MODULE 1 INTRODUCTION TO FORMATIVE INSTRUCTIONAL PRACTICES. Understand what formative instructional practices are.

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1 MODULE 1 INTRODUCTION TO FORMATIVE INSTRUCTIONAL PRACTICES MODULE 1 LEARNING TARGETS: Understand what formative instructional practices are. Become familiar with key research findings related to the effects of formative instructional practices on student achievement. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 1 1

2 Reference Information Battelle for Kids and Pearson Assessment Training Institute: A Powerful Partnership Battelle for Kids and Pearson Assessment Training Institute (ATI) partnered to create the Foundations of Formative Instructional Practices online learning modules. The modules are based on the work of Rick Stiggins, Jan Chappuis, Steve Chappuis, and Judith Arter, leading experts in the field. Specifically, the module content draws heavily from two Pearson ATI publications: Classroom assessment for student learning: Doing it right using it well (2nd edition) Seven strategies of assessment for learning These materials are designed to correspond with the Foundations of Formative Instructional Practices online learning modules. Therefore, the following icons are used to indicate text that is a quote or paraphrase from Pearson ATI publications: This icon indicates that the text is a quote or paraphrase taken from Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed.). Upper Saddle River, NJ: Pearson Education. This icon indicates that the text is a quote or paraphrase taken from Chappuis, J. (2009). Seven strategies of assessment for learning. Upper Saddle River, NJ: Pearson Education. List of references: Module 1 Facilitation Guide: Section I, Activity 1 Characteristics of Effective Feedback. Chappuis, J. (2009). Seven strategies of assessment for learning (p. 56). Upper Saddle River, NJ: Pearson Education. Module 1 Facilitator Answer Key: Section II, Activity 1 Where am I going? Where am I now? How can I close the gap? Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., pp ). Upper Saddle River, NJ: Pearson Education. Module 1 Facilitator Answer Key: Section II, Activity 1 Sharing Learning Targets with Students. Chappuis, J. (2009). Seven strategies of assessment for learning (pp ). Upper Saddle River, NJ: Pearson Education. Module 1 Facilitator Answer Key: Section II, Activity 1 Using Examples of Strong and Weak Work. Chappuis, J. (2009). Seven strategies of assessment for learning (pp ). Upper Saddle River, NJ: Pearson Education. Module 1 Facilitator Answer Key: Section II, Activity 1 Characteristics of Effective Feedback. Chappuis, J. (2009). Seven strategies of assessment for learning (p. 56). Upper Saddle River, NJ: Pearson Education. Module 1 Facilitator Answer Key: Section II, Activity 1 Assessment Methods. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., pp ). Upper Saddle River, NJ: Pearson Education. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 1 2

3 MODULE 1 MODULE 1 FACILITATION AGENDA MODULE 1: TOTAL TIME: 90 minutes Introduction to Formative Instructional Practices MODULE 1 LEARNING TARGETS: Understand what formative instructional practices are. Become familiar with key research findings related to the effects of formative instructional practices on student achievement. Section I: Confirming Our Learning Activity 1: Misconceptions about Formative Instructional Practices Purpose: The purpose of this activity is to clarify common educator misconceptions or pitfalls about formative instructional practices. Time: 30 minutes Section II: Confirming Our Practice Activity 1: My Formative Instructional Practices Purpose: The purpose of this activity is for teachers to self-assess where they are with their own use of formative instructional practices. Time: 20 minutes Activity 2: I Used to Think, But Now I Think Purpose: The purpose of this activity is for teachers to reflect on any changes in thinking about formative instructional practices based on what they have learned so far. Time: 10 minutes Section III: Confirming Our Commitment Activity 1: What Comes Next in Our Learning? Purpose: The purpose of this activity is for the team to understand what comes next in the learning and prepare for the completion of Module 2: Clear Learning Targets. Time: 20 minutes Activity 2: How Are You Progressing On Your Learning Journey? Purpose: The purpose of this activity is to determine how comfortable the team is with its learning journey so far. Time: 10 minutes 2012, Battelle for Kids. All Rights Reserved. 3

4 Prior to Facilitating Discussion about Module 1: Introduction to Formative Instructional Practices The following checklist can help you plan for a successful meeting(s) about Module 1: Introduction to Formative Instructional Practices. READY TO GO NEED TO DO THIS Ensure that all teachers have access to the Foundations of Formative Instructional Practices modules. Ensure that all teachers have completed Module 1. Review Module 1. This includes reviewing reflection questions and video that might be incorporated into the meeting(s). Review the Module 1 facilitation materials. Determine agenda(s) based on the available time you have to meet. You may need to adapt the provided agenda based on the time available to you. Notify teachers of the meeting time and place. Remind them to bring any notes they recorded when they took Module 1. One week before the scheduled meeting(s), send copies of the agenda to colleagues. Make copies of participant resources as needed. Review Module 2: Clear Learning Targets to help you preview the next module with teachers. This will occur in Section III of Module 1 facilitation. Arrange internet access if you plan to refer to any pages in Module , Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 1 4

5 SECTION I CONFIRMING OUR LEARNING ACTIVITY 1 This section includes one activity designed to ensure that teachers have met the learning targets of Module 1: Introduction to Formative Instructional Practices. Total Section I Time: 30 minutes Activity 1: 30 minutes 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 1 Section I 5

6 MODULE 1 - SECTION I - ACTIVITY 1 APPROXIMATE TIME: 30 MINUTES Misconceptions about Formative Instructional Practices PURPOSE: The purpose of this activity is to clarify common educator misconceptions or pitfalls about formative instructional practices. WHAT YOU LL NEED Facilitator Resources: Handout: Misconceptions about Formative Instructional Practices Answer Key Participant Resources: Handout: Misconceptions about Formative Instructional Practices INSTRUCTIONS: 1. Review the learning targets of Module 1: Introduction to Formative Instructional Practices. 2. Provide each teacher a copy of the handout Misconceptions about Formative Instructional Practices. 3. Share the purpose of the activity. 4. Working in groups or pairs, have the teachers follow the directions on the handout, selecting the answer they believe better explains why the statement is a common misconception about formative instructional practices. They must also provide a justification for their choice. 5. After the pairs or groups have selected their answers, ask each group to share their responses along with justification of their choices. 6. Use the Misconceptions about Formative Instructional Practices Answer Key to help facilitate the conversation as needed. HERE ARE SOME THINGS TO CONSIDER: Both of the answers are correct. You are listening to make sure the groups support their choices with sound and sufficient reasoning. Included on the answer key are suggestions of additional questions for you to pose to the group, as well as specific pages to reference in Module 1. Because this is a blended learning experience, feel free to go back into Module 1 as needed. FIP TIPS Share the learning targets, and remember, the power of sharing them is realized when learners understand them. Provide effective feedback. As you use the provided resources to support teacher learning, be sure that the feedback you provide: Directs attention to the intended learning. Point out strengths in their justifications and offer specific information to guide them as needed. Occurs during this activity. Don t wait until later. Addresses partial understanding. If a group s answer is not on track at all, return to suggested pages in Module 1. Does not do the thinking for the teachers. Is limited to what teachers can handle at this point in their learning. Most have only completed Module , Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 1 Section I Activity 1 6

7 SECTION II CONFIRMING OUR PRACTICE ACTIVITIES 1-2 This section includes two activities designed to facilitate reflection and discussion about teacher practice related to formative instructional practices. Total Section II Time: 30 minutes Activity 1: 20 minutes Activity 2: 10 minutes 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 1 Section II 7

8 MODULE 1 - SECTION II - ACTIVITY 1 APPROXIMATE TIME: 20 MINUTES My Formative Instructional Practices PURPOSE: The purpose of this activity is for teachers to self-assess where they are with their own use of formative instructional practices. WHAT YOU LL NEED Facilitator Resources: Handout: My Formative Instructional Practices Answer Key Participant Resources: Handout: My Formative Instructional Practices INSTRUCTIONS: 1. Provide each teacher a copy of the handout My Formative Instructional Practices, and share the purpose of the activity. 2. Working on their own, have the teachers follow the directions on the handout and complete the graphic organizer with information specific to their practice. Hint: Teachers explored this framework on page 39 of Module After teachers have completed their graphic organizers, have teachers share their responses. Use the My Formative Instructional Practices Answer Key to listen for ideas that teachers will share. 4. Summarize where the team is in its use of formative instructional practices. Collectively, what do we do to help students answer the following questions: Where am I going? Where am I now? How can I close the gap? FIP TIPS Revisit the learning targets, especially if you are working through Section II at a different time than Section I. Have learners self-assess; it is not a luxury. Keep in mind that it is one of three recommendations made by Black and Wiliam in their key research. Don t forget the characteristics of effective feedback. When addressing the final column, revisit the recommendations Black and Wiliam cite in their research the highimpact practices learned in Module 1. However, don t do the thinking for the learners. If they are off track, revisit Module , Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 1 Section II Activity 1 8

9 MODULE 1 - SECTION II - ACTIVITY 2 APPROXIMATE TIME: 10 MINUTES I Used to Think, But Now I Think PURPOSE: The purpose of this activity is for teachers to reflect on any changes in thinking about formative instructional practices based on what they have learned so far. WHAT YOU LL NEED Participant Resources: Handout: I Used to Think, But Now I Think INSTRUCTIONS: 1. Provide each teacher a copy of the handout I Used to Think, but Now I Think 2. Share the purpose of the activity. 3. Give teachers a few minutes to record their thoughts on the handout provided. 4. Have teachers share their reflections. Go first if needed. 5. Have someone record and summarize the changes in thinking for the group. FIP TIP Have learners self-reflect. If it helps, you can share first, and model the thinking. Example: I used to think that formative instructional practices were about short-cycle assessments. Now, I think it is much more. It is the use of assessment information that defines formative instructional practice, not the test itself. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 1 Section II Activity 2 9

10 SECTION III CONFIRMING OUR COMMITMENT ACTIVITIES 1-2 This section includes two activities designed to help teachers set goals and take action based on what they ve learned about formative instructional practices. Total Section III Time: 30 minutes Activity 1: 20 minutes Activity 2: 10 minutes 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 1 Section III 10

11 MODULE 1 - SECTION III - ACTIVITY 1 APPROXIMATE TIME: 20 MINUTES What Comes Next in Our Learning? PURPOSE: The purpose of the activity is to preview what comes next in the learning and prepare for the completion of Module 2: Clear Learning Targets. WHAT YOU LL NEED Participant Resources: Handout: Module 2: Clear Learning Targets Preview INSTRUCTIONS: 1. Provide team members with the Module 2: Clear Learning Targets Preview. Review as a team. 2. Pose the following questions to the group. How could Module 2 help us transition to the new standards? How might the learning in Module 2 help us build upon what we re already doing in our classroom? 3. Establish a commitment to proceed with further learning by completing Module 2. Make this doable by agreeing on a reasonable timeline. FIP TIP Share what comes next in the learning. By previewing Module 2, participants have the opportunity to begin to understand the learning targets that come next. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 1 Section III Activity 1 11

12 MODULE 1 - SECTION III - ACTIVITY 2 APPROXIMATE TIME: 10 MINUTES How Are You Progressing On Your Learning Journey? PURPOSE: The purpose of this activity is to determine how comfortable the team is with its learning journey so far. WHAT YOU LL NEED Participant Resources: Handout: How Are You Progressing on Your Learning Journey? INSTRUCTIONS: 1. Ask the team to complete the How Are You Progressing on Your Learning Journey handout. 2. Invite any closing remarks. Recognize the good work they have done and your eagerness to continue with them on this journey. FIP TIP Have learners selfassess. This way, you know which teachers are comfortable with the learning so far, so you can intervene appropriately. This selfassessment serves as feedback for you. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 1 Section III Activity 2 12

