Transcript PPT
Formative Assessment: Learning Intentions? Success Criteria? Where are we now? Academic Coaches Meeting MILWAUKEE PUBLIC SCHOOLS Lee Ann Pruske Mary Mooney February 15, 2013 INDIVIDUALLY… Jot down a learning intention that you thought was well written, And one that you thought was poorly written Share at your table What made the learning intention strong or weak? REGIONAL ANECDOTES… Weekly regional walks Grows and Glows Observations shared with school leaders Learning Intentions and Success Criteria WE ARE LEARNING TO… Deepen our understanding of the roles learning intentions and success criteria play in the formative assessment process. We will know we are successful we can coach teachers through creating learning intention/success criteria based on the desired lesson outcomes. FORMATIVE ASSESSMENT DEFINITION An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in the absence of that evidence. Dylan Wiliam, 2011 PROCESS V. PRODUCT The term formative is used to describe the function that the evidence from the assessment actually serves, not the assessment itself. 11 THE LEARNING INTENTION… “is the heart of formative assessment, and needs to be made clear at the planning stage if teachers are to find formative assessment manageable.” Shirley Clarke, 2001 12 PURPOSE OF SUCCESS CRITERIA “Is to make students absolutely sure about what it is in the teacher’s mind as the criteria for judging their work. Too often student know the learning intention, but not how the teacher is going to judge their performance.” Shirley Clarke, 2001 13 EMBEDDED FORMATIVE ASSESSMENT READING Read pages 1-2 Confused Learning Intention Clarified Learning Intention Context of Learning To be able to write instructions on how to change a bicycle tire To be able to write clear Changing a bicycle tire instructions To be able to present an argument for against assisted suicide To be able to present an argument either for or against an emotionally charged proposition Assisted suicide To produce and analyze To construct and a questionnaire about analyze questionnaire movie going habits data Movie-going habits To design an experiment to find out what conditions pill bugs prefer Preferred habitat of pill bugs To design fair tests for scientific questions Source: Dylan Wiliam , 2011 EMBEDDED FORMATIVE ASSESSMENT READING Read pages 1-2 With a partner complete the table with an example Share your example with your tablemates JIGSAW READING 1s- Task-specific verses generic scoring rubrics 2s- Product-focused verses process-focused criteria 3s- Official verses student-friendly language FROM CLASSROOM TO PRACTICE… As a table group, discuss how the four different learning target examples could be improved based on the information in the reading. Be prepared to share. WE ARE LEARNING TO… Deepen our understanding of the roles learning intentions and success criteria play in the formative assessment process. We will know we are successful we can coach teachers through creating learning intention/success criteria based on the desired lesson outcomes. CLASSROOM FOCUS How do we strengthen or improve the Learning Intentions and Success Criteria? How do we work with teachers to improve Learning Intentions and Success Criteria in daily math lessons? PROFESSIONAL PRACTICE Bring in 3-5 typed transcripts of posted Learning Intentions and Success Criteria you see in classrooms Include the context of learning Grade Level Domain, Cluster(s), Standard(s) of the lesson FEEDBACK QUESTION How will this information around Learning Intentions/Success Criteria connect to your goal(s)? Milwaukee Public Schools TITLE OF PRESENTATION MPS Board of School Directors Senior Team Dr. Michael Bonds, President Larry Miller, Vice President Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Dr. Peter Blewett, District 6 David Voeltner, District 7 Meagan Holman, District 8 Terrence Falk, At-Large Dr. Gregory Thornton, Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Executive Director, Curriculum and Instruction Dr. Karen Jackson, Chief Human Resources Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Anita Pietrykowski, Director, School Administration Denise Callaway, Communications & Partnerships Patricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent