Transcript Community •Teacher/Student Connections •Safe Environment •Shared Partnership Curriculum •Essential KUDs (Targets) •Engagement •Teaching up Assessment •Pre-Assessments •Formative (on-going) Assessments to inform instruction •3-P Grading Instruction •Addressing Readiness, Interests, Learning Profiles •Multiple strategies •Flexible management From C.

Community
•Teacher/Student
Connections
•Safe Environment
•Shared Partnership
Curriculum
•Essential KUDs
(Targets)
•Engagement
•Teaching up
Assessment
•Pre-Assessments
•Formative
(on-going)
Assessments to
inform instruction
•3-P Grading
Instruction
•Addressing
Readiness,
Interests, Learning
Profiles
•Multiple
strategies
•Flexible
management
From C. Tomlinson, Wildly
Exciting Education 2010
The ABC’s and 3 R’s of
Informative Assessment
Jacque Melin – GVSU
www.formativedifferentiated.com
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From Fogarty
& Pete –
Wildly Exciting,
2010
INFORMATIVE ASSESSMENT
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Just because we taught it,
Doesn’t mean they caught it!!!
Just because we taught it,
Doesn’t mean they caught it!!!
STIGGINS, 2008
We have reached a tipping point:
We either change our assessment
beliefs and act accordingly, or we
doom struggling learners to
inevitable failure.
STIGGINS, 2008
•
•
•
•
•
•
•
1. Balance assessments.
2. Refine standards.
3. Assure assessment quality.
4. Turn learners into assessors.
5. Rethink feedback strategies.
6. Build on learner successes.
7. Assure assessment literacy.
INFORMATIVE ASSESSMENT
A
B
CLASSROOM ASSESSMENTS
D
E
F
G
HIGH-STAKES TESTS
I
J
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N
O
P
Q
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X
Y
Z
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
B
CLASSROOM ASSESSMENTS
DIAGNOSTIC
E
FORMATIVE
G
HIGH-STAKES TESTS
I
J
K
L
M
N
O
PRE-ASSESSMENTS
Q
R
SUMMATIVE
T
U
V
W
X
Y
Z
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
B
CLASSROOM ASSESSMENTS
DIAGNOSTIC
E
FORMATIVE, FORMAL
G
HIGH-STAKES TESTS
INFORMAL
J
K
L
M
N
O
PRE-ASSESSMENTS
Q
R
SUMMATIVE
T
U
V
W
X
Y
Z
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
B
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
EXTENDED WRITTEN RESPONSE Q
FORMATIVE, FORMAL
R
G
SUMMATIVE, SELECTED RESPONSE
HIGH-STAKES TESTS
T
INFORMAL
U
J
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K
W
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X
M
Y
Z
STIGGINS, 2008
•
•
•
•
•
•
•
1. Balance assessments.
2. Refine standards.
3. Assure assessment quality.
4. Turn learners into assessors.
5. Rethink feedback strategies.
6. Build on learner successes.
7. Assure assessment literacy.
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
EXTENDED WRITTEN RESPONSE POWER STANDARDS
FORMATIVE, FORMAL
QUALITY ASSESSMENTS
G
R
HIGH-STAKES TESTS
SUMMATIVE, SELECTED RESPONSE
INFORMAL
T
J
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K
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X
Y
Z
STIGGINS, 2008
•
•
•
•
•
•
•
1. Balance assessments.
2. Refine standards.
3. Assure assessment quality.
4. Turn learners into assessors.
5. Rethink feedback strategies.
6. Build on learner successes.
7. Assure assessment literacy.
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
R
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
G
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
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M
Y
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STIGGINS, 2008
•
•
•
•
•
•
•
1. Balance assessments.
2. Refine standards.
3. Assure assessment quality.
4. Turn learners into assessors.
5. Rethink feedback strategies.
6. Build on learner successes.
7. Assure assessment literacy.
Marzano, 2006
Anonymous Pre-Assessment
• Number paper from 1-5
• Answer questions in the following way:
– 5: I do this on an ongoing basis, or this happens all
the time in my classroom
– 4: I do this frequently, or this happens frequently
in my classroom
– 3: I do this sometimes, or this sometimes happens
in my classroom
– 2: I do this infrequently, or this happens
infrequently in my classroom
– 1: I don’t do this, or this doesn’t happen in my
classroom
Question #1
• I understand the relationship
between assessment and student
motivation and use assessment to
build student confidence rather than
failure and defeat.