13 MODULE 1 FACILITATOR ANSWER KEYS 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 1 13

14 MODULE 1 FACILITATOR ANSWER KEY SECTION I - ACTIVITY 1 Misconceptions about Formative Instructional Practices DIRECTIONS: Use the explanation of these misconceptions to help teachers fully understand formative instructional practices. Many of these misconceptions will be explored and addressed further in Foundations of Formative Instructional Practices Modules Common Pitfalls or Misconceptions about Formative Instructional Practice An assessment is viewed as an event or test rather than a process. Why Is This a Pitfall or Misconception? The act of assessing both formatively and summatively is a process. The difference between formative and summative assessment is in its purpose. When formatively assessing, you are gathering and responding to evidence of student learning for the purpose of improving learning and informing instruction. When summatively assessing, the process stops once evidence of student learning is gathered. A judgment is made from the evidence gathered, and new learning targets become the focus. How a Facilitator Could Respond to Support Teacher Learning The achievement gains that can be realized through formative instructional practices don t come from a series of tests or a program. They come when teachers and students understand and use formative instructional practices. Use page 12 in Module 1 to review and discuss how researchers define formative instructional practices (formative assessment). 2. Common Pitfalls or Misconceptions about Formative Instructional Practice Formative instructional practices are an initiative, and this too shall pass. Why Is This a Pitfall or Misconception? Formative instructional practices are about good teaching they are not a program or initiative. Because these practices are about gathering and responding to evidence of student learning, and grounded in research, they will always be a priority and not an initiative. In fact, engaging in formative instructional practices calls for assessment-literate educators, so it is these practices that make all other assessment-driven initiatives successful. How a Facilitator Could Respond to Support Teacher Learning Direct participants to Module 1 Download D: Formative Instructional Practices Ten Lessons Learned. Ask participants the following: Would you consider good teaching to be a program or initiative? Shouldn t good teaching ensuring quality instruction for every student always be a priority in schools? 2012, Battelle for Kids. All Rights Reserved. 14

15 ANSWER KEY MODULE 1 - SECTION I - ACTIVITY 1 3. Common Pitfalls or Misconceptions about Formative Instructional Practice All formative instructional practices are created equal. Why Is This a Pitfall or Misconception? Although there are many formative instructional practices that teachers and students use, Black and Wiliam recommend the following practices to raise levels of achievement, based on extensive research: Increase opportunities for students to communicate their evolving learning during instruction. Increase descriptive feedback, reduce evaluative feedback. Increase self- and peer-assessment. How a Facilitator Could Respond to Support Teacher Learning Direct participants to pages of Module 1 to review the key research that supports formative instructional practices (formative assessment) as the way to raise achievement for all students. 4. Common Pitfalls or Misconceptions about Formative Instructional Practice Using formative instructional practices means I have to change everything I do. Why Is This a Pitfall or Misconception? Teachers already use many formative instructional practices. The shift for most teachers is how intentional these practices are daily, and in how they prepare students to use these practices as well. Small and strategic changes in teacher and student behavior make a big difference in the effectiveness of formative instructional practices on student learning. How a Facilitator Could Respond to Support Teacher Learning Direct participants to the following video clips found in Module 1: Teacher Insight (page 31): Hear what teachers are saying as they embed formative instructional practices into their daily teaching. My Classroom Then and Now (page 45): Use this video to open up the conversation with teachers about how formative instructional practices transform a classroom. 5. Common Pitfalls or Misconceptions about Formative Instructional Practice I m already using formative instructional practices (formative assessment). I have learning targets posted in my room. Why Is This a Pitfall or Misconception? You often hear, We do formative assessment. We have learning targets. However, targets are the tip of the iceberg, and their use goes much deeper than simply posting the targets for students to see. Making the learning target visible is a great start; however, the power of the target is when the teacher and student have a shared understanding of exactly what the learning is and what it looks like when a student has mastered or met the learning at varying levels. Used successfully, the learning target guides teachers and students throughout the teaching and learning process. How a Facilitator Could Respond to Support Teacher Learning Share with participants that as we move through the next several formative instructional practices online modules, we will discover the real power of clear targets. The teachers that already post clear learning targets will learn how to further harness the power of these targets to guide the teaching and learning process. 2012, Battelle for Kids. All Rights Reserved. 15

16 ANSWER KEY MODULE 1 - SECTION I - ACTIVITY 1 6. Common Pitfalls or Misconceptions about Formative Instructional Practice After administering a formative assessment, teachers always need to reteach and reassess. Why Is This a Pitfall or Misconception? This is true some of the time, but not all of the time. After a formative assessment (formative event), teachers and students need to respond to what the data, or evidence, tells them. Sometimes this will mean reteaching and reassessing, and sometimes it will mean moving on. It is important to note when teachers reteach or provide enrichment, they also need to provide further practice opportunities before assessing students again. How a Facilitator Could Respond to Support Teacher Learning When planning to use assessment information formatively, consider the following options: Will you use the results to group students for reteaching or enrichment? Will you use the results to provide students with feedback on their strengths and areas of need? Will students use the results to self-assess and set goals for further learning? Will students use the results to offer each other feedback? Module 3: Collecting and Documenting Evidence of Student Learning is a valuable learning experience for this misconception. 7. Common Pitfalls or Misconceptions about Formative Instructional Practice Summative assessments are bad. Why Is This a Pitfall or Misconception? Summative assessments aren t bad or wrong. They re just not formative; they have a different purpose to report out level of achievement. Mislabeling them as formative will not cause them to generate the achievement gains noted in research studies. Formative assessment expert Jan Chappuis, in her book, Seven Strategies of Assessment for Learning. Both formative and summative assessments play an important role in a balanced assessment system. How a Facilitator Could Respond to Support Teacher Learning There are a few options for revisiting this topic: 1. Refer participants to Module 1 Download A: Formative or Summative Chart. This chart serves as a reminder for all educators about the varying uses of assessment and needs of assessment users. 2. Navigate participants through the online version of this activity. 3. Work through Module 1 Download B: Formative or Summative Template. Working through this together is a great way to understand the difference between formative and summative assessment and the need for both. 2012, Battelle for Kids. All Rights Reserved. 16

17 ANSWER KEY MODULE 1 - SECTION I - ACTIVITY 1 8. Common Pitfalls or Misconceptions about Formative Instructional Practice Formative instructional practices always play out over a long period of time. Why Is This a Pitfall or Misconception? This is true some of the time, but not all of the time. Remember, using formative instructional practices can be both formal and informal. Teachers and students may use formative instructional practices in a formal process that occurs over the course of a week or unit. They can also be used in an informal process that takes place in a lesson or even in a matter of minutes. How a Facilitator Could Respond to Support Teacher Learning Ask participants the following: Have you ever gathered and responded to evidence within a lesson or class period? How did you or your students use the evidence to get better? 2012, Battelle for Kids. All Rights Reserved. 17

18 MODULE 1 FACILITATOR ANSWER KEY SECTION II - ACTIVITY 1 My Formative Instructional Practices DIRECTIONS: 1. Consider the formative instructional practices used regularly in your classroom. 2. Record a practice that helps students answer the question, Where am I going? 3. Record a practice that helps students answer the question, Where am I now? 4. Record a practice that helps students answer the question, How can I close the gap? 5. Identify who uses the practice you recorded: you, your students, or both? 6. Identify if each practice you recorded would be considered a high-impact practice according to the research of Black and Wiliam. COMMON POSSIBLE ANSWERS Question Students Can Answer Current Practice By Whom? High-Impact Practice? Where am I going? Create clear learning targets. This includes: Deconstructing complex standards. Converting learning targets that spring from standards into student-friendly language as needed. Organizing the learning targets into a logical progression for learning. Teacher Students Teacher and Students Yes No, but creating the learning targets makes the high-impact practices possible. Where am I going? Share learning targets with students. This includes: Keeping the learning target front and center throughout the learning process. Ensuring that students understand the learning target. Three options for sharing include: Sharing the learning target as is. Teacher (primarily) Students Teacher and Students Yes No, but sharing the intended learning or learning targets makes the high-impact practices possible. Converting the learning target in student-friendly language and then sharing it. Sharing learning targets using a rubric. This includes introducing students to the language of rubrics. Where am I going? Use examples and models of strong and Teacher Yes weak work. Students No, but making This includes: Teacher and the intended Having students discuss the Students learning or learning characteristics of strong work targets clear makes using rubrics as tools. the high-impact Having students fix weak work practices possible. using rubrics as tools. 2012, Battelle for Kids. All Rights Reserved. 18

19 ANSWER KEY MODULE 1 - SECTION II - ACTIVITY 1 Question Students Can Answer Current Practice By Whom? High-Impact Practice? Where am I now? Provide students effective feedback (oral, written, individual, and group). This includes: Feedback directed to the learning and not the learner. Feedback that occurs during the learning. Teacher Students Teacher and Students Yes, Black and Wiliam recommend that we increase descriptive feedback and reduce evaluative feedback. No Feedback that addresses at least a partial understanding. Feedback that does not do the thinking for the student. Feedback that is limited to what students can act on. This also includes establishing a feedbackfriendly culture in the classroom. Where am I now? Teach students how and then have students provide each other effective feedback (oral, written, individual, and group). This includes: Teaching students how to use tools like rubrics and exemplars to guide their thinking. Teacher Students Teacher and Students Yes, Black and Wiliam recommend that students engage in peer feedback or peer review. No Modeling for students how to conference. Having students examine their own work before pairing with others. Where am I now? Assess where students are now formally or informally. This includes collecting and documenting evidence from: Selected response assessment. Teacher Students Teacher and Students Yes No Written response assessment. Performance assessment. Personal communication what we learn from interacting with students (Q & A, interviews, etc.). 2012, Battelle for Kids. All Rights Reserved. 19

20 ANSWER KEY MODULE 1 - SECTION II - ACTIVITY 1 Question Students Can Answer Current Practice By Whom? High-Impact Practice? Where am I now? Teach students how to self-assess, and then have students self-assess their own learning their results and set goals. This includes: Using tools likes rubrics and checklists. Teacher Students Teacher and Students Yes, Black and Wiliam recommend that students engage in self-assessment. No Referring back to exemplars as needed. Self-assessment and goal setting can occur: Before the learning (a way to clarify understanding of the learning target). During the learning (while a student is completing an assignment or taking a formative quiz). After after the formative event. How can I close the gap? Plan and deliver focused reteaching, enrichment and revision. This includes: Analyzing evidence common misconceptions and reasoning errors. Teacher Students Teacher and Students Yes No Creating focused tasks or assignments. Grouping as needed whole group, small group, or even one-on-one. Using various assessment methods as teaching tools with students. Providing focused practice. How can I close the gap? Teach students how to act on feedback, and have them track, reflect on, and share their learning with others. This includes: Modeling for students what to do with feedback once it s given. Having students document their progress by learning target. Teacher Students Teacher and Students Yes, Black and Wiliam recommend that students communicate about their evolving learning during the learning. No Having students reflect on growth, projects, achievement, and themselves as learners. Having students share their learning orally and written. 2012, Battelle for Kids. All Rights Reserved. 20

21 MODULE 1 PARTICIPANT HANDOUTS 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 1 1

22 Reference Information Battelle for Kids and Pearson Assessment Training Institute: A Powerful Partnership Battelle for Kids and Pearson Assessment Training Institute (ATI) partnered to create the Foundations of Formative Instructional Practices online learning modules. The modules are based on the work of Rick Stiggins, Jan Chappuis, Steve Chappuis, and Judith Arter, leading experts in the field. Specifically, the module content draws heavily from two Pearson ATI publications: Classroom assessment for student learning: Doing it right using it well (2nd edition) Seven strategies of assessment for learning These materials are designed to correspond with the Foundations of Formative Instructional Practices online learning modules. Therefore, the following icons are used to indicate text that is a quote or paraphrase from Pearson ATI publications: This icon indicates that the text is a quote or paraphrase taken from Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed.). Upper Saddle River, NJ: Pearson Education. This icon indicates that the text is a quote or paraphrase taken from Chappuis, J. (2009). Seven strategies of assessment for learning. Upper Saddle River, NJ: Pearson Education. List of references: Module 1 Participant Handout: Section II, Activity 1 Where am I going? Where am I now? How can I close the gap? Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., pp ). Upper Saddle River, NJ: Pearson Education. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 1 2

23 MODULE 1 PARTICIPANT SECTION I - ACTIVITY 1 Misconceptions about Formative Instructional Practices DIRECTIONS: Read the common educator misconceptions below. Based on what you ve learned so far, select the answer that you feel is the better information to help address this misconception. Record what makes your choice the better answer. Feel free to return to Module 1 as needed. 1. An assessment is viewed as an event or test rather than a process. A. The act of assessing both formatively and summatively is a process that includes gathering evidence about student learning and responding to the results. B. What makes assessment more than just an event or test is what you do with the results from the event, test, or activity. When formatively assessing, the results are used to improve learning and inform instruction. When summatively assessing, the results are used to make a judgment about student learning. Why we chose our answer 2. Formative instructional practices are an initiative, and this too shall pass. A. Formative instructional practices are about good teaching they are not a program or initiative. B. Formative instructional practices are supported in the research to raise levels of achievement for all learners, especially low achievers. Why we chose our answer 2012, Battelle for Kids. All Rights Reserved. 3

