Providing Clear Learning Goals & Scales

Report
DQ 1:
COMMUNICATING
LEARNING GOALS
AND FEEDBACK
Bev Perrault
Donna Hunziker
Please sit 4 to a table.
Create & label foldable and
begin bell work.
(See instructions at your table.)
Bell Work
Individually:
1. Using 3 sheets of paper, create and label a Flip
Book Foldable. See Example at table.
2. In your foldable, use a graphic organizer of
your choice to compare and contrast the
characteristics of a “Checking for
Understanding Scale” & an “Academic Scale.”
Collaboratively:
1.
Describe how you use Checking for
Understanding Scales in your classroom.
2. Describe how you use Academic Scales in your
classroom.
GROUP
NORMS
Are respectful of other’s
opinions and listen with an
open mind; limit the use of
electronics for checking
emails to breaks; focus on
instructional model and not
evaluation process
Collaborate in group work
Take responsibility for
engaging in learning and
continuous growth
It’s Okay to have Fun! Suffering is Optional.
Participants will be
able to describe how to
communicate learning
goals and provide
specific feedback so
that students
understand their level
on the scale and are
motivated to enhance
their status.
LEARNING GOAL
Instructional&
Excellence
& Equity
From the DEPARTMENTS Tab, Choose: Instructional Model
Evaluation
Menu Tabs
Accessing the Power Point and other
support materials from the Instructional
Model and Instruction website
S EM IN O LE CO U NTY
P U B LIC S C HO O LS
RESEARCH
ON AVERAGE, THE
PRACTICE OF HAVING
STUDENTS TRACK THEIR
OWN PROGRESS WAS
ASSOCIATED WITH A 32
PERCENTILE POINT GAIN IN
THEIR ACHIEVEMENT.
WWW.MARZANORESEARCH.COM/RESEARCH/STRATEGY20_TRAC
KINGPROGRESS.ASPX
1. Providing Clear Learning Goals & Scales
The teacher provides a clearly stated learning goal accompanied by scale or
rubric that describes levels of performance relative to the learning goal.
Teacher Evidence
 Teacher has a learning goal posted so that all students can see it
 The learning goal is a clear statement of knowledge or information as opposed
to an activity or assignment
 Teacher makes reference to the learning goal throughout the lesson
 Teacher has a scale or rubric that relates to the learning goal posted so that
all students can see it
 Teacher makes reference to the scale or rubric throughout the lesson
Student Evidence
 When asked, students can explain the learning goal for the lesson
 When asked, students can explain how their current activities relate to the
learning goal
 When asked, students can explain the meaning of the levels of performance
articulated in the scale or rubric
1
•Providing Clear
Learning Goals & Scales
Teacher
•Teacher provides clearly stated learning goal
accompanied by a scale that describes levels
of performance relative to the learning goal.
•Students understand the learning
goal and the levels of performance
Student on the scale.


Specific to Learning Goal
Identifies levels of progressive complexity
towards mastery of the learning goal.
• Score 2.0 – Simple Content
• Score 3.0 – Complex Content of Learning Goal
• Score 4.0 – More Complex Content


Non Specific
Communicates student self-assessment of
• daily objective
• current activity
• instructions
S EM IN O LE CO U NTY
P U B LIC S C HO O LS
Instructional Excellence &
2
Instructional Excellence & Equity
S EM IN O LE CO U NTY
P U B LIC S C HO O LS
2
Scales and the Use of Feedback (Center IF/Then)
If
•goals provide
clear targets
for learning
Then
•feedback
facilitates the
process of
reaching
those targets.
2. Tracking Student Progress
The teacher facilitates tracking of student progress on one or more learning
goals using a formative approach to assessment.
Teacher Evidence
 Teacher helps student track their individual progress on the learning goal
 Teacher uses formal and informal means to assign scores to students on
the scale or rubric depicting student status on the learning goal
 Teacher charts the progress of the entire class on the learning goal
Student Evidence
 When asked, students can describe their status relative to the learning goal
using the scale or rubric
 Students systematically update their status on the learning goal
2. Tracking Student Progress Rating Scale
Highly
Highly
Effective ++
Effective
Adapts and
creates new
strategies for
unique
student needs
and situations
in order for
the desired
effect to be
evident in all
students.
