Grant (SPDG). The following individual/groups are thanked immensely for their hard work in developing this package. --------------------------------------------------------------------------------------------------------------------------------------Content Development Support UMKC Institute for Human Development Ronda Jenson, Director Stefanie Lindsay Arden Day Carla Williams Jodi Arnold SPDG Management Team The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary

Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Professional Development to Practice Initial Content Development Team, 2013 Rob Gordon, Team Leader, MO PLC Alan Bancroft, C RPDC Debra Cole, StL, RPDC Cheri Fuemmeler, SE RPDC Jane Jackson, NW RPDC Melanie Whitener Needling, SE RPDC Linda Null, SE RPDC Rebecca Rider, SE RPDC Kelley Ritter, SW RPDC Jay Roth, SW, RPDC

Jana Scott, HOM, RPDC Thea Scott, DESE Alicia Wilson, KC RPDC 2016 Revision Team Nancy Steele, Facilitator, NE SIS Pam Carte, NE RPDC Beverly Colombo, StL, RPDC Liz Condray, SC RPDC Janet Crafton, SC RPDC Ginger Henry, DESE Rebecca Rider, SE RPDC Sarah Spence, C SIS The contents of this presentation were developed under a grant from the US Department of Education to the

Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Professional Development to Practice Welcome and Introductions Please take a moment to introduce (or reintroduce) yourself to the group, by telling your name, district, and position. Our trainers for the day are. Professional Development to Practice Professional Development to Practice

Collaborative Work Foundations e nts z i e l i t m u ssess 3 A s CF lity a Team

e iv t a r o b k to g & a c u a e 1. Colla iv Q db achin

ormat F e n o e f m m 2. Co as ove te t n r e imp ing. Assessm ed Decision

or f n s a r a B t lea da nt 3. Data e e z m

utili prove out Making M im e ab D s B u D team uo alogu g n i t CT utilize n

in rove di o n p r im c to h a s e le ug process

o & r . g h in g t n lear hin c teaching & a te

as Key Are Professional Development to Practice Common Formative Assessment Modules 1-3 w e i v r e v O

l u f g n i n a Me g n i n Lear ts e

g r a T d n u o S nt e m s s e s

As gn i s e D Professional Development to Practice Professional Development to Practice Missouri Teacher Standards Common formative assessments address the following Missouri Teacher Standards: Standard #7: Student Assessment and Data Analysis

Standard #2: Student Learning, Growth and Development Standard #4: Critical Thinking Standard #9: Professional Collaboration (Missouri Department of Elementary and Secondary Education, 2013) Professional Development to Practice Learner Objectives of the Formative Assessment Series Understand the clear purposes of assessment by clarifying Why they are assessing Who will use the results of assessment data What they will do with the assessment data

Develop clear and meaningful learning targets to guide instruction and student learning Construct quality assessment instruments which are of sound design and measure the learning targets Professional Development to Practice Module 2: Meaningful Learning Targets Guiding Questions 1. How do we use targets to guide instruction? 2. How do we use targets to help students guide their own learning?

Professional Development to Practice Learning Outcomes Develop clear and meaningful learning targets to guide instruction and student learning. 1. Determine Unit of Study 2. Identify Standard Selected for Assessment 3. Unwrap Standard Selected for Assessment 4. Write Big Ideas 5. Write Essential Questions (Ainsworth & Viegut, 2006) Professional Development to Practice

Norms Begin and end on time Be an engaged participant Be an active listener open to new ideas Use electronics respectfully Professional Development to Practice Clock Partners Professional Development to Practice Share Activity With your 12 oclock partner: Using your copy of the Article The Case For Common

Formative Assessments take turns sharing what you found of interest from the 6 arguments put forth. Share whether you agree or disagree. (Dufour, Dufour, & Eaker, 2007) Professional Development to Practice Accurate Assessment ASSESS WHAT? What are the learning targets? Are they clear? Are they good?

WHY ASSESS? Whats the purpose? Who will use the results? ASSESS HOW? What method? Written well? Sampled how? Avoid bias how? Be sure students understand targets too! Students are users too! Students track progress and communication,! COMMUNICATE

HOW? How is information managed? reported? Students can participate in the process too! Effectively Used (Stiggins, Arte, Chappuis & Chappuis, 2004) Professional Development to Practice Accurate Assessment ASSESS WHAT? What are the learning

targets? Are they clear? Are they good? Be sure students understand targets too! Students can participate in the process too! (Stiggins, et.al., 2004) Professional Development to Practice Key 2: Meaningful Learning Targets 1. Determine Unit of Study

2. Identify Standard(s) Selected for Assessment 3. Unwrap Standard(s) Selected for Assessment 4. Write Big Ideas 5. Write Essential Questions (Ainsworth & Viegut, 2006) Professional Development to Practice Determine Unit of Study A unit of study is a series of specific lessons, learning experiences, and related assessments based on designated prioritized standards and related supporting standards

for a topical, skills-based, or thematic focus. (Ainsworth & Viegut, 2006) Professional Development to Practice Key 2: Meaningful Learning Targets 1. Determine Unit of Study 2. Identify Standard(s) Selected for Assessment 3. Unwrap Standard Selected for Assessment 4. Write Big Ideas 5. Write Essential Questions (Ainsworth & Viegut 2006)

Professional Development to Practice Identify Standards Selected for Formative Assessment Review the standards for your grade level and/or course. Identify those that match the focus for your unit of study based on the following criteria: Leverage Readiness Endurance Critically important for state assessment Professional Development to Practice

Standards Selected for Formative Assessment are aligned with college and work expectations; are clear, understandable and consistent; include rigorous content and application of knowledge through high-order skills; build upon strengths and lessons of current state standards; are evidence-based. Professional Development to Practice It is critical that all of the assessed standards be truly significant. From an instructional perspective, it is

better for tests to measure a handful of powerful skills accurately than it is for tests to do an inaccurate job of measuring many skills. (Popham, 2003) Professional Development to Practice Unit of Study: Identify Standard Selected for Assessment Identify Priority Standards Adapted from Ainsworth, L. & Viegut, D. (2006). Professional Development to Practice

Share Activity With your 3 oclock partner: Why is it important to match Selected Standards to your Unit of Study? Reflect on what choosing these standards would look like in your classroom. Discuss potential challenges and possible solutions for choosing appropriate standards for the Common Formative Assessment. Professional Development to Practice Key 2: Meaningful Learning Targets

1. Determine Unit of Study 2. Identify Standard Selected for Assessment 3. Unwrap Standard Selected for Assessment 4. Write Big Ideas 5. Write Essential Questions (Ainsworth & Viegut, 2006) Professional Development to Practice Unwrapping the Selected Standards Unwrapping is a way to collectively analyze a standard to ensure shared understanding

of the learning goal. Unwrapping is a process of deconstruction to clearly identify the skills and concepts represented in the standard. (Ainsworth & Viegut, 2006) Professional Development to Practice Unwrap the Selected Standards Identify the key concepts (important nouns or noun phrases) by underlining them. Identify the skills (verbs) by circling them or making them All CAPS. (Ainsworth & Viegut, 2006)

Professional Development to Practice Unwrapping a Standard Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in text. (Ainsworth & Viegut, 2006) Professional Development to Practice Sample Standard: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in text.

Concepts (What students need to know) Heading Table of contents Glossaries

Electronic menus Icons Key facts Titles Labels Graphs Skills (What students must be able to do) Use various text features Locate key facts and information in a text Blooms or DOK

Knowledge (1) Application (2) Professional Development to Practice Unit of Study: Create Learning Targets Adapted from Ainsworth, L. & Viegut, D. (2006). Professional Development to Practice Share Activity With your 9 oclock partner: Why is it essential to unwrap the standards? Reflect on what unpacking selected standards would look

like in your classroom. Discuss potential challenges and possible solutions for unpacking the standards. Professional Development to Practice Unwrapping to Learning Targets Professional Development to Practice April 14, 2010 What a Learning Target Is and Isnt

A learning target IS a statement sharing the objective (intended learning) with the students in language they can understand. I CanThis Means A learning target IS NOT written from the teachers point of view. 38 Professional Development to Practice What a Learning Target is and isnt Frayer Facts/Characteristics

Clear description of what isModel to Measurable & attainable Definition be learned; Provides a clear vision of the destination for student learning Examples Focus on intended learning Focus on chunks of a standard Clear, specific language congruent to standard Nonexamples Learning

Targetfractions I can add fractions with unlike Adding denominators. Do exercise 3.7 on page 148 Learning Activities I can identify characteristics Tasks of a linear function and use Pre-Requisites them to create a graph. Assessments Professional Development to Practice Key 2: Meaningful Learning Targets

1. Determine Unit of Study 2. Identify Standard Selected for Assessment 3. Unwrap Standard Selected for Assessment 4. Write Big Ideas 5. Write Essential Questions (Ainsworth & Viegut, 2006) Professional Development to Practice What Are Big Ideas? Core concepts within a content area Foundational understandings students will remember long after instruction ends

What you want students to discover as a result of the learning experience Professional Development to Practice Big Ideas An idea is big if it helps us make sense of lots of confusing experiences and seemingly isolated facts. It is like the picture that connects the dots or a simple rule of thumb in a complex field. The water cycle, the heros journey, measure twice and cut once. (Wiggins, McTighe, Kiernan, Frost, 2005) Professional Development to Practice