24 MODULE 1 - SECTION I - ACTIVITY 1 3. All formative instructional practices are created equal. A. Although there are many formative instructional practices, Black and Wiliam recommend key practices highimpact practices based on their extensive research. B. Although there are many formative instructional practices for teachers, it is how students use formative instructional practices that needs to be heightened in classrooms. Why we chose our answer 4. Using formative instructional practices means I have to change everything I do. A. Small and strategic changes make a big difference. Teachers will want to work together to learn about formative instructional practices and intentionally embed the practices proven to produce great gains in student achievement. B. Using formative instructional practices will also involve changing what students do. This means that teachers need to prepare students and model the high-impact practices that are proven to produce great gains in student achievement. Why we chose our answer 5. I m already using formative instructional practices (formative assessment). I have learning targets posted in my room. A. Clear learning targets are only the tip of the iceberg when it comes to formative instructional practices. They are important because they make the high-impact formative instructional practices possible. B. Although a great start, the power of learning targets occurs when teachers and students have a shared understanding of exactly what the learning is and what it looks like when a student has mastered or met the learning at varying levels. Why we chose our answer 2012, Battelle for Kids. All Rights Reserved. 4

25 MODULE 1 - SECTION I - ACTIVITY 1 6. After administering a formative assessment, teachers always need to reteach and reassess their students. A. This is true some of the time, but not all of the time. After a formative assessment (a formative assessment event), teachers and students need to respond to what the data, or evidence, tells them. B. If reteaching is necessary, students should not be reassessed until they have additional opportunities to practice. Why we chose our answer 7. Summative assessments are bad. A. Summative assessments aren t bad or wrong. They re just not formative. Formative assessment expert Jan Chappuis, in her book, Seven Strategies of Assessment for Learning. B. Summative assessments are a necessary component of a balanced assessment system in our classrooms, schools, and districts. Why we chose our answer 8. Formative instructional practices always play out over a long period of time. A. This is true some of the time, but not all of the time. Using formative instructional practices includes gathering and responding to evidence of student learning both formally and informally. B. The process of using formative instructional practices can occur within a class lesson or even a matter of minutes. If a teacher or student gathered and responded to evidence of learning to improve learning, he or she has used formative instructional practices. Why we chose our answer 2012, Battelle for Kids. All Rights Reserved. 5

26 MODULE 1 PARTICIPANT SECTION II - ACTIVITY 1 My Formative Instructional Practices DIRECTIONS: 1. Consider the formative instructional practices used regularly in your classroom. 2. Record a practice that helps students answer the question, Where am I going? 3. Record a practice that helps students answer the question, Where am I now? 4. Record a practice that helps students answer the question, How can I close the gap? 5. Identify who uses the practice you recorded: you, your students, or both? 6. Identify if each practice you recorded would be considered a high-impact practice according to the research of Black and Wiliam. Question Students Can Answer Current Practice By Whom? High-Impact Practice? Where am I going? Teacher Students Teacher and Students Yes No Where am I now? Teacher Students Teacher and Students Yes No How can I close the gap? Teacher Students Teacher and Students Yes No 2012, Battelle for Kids. All Rights Reserved. 6

27 MODULE 1 PARTICIPANT SECTION II - ACTIVITY 2 I Used to Think, But Now I Think DIRECTIONS: Fill in the boxes to best reflect your own thinking about formative instructional practices. Be prepared to share your thoughts with the team. I used to think But now I think Why has your thinking shifted? 2012, Battelle for Kids. All Rights Reserved. 7

28 MODULE 1 PARTICIPANT SECTION III - ACTIVITY 1 What Comes Next in Our Learning? Module 2: Clear Learning Targets Preview LEARNING TARGETS: 1. Understand the benefits of clear learning targets. 2. Know how to ensure learning targets are clear to the teacher. 3. Know how to make learning targets clear to students. MODULE SEGMENTS Segment One: Clarity of Learning The Teacher: Learn about the benefits of clear learning targets and how to ensure your own understanding of what students should know and be able to do. Segment Two: Clarity of Learning The Student: Learn how to make the learning targets clear to your students. SUMMARY Learning targets the statements of the intended learning are essential for sound assessment, serving as a critical foundation of the teaching and learning process. In Segment One, you will learn how to ensure your own understanding of the learning targets by: Deconstructing complex standards; Identifying the ultimate type of learning target and determining the underpinning targets that make up the standard; and Learning the benefits of learning targets to teachers, students, and parents. In Segment Two, you will learn how to make the learning targets clear to students using the following steps: 1. Deconstruct the standard or learning goal if needed. 2. Rewrite the learning targets in student-friendly language. 3. Organize learning targets into a logical progression, considering which targets: Lay the base for learning (foundation learning) Demonstrate mastery of the standard Go beyond the standard 4. Share learning targets with students using one of the following options: State the learning target in its original form Create a student-friendly version of the learning target and then share it Create a student-friendly rubric Clear learning targets, written in student-friendly language, are an essential component of formative instructional practices. They serve as a foundation that helps teachers, students, and parents understand the intended learning. 2012, Battelle for Kids. All Rights Reserved. 8

29 MODULE 1 PARTICIPANT SECTION III - ACTIVITY 2 How Are You Progressing On Your Learning Journey? 1. Am I comfortable with what I have already learned? Not comfortable Comfortable Very comfortable 2. Am I comfortable moving forward as a team to advance our understanding and use of clear learning targets? Not comfortable Comfortable Very comfortable 2012, Battelle for Kids. All Rights Reserved. 9

30 MODULE 2 CLEAR LEARNING TARGETS MODULE 2 LEARNING TARGETS: Understand the benefits of clear learning targets. Know how to ensure learning targets are clear to the teacher. Know how to make learning targets clear to students. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 2 1

31 Reference Information Battelle for Kids and Pearson Assessment Training Institute: A Powerful Partnership Battelle for Kids and Pearson Assessment Training Institute (ATI) partnered to create the Foundations of Formative Instructional Practices online learning modules. The modules are based on the work of Rick Stiggins, Jan Chappuis, Steve Chappuis, and Judith Arter, leading experts in the field. Specifically, the module content draws heavily from two Pearson ATI publications: Classroom assessment for student learning: Doing it right using it well (2nd edition) Seven strategies of assessment for learning These materials are designed to correspond with the Foundations of Formative Instructional Practices online learning modules. Therefore, the following icons are used to indicate text that is a quote or paraphrase from Pearson ATI publications: This icon indicates that the text is a quote or paraphrase taken from Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed.). Upper Saddle River, NJ: Pearson Education. This icon indicates that the text is a quote or paraphrase taken from Chappuis, J. (2009). Seven strategies of assessment for learning. Upper Saddle River, NJ: Pearson Education. List of references: Module 2 Facilitation Guide: Section I, Activity 1 Characteristics of Effective Feedback. Chappuis, J. (2009). Seven strategies of assessment for learning (p. 56). Upper Saddle River, NJ: Pearson Education. Module 2 Facilitation Guide: Section I, Activity 2 Types of Learning Targets. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., pp ). Upper Saddle River, NJ: Pearson Education. Module 2 Facilitation Guide: Section I, Activity 3 Sharing Learning Targets with Students. Chappuis, J. (2009). Seven strategies of assessment for learning (pp ). Upper Saddle River, NJ: Pearson Education. Module 2 Facilitation Guide: Section II, Activity 1 Types of Learning Targets. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., pp ). Upper Saddle River, NJ: Pearson Education. Module 2 Facilitator Answer Key: Section I, Activity 2 Types of Learning Targets. Chappuis, J.,Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., pp ). Upper Saddle River, NJ: Pearson Education. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 2 2

32 MODULE 2 MODULE 2 FACILITATION AGENDA MODULE 2: Clear Learning Targets MODULE 2 LEARNING TARGETS: TOTAL TIME: hours Understand the benefits of clear learning targets. Know how to ensure learning targets are clear to the teacher. Know how to make learning targets clear to students. Section I: Confirming Our Learning Activity 1: What Leaders, Teachers, Coaches, and Students Might Say About Clear Learning Targets Purpose: The purpose of this activity is to clarify common educator misconceptions or pitfalls about learning targets by critiquing what educators and students might say. Time: 30 minutes Activity 2: Critiquing Deconstructed Standards Purpose: The purpose of this activity is to ensure that teachers understand how to classify learning targets this includes how to determine the ultimate target type of a standard and its underpinning targets. Time: minutes Activity 3: Sharing and Ensuring Students Understand Learning Targets Purpose: The purpose of this activity is to clarify that the key to sharing learning targets is making sure that students understand them. Time: minutes Section II: Confirming Our Practice Activity 1: Assessing Our Practice of Deconstructing a Standard Purpose: The purpose of this activity is for teachers to self-assess where they are with their ability to deconstruct standards. Time: 30 minutes Activity 2: Assessing Our Practice of Creating Student-Friendly Learning Targets Purpose: The purpose of this activity is for teachers to self-assess where they are now with their ability to create student-friendly learning targets. Time: 30 minutes Section III: Confirming Our Commitment Activity 1: Setting Goals for Learning Targets Purpose: The purpose of this activity is for the team to establish some specific and challenging individual or team goals around the creation and use of learning targets. Time: 20 minutes Activity 2: What Comes Next in Our Learning? Purpose: The purpose of this activity is to preview what comes next in the learning and prepare for the completion of Module 3: Collecting and Documenting Evidence of Student Learning. Time: 10 minutes 2012, Battelle for Kids. All Rights Reserved. 3

33 Prior to Facilitating Discussion about Module 2: Clear Learning Targets The following checklist can help you plan for a successful meeting(s) about Module 2: Clear Learning Targets. READY TO GO NEED TO DO THIS Ensure that all teachers have access to the Foundations of Formative Instructional Practices modules. Ensure that all teachers have completed Module 2. Review Module 2. This includes reviewing reflection questions and video that might be incorporated into the meeting(s). Review the Module 2 facilitation materials. Determine agenda(s) based on the available time you have to meet. You may need to adapt the provided agenda based on the time available to you. Notify teachers of the meeting time and place. Remind them to bring any notes they recorded when they completed Module 2. This includes the standard that they deconstructed in segment one and scaffolded into student-friendly learning targets in segment two. One week before the scheduled meeting(s), send copies of the agenda to colleagues. Make copies of resources as needed. Review Module 3: Collecting and Documenting Evidence of Student Learning to help you preview the module with teachers (Section III of agenda). Arrange internet access if you plan to refer to any pages in Module , Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 2 4

34 SECTION I CONFIRMING OUR LEARNING ACTIVITIES 1-3 This section includes three activities designed to ensure that teachers have met the learning targets of Module 2: Clear Learning Targets. Total Section I Time: minutes Activity 1: 30 minutes Activity 2: minutes Activity 3: minutes 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 2 Section I 5

35 MODULE 2 - SECTION I - ACTIVITY 1 APPROXIMATE TIME: 30 MINUTES What Leaders, Teachers, Coaches, and Students Might Say About Clear Learning Targets PURPOSE: The purpose of this activity is to clarify common misconceptions or pitfalls about clear learning targets by critiquing what educators and students might say. WHAT YOU LL NEED Facilitator Resources: Handout: What Leaders, Teachers, Coaches, and Students Might Say About Clear Learning Targets Answer Key Participant Resources: Handout: What Leaders, Teachers, Coaches, and Students Might Say About Clear Learning Targets INSTRUCTIONS: 1. Review the learning targets of Module 2: Clear Learning Targets. 2. Provide each teacher a copy of the handout What Leaders, Teachers, Coaches, and Students Might Say About Clear Learning Targets. 3. Share the purpose of the activity. 4. Working in pairs, have the teachers follow the directions on the handout, deciding if what leaders, teachers, coaches, and students might say about clear learning targets is aligned to what they ve learned. They must also provide a justification for their choice. 5. After the pairs have selected their answers, ask each pair to share its responses along with justification of their choices. 6. Use the What Leaders, Teachers, Coaches, and Students Might Say About Clear Learning Targets Answer Key to help facilitate the conversation as needed. THINGS TO CONSIDER: All statements except number four are common misconceptions about clear learning targets. Remember to listen to make sure the groups support their choices with sound and sufficient reasoning. Because this is a blended learning experience, feel free to go back into Module 2 as needed. FIP TIPS Share the learning targets, and remember, the power of sharing them is realized when learners understand them. Provide effective feedback. As you use the provided resource, be sure that the feedback you provide: Directs attention to the intended learning. Point out strengths in their justifications and offer specific information to guide them as needed. Occurs during this activity. Addresses partial understanding. If a pair s answer is not on track at all, you may suggest that it revisit Module 2 for clarity. Does not do the thinking for the teachers. Is limited to what teachers can handle at this point in their learning. Most have only completed Modules 1 and , Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 2 Section I Activity 1 6