Question #2
• I articulate, in advance of
teaching, the achievement
targets my students are to hit.
Question #3
• My students describe what
targets they are to hit and what
comes next in their learning.
Question #4
• My students are actively,
consistently, and effectively
involved in assessment, including
learning to manage their own
learning through the skills of selfassessment.
Question #5
• My students actively, consistently,
and effectively communicate with
others about their achievement
status and improvement.
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
R
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
G
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
J
V
K
W
L
X
M
Y
Z
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
ROUTINE, REFLECTIVE, RIGOROUS
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
G
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
J
V
K
W
L
X
M
Y
Z
Routine Assessments
Definition:
Everyday, All day
Example:
Maximizing, optimizing
feedback from students.
•Tell & Retell (cognitive
rehearsal)
•Signaling/Responding
Problem for Q’s: Only a
few students respond –
we make big decisions
on a small amount of
data.
-Agree/Disagree, Etc.
•“Tell me more…” + wait
time.
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
ROUTINE, REFLECTIVE, RIGOROUS
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
G
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
J
V
K
W
L
X
MAXIMIZING FEEDBACK
Y
Z
Reflective Assessments
Definition:
Many days, Deliberate ways
Example:
Metacognitive &
Reflective
•One minute challenge
(self assessment)
•Goal setting
•Metacognitive
questions
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
ROUTINE, REFLECTIVE, RIGOROUS
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
G
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
J
V
K
W
L
X
MAXIMIZING FEEDBACK
Y
METACOGNITIVE
Z
Rigorous Assessments
Some days, thought provoking ways
Definition:
Example:
Philosophical shift –
formative rather than
summative.
•Examining student work
•Summative assessment
as formative (item
analysis)
•Grades and grading
practices.
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
ROUTINE, REFLECTIVE, RIGOROUS
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
G
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
J
V
K
W
L
eXAMINING STUDENT WORK
MAXIMIZING FEEDBACK
Y
METACOGNITIVE
Z
ROUTINE
ASSESSMENTS
Alphabet Graffiti
Anticipatory Guides
(pre- and formative)
Alphabet Graffiti
Anticipatory Guides
(pre- and formative)
Agree Disagree
Agree
1. Fungi must form spores to reproduce.
Support it:
2. All mushrooms are safe for us to eat.
Support it:
3. Yeast is a form of fungus.
Support it:
4. Penicillin is made from a fungus.
Support it:
Disagree
Bump in the Road
or
Fogginess
(formative)
• Write down something from the lesson that
they find confusing or difficult.
• Collect responses and review, OR
• Form small groups and ask students to share
their “bumps” and seek clarification.
Crumpled Question Toss
(formative)
• Each student writes a question about something
discussed during the unit (or questions are prewritten)
• Crumple paper and gently toss to another.
• Open crumpled paper and answer the question.
• Re-crumple and toss.
• Add any needed additional information.
• Re-crumple and toss a third time.
• Final student makes changes/additions,
the presents the question/answers with class.
Card Trick
(formative)
• Each student picks a playing card.
• When the teacher asks a question or gives a
problem, discuss it with your partner.
• The teacher will say something like, “all red cards
stand” or “all Kings stand.”
• The teacher will pick someone who is standing to
respond.
Dry-Erase
Back to Back Boards
(formative)
• You and your partner each get a mini-white board
and stand back-to-back.
• The teacher asks a question and you each answer
on your board.
• When the teacher says “turn around” you show
each other your answers and discuss.
Entrance or Exit Cards
(pre- or formative)
• Students write a response to a teacher
generated question on a slip of paper.
• Teacher can review and re-teach.
• Entrance cards – questions related to
upcoming learning.
• Exit cards – questions related to completed
instruction.
• Variation – use same question for both
Entrance and Exit.