Why focus on Big Ideas? Research demonstrates that when instruction is organized and taught around Big Ideas, students understand how ideas, concepts, examples and details are connected comprehend content better retain essential information better By focusing instruction on big ideas, more mileage can be achieved with less instruction. (Dixon, 1996) Professional Development to Practice Guidelines to Determine Big Ideas Will this Big Idea

apply to more than one content area of learning? apply to more than one grade level? be one that students remember long after instruction ends? Professional Development to Practice Big Ideas Ah-has! students reach on their own Key generalizations students can articulate Lasting and relevant understandings Open-ended, enduring ideas

(Ainsworth & Viegut, 2006) Professional Development to Practice Examples of Big Ideas Hu the man acc se p s atte mo omm roble mpt vin od ms to g, i ati thr res n o nv en g, do ough lve

tin g o mina ADM rt ole ting, IT: rat i ng . All material in the universe is made of very small se s particles. n po ts s e r igh

e r a an r s t en hum v e r l a o c c i r mi o

t o s Hi econ s. to blem o pr Geography has an influence on people and their lives: where you live affects how you live. Ev e r obs ything e cat rve ca we eg o

n rize be wh a db tw e kno y (or kno dont w w). -MA readers and TH Good writers evaluate the reliability of sources and apply that in their

writing. Professional Development to Practice Example of Applying Big Ideas in SS history Professional Development to Practice Share Activity With your 6 oclock partner think about a Big Idea in English/Language Arts, Math, Science, Social Studies or an elective area (Art, Music, Health, etc.) How does/could that Big Idea help students answer an essential question, master the learning target, or connect

prior learning to current learning? Share your thinking with your partner and be prepared to share with the group. Professional Development to Practice Unit of Study: Determine the Big Ideas Adapted from Ainsworth, L. & Viegut, D. (2006). Professional Development to Practice Key 2: Meaningful Learning Targets 1. Determine Unit of Study 2. Identify Standard Selected

for Assessment 3. Unwrap Standard Selected for Assessment 4. Write Big Ideas 5. Write Essential Questions (Ainsworth & Viegut, 2006) Professional Development to Practice Essential Questions Questions, not statements, stimulate student curiosity. (Ainsworth & Viegut, 2006) Professional Development to Practice

Guidelines for Writing Essential Questions Engaging Questions That Lead to Discovery Open-Ended Align with the Rigor in the Skills Professional Development to Practice Characteristics of Essential Questions Cannot be answered with a yes or no

Have no single obvious right answer Cannot be answered from rote memory Match the rigor of the unwrapped standard Go beyond who, what, when, and where to how and why (Ainsworth & Viegut, 2006) Professional Development to Practice Essential Questions Essential Question: What are literary devices? Why do authors use them? (Big Idea: Literary devices enhance and deepen fictions impact upon the reader.) This is an example of a one-two punch

question. The Big Idea in parentheses is an appropriate response to the second part of the essential question. (Ainsworth & Viegut, 2006) Professional Development to Practice Some examples What do the following essential questions have in common? What should I do when I am stuck as a reader? What strategies could I use to solve this problem?

How does geography affect civilizations? How do I decide how much debt to take on? How do I know who I can trust when I need help? Professional Development to Practice Some non-examples What do you notice about these questions? Is this fiction or nonfiction? Is plus or minus used in a subtraction problem? Which geographical feature affected Egypt? What is the problem with adjustable rate mortgages? Which person can we trust?

Professional Development to Practice Checking for Understanding Literature 1. Must a book be popular to be a great book? 2. How old is Romeo and Juliet? 3. How timeless is Romeo and Juliet? Professional Development to Practice Checking for Understanding Grammar 4. What is the predicate?

5. Can a complete sentence be created without the subject? Professional Development to Practice Checking for Understanding Math 6. What operation should be used to solve this word problem? 7. What does the (+) symbol tell you to do? Professional Development to Practice Professional Development to Practice

Unit of Study: Write Essential Questions Adapted from Ainsworth, L. & Viegut, D. (2006). Professional Development to Practice Share Activity With your 12 oclock partner: What would be the benefits of using Essential Questions in your classroom for both the teacher and the student? Professional Development to Practice Gallery Walk Poster

Create a poster displaying your 1. Unit of Study 2. Identified Standard Selected for Assessment 3. Unwrapped Standard Selected for Assessment 4. Big Ideas 5. Essential Questions Professional Development to Practice Gallery Walk Participants will use post-it notes to provide feedback to the work of individuals or teams. Participants will note ideas to take back to their team and share.

Professional Development to Practice Reflection Why do we use targets to guide instruction? How do we use targets to help students guide their own learning? Professional Development to Practice CLOSING & Follow-up Common Formative Assessment Meaningful Learning Targets

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Professional Development to Practice Practice Profile 67 Professional Development to Practice Self-Assessment Practice Profile

Excel Workbook http:// sapp.missouripd.org Professional Development to Practice Next Steps: Action = Results What steps will you take to start implementing? Professional Development to Practice Contact Information Please contact me to schedule followup coaching and/or additional

professional development.

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