36 MODULE 2 - SECTION I - ACTIVITY 2 APPROXIMATE TIME: MINUTES Critiquing Deconstructed Standards PURPOSE: The purpose of this activity is to ensure that teachers understand how to classify learning targets. Classifying learning targets includes determining the ultimate target type of a standard and its underpinning targets. WHAT YOU LL NEED Facilitator Resources: Handout: Critiquing Deconstructed Standards Answer Key Participant Resources: Handout: Critiquing Deconstructed Standards INSTRUCTIONS: 1. Let teachers know that Activity 2 addresses the second learning target of Module 2: Know how to ensure learning targets are clear to the teacher. This is why the deconstruction process is so important. 2. Provide each teacher a copy of the handout Critiquing Deconstructed Standards. 3. Share the purpose of the activity. 4. Working in pairs, have the teachers follow the directions on the handout, critiquing the cards and discussing their insights with each other. 5. Use the Critiquing Deconstructed Standards Answer Key to help facilitate a follow-up conversation as needed. THINGS TO CONSIDER: As indicated on the answer key, card A is an example of strong work, and card B is an example of weak work. For teachers having difficulty classifying types of learning targets, review the definitions. KNOWLEDGE TARGETS represent the factual information, procedural knowledge, and conceptual understandings that underpin a standard. REASONING TARGETS specify thought processes students are to learn to do well within a range of subjects solve problems, make inferences, draw conclusions, and form judgments. SKILL TARGETS are those where a demonstration or physical skill-based performance is the heart of the learning. PRODUCT TARGETS describe learning in terms of artifacts where creation of a product is the focus of the learning target. With product targets, the specifications for quality of the product itself are the focus of teaching and assessment. Because this is a blended learning experience, feel free to go back into Module 2 as needed. FIP TIPS Remind teachers one of the reasons we deconstruct standards is to clarify our own understanding of the intended learning. Use examples of strong and weak work to clarify the learning targets. The cards of this activity serve this purpose. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 2 Section I Activity 2 7

37 MODULE 2 - SECTION I - ACTIVITY 3 APPROXIMATE TIME: MINUTES Sharing and Ensuring Students Understand Learning Targets PURPOSE: The purpose of this activity is to clarify that the key to sharing learning targets is to ensure that students understand them. WHAT YOU LL NEED Facilitator Resources: Handout: Sharing and Ensuring Students Understand Learning Targets Answer Key Participant Resources: Handout: Sharing and Ensuring Students Understand Learning Targets INSTRUCTIONS: 1. Let teachers know that Activity 3 addresses the third learning target of Module 2: Know how to make sure learning targets are clear to students. 2. Provide each teacher a copy of the handout Sharing and Ensuring Students Understand Learning Targets. 3. Share the purpose of the activity. 4. Working in pairs, have the teachers follow the directions on the handout. Teachers will pick a partner, read two of the following scenarios each, and prepare to discuss the following with their partners: How does the teacher or team ensure that students understand the learning targets? Could any of the scenarios work in your classroom? Which one(s)? How? 5. Use the Sharing and Ensuring Students Understand Learning Targets Answer Key to help facilitate follow-up conversations as needed. THINGS TO CONSIDER: The four scenarios are just a few examples of teachers ensuring that learning targets are clear to their students. Have teachers brainstorm other ideas. Considering the FIP Tips to the right, have a conversation about how to make their learning targets student-friendly (if time permits). Because this is a blended learning experience, feel free to go back into Module 2 as needed. FIP TIPS Remind them that we learned three options for sharing learning targets with students from classroom assessment expert Jan Chappuis: 1. State the learning target in its original form. 2. Create a studentfriendly version of the learning target and then share it. 3. Create a studentfriendly rubric by: Converting a teacher version of a rubric you have. Creating a rubric with your students that helps to clarify the learning target. In either case, the studentfriendly targets are the descriptors of the rubric. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 2 Section I Activity 3 8

38 SECTION II CONFIRMING OUR PRACTICE ACTIVITIES 1-2 This section includes two activities designed to facilitate reflection and discussion about teacher practice related to clear learning targets. Total Section II Time: 60 minutes Activity 1: 30 minutes Activity 2: 30 minutes 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 2 Section II 9

39 MODULE 2 - SECTION II - ACTIVITY 1 APPROXIMATE TIME: 30 MINUTES Assessing Our Practice of Deconstructing a Standard PURPOSE: The purpose of this activity is for teachers to self-assess where they are now with their own ability to deconstruct standards. WHAT YOU LL NEED Participant Resources: Handout: Checklist for Deconstructing Standards INSTRUCTIONS: 1. Provide each teacher a copy of the handout Checklist for Deconstructing Standards and share the purpose of the activity. 2. Working on their own first, have the teachers check their own work of deconstructing standards using the deconstructing work they completed in segment one on page After teachers have critiqued their own work using the checklist, have them pair up with a colleague to critique each other using the checklist. (Pair teachers of like grades and subjects if possible.) If teachers of the same grade/subject, do you have common expectations of what students should know and be able to do based on how you deconstructed standards? If working in vertical teams, are there any surprises from one grade to the next? 4. Ask teachers how comfortable they are with their ability to deconstruct standards. For teachers who teach more than one subject, ask about their comfort level in different subjects. FIP TIPS Revisit the learning targets, especially if you are working through Section II at a separate time than Section I. Have learners selfassess and peer-assess. Critiquing your own work first is important. Too often learners pair up to engage in peer assessment/feedback before examining their own work first. SHARE THESE DECONSTRUCTION TIPS WITH TEACHERS: As teachers, we deconstruct so we have a collective understanding of the potential knowledge, reasoning, skill, and product targets that underpin a standard. We break the standards down so we can purposely build them up again to create logical progressions for student learning. Through this process, we help even the youngest learners see the connections between and among standards. When you deconstruct standards, keep in mind the following: For the first couple of standards you deconstruct, fill out the template as shown in the deconstruction example in Module 2. Eventually, you may not need to fill out the entire template as you work through this process. For example, you might go through the process of identifying the ultimate target type of a standard and its underpinning targets; then, Steps C and D on the template can occur as rich dialogue with colleagues. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 2 Section II Activity 1 10

40 MODULE 2 - SECTION II - ACTIVITY 2 APPROXIMATE TIME: 30 MINUTES Assessing Our Practice of Creating Student-Friendly Learning Targets PURPOSE: The purpose of this activity is for teachers to self-assess where they are now with their own ability to create student-friendly learning targets. WHAT YOU LL NEED Participant Resources: Handout: Checklist for Creating Student-Friendly Learning Targets INSTRUCTIONS: 1. Provide each teacher a copy of the handout Checklist for Creating Student-Friendly Learning Targets and share the purpose of the activity. 2. Working on their own first, have the teachers check their own work of creating student-friendly learning targets using the work they completed in segment two on page After teachers have critiqued their own work using the checklist, have them pair up with a colleague to critique each other using the checklist. (Pair teachers of like grades and subjects if possible.) If teachers of the same grade/subject, compare and contrast how you converted the language (if necessary) and how you organized the learning progression. If working in vertical teams, are there any surprises from one grade to the next? 4. Ask teachers how comfortable they are with their ability to create student-friendly learning targets and organize them into a logical progression for learning (i.e., laying the base, mastering the standard, going beyond). Remember: If at all possible, teachers should plan for all three levels (laying the base, mastering the standard, and going beyond). Why? Determine Mastering the Standard targets first. This will give the team clarity around what exactly students should know and be able to do with the standard, at the grade level. Laying the Base targets are important because they force us to consider where the mastery learning springs from. If our students are struggling with mastering the standard, how far back should we go? How can we meet students where they are in order to move their learning forward? In the same spirit, Going Beyond learning targets are important because they encourage us to know and plan for where the learning goes next. This is especially important for students already mastering the standard. FIP TIP Have learners self-assess and peer-assess. Notice how having a tool like a checklist supports both self- and peerassessment. NOTE: There are learning paths that provide teachers with additional instruction and practice in deconstructing standards, classifying and creating clear learning targets, and organizing targets into a logical progression for learning in various grades and subject areas: Creating Clear Learning Targets in ELA Creating Clear Learning Targets in Math Creating Clear Learning Targets in Social Studies Creating Clear Learning Targets in Science 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 2 Section II Activity 2 11

41 SECTION III CONFIRMING OUR COMMITMENT ACTIVITIES 1-2 This section includes two activities designed to help teachers set goals and take action based on what they ve learned about clear learning targets. Total Section III Time: 30 minutes Activity 1: 20 minutes Activity 2: 10 minutes 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 2 Section III 12

42 MODULE 2 - SECTION III - ACTIVITY 1 APPROXIMATE TIME: 20 MINUTES Setting Goals for Learning Targets PURPOSE: The purpose of this activity is for the team to establish some specific and challenging individual or team goals around the creation and use of learning targets. WHAT YOU LL NEED Participant Resources: Handout: Setting Goals for Learning Targets INSTRUCTIONS: 1. Provide and ask teachers to complete the Setting Goals for Learning Targets handout. 2. Ask teachers to share their goals with the group. FIP TIP Have teachers set specific and challenging goals. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 2 Section III Activity 1 13

43 MODULE 2 - SECTION III - ACTIVITY 2 APPROXIMATE TIME: 10 MINUTES What Comes Next in Our Learning? PURPOSE: The purpose of the activity is to preview what comes next in our learning and prepare for the completion of Module 3: Collecting and Documenting Evidence of Student Learning. WHAT YOU LL NEED Participant Resources: Handout: Module 3: Collecting and Documenting Evidence of Student Learning Preview INSTRUCTIONS: 3. Provide team members with the Module 3: Collecting and Documenting Evidence of Student Learning Preview. Review as a team. 4. Pose the following questions to the group: How can learning more about designing accurate assessments better support student learning? How confident are we that the assessments we use, both formally and informally, provide accurate information about student learning? FIP TIP Share what comes next in the learning. By previewing Module 3, participants have the opportunity to begin to understand the learning targets that come next. 5. Establish a commitment to proceed with further learning by completing Module 3. Make this doable by agreeing on a reasonable timeline. (Keep in mind that your team may choose to take the additional modules for how to create clear learning targets specifically in ELA, mathematics, science, and social studies.) 6. Invite any closing remarks. Recognize the good work they have done and your eagerness to continue with them on this journey. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 2 Section III Activity 2 14

44 MODULE 2 FACILITATOR ANSWER KEYS 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 2 15

45 MODULE 2 FACILITATOR ANSWER KEY SECTION I - ACTIVITY 1 What Leaders, Teachers, Coaches, and Students Might Say About Clear Learning Targets DIRECTIONS: With a partner, read what some leaders, teachers, and students might say about clear learning targets. Based on what you ve learned so far, do you agree or disagree that the statement aligns with formative instructional practices? Be prepared to defend your choice. Feel free to return to Module 2 as needed. 1. A leader might say: When it comes to learning targets, the most important thing for me is to ensure that all teachers are posting them in their classrooms. Agree Disagree Defend your choice. The power of clear learning targets on the learning process goes much deeper than simply posting a learning target on the wall for students to see. Making the learning target physically visible is a great start. However, the power of the target is when the teacher and student have a shared understanding of exactly what the learning is and what it looks like at varying levels of quality. 2. A student might say: Learning targets are what I should know and be able to do. Agree Disagree Defend your choice. Learning targets are the statements of the intended learning. They are what students learn the end goal. The activities are what they do to meet them. The activities are the means to the end. 3. A coach might say: As we work in our learning teams, our ultimate goal is to ensure that all learning targets are crafted as I can statements. Agree Disagree Defend your choice. Although many educators begin learning targets with the I can stem, there are many ways to craft learning targets. For example, other stems, such as I know or We are learning to can work. A learning target is sometimes one concise statement. It could also be longer, be embedded in a rubric, or contain graphics whatever it takes to make the learning clear to students. 2012, Battelle for Kids. All Rights Reserved. 16