(formative)
Exit Card
• Name
• Question:
Rate yourself:
1 = high confidence
2 = medium confidence
3 = I’m not sure on this
YES
Would you
help
someone
else learn
this?
Not at
this time
Four Corners
(formative)
• Teacher posts questions, concepts, or vocabulary
words in each of the corners of the room.
• Each student is assigned a corner. Once in the
corner, the students discuss the focus of the lesson
in relation to the question, concept, or words.
• Students may report out or move to another corner
and repeat.
• After students have moved, as a writing assignment
they should be encouraged to reflect on changes in
opinion or what they have learned.
Graphic Organizers or Learning Logs
(pre- or formative)
What I knew
already…
New
Vocabulary
Important to
remember
Chart/Picture it
This reminded
me of…
Not so sure
about this…
Math Graph Organizers
or Learning Logs
What I knew
already…
New concept or idea
Important to
remember
Chart/Picture it or
give an example…
How this relates to a
past concept/idea…
Not so sure about
this…
Pre-Assessing Using Graphic Organizers
Define it…
Give an example…
Give a non-example…
Ask a question about
it…
Human Graph
(pre-assessment or formative)
• Demonstrated at the beginning of the
presentation.
• “Snowball” toss then human graph.
x
x
x
1
x
x
2
x
x
x
3
x
4
x
x
5
Idea Spinner
(formative)
•
Predict
Explain
Evaluate
Free
Summarize
The teacher creates a spinner marked
into 4 or 5 quadrants and labeled “Predict,
Explain, Summarize, Evaluate” and “Free.”
• After new material is presented, the
teacher spins the spinner and asks
students to answer a question based on
the location of the spinner. For example,
if the spinner lands in the “Summarize”
quadrant, the teacher might say, “List the
key concepts just presented.”
Journal Entry
(formative)
• Writing done to encourage reflection or exploration of
ideas or interest.
• Questions for reflection are often given by the teacher.
• What did you think of the class? Why?
• What did you learn today? What did you do in school
today?
• What happened in school today that made you feel proud?
• How do you want to be evaluated?
• One thing that the teacher could do to help me understand
things better is…
• One thing that I do that helps me learn the best is…
Key Concepts
(formative)
• Explain the key concept “_revolution__.”
• Give a definition (in your own words), draw a
symbol/picture to represent it, give an example of
the concept, and a big idea to go with it.
Definition
revolution
We are going to overthrow the
government because you people
are really mean!
Big Idea
Overthrow of one government for
another government or sudden
change (e.g., in ideas, technology)
Picture/symbol
Examples
Revolutions sometimes
occur when peoples’
rights are taken away
or they have bad times
economically.
American Revolution, French Revolution,
Russian Revolution
Industrial Revolution
Letter to Principal/Parent
(formative)
• Write a short letter to the principal/parent
telling him or her all of the ideas you have
learned about this week.
Magnets
(formative)
Instead of Magnets, Use Post-its
No clue
I’ve heard
of this.
I know a
lot about
this.
I’m an
expert on
this.
Note-Taking Specialist
(formative)
• Switch notes with your partner.
• Look at your partner’s notes and enhance
his/her notes by underlining key
terms/ideas, drawing symbols for key
ideas, adding in any important notes that
are missing, asking questions about key
ideas.
Outside/Inside Circle
(formative)
• Inside and outside circles of students face
each other.
• Within each pair of facing students,
students quiz each other with questions
they have written or problems they have
created.
• Outside circle moves to create new pairs.
• Repeat.
Plus-Minus-Interesting
(formative)
Plus-Minus-Interesting
P (Plus/Positives about the topic)
M (Minus/Negatives about the topic)
I (Intriguing/Interesting about the topic)
S (Suggestions for further study on the
topic)
Public Service Announcement
(formative)
Quick Write/Quick Draw
(pre-assessment or formative)
Science
Sequence/steps/cycles/processes
Scientific principles
Content-area vocabulary
Math
Steps in a process
Social Studies
Important events/turning points/conflicts
Elements of civilization
Highlights of an era
Content-area vocabulary
ELA
Character/key figures/attributes
Setting/conflict/problems & solutions
Beginning, middle, end
Symbols/themes
From 25 Quick
Formative
Assessments for
a Differentiated
Classroom
Rock, Paper, Scissors
(formative)
• Listen to the question or the problem the teacher
asks and discuss it with your partner.