Effective
Facilitates tracking
tracking Facilitates
Facilitates
Facilitates
of student
student progress
progress tracking
of
of
tracking of
USINGaaformative
FORMATIVE student
using
student
APPROACH
progress
USING
approach
toTO
progress using
ASSESSMENT
and
A
FORMATIVE
assessment
and
a formative
APPROACH
monitors for
approach toTO
ASSESSMENT,
evidence of the
assessment, but
extent to which the the majority of
majority of students students are
understand
not monitored
students their
level
of
for the desired
understand
their
desired
effect
performance.
effect of
the
level of
strategy.
performance.
Developing
/Needs
Unsatisfactory
Improvement
Uses strategy
incorrectly or
with parts
missing.
Strategy was
called for but
not exhibited.
2
•Tracking
Student Progress
• Teacher facilitates tracking of student
progress using a FORMATIVE approach
Teacher to assessment.
•Students understand their level
Student of performance on the scale.
5 Minutes
Assessment Card Sort
Sort cards by assessment category.
Assessment for Learning
Assessment of Learning
17
Teachers, students and parents are
the primary users
Teachers, principals, supervisors,
program planners, and policy makers
are the primary users
During learning
After learning
Used to provide information on what
and how to improve achievement
Used to certify student competence
Used by teachers to identify and
respond to student needs
Used to rank and sort students
Purpose: improve learning
Purpose: document achievement of
standards
Primary motivator: belief that
success is achievable
Primary motivator: threat of
punishment, promise of reward
Continuous
Periodic
Examples: peer assessment, using
rubrics with students, descriptive
feedback
Examples: final exams, placement
tests, state assessments, unit tests
20 Minutes
“The Best Value in Formative Assessment”
As you read the article, code and annotate the text as
follows:
!
Confirms what you thought
Contradicts what you thought
Raises a question
Strikes you as very important
Is new, interesting, or surprising
Connects to your life, the world, or
other things you’ve read
After reading the article, you will discuss and respond to questions.
20 Minutes
“The Best Value in Formative Assessment”
After reading the article, discuss responses using
textual evidence. (Write responses in foldable.)
1. Compare summative and formative assessments.
2. Describe characteristics of effective feedback.
3. Differentiate summative feedback from feedback
in the formative assessment process.
4. Educators often claim that allowing students to
correct test items or retake a test does not hold
the student responsible for being prepared.
Using evidence from the text, how would the
authors counter this assertion?
Want a
TWITTER POST
Break? EXIT SLIP (POST-IT NOTE)
#FormativeAssessment
Summarize what
you’ve learned
about formative
assessment in 140
characters or less.
ASSESSMENT FOR LEARNING
If formative assessment is about more frequent,
assessment FOR learning is about continuous. If
formative assessment is about providing teachers with
evidence, assessment FOR learning is about informing
the students themselves. If formative assessment tells
users who is and who is not meeting state standards,
assessment FOR learning tells them what progress each
student is making toward meeting each standard while
the learning is happening—when there’s still time to be
helpful.
Rick Stiggins (2005)
Provide Clear
Learning
Goals/Scales
Engage Students
in Reflective
Practice and
Focused Revision
Create a Classroom
Climate that
Promotes
Collaboration &
Peer Feedback
S EM IN O LE CO U NTY
P U B LIC S C HO O LS
Instructional Excellence and Equity
Use Examples
of Strong &
Weak Work
Formative
Assessment
Process
Provide Regular
Descriptive
Feedback that
Moves Students
Forward
Elicit Evidence of
Student Learning
Teach Students
to Self Assess
Using Evidence,
Track Progress, &
Set Goals
(discussion, activity,
products, formative
assessment tools)
Drawing
Completion
Traffic
Light
Card
Sort
Assessment
Probe
Brainstorm
Reflection
Survey
Round Robin
Reporting
Strategies
Concept
Map
Predictions
Think
Pair
Share
Performance
Assessment
Peer
Assessment
Self
Assessment
Highlight /
Green
Light
Corrections
Tracking My Progress
.
MarzanoResearch.com
Elementary Tracking
Examples from our Classrooms
Elementary Tracking
Examples from our Classrooms
Students
electronically move
their status once
they have evidence
of learning.