46 ANSWER KEY MODULE 2 - SECTION I - ACTIVITY 1 4. A leader might say: I know that it takes time to create learning targets; however, it is only the teachers who can align learning targets to standards and put them into student-friendly language for the students who need to learn them. Agree Disagree Defend your choice. Educators must be the ultimate experts of any tool or resource used with students, and learning targets are no exception. Only assessment-literate teachers can create and/or adapt targets to ensure that the wording meets the requirement of the standards and the needs of the students who are working to master or meet them. Moreover, it is the creation of targets where educators reflect on how to best make the learning clear for all students. 5. A teacher might say: Since my targets are organized as a list, I will be able to check them off as I teach them. Agree Disagree Defend your choice. The last thing we want to do is view learning targets as a list of things to cover and check off. It is critical that learning targets be organized into a logical progression for learning and grouped appropriately to provide a meaningful learning experience for students. Yes, we can still isolate learning targets when providing explicit success and intervention feedback, but students need to see the connections between and among the learning targets. 6. A teacher might say: If I share the learning target by stating it at the start of instruction, that should be enough. Agree Disagree Defend your choice. An important part of creating a target-rich learning environment instead of an environment that places the focus on activity is to keep the learning target(s) front and center throughout the entire learning process. Simply sharing the learning target at the start of instruction is not enough. We need to ensure students understand the learning targets and why the learning is important. 2012, Battelle for Kids. All Rights Reserved. 17

47 MODULE 2 FACILITATOR ANSWER KEY SECTION I - ACTIVITY 2 Critiquing Deconstructed Standards DIRECTIONS: Two of your colleagues are teaching students how to drive. In order to prepare for instruction, they each deconstructed the standard, Drive a car with skill. Choose a partner, and complete the following steps: Partner A: Critique Card A. Partner B: Critique Card B. Be prepared to share your critique with your partner. Feel free to return to Module 2 as needed. CARD A STANDARD: Drive a car with skill. ULTIMATE TARGET TYPE: Skill Target UNDERPINNING TARGETS: KNOWLEDGE - Know the laws - Understand informal rules of the road - Know how to read signs and understand them REASONING - Analyze road conditions - Analyze vehicle performance - Analyze other drivers actions - Evaluate options safety SKILL - Steering; shifting - Parallel parking - Parking; signaling, etc. - Fluidity in actions PRODUCT None CARD A EXAMPLE OF STRONG WORK The ultimate target is a skill target because physically demonstrating the ability to drive the car is the heart of the learning. The underpinning targets are classified appropriately. CARD B STANDARD: Drive a car with skill. ULTIMATE TARGET TYPE: Reasoning Target UNDERPINNING TARGETS: KNOWLEDGE - Know the laws - Steering; shifting - Parking - Know how to read road signs REASONING - Consider road conditions - Understand road signs - Analyze other drivers actions - Evaluate options safety SKILL None PRODUCT None CARD B EXAMPLE OF WEAK WORK The ultimate target is a skill target because physically demonstrating the ability to drive the car is the heart of the learning. The underpinning targets are not classified appropriately. 2012, Battelle for Kids. All Rights Reserved. 18

48 MODULE 2 FACILITATOR ANSWER KEY SECTION I - ACTIVITY 3 Sharing and Ensuring Students Understand Learning Targets DIRECTIONS: Pick a partner and read two of the scenarios each. Discuss the following with your partner: How does the teacher or team ensure that students understand the learning targets? Could any of the scenarios work in your classroom? Which one(s)? How? Scenario 1: Mr. Quinn s Pretest In Mr. Quinn s classroom the learning targets are posted on the bulletin board. He starts each week by pointing to the chart of targets and reminding students which specific targets they are currently working to master. As he begins a new unit of instruction, Mr. Quinn creates a pretest that lists the learning targets at the start of each section of the assessment. In other words, the pretest is organized so that each learning target is the header to a section of questions; that way, the students always know how the assessment questions are aligned to the learning targets. Mr. Quinn uses this pretest to gather data by individual student for EACH target on the assessment. He uses this information to differentiate the process, products, and content throughout the unit of instruction. Students in his classroom maintain a portfolio with a list of learning targets a mirror image of the learning targets posted on Mr. Quinn s bulletin board. Students keep their pretest results in their portfolios and gather evidence that they are mastering the targets and are ready for the summative assessment. How does Mr. Quinn ensure that students understand the learning targets? Mr. Quinn physically posts the targets in the room and orally reminds students which targets they are working to master. Mr. Quinn puts the learning targets on pretests as section headers so students see what the targets look like in the form of problems and questions. Mr. Quinn individualizes learning based on students understanding of the learning targets. Mr. Quinn s students keep a portfolio where they gather evidence and track their learning/progress of the learning targets. Scenario 2: Monday Math Quizzes A team of Grade 7 math teachers has agreed to give a quick five-point quiz every Monday. The quiz is aligned to the learning targets for that week of study. At the end of the day, the team gathers to sort all of the student quizzes from their various class periods into three piles: 1. Students who clearly don t understand the majority of the learning targets. 2. Students who clearly do understand the majority of the learning targets. 3. It remains unclear if students understand the targets or not. At this point, team members select one of the piles and create a series of learning activities or experiences to support the learners represented in the pile. 2012, Battelle for Kids. All Rights Reserved. 19

49 ANSWER KEY MODULE 2 - SECTION I - ACTIVITY 3 On Tuesday, teachers reenter their classroom with three differentiated options in their hands, and students embark on the activities they are to accomplish that week relative to their learning needs. In this scenario, teachers remain in their individual classrooms, monitoring all three groups at once. Variation: In some cases, if schedules align, students move to different classrooms for the week based on their learning needs. The teachers move about their rooms throughout the week, monitoring student changes in learning with a (+) for targets mastered, a (-) for targets not mastered, and a (?) if evidence is inconsistent. The team touches base quickly at the end of each day for a quick brainstorming session to help the learners in their room who are not mastering the learning targets prior to Friday s summative assessment. How does the Grade 7 math team ensure that students understand the learning targets? The team gives a quick assessment each Monday to determine where students are with the learning targets and sort their students into three groups those who clearly don t understand the learning targets, those who clearly do understand the learning targets, and those where more evidence is needed to know. The team differentiates instruction based on the three groups, each teacher taking responsibility for preparing materials for one of the groups. Throughout the week, the teachers monitor student changes in learning. Scenario 3: Ms. Kennedy s Writing Lesson Every Monday, Ms. Kennedy poses a writing prompt to her students. Together, Ms. Kennedy and her students review the prompt as well as the rubric that clarifies all of the criteria needed to produce a high-quality piece of writing. However, even before her students begin brainstorming their own topics, Ms. Kennedy shares anonymous examples from students who wrote on the same prompt. She is purposeful in choosing examples of both strong and weak work. This way, when students review the anonymous examples using the rubric, they are able to determine what qualities make the example strong or weak work. If it is a new prompt, Ms. Kennedy usually opts to write on the topic herself and let her students critique her work. She has found that students love to critique the work of their teacher! After students write their first drafts, Ms. Kennedy s students critique their own papers using the rubric. Using the rubric categories, students identify the feedback they need from Ms. Kennedy to improve their writing. Around the room, Ms. Kennedy hangs sign-up sheets for each category of the rubric. Students sign up for a conference with Ms. Kennedy based on the feedback they need. By using this process, students can conference with Ms. Kennedy about one aspect of quality at a time, and she only gives feedback about the category of the student s choosing. Because the rubric brings clarity to the learning, Ms. Kennedy is able to easily provide descriptive feedback to her students. How does Ms. Kennedy ensure that students understand the learning targets? Ms. Kennedy shares the writing rubric with her students, clarifying all of the criteria to produce a high-quality piece of writing. Ms. Kennedy shares anonymous examples of strong and weak work to review with the rubric, allowing students to determine what qualities make the examples strong or weak work. Ms. Kennedy often shares her own writing for her students to critique. Ms. Kennedy has students critique their own drafts against the rubric and determine which aspect of quality they would like to conference on with her. 2012, Battelle for Kids. All Rights Reserved. 20

50 MODULE 2 PARTICIPANT HANDOUTS 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 2 1

51 Reference Information Battelle for Kids and Pearson Assessment Training Institute: A Powerful Partnership Battelle for Kids and Pearson Assessment Training Institute (ATI) partnered to create the Foundations of Formative Instructional Practices online learning modules. The modules are based on the work of Rick Stiggins, Jan Chappuis, Steve Chappuis, and Judith Arter, leading experts in the field. Specifically, the module content draws heavily from two Pearson ATI publications: Classroom assessment for student learning: Doing it right using it well (2nd edition) Seven strategies of assessment for learning These materials are designed to correspond with the Foundations of Formative Instructional Practices online learning modules. Therefore, the following icons are used to indicate text that is a quote or paraphrase from Pearson ATI publications: This icon indicates that the text is a quote or paraphrase taken from Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed.). Upper Saddle River, NJ: Pearson Education. This icon indicates that the text is a quote or paraphrase taken from Chappuis, J. (2009). Seven strategies of assessment for learning. Upper Saddle River, NJ: Pearson Education. List of references: Module 2 Participant Handout: Section I, Activity 2 Types of Learning Targets. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., pp ). Upper Saddle River, NJ: Pearson Education. Module 2 Participant Handout: Section II, Activity 1 Types of Learning Targets. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., pp ). Upper Saddle River, NJ: Pearson Education. Module 2 Participant Handout: Section II, Activity 1 Deconstructing Standards. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., pp ). Upper Saddle River, NJ: Pearson Education. Module 2 Participant Handout: Section II, Activity 2 Types of Learning Targets. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., pp ). Upper Saddle River, NJ: Pearson Education. Module 2 Participant Handout: Section III, Activity 1 Goal Setting Form. R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis, (2004) Classroom assessment for student learning (p. 369). Upper Saddle River, NJ: Pearson Education. Module 2 Participant Handout: Section III, Activity 1 Goal Setting Form. R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis, (2004) Classroom assessment for student learning (p. 369). Upper Saddle River, NJ: Pearson Education. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 2 2

52 MODULE 2 PARTICIPANT SECTION I - ACTIVITY 1 What Leaders, Teachers, Coaches, and Students Might Say About Clear Learning Targets DIRECTIONS: With a partner, read what some leaders, teachers, and students might say about clear learning targets. Based on what you ve learned so far, do you agree or disagree that the statement aligns with formative instructional practices? Be prepared to defend your choice. Feel free to return to Module 2 as needed. 1. A leader might say: When it comes to learning targets, the most important thing for me is to ensure that all teachers are posting them in their classrooms. Agree Disagree Defend your choice. The power of clear learning targets on the learning process goes much deeper than simply posting a learning target on the wall for students to see. Making the learning target physically visible is a great start. However, the power of the target is when the teacher and student have a shared understanding of exactly what the learning is and what it looks like at varying levels of quality. 2. A student might say: Learning targets are what I should know and be able to do. Agree Disagree Defend your choice. Learning targets are the statements of the intended learning. They are what students learn the end. The activities are what they do to meet them. The activities are the means to the end. 3. A coach might say: As we work in our learning teams, our ultimate goal is to ensure that all learning targets are crafted as I can statements. Agree Disagree Defend your choice. to students. 2012, Battelle for Kids. All Rights Reserved. 3

53 MODULE 2 - SECTION I - ACTIVITY 1 4. A leader might say: I know that it takes time to create learning targets; however, it is only the teachers who can align learning targets to standards and put them into student-friendly language for the students who need to learn them. Agree Disagree Defend your choice. 5. A teacher might say: Since my targets are organized as a list, I will be able to check them off as I teach them. Agree Disagree Defend your choice. 6. A teacher might say: If I share the learning target by stating it at the start of instruction, that should be enough. Agree Disagree Defend your choice. 2012, Battelle for Kids. All Rights Reserved. 4