• Do “Rock, Paper, Scissors” with your partner.
• The winner stands and the teacher will choose one
or more of the winners to answer the question.
Repeat several times.
Spinner – Used with Think/Pair/Share
(formative)
• In response to a teacher prompt or
question, students THINK,
• Then PAIR (discuss with a partner),
• And then SHARE ideas with the whole
class – only those whose number is
called (using the spinner) share.
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
Tear and Share Activity
(formative)
1
2
3
4
From Fogarty & Pete –
Wildly Exciting, 2010
1. What is the
difference between
formative and
summative
assessment?
3. Of the Routine
Assessment ideas that
were given, which did
you like best? Why?
2. Stiggins mentioned 7
points about how we
should improve our
assessment practices.
Which do you think is most
important? Why?
4. How did this
presentation help you to
think about assessment as
you continue your teaching
assignment this year? What
might you do differently
now?
Understanding Check with
Signaling
(pre-assessment or formative)
4 Fingers – Very Well
3 Fingers – Well
2 Fingers – Somewhat Well
1 Fingers – Not Very Well
Fist – Not At All
Informal Formative Assessment:
Red, Yellow, Green
RED: Show red if you…
• feel I have not explained this clearly;
• still have many questions;
• can’t work without assistance; or
• do not understand what you are supposed to do.
YELLOW: Show yellow if you…
• have a question;
• need more information; or
• need more time to think.
GREEN: Show green if you…
• really understand;
• can explain what you know to the class; or
• are okay if I call on you.
Venn
or H-Diagram
(formative)
Whiteboard or Chart Paper Champs
(formative)
• The class is divided into 5-6 teams.
• The whiteboard/chart paper is divided into a large space
for each team.
• Each person needs a writing utensil.
• When the teacher says “Go,” all team members rush to
their area and write or draw (symbols/pictures) to
represent key ideas in the current topic of study. (It will
be crowded!)
• At the end of 3 minutes, each team must present 2-3
ideas from their whiteboard or chart paper creation.
Websites – Wallwisher
(pre-assessment or formative)
• http://www.formativedifferentiated.com/
X Marks the Spot
(pre-assessment and formative)
• Have students track their progress on the targets.
x
x
x
x
Yes/No Cards
(pre-assessment or formative)
• Students make a large index card with Yes (or "Got It")
on one side, No ("No clue") on the other side.
• Teachers ask an introductory or review question.
• Students who know the answer hold up the Yes card, if
they might have the answer they hold the No card.
• Then do a quick Think/Pair/Share.
• This short assessment can give a quick look at what the
group is ready for/understands/'gets'.
• Example: Use when introducing vocabulary words that
students need as a knowledge base for a specific unit
of study.
ZAP Game (Like Password)
(formative for a vocabulary check)
• One student looks at the screen – one does
not look at the screen.
• The student looking at the screen gives clues
to the student not looking at the screen.
• As soon as someone “gets” the word, the
team raises their hands.
• Other teams quietly say “ZAP.”
• Do 6 words, then switch partners.
ZAP
(Like Password)
A Vocabulary Review Activity
The
Summative
is…
The
Formative
is…
The
Bias
is…
The
Multiple choice
is…
The
Standard
is…
The
Target
is…
The
Informal
is…
The
High-stakes
is…
The
Assessment
is…
The
Authentic
is…
The
Diagnostic
is…
Talk to this person about which of
these ideas would work in your
classroom.
Stand up and make eyecontact with someone who
is wearing a similar color to
yours. Discuss the above.
You have 2 minutes and 15
seconds.
Put an “X” by at least 2
you will commit to using.
