Wake County Public School System Intranet Educator Tools
Race to the Top
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Race to the Top – Professional Development – Day Five

Facilitator Agenda - (Word - 36k)
Participants Agenda - (Word - 31k)

FACILITATOR AGENDA

Facilitator instructions for training set up:

  • LCD projector/ screen for video viewing
  • Participant copies of specified appendix material
  • Prior knowledge and set up of small group/PLT/single configurations

PURPOSE/CONTEXT: Research has shown the achievement gains realized by students whose teachers rely on formative assessment can range from 15 to 25 percentile points, or two to four grade equivalents on achievement tests (Chappuis, 2009). Teachers will evaluate the use of formative assessment as an essential element of classroom instruction to determine individual student’ needs and how to effectively provide what is needed.   

DESIRED OUTCOME(S): Participants will:

  • know the meaning of formative assessment, also called assessment for learning.
  • understand and identify the “Know –Understand –Do” component of identifying goals.
  • describe the role of descriptive feedback in formative assessment.
  • recognize strong and weak qualities of rubrics.

 


WHAT

HOW

WHO

TIME

FACILITATOR NOTES

Getting Started

  • Agenda
  • Purpose/Desired Outcomes
Review/Clarify

Principal/
Facilitator

5 min.

Distribute the Agenda for participants.

Facilitator Agenda -
(Word - 36k)
Participants Agenda -
(Word - 31k)

Context: Formative vs Benchmark vs Summative

Video
(MOV - 4.8MB)

Facilitator

10 min.

After the video, ask participants to discuss in their groups:


- How do you use formative assessment?

-What is one way you might improve the way you and your students use formative assessment?


Part I: Assessment        Instruction

 

All

45 min.

 

1. Planning Assessment with Instruction

  • Watch video 
  • Quick Draw and share

Why is it important for students to know the “big ideas”?

 

2. What is a KUD?

  • Read article
  • View sample KUDs
  • “You Decide” activity
  • “You Try It” activity

 

Video
(MP4 - 8 min.)

Quick Draw
(PDF - 127k)

 

 

 

 

 

KUD article
(PDF - 172k)

You Decide
(PDF - 175k)

KUD answer sheet
(Word - 17k)

 

 

 

 

(15 min.)

 

 

 

 

 

(30 min.)

 

1. View video (Large video file will take time to load)


-After viewing, ask each participant to reflect on the question:
 Why is it important for students to know the “big ideas”?
-Then create a visual representation of that aspect.
- Have pairs share their representations with each other.  

2. Download the documents:
-Understanding the “Understands” in KUDs
-“You Decide” activity sheet
 Give each participant copies to read individually or to jigsaw article with groups of 3-4. 
Each participant should fill out the “You Decide” and “You Try It” activity sheets.

Part II: Clear Learning Goals– A Key to Formative Assessment

 

All

25 min.

 

1. Developing Learning Goals

  • Watch video
  • Table Talk

 

 

 

2.Developing Success Criteria

  • Watch video
  • Think-Pair-Share

 

 

 

Video 
(MOV - 7 min.)

 

 

 

 

Video
(MOV - 5 min.)

 

 

(13 min.)

 

 

 

 

(12 min.)

  1. Watch video

 Possible Table Talk questions:

  • How does the process in this video relate to what you learned about KUDs?
  • How do incremental learning goals scaffold instruction for students?
  • How does collaborating with colleagues help teachers to scaffold learning for their students?
2. Watch video

Think-Pair-Share the following question:
 What significance does “success criteria” have in your classroom?”

Part III: The Role of Feedback in Formative Assessment

 

All

(30 min.)

 

1. Feedback – Our Most Powerful Tool

  • Video

2. Giving Effective Feedback Activity

  • Prompts to ponder sheet (page 2)
  • Guiding discussion questions
  • Brainstorm effective feedback best practice

 Video
(MOV - 6 min.)

 

 

Giving Effective Feedback
(PDF - 63k)

 

(7 min.)

 

 

(20 min.)

 

 

1. Watch video

2. Download Giving Effective Feedback

Step 1:
Individually COMPLETE “Indentifying Effective Practices” (page 2).
Step 2:
READ: Giving Effective Feedback” (page 3).
-PAIR and DISCUSS
  • Why are you giving feedback?
  • Does your feedback shape learning and/or teaching?
  • When could you give formal oral feedback that helps learning?
  • What would happen if you gave “comment only” written feedback?
  • What form does your feedback take, rewards or targeted comments? Should the balance change?
  • Is your feedback an example of assessment FOR learning?
Step 3:
In the whole group, BRAINSTORM ways of giving effective feedback to students on their learning.

Part IV: Rubrics in Support of Formative Assessment

45 min.

 

1.Types of Rubrics
  • handout

 

2. Judging the quality of rubrics

  • “Rubric for Rubrics”
  • "Rubric for Rubric Organizer"

 

HINT: When using the Rubric for Rubrics, consult its middle column (i.e. “3-Medium”) as you look over the sample rubric. This way, you can then move either left or right depending on whether you are observing stronger or weaker traits.

 

Types of Rubrics
(PDF - 18k)

 

Rubric for Rubrics Organizer
(PDF - 107k)

 

 

 

Gr 3-8 Science Rubric
(PDF - 65k)

 

 

Evaluation of Gr 3-8 Science Rubric
(PDF - 85k)

 

Optional -
for Additional Review
Rubrics and Evaluations
(PDF - 619k)

All

(15 min.)

 

 

(30 min.)

Distribute Types of Rubrics handout.  Ask participants to rank types in order of their experience of using them in the classroom. Discuss the following question.

How do the various type(s) support the clear learning targets and success criteria students need to know? Give specific examples from the personal use.

-Participants should understand that desirable qualities in rubrics can be spelled out and monitored.
-The Rubric for Rubrics (a.k.a. “R4R”) is detailed, but this activity is designed to be simple – just an introduction to the tool.

Give participants a copy of R4R. (Colored paper is suggested.) Also, display it on the screen and take no more than 5 minutes to point out (without going into detail) that it has:

2 broad criteria:
Criterion I:  Coverage/Organization
Criterion II: Clarity
AND
Five sub-criteria (also called indicators): 
AND
Three levels: (Strong, Medium, Weak)

The Rubric for Rubric is applicable to rubrics of all sizes and complexities.

-While participants look over the R4R, give small groups (3-4) a copy of Gr. 3-8 Science rubric.
-Using the R4R, ask participants to evaluate the Science rubric for its’ completeness. Have groups discuss how they would make it better.
-Distribute a copy of the Evaluation of Gr. 3-8 Science rubric.
-Compare their evaluation remarks against the experts.

-Ask them if they can see why the raters gave the scores they gave.  -If there is time, participants may choose other rubrics and try to rate them.

Closure / Session Evaluation

Plus/Delta

All

5 min.

  • Facilitators should review the outcomes for the session with the participants.
  • Facilitators may gather their own Plus/Delta for the session.
  • Additionally, school staff developers/facilitators should use the link below to provide feedback for Central Services.

Videos from AER GAINS Growing Success: Assessment, Evaluation and Reporting in Ontario's Schools, First Edition Covering Grades 1 to 12

AER GAINS, . "Growing Success: Assessment, Evaluation and Reporting in Ontario's Schools, First Edition Covering Grades 1 to 12." AER Gains. N.p., n.d. Web. 11 Apr 2012.

Note: The videos require Apple's QuickTime Player,this link will take you to Apple's website for an installer.

Last Updated: December 17, 2012