54 MODULE 2 PARTICIPANT SECTION I - ACTIVITY 2 Critiquing Deconstructed Standards DIRECTIONS: Two of your colleagues are teaching students how to drive. In order to prepare for instruction, they each deconstructed the standard, Drive a car with skill. Choose a partner, and complete the following steps: Partner A: Critique Card A. Partner B: Critique Card B. Be prepared to share your critique with your partner. Feel free to return to Module 2 as needed. CARD A STANDARD: Drive a car with skill. ULTIMATE TARGET TYPE: Skill Target UNDERPINNING TARGETS: KNOWLEDGE REASONING SKILL PRODUCT - Know the laws - Understand informal rules of the road - Know how to read signs and understand them - Analyze road conditions - Analyze vehicle performance - Analyze other drivers actions - Evaluate options safety - Steering; shifting - Parallel parking - Parking; signaling, etc. - Fluidity in actions None CARD B STANDARD: Drive a car with skill. ULTIMATE TARGET TYPE: Reasoning Target UNDERPINNING TARGETS: KNOWLEDGE REASONING SKILL PRODUCT - Know the laws - Steering; shifting - Parking - Know how to read road signs - Consider road conditions - Understand road signs - Analyze other drivers actions None None - Evaluate options safety 2012, Battelle for Kids. All Rights Reserved. 5

55 MODULE 2 PARTICIPANT SECTION I - ACTIVITY 3 Sharing and Ensuring Students Understand Learning Targets DIRECTIONS: Pick a partner, and read two scenarios each. Discuss the following with your partner: How does the teacher or team ensure that students understand the learning targets? Could any of the scenarios work in your classroom? Which one(s)? How? Scenario 1: Mr. Quinn s Pretest In Mr. Quinn s classroom the learning targets are posted on the bulletin board. He starts each week by pointing to the chart of targets and reminding students which specific targets they are currently working to master. As he begins a new unit of instruction, Mr. Quinn creates a pretest that lists the learning targets at the start of each section of the assessment. In other words, the pretest is organized so that each learning target is the header to a section of questions; that way, the students always know how the assessment questions are aligned to the learning targets. Mr. Quinn uses this pretest to gather data by individual student for EACH target on the assessment. He uses this information to differentiate the process, products, and content throughout the unit of instruction. Students in his classroom maintain a portfolio with a list of learning targets a mirror image of the learning targets posted on Mr. Quinn s bulletin board. Students keep their pretest results in their portfolios and gather evidence that they are mastering the targets and are ready for the summative assessment. How does Mr. Quinn ensure that students understand the learning targets? Scenario 2: Monday Math Quizzes A team of Grade 7 math teachers has agreed to give a quick five-point quiz every Monday. The quiz is aligned to the learning targets for that week of study. At the end of the day, the team gathers to sort all of the student quizzes from their various class periods into three piles: 1. Students who clearly don t understand the majority of the learning targets. 2. Students who clearly do understand the majority of the learning targets. 3. It remains unclear if students understand the targets or not. At this point, team members select one of the piles and create a series of learning activities or experiences to support the learners represented in the pile. 2012, Battelle for Kids. All Rights Reserved. 6

56 MODULE 2 - SECTION I - ACTIVITY 3 On Tuesday, teachers reenter their classroom with three differentiated options in their hands, and students embark on the activities they are to accomplish that week relative to their learning needs. In this scenario, teachers remain in their individual classrooms, monitoring all three groups at once. Variation: In some cases, if schedules align, students move to different classrooms for the week based on their learning needs. The teachers move about their rooms throughout the week, monitoring student changes in learning with a (+) for targets mastered, a (-) for targets not mastered, and a (?) if evidence is inconsistent. The team touches base quickly at the end of each day for a quick brainstorming session to help the learners in their room who are not mastering the learning targets prior to Friday s summative assessment. How does the Grade 7 math team ensure that students understand the learning targets? Scenario 3: Ms. Kennedy s Writing Lesson Every Monday, Ms. Kennedy poses a writing prompt to her students. Together, Ms. Kennedy and her students review the prompt as well as the rubric that clarifies all of the criteria needed to produce a high-quality piece of writing. However, even before her students begin brainstorming their own topics, Ms. Kennedy shares anonymous examples from students who wrote on the same prompt. She is purposeful in choosing examples of both strong and weak work. This way, when students review the anonymous examples using the rubric, they are able to determine what qualities make the example strong or weak work. If it is a new prompt, Ms. Kennedy usually opts to write on the topic herself and let her students critique her work. She has found that students love to critique the work of their teacher! After students write their first drafts, Ms. Kennedy s students critique their own papers using the rubric. Using the rubric categories, students identify the feedback they need from Ms. Kennedy to improve their writing. Around the room, Ms. Kennedy hangs sign-up sheets for each category of the rubric. Students sign up for a conference with Ms. Kennedy based on the feedback they need. By using this process, students can conference with Ms. Kennedy about one aspect of quality at a time, and she only gives feedback about the category of the student s choosing. Because the rubric brings clarity to the learning, Ms. Kennedy is able to easily provide descriptive feedback to her students. How does Ms. Kennedy ensure that students understand the learning targets? 2012, Battelle for Kids. All Rights Reserved. 7

57 MODULE 2 PARTICIPANT SECTION II - ACTIVITY 1 Checklist for Deconstructing Standards DIRECTIONS: Use the following checklist to critique standard deconstructions. I have determined the ultimate target type(s) of the standard. This means I have classified the standard as being a knowledge, reasoning, skill, or product standard. (Remember that a few of the standards have more than one ultimate type of intended learning.) I have determined the underpinning targets of the standard. This means I have determined any knowledge, reasoning, skill, or product targets that underpin or define this standard. (These targets are the mastering the standard targets.) I have defined any academic or domain language of the standard that needs clarification. This means I have listed and defined any academic or domain language that may be new or difficult for my students. I have reviewed the learning that comes before this standard. This means I have determined some key targets that lay the base for the standard. This also means I have determined the key foundational learning needed to master the standard. These targets are determined by: Reviewing the related intended learning of previous grade or course Revisiting targets from earlier in the year Considering a lower cognitive demand of the standard Using my own professional judgment Or, using any combination of the above strategies I have reviewed the learning that comes after this standard. This means I have determined some key targets that go beyond the standard. This also means I have determined how to stretch the learning for students who have mastered or met the standard. These targets are determined by: Reviewing the related intended learning of a future grade or course Going deeper with content Considering a higher cognitive demand of the standard Using my own professional judgment Or, using any combination of the above strategies I have used my professional judgment and experience to consider other things about this standard such as common misconceptions students have, what students typically find easy or difficult when learning this standard, etc. 2012, Battelle for Kids. All Rights Reserved. 8

58 MODULE 2 PARTICIPANT SECTION II - ACTIVITY 2 Checklist for Creating Student-Friendly Learning Targets DIRECTIONS: Use the following checklist to critique student-friendly learning targets that are organized into a logical progression for learning. When deconstructing, you made sure that the targets align to the standards. Now it is time to align the targets to the students. When converting deconstructed standards into student-friendly learning targets, the age of students matter as well as the individual students who make up any class, K 12. Remember, the intent is to share learning targets so students can master or meet them. As teachers, you do your best to strike a balance between being student-friendly enough, being concise, and using appropriate academic or domain language. It is important to always maintain the intent and rigor of the target itself. I have converted the deconstructed learning targets into student-friendly language as needed. This means I have: Created student-friendly versions as statements or rubrics of the Laying the Base, Mastering the Standard, and Going Beyond targets of a standard, yet maintained the intent and rigor of the targets. Chosen an appropriate stem dependent on the age and needs of my students. Used symbols and other graphic representations needed for clarity. I have made sure that the Mastering the Standard targets reach the cognitive demand of the standard. Mastering the Standard means mastering or meeting all of the knowledge, reasoning, skill, and product targets that define or underpin a standard. I have clarified any academic or domain language of the standard in my learning targets. This means I have used the targets as a way to teach my students the academic and domain language they need to be successful. I have organized the learning targets into a logical progression for learning. This means I have targets that demonstrate Laying the Base, Mastering the Standard, and Going Beyond the standard. Consider This! As you proceed to create clear learning targets for your students: Purposely pair or group standards together. You won t often teach a standard in isolation. You will be combining deconstructed standards together in a logical learning progression. Spend time creating logical progressions for learning. It is time well spent. As you do, ask yourself: Where should I enter students into this learning? Remember, learning and engagement are best served by entering into higher-level thinking. All of the targets of a standard are not always all learned at one time. Your learning progression may include targets from several standards. Sometimes you may include a target in a progression of something coming up later as a way to plant the seed for future learning. Other times, you might include a target or two in a progression to purposely spiral back or revisit previous learning. Continue this important work with your colleagues. Together, you know and can do more. 2012, Battelle for Kids. All Rights Reserved. 9

59 MODULE 2 PARTICIPANT SECTION III - ACTIVITY 1 Setting Goals for Learning Targets DIRECTIONS: Write one or two specific and challenging goals you have for creating and using clear learning targets in your classroom. Feeling stuck? Check out the example. NAME: DATE: Goal(s): Current level of achievement: Evidence: What I/we need to learn: Plan of action: Support needed: Time frame: Evidence of achieving goal(s): Why Clear Targets? Absent clear targets, students lack the information they need to self-assess, set goals, and act on the descriptive feedback they receive. Poorly defined learning expectations cause similar problems to poorly defined behavior expectations confusion and conflict which sets students up for failure down the road. -Rick Stiggins, Judith A. Arter, Jan Chappuis, and Stephen Chappuis in Classroom Assessment for Student Learning, 2nd edition, , Battelle for Kids. All Rights Reserved. 10

60 MODULE 2 - SECTION III - ACTIVITY 1 Setting Goals Example NAME: Maria Sanchez (and team) DATE: September 25th Goal(s) or learning target(s): 1. Deconstruct the standards for our team's next unit in English language arts. 2. Know how to deconstruct standards in social studies. Current level of achievement: We feel comfortable deconstructing ELA standards, and it helps that the sample in the module was a reading standard. I am not sure what I need to use from the Model Curriculum to deconstruct content statements in social studies. Evidence: In our team meeting, we successfully deconstructed a writing strand standard. We had some questions about social studies and science. What I/we need to learn: We need to learn how to deconstruct ELA standards in a timely manner. We also need to learn how to navigate and utilize the Model Curriculum in social studies. Plan of action: Each of my team members is going to deconstruct two ELA standards. Then we are going to share and give each other feedback and refine the targets after we use them with our students. We are also going to complete the Creating Clear Learning Targets in Social Studies module. Within this module, we are going to focus on the middle school segment. Support needed: We need the Model Curriculum in ELA and social studies as well as the formative instructional practices modules. We might even reference the Creating Clear Learning Targets in ELA module to check out all of the samples. And, of course, we need each other! Time frame: Three weeks Evidence of achieving goal(s): Students understanding the ELA targets we create and use with them. Checking our deconstruction work in social studies against the samples found in the Creating Clear Learning Targets in Social Studies module. 2012, Battelle for Kids. All Rights Reserved. 11

61 MODULE 2 PARTICIPANT SECTION III - ACTIVITY 2 Preview of Module 3: Collecting and Documenting Evidence of Student Learning LEARNING TARGETS: 1. Know how to collect accurate formative evidence of student learning. 2. Know how to document formative evidence of student learning. MODULE SEGMENT Segment One: Collecting Accurate Formative Evidence Learn about the key aspects of assessment quality to ensure accuracy of the information. Consider the vast amounts of evidence you collect and interpret daily what will be used formatively? Segment Two: Documenting Formative Evidence Learn ways to keep track of formative evidence that makes it easier to use for instructional decisions. SUMMARY Any evidence of student learning you collect needs to be an accurate reflection of what students should know or be able to do in relation to the defined learning targets. In this module, you will learn about the key aspects of assessment quality to ensure accuracy. Keeping in mind the vast amounts of evidence you collect and interpret daily, you will learn the importance of deciding what information will be collected for formative use at the outset of learning. Clear Purpose + Clear Learning Targets + Sound Assessment Design = Accuracy Module 3 focuses on the sound assessment design part of the equation. You will learn about the four methods of assessment and how to match them to the learning targets you are teaching: selected-response assessment, written response assessment, performance assessment, and personal communication. You will also learn how to document the evidence you collect. Documentation begins with decisions about which assessment events will be used formatively and which will be used summatively, determining what formative evidence you need or want to keep track of, and identifying the best locations to keep the evidence so it can be easily accessed and used. The practices of collecting and documenting evidence of student learning do matter. When we have the this information at our fingertips, we are better equipped to provide accurate feedback, plan for differentiated instruction, track student progress toward mastery of the learning targets and standards, and complete a standards-based report card. 2012, Battelle for Kids. All Rights Reserved. 12

62 MODULE 3 COLLECTING AND DOCUMENTING EVIDENCE OF STUDENT LEARNING MODULE 3 LEARNING TARGETS: Know how to collect accurate formative evidence of student learning. Know how to document formative evidence of student learning. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 3 1