REFLECTIVE
ASSESSMENTS
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
ROUTINE, REFLECTIVE, RIGOROUS
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
GOAL SETTING
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
J
V
K
W
L
eXAMINING STUDENT WORK
MAXIMIZING FEEDBACK
Y
METACOGNITIVE
Z
Reflective Assessments
• Emphasize Metacognitive Thinking and
Goal Setting
• Examples:
– Whiteboard or Chartboard Champs
– One Minute Write
RIGOROUS
ASSESSMENTS
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
N
BIAS
O
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
ROUTINE, REFLECTIVE, RIGOROUS
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
GOAL SETTING
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
JUSTIFY RESPONSES (SURE/UNSURE) VALIDITY & RELIABILITY
KEEP THE FOCUS ON TARGETS & WRITE CORRECTIVE/ENRICHMENTS
LEARNING GOALS
eXAMINING STUDENT WORK
MAXIMIZING FEEDBACK
Y
METACOGNITIVE
Z
Have students indicate if they are sure or
unsure for each question
1. A change in matter that produces new substances is called a_________.
A chemical reaction
B physical change
C mixture
D solution
__________ Sure
___________ Unsure
Note that capital letters
should be used for the
distracters.
Include a Student Analysis Piece
Learning Targets
Test
How many
Item
did I get
Numbers
right?
1. I can explain the difference
between chemical and physical
properties in each phase
1,10,13,
15,17
2. I can provide examples of
chemical and physical properties
4,8,14,18
3. I can describe what substances,
elements, compounds and mixtures
are.
2,3,5,6,
7,11,12,
4. I can recognize and distinguish
between elements, compounds and
mixtures
23,24,25,
26,27,28
5. I can describe what relative
motion is.
9,19,21
6. I can use information about
relative motion and identify what
phase change it belongs to.
16,20,22
How
many did
I get
wrong?
I’ve
mastered
this
target.
I need
to
work
on this
target.
GRADING
PRACTICES
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
NEVER GRADE FORMATIVE
BIAS
ONLY INCLUDE ACHIEVEMENT
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
ROUTINE, REFLECTIVE, RIGOROUS
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
GOAL SETTING
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
JUSTIFY RESPONSES (SURE/UNSURE) VALIDITY
KEEP THE FOCUS ON TARGETS & WRITE CORRECTIVE/ENRICHMENTS
LEARNING GOALS
eXAMINING STUDENT WORK
MAXIMIZING FEEDBACK
Y
METACOGNITIVE
ZEROS
From 15 Fixes for Broken Grades
Ken O’Connor
Grading Guideline
Achievement
only
Use quality
instruments
Individual
Grading
Guidelines
Based on
standards
Summative
Only
More recent
INFORMATIVE ASSESSMENT
ANTICIPATORY GUIDES
NEVER GRADE FORMATIVE
BIAS
ONLY INCLUDE ACHIEVEMENT
CLASSROOM ASSESSMENTS
PRE-ASSESSMENTS
DIAGNOSTIC
PERFORMANCE TASK
DESCRIPTIVE FEEDBACK
POWER STANDARDS
EXTENDED WRITTEN RESPONSE QUALITY ASSESSMENTS
EVALUATIVE FEEDBACK
ROUTINE, REFLECTIVE, RIGOROUS
FORMATIVE, FORMAL
SUMMATIVE, SELECTED RESPONSE
GOAL SETTING
SELF & PEER ASSESSMENT
HIGH-STAKES TESTS
TRACK PROGRESS
INFORMAL
USE “I CAN” STATEMENTS (TARGETS)
JUSTIFY RESPONSES (SURE/UNSURE) VALIDITY
KEEP THE FOCUS ON TARGETS & WRITE CORRECTIVE/ENRICHMENTS
LEARNING GOALS
eXAMINING STUDENT WORK
MAXIMIZING FEEDBACK
YOU CAN MAKE A DIFFERENCE!!!!
METACOGNITIVE
ZEROS
Common Sense Instructional Design
with 3D Instruction
• 3 Dimensional Instruction improves on an
effective instructional planning process. Its
purpose is to provide students with a variety of
learning experiences.
• With a diversity of learners, the experiences need
also to be diverse, such as practical and creative
options (Robert Sternberg), or visual,
kinesthetic, and inter/intra personal (Howard
Gardner), or other brain-based styles.