Elementary Tracking
Examples from our Classrooms
3rd Grade
Notice Bar is colored in to
indicate current status.
Secondary Tracking
Examples from our Classrooms
7th Grade
Secondary Tracking
Examples from our Classrooms
Students track progress directly on the scale
with star stickers, notating the date a level is
achieved. Students record evidence in their
reflection journals.
Secondary Tracking
Examples from our Classrooms
√
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√
√
√
√
√
√
√
√
√
√
√
√
√
√ √
PreTest – 1.5
√
√
√
√
√ √
√
√
Quiz – 2.5
3. Celebrating Student Success
The teacher provides students with recognition of their current status and their
knowledge gain relative to the learning goal.
Teacher Evidence
 Teacher acknowledges students who have achieved a certain score on the scale or
rubric
 Teacher acknowledges students who have made gains in their knowledge and skill
relative to the learning goal
 Teacher acknowledges and celebrates the final status and progress of the entire
class
 Teacher uses a variety of ways to celebrate success
 Show of hands
 Certification of success
 Parent notification
 Round of applause
Student Evidence
 Student show signs of pride regarding their accomplishments in the class
 When asked, students say they want to continue to make progress
•Celebrating
Student Success
Teacher
•Teacher provides students with recognition
of their current status and their knowledge
gain relative to the learning goal.
•Students are motivated to
Student enhance their status on the scale.
2 Minutes
Round Table – All Write Brainstorm
How do you celebrate student success?
1. The 1st participant shares an example of celebrating student
success. All participants write the example in foldable.
2. Do NOT talk about or evaluate the shared examples. The
idea is to list as many ideas as possible.
3. Rotate clockwise and repeat until time is called.
4. You may pass until your next turn if you need more time to
think of another example.
After Brainstorming time is called,
discuss the examples and choose
three that you will try in your
classroom. 3 Minutes
STRATEGIES
FOR
CELEBRAING
STUDENT
SUCCESS
Verbal Feedback
 Note what a student did well on a task
 Take care not to attribute student
success to “fixed” characteristics such
as talent
 Include statements about effort when
giving feedback: hard work, focused,
well prepared, thinking skills, etc.
Acknowledging Progress
 Celebrate gains on the scale from initial
to final scores
Final Status Celebration
 Celebrate students’ final status on the
scale
 Recognize students who received
mastery of 3.0 and above
4 Minutes
3-2-1 Reflection
(On the BACK of your foldable)
3. Write three new things you’ve learned.
2. Write two questions you have.
1. Which strategy will you implement in your
classroom in the next week?
&
•STUDENTS: .
understand the
learning goal
and the levels of
performance on
the scale.
2
• TEACHER : .
facilitates
tracking of
student progress
using a
FORMATIVE
approach to
assessment.
&
• STUDENTS: .
understand their
level of
performance on
the scale.
Celebrating Student Success
• TEACHER : .
provides clearly
stated LG
accompanied by
a scale that
describes levels
of performance
relative to the
learning goal.
Tracking Student Progress
Providing Clear LG & Scale
DQ1: What will I do to establish and communicate learning goals,
track student progress, and celebrate success?
Instructional
Excellence and Equity
S EM IN O LE CO U NTY
P U B LIC S C HO O LS
•TEACHER :
provides
students with
recognition of
their current
status and their
knowledge gain
relative to the
learning goal.
&
•STUDENTS: .
are motivated to
enhance their
status on the
scale.
PD Materials List
•
Sign-In Sheet and Blank Sign-In Sheet
•
Bell work Directions - Slide #2 (1 per table in page protector)
•
Foldable Example (1 per table in page protector)
•
Colored Paper for Foldable (3 sheets per participant) & Crayola Markers
•
Protocol for Indicator 2: Handout
•
Number cards (Set of #1 and #2 per participant)
•
Post-it Notes
•
Crayola Markers
•
T-Chart for Formative and Summative (Sorting)
•
Cards for Formative and Summative Sorting Activity
•
Article: “The Best Value in Formative Assessment” (1 per participant)
•
Article Questions - Slide #20 (1 per table)
•
Text-Coding Bookmark (1 per participant)
•
Participant Take-Away Handout (Formative Assessment Process and DQ1 Teacher
and Student Expectations)
•
Learning Log

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