63 Reference Information Battelle for Kids and Pearson Assessment Training Institute: A Powerful Partnership Battelle for Kids and Pearson Assessment Training Institute (ATI) partnered to create the Foundations of Formative Instructional Practices online learning modules. The modules are based on the work of Rick Stiggins, Jan Chappuis, Steve Chappuis, and Judith Arter, leading experts in the field. Specifically, the module content draws heavily from two Pearson ATI publications: Classroom assessment for student learning: Doing it right using it well (2nd edition) Seven strategies of assessment for learning These materials are designed to correspond with the Foundations of Formative Instructional Practices online learning modules. Therefore, the following icons are used to indicate text that is a quote or paraphrase from Pearson ATI publications: This icon indicates that the text is a quote or paraphrase taken from Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed.). Upper Saddle River, NJ: Pearson Education. This icon indicates that the text is a quote or paraphrase taken from Chappuis, J. (2009). Seven strategies of assessment for learning. Upper Saddle River, NJ: Pearson Education. List of references: Module 3 Facilitation Guide: Section I, Activity 2 Assessment Methods. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., pp ). Upper Saddle River, NJ: Pearson Education. Module 3 Facilitation Guide: Section I, Activity 3 Formative Use of Assessment. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., pp ). Upper Saddle River, NJ: Pearson Education. Module 3 Facilitator Answer Key: Section I, Activity 1 Target-Method-Match. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., p. 94). Upper Saddle River, NJ: Pearson Education. Module 3 Facilitator Answer Key: Section I, Activity 1 Performance Assessment. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., chapter 7). Upper Saddle River, NJ: Pearson Education. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 3 2

64 Reference Information Continued Module 3 Facilitator Answer Key: Section I, Activity 2 Types of Learning Targets. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., pp ). Upper Saddle River, NJ: Pearson Education. Module 3 Facilitator Answer Key: Section I, Activity 3 Performance Assessment Task Form. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., p. 217). Upper Saddle River, NJ: Pearson Education. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 3 3

65 MODULE 3 MODULE 3 FACILITATION AGENDA MODULE 3: TOTAL TIME: 2.5 hours Collecting and Documenting Evidence of Student Learning MODULE 3 LEARNING TARGETS: Know how to collect accurate formative evidence of student learning. Know how to document formative evidence of student learning. Section I: Confirming Our Learning Activity 1: What Leaders, Teachers, and Coaches Might Say About Collecting and Documenting Evidence of Student Learning Purpose: The purpose of this activity is to clarify common educator misconceptions or pitfalls about collecting and documenting evidence of student learning by critiquing what educators might say. Time: 30 minutes Activity 2: Test Blueprint Exercise Purpose: The purpose of this activity is to check for understanding of the target-method match. Time: 30 minutes Activity 3: Documenting Evidence of Student Learning Purpose: The purpose of this activity is to determine ways to document evidence of student learning. Time: 30 minutes Section II: Confirming Our Practice Activity 1: Audit an Assessment for Clear Learning Targets Purpose: The purpose of this activity is to assess our understanding of auditing assessments for clear targets. Time: 30 minutes Section III: Confirming Our Commitment Activity 1: Setting Goals for Collecting and Documenting Evidence of Student Learning Purpose: The purpose of this activity is for the team to establish some specific and challenging individual or team goals around collecting and documenting evidence of student learning. Time: 20 minutes Activity 2: What Comes Next in Our Learning? Purpose: The purpose of this activity is to preview what comes next in the learning and prepare for the completion of Module 4: Analyzing Evidence and Providing Effective Feedback. Time: 10 minutes 2012, Battelle for Kids. All Rights Reserved. 4

66 Prior to Facilitating Discussion about Module 3: Collecting and Documenting Evidence of Student Learning The following checklist can help you plan for successful meetings about Module 3: Collecting and Documenting Evidence of Student Learning READY TO GO NEED TO DO THIS Ensure that all teachers have access to the Foundations of Formative Instructional Practices modules. Ensure that all teachers have completed Module 3. Review Module 3. This includes reviewing reflection questions and video that might be incorporated into meetings. Review the Module 3 facilitation materials. Determine agendas based on the available time you have to meet. You may need to adapt the provided agenda based on the time available to you. Notify teachers of the meeting time and place. Remind them to bring any notes they recorded when they completed Module 3 as well as the blueprints they created as they were working on the module. For this meeting, they will also need to bring the downloads/activities they completed on page 27 of Module 3: Test Blueprint Template (Download B from Module 3) Audit for Clear Learning Targets (Download C from Module 3) A copy of the assessment they audited in Module 3 One week before the scheduled meeting(s), send copies of the agenda to colleagues. Make copies of resources as needed. Review Module 4: Analyzing Evidence and Providing Effective Feedback, which you ll preview in Section III of the agenda. Arrange internet access because you will be referring to Module 3 during the activities. If you cannot get Internet access, the handouts can be used by themselves. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 3 5

67 SECTION I CONFIRMING OUR LEARNING ACTIVITIES 1-3 This section includes three activities designed to ensure that teachers have met the learning targets of Module 3: Collecting and Documenting Evidence of Student Learning. Total Section I Time: 90 minutes Activity 1: 30 minutes Activity 2: 30 minutes Activity 3: 30 minutes 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 3 Section I 6

68 MODULE 3 - SECTION I - ACTIVITY 1 APPROXIMATE TIME: 30 MINUTES What Leaders, Teachers, and Coaches Might Say About Collecting and Documenting Evidence of Student Learning PURPOSE: The purpose of this activity is to clarify common misconceptions or pitfalls about collecting and documenting evidence of student learning by critiquing what educators might say. WHAT YOU LL NEED Facilitator Resources: Handout: What Leaders, Teachers, and Coaches Might Say About Collecting and Documenting Evidence of Student Learning Answer Key Access to Module 3, Page 10 Participant Resources: Handout: What Leaders, Teachers, and Coaches Might Say About Collecting and Documenting Evidence of Student Learning INSTRUCTIONS: 1. Review the learning targets for Module 3: Collecting and Documenting Evidence of Student Learning. 2. Provide each teacher a copy of the handout What Leaders, Teachers, and Coaches Might Say About Collecting and Documenting Evidence of Student Learning and share the purpose of the activity. 3. Working in pairs, have the teachers follow the directions on the handout, deciding whether they agree or disagree that what leaders, teachers, and coaches might say aligns with what they ve learned. They must also provide a justification for their choice. 4. After the pairs have selected their answers, ask each pair to share its responses along with justification of its choices. 5. Use the Facilitation Resource What Leaders, Teachers, and Coaches Might Say About Collecting and Documenting Evidence of Student Learning Answer Key to help facilitate the conversation as needed. FIP TIP Share the learning targets and connect them to prior learning. Learners need to understand each learning target and how it connects to what they already know. Remember that just posting a learning target doesn t ensure learners know where they are going. THINGS TO CONSIDER: Remember to listen to make sure the groups support their choices with sound and sufficient reasoning. Because this is a blended learning experience, feel free to go back into Module 3 as needed. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 3 Section I Activity 1 7

69 MODULE 3 - SECTION I - ACTIVITY 2 APPROXIMATE TIME: 30 MINUTES Test Blueprint Exercise PURPOSE: The purpose of this activity is check for understanding of the target-method match. WHAT YOU LL NEED Facilitator Resources: Handout: Test Blueprint Exercise Answer Key Participant Resources: Handout: Test Blueprint Exercise Handout: Types of Targets and the Methods They Match INSTRUCTIONS: 1. Remind teachers that during Module 2 they learned the importance of learning targets and how to deconstruct complex standards in an effort to make them clear to the teacher and to students. Module 3, builds on that information and shows us how to match learning targets to appropriate assessment methods. 2. Review the four methods of assessment and the types of learning targets. a. Reference page 20 in Module 2 and distribute the handout Types of Targets and the Methods They Match. b. For the four methods of assessment, pull up page 10 in Module 3 and roll over the squares on the page. 3. Provide each teacher a copy of the handout Test Blueprint Exercise. Tell teachers the purpose of this activity is to help them match appropriate assessment methods to learning targets. The handout is an incomplete blueprint for assessments of formative instructional practices learning targets. 4. Have teachers look at each assessment event, and determine the target types AND which method(s) of assessment would be a good or strong match for the learning targets. Consider using a think-pair-share method to work through the exercise. 5. Remind teachers that once they have determined what methods they will use to assess the learning targets, they need to consider how much evidence they need. Ask them to consider the learning targets provided and assign a percent importance. This percent represents the sample they will collect to determine whether or not students have learned the target. It also helps students and teachers gauge the priority of each learning target on this assessment. For example, a Spanish test with 30 conjugations and one short answer about Spanish culture implies that vocabulary and grammar are the priority. Students can learn how to study more effectively and efficiently if they know what percent importance targets will have on an assessment. 6. Ask teachers to share their conclusions. Continued on next page. FIP TIPS Check for learning throughout the learning. Formative instructional practice requires twoway communication. The teacher s role expands beyond presenting a lesson. Instead, the teacher and students are continually collecting and responding to information about learning. You will be modeling formative instructional practice by checking for understanding and informally recording evidence of teacher learning. Talk through that process with your participants, so they understand how you are modeling formative instructional practices. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 3 Section I Activity 2 8

70 MODULE 3 - SECTION I - ACTIVITY 2 APPROXIMATE TIME: 30 MINUTES Test Blueprint Exercise Continued THINGS TO CONSIDER: Teachers may disagree about which assessment is the best method. As noted on the key, more than one assessment method may be a good or strong match. Ensure participants communicate sound reasoning for their choice. Remind teachers this activity only scratches the surface of sound assessment design. Matching learning targets to appropriate methods of assessment is design requirement number one. To learn more about sound assessment design, refer to chapters 4-8 of Classroom Assessment for Student Learning, 2nd Edition, by Jan Chappuis, Rick Stiggins, Steve Chappuis, and Judith Arter. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 3 Section I Activity 2 9

71 MODULE 3 - SECTION I - ACTIVITY 3 APPROXIMATE TIME: 30 MINUTES Documenting Evidence of Student Learning PURPOSE: The purpose of this activity is to determine ways to document evidence of student learning. WHAT YOU LL NEED Facilitator Resources: Handout: Documenting Evidence of Student Learning Answer Key Participant Resources: Handout: Documenting Evidence of Student Learning INSTRUCTIONS: 1. Review Module 3 learning targets. This activity addresses the second learning target of Module 3: Know how to document formative evidence of student learning. 2. Remind teachers that Module 3 offers an example of a teacher using red, green, and blue cards during a history class to collect formative evidence of student learning that she tracks informally. Ask them to recall this example. (Teachers should say that the teacher uses different colored cards for the different kinds of government. She asks students to hold up the card they think is the right answer to questions she asks. When all students demonstrate they understand the form of government, she moves her colored card to the side, since she no longer needs to ask questions about that form of government. This technique allows her to continuously monitor what students know and what they do not yet know. She is able to spend her time helping clear up confusions rather than teaching a concept the students already understand.) 3. Review formative uses of assessment provided in the module: Using results to group students for re-teaching or enrichment Using results to provide students with feedback on their strengths and areas of need Providing results to students so they can use them to self-assess and set goals for further learning Having students use the results to offer each other feedback 4. Working in pairs or small groups, have the teachers follow the directions on the handout, deciding if they would formally or informally document the assessment information. 5. After giving them some time to work, ask the pairs or groups to share their answers. 6. Use the handout Documenting Evidence of Student Learning Answer Key to help facilitate the conversation as needed. Continued on next page. FIP TIP Assessment information can be tracked formally or informally, meaning it can be formally recorded or just used in the moment to assess where students are. Informal checks for understanding (a stack of sorted papers or cards, recorded answers on a whiteboard, oral questioning, etc.) would not necessarily be recorded. These informal checks are used to help the teacher take the temperature of the room to determine whether or not students are ready to move on. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 3 Section I Activity 3 10

72 MODULE 3 - SECTION I - ACTIVITY 3 APPROXIMATE TIME: 30 MINUTES Documenting Evidence of Student Learning Continued THINGS TO CONSIDER: Teachers may disagree about HOW and IF they would record assessment results. There is no right answer, so just make sure teachers are sharing their reasoning and point out that sound reasoning is more important than the final answer. There are several examples of how to record assessment results in Module 3. Help teachers remember that students do not need to have everything they do recorded, especially when the assessment event is informal or in the moment. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 3 Section I Activity 3 11