Common Sense Instructional Design
with 3D Instruction
• In Classroom Instruction that Works (Chapter 5:
Homework and Practice, p. 67), the authors
present research studies that looked at how
much practice do students need, on average, to
develop 80% Mastery.
• How many exposures to a concept must students
have (on average) to develop 80% mastery?
Common Sense Instructional Design
with 3D Instruction
• 3 Dimensional Instruction is a means to
incorporate 3 or more different exposures to a
concept or skill in one lesson.
Common Sense Instructional Design
with 3D Instruction
• Step 1: Identify the Learning Target(s)
--Start with a Bloom Verb
--Include the key learning concept
and/or skill
Common Sense Instructional Design
with 3D Instruction
Step 1: Identify the Learning Target(s)
Identify strong voice as a writer’s crafting tool.
I can identify word choice that makes up a
writer’s voice and explain my thinking.
Common Sense Instructional Design
with 3D Instruction
• Step 2: Develop a (formative) assessment
--Address the learning target(s)
Common Sense Instructional Design
with 3D Instruction
• Step 2: Lesson Assessment(s) Leading to the
Target(s). Describe the quiz/test,
performance, product, or other assessment
idea.
• Exit Card: Highlight words and phrases that
enhance voice in a writing sample. Then
explain what the voice reflects or reminds
them of based on the words highlighted.
Common Sense Instructional Design
with 3D Instruction
• Step 2: Lesson Assessment(s) Leading to the
Target(s). Describe the quiz/test,
performance, product, or other assessment
idea.
• Exit Card: Highlight words and phrases that
enhance voice in a writing sample. Then
explain what the voice reflects or reminds
them of based on the words highlighted.
Common Sense Instructional Design
with 3D Instruction
• Step 3: Brainstorm 10-15 diverse ways to
address key concepts of the learning target(s)
--Think outside of the box, think about
strategies that are practical or contextual to
students' view
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Common Sense Instructional Design
with 3D Instruction
Step 3: Brainstorm 10-15 diverse ways to address key concepts of the learning target(s)
Listen to songs and identify the mood it reflects (i.e. Happy Birthday, a ballad, a national
anthem).
Take a song or poem and sing/recite it using an opposite mood.
Describe a favorite food as if you love it.
Describe a favorite food as if you hate it.
Draw a picture, and use color to emphasize mood.
Say a phrase using different inflections. Have others guess the mood.
Watch a video clip and describe the mood based on the scene elements (i.e. sensory cues)
Which version of this scene from Jerry Maguire has stronger voice (You Tube clips)
Compare the following for difference in voice. What elements make them different?
Hallelujah by Leonard Cohen, Alexandra Burke, a Quartet, Jeff Buckley, Justin
Castro, and Justin Timberlake/Matt Morris (You Tube clips)
Read excerpts from stories and articles, and highlight word choices that create a mood or
emotional reaction.
Study and discuss the 6+1 Trait Rubric for Voice.
Complete a Frayer Model for Voice.
Role-play the following: Sarcasm, Monotone, Anger, Sadness, Long Sentences, Short Sentences
Show commercials and analyze how visuals and other elements are used to show voice (You Tube
clips)
Writer’s conferencing
Model voice in writing and media
Generate examples of voice.
Common Sense Instructional Design
with 3D Instruction
• Step 4: Plan instruction
--Include 3+ ideas from Brainstorm
--Include 3+ processing experiences
Common Sense Instructional Design
with 3D Instruction
• Step 4: Outline of Lesson Steps Leading to the Assessment
(1)State the posted learning targets and assessment
(5)Demonstrate Voice in a selection of video clips.
(4)Process: Think/Pair/Share (use “Card Trick”)explain to a partner
what you noticed.
(10)Review the 6+1 Trait Rubric for Voice: Version Expanded Condensed - Primary
(10)In teams of 2 or 3 make a Frayer Model for Voice to be (Resources:
One - Doc & PDF | Two | Three)
(10-15)Process: explain to a partner the three elements for voice:
word choice, details, and sentence fluency Think Dot: Voice
through 6 examples (Differentiated by Readiness)
(10)Process: jigsaw group members into dot teams for each of the 6
dots. Share solutions in dot groups.
(5)Assessment: Exit Card