73 SECTION II CONFIRMING OUR PRACTICE ACTIVITY 1 This section includes one activity designed to facilitate reflection and discussion about teacher practice related to collecting and documenting evidence of student learning. Total Section II Time: 30 minutes Activity 1: 30 minutes 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 3 Section II 12

74 MODULE 3 - SECTION II - ACTIVITY 1 APPROXIMATE TIME: 30 MINUTES Audit an Assessment for Clear Learning Targets PURPOSE: The purpose of this activity is to assess our understanding of auditing assessments for clear learning targets. WHAT YOU LL NEED Facilitator Resources: Handout: Test Blueprint Template (Download B from Module 3) Participant Resources: Teachers should bring a copy of the assessment they audited in Module 3. INSTRUCTIONS: 1. Revisit the first learning target for Module 3: Know how to collect accurate formative evidence of student learning. 2. Connect this session to prior learning by reviewing that the previous session confirmed that they learned the methods of assessment and the types of learning targets from Module 2, and that they could match good/strong assessment methods to various learning targets types. They also started considering sampling. This section will confirm their practice of collecting accurate formative evidence by having them evaluate assessments they use. 3. During Module 3, teachers were asked to complete an assessment blueprint and then audit an assessment for clear learning targets. Ask them to pull these documents out, along with a copy of the assessment they audited. 4. As a team, discuss item 3 from the handout Audit an Assessment for Clear Learning Targets. Using a flip chart or on a board, record teachers responses to the questions. 5. Collect data on how well the teachers understand how to audit an assessment for clear learning targets by having them complete the Exit Slip. THINGS TO CONSIDER: Handout: Completed Test Blueprint Template (Completed version of Download B from Module 3) Handout: Audit an Assessment for Clear Learning Targets (Download C from Module 3) Handout: Exit Slip Teachers may have trouble connecting learning targets to the new standards if they are not familiar enough with them. Auditing assessments for clear learning targets helps teachers plan for how they will assess the new standards and serves as another great way to begin the transition. Auditing assessments as a team is an effective way to build a common understanding of what students should know and be able to do. FIP TIPS Critique anonymous work first. Although teachers will critique assessments they create, it is a good idea to start with something that isn t so personal, especially when making our work public with our peers. The same is true with students. Point out to the teachers how important a deep understanding of Ohio s new standards is to evaluate assessment quality. In order to be able to evaluate assessments, teachers need to know and understand the standards in their content area. They need to know whether or not the assessment is hitting the right targets and how much value it places on different targets. Exit slips can be a great way to gauge student understanding. They can help you adjust your instruction, so you are being more efficient and ensuring all students are engaged in the learning. Normally teachers would collect exit slips and use them to design instruction, but you will take these exit slips with you and use them to help you reflect upon your commitment to quality assessment practices. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 3 Section II Activity 1 13

75 SECTION III CONFIRMING OUR COMMITMENT ACTIVITIES 1-2 This section includes two activities designed to help teachers set goals and take action based on what they ve learned about collecting and documenting evidence of student learning. Total Section III Time: 30 minutes Activity 1: 20 minutes Activity 2: 10 minutes 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 1 Section III 14

76 MODULE 3 - SECTION III - ACTIVITY 1 APPROXIMATE TIME: 20 MINUTES Setting Goals for Collecting and Documenting Evidence of Student Learning PURPOSE: The purpose of the activity is for the team to establish some specific and challenging individual or team goals around collecting and documenting evidence of student learning. WHAT YOU LL NEED Participant Resources: Handout: Setting Goals for Collecting and Documenting Evidence of Student Learning INSTRUCTIONS: 1. Ask teachers to complete the Setting Goals for Collecting and Documenting Evidence of Student Learning handout. 2. Ask teachers to share their goals with the group. FIP TIP Have teachers set specific and challenging goals. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 3 Section III Activity 1 15

77 MODULE 3 - SECTION III - ACTIVITY 2 APPROXIMATE TIME: 10 MINUTES What Comes Next in Our Learning? PURPOSE: The purpose of the activity is to preview what comes next in the learning and to prepare for the completion of Module 4: Analyzing Evidence and Providing Effective Feedback. WHAT YOU LL NEED Participant Resources: Handout: Module 4: Analyzing Evidence and Providing Effective Feedback Preview INSTRUCTIONS: 1. Provide team members with the Module 4: Analyzing Evidence and Providing Effective Feedback Preview. Review as a team. 2. Establish a commitment to proceed with further learning by completing Module 4. Make this doable by agreeing on a reasonable timeline. 3. Invite any closing remarks. Recognize the good work they have done and your eagerness to continue with them on this journey. FIP TIP Share what comes next in the learning. By previewing Module 4, participants have the opportunity to begin to understand the learning targets that come next. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 3 Section III Activity 2 16

78 MODULE 3 FACILITATOR ANSWER KEYS 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 3 17

79 MODULE 3 FACILITATOR ANSWER KEY SECTION I - ACTIVITY 1 What Leaders, Teachers, and Coaches Might Say About Collecting and Documenting Evidence of Student Learning DIRECTIONS: With a partner, read what some leaders, teachers, and coaches might say about collecting and documenting evidence of student learning. Based on what you ve learned so far, do you agree or disagree that the statement aligns with formative instructional practices? Be prepared to defend your choice. Return to Module 3 as needed. 1. A leader might say: I m sure that all the instructional materials used in our school are aligned to the new standards because the sales rep assured us of it. Agree Disagree Defend your choice. With any commercially-developed product, all educators need to use their professional judgment to ensure that all instructional materials are truly aligned to the learning targets that students are expected to master or meet. 2. A coach might say: The teachers I m working with monitor learning by tracking summative evidence only. Agree Disagree Defend your choice. First, teachers track assessment information both formally and informally. Teachers and students benefit from tracking formative evidence. When formative evidence is documented, teachers and students have the information they need while learning unfolds and not only after it has occurred. Equally important is the fact that assessment information is tracked by learning target and not by learning activity. 3. A teacher might say: With traditional paper and pencil assessments, I always include at least one item where students have to write out an answer. Agree Disagree Defend your choice. Any assessment method used should be determined by the learning target types being assessed and not by a routine. (Remember the target types: knowledge, reasoning, skill, and product.) For example, if the learning targets are all knowledge targets, it might be more efficient to use selected-response assessment for all assessment items. On the other hand, if the learning target happens to be a product target, the only reliable and valid method of assessment is performance assessment. 2012, Battelle for Kids. All Rights Reserved. 18

80 ANSWER KEY MODULE 3 - SECTION I - ACTIVITY 1 4. A coach might say: It is important that I help teachers with performance assessment this year. If we work on tasks, we can work on rubrics down the road. Agree Disagree Defend your choice. Performance assessment has two parts: the task and the rubric. The rubric, is critical as it defines the criteria for which the product or performance will be judged. With a high-quality rubric, teachers and students are both equipped with the tool they need to assess, and give and receive feedback as the performance assessment method is used to move learning forward. 5. A teacher might say: I plan the questions I ask. It is not always in the best interest of learning to just see where the discussion goes. Agree Disagree Defend your choice. Like the other methods of assessment, personal communication requires planning as well. If teachers want the questions to match the kinds of targets being assessed, questions should be planned in advance. Yes, classroom discussions create new questions, but appropriate planning will result in the level of dialogue required by the learning targets. 6. A teacher might say: It is important to determine the sampling of items in advance. Agree Disagree Defend your choice. Inadequate sampling leads to unreliable information to act upon. Without proper sampling, educators don t have enough items to get the coverage they need in order to make sound decisions with the results. Or, with a single item (especially if it s selected response) we could be looking at lucky or unlucky results. 2012, Battelle for Kids. All Rights Reserved. 19

81 MODULE 3 FACILITATOR ANSWER KEY SECTION I - ACTIVITY 2 Test Blueprint Exercise DIRECTIONS: Pretend you are teaching a course on formative instructional practices. You are writing an assessment that will address the learning targets listed below. Before creating the actual assessment, you need to match the learning target types to assessment methods. You also need to consider what percent importance you would place on each learning target in this assessment. Use the chart below to help you practice this process. Be prepared to justify your answers and share how you reached your conclusions. Learning Target Target Type Knowledge, Reasoning, Skill, or Product Assessment Method Selected Response, Written Response, Performance Assessment, and Personal Communication Percent Importance (Sampling) Understand what formative instructional practices are. Knowledge Target Written Response = Strong Match Personal Communication = Strong Match Selected Response = Good Match Answers will vary. Be familiar with the key research findings that support formative instructional practices. Knowledge Target Written Response = Strong Match Personal Communication = Strong Match Selected Response = Good Match Answers will vary. Understand the benefits of clear learning targets. Knowledge Target Written Response = Strong Match Personal Communication = Strong Match Selected Response = Good Match Answers will vary. Know how to ensure learning targets are clear to the teacher. This means teachers can deconstruct complex standards. Knowledge Target Calls for procedural knowledge for how to deconstruct standards Written Response = Strong Match Personal Communication = Strong Match Selected Response = Good Match Answers will vary. Determine the relative importance of various learning targets when designing assessments. Reasoning Target Written Response = Strong Match Personal Communication = Strong Match Selected Response = Good Match Answers will vary. Create learning targets by deconstructing standards and organize them into a logical progression for learning. Product Target Performance Assessment = Strong Match Answers will vary. For the last column, teachers should be able to support how they determined the importance of each target. 2012, Battelle for Kids. All Rights Reserved. 20

82 MODULE 3 FACILITATOR ANSWER KEY SECTION I - ACTIVITY 3 Documenting Evidence of Student Learning Answer Key DIRECTIONS: With a partner, examine the assessment information below gleaned from formative events of a class learning about and conducting research. For each piece of information, decide if you would formally document the assessment information and then use it or if you would proceed informally. 1. Each student submits an exit card that addresses the following learning targets: a. Explain how to identify authoritative print and digital sources. b. Know how to use effective strategies for gathering information. Name: Joel Explain how you know if a print or digital source is authoritative. If necessary, revisit your list of key terms related to research. There are several ways I can tell if a print or digital source is authoritative. First, the source is credible. This means it is accurate information from a reliable source. Second, the source is from an expert author or publisher on the topic being researched. State two effective research strategies. Next, explain what makes each strategy an effective one. One research strategy is to use good search terms. Another strategy is to make sure that you have an effective research question to begin with not too narrow or too broad. I would formally document the information and then use it. I would informally use the information. WHY? Answers will vary. Formally document Why? Because the cards are exit cards, there is time to formally document. This would provide the teacher with recorded evidence of these two learning targets. After all, this formative event utilized written response assessment. Informally document Why? Because the evidence is on cards, the teacher may choose to simply sort the cards into piles of those who demonstrate an understanding of both learning targets, those who don t demonstrate an understanding of either learning target, and those who need more support with one of the targets. Additionally, the teacher may not feel a need to record the evidence on these targets because other events are planned for that purpose. 2012, Battelle for Kids. All Rights Reserved. 21

83 ANSWER KEY MODULE 3 - SECTION I - ACTIVITY 3 2. The teacher plans an activity a planned formative event where students, working in pairs, distinguish between effective and ineffective research questions. Each student is responsible for recording what makes each question an effective or ineffective research question. I would formally document the information and then use it. I would informally use the information. WHY? Answers will vary. Formally document Why? Understanding what makes an effective research question is an important part of the research process. By formally documenting, the teacher has early documentation of which students are struggling with this learning and which students are not. Informally document Why? Much of this formative event involves oral personal communication, and teachers will choose when to formally record this information and when they don t. Additionally, the teacher may choose, for example, to simply make an informal list of students who seemed to have trouble. 3. For this planned formative event that took place over several days, the teacher observed and listened as students physically gathered their research information, meeting with students one-on-one for feedback. Using performance assessment as the assessment method the teacher gave each student the task below. Gathering Relevant Research Knowledge students are to use: What students are to accomplish: Performance or product students are to create: Materials to be used: Timeline for completion: Conditions: Help allowed: Criteria: Use your knowledge of targeted search terms, authoritative sources, and effective research strategies. Using advanced search options, gather relevant information from credible print and digital sources about your topic. You will use targeted key terms and conduct an advanced search of your topic. At this point, you will explain to me how you know if a source resulting from the search is credible or not. Next, you will skim the text to determine if the source provides relevant information about your topic. Use authoritative print and digital sources. You will be gathering relevant research for several days. I will meet with you for about 5 minutes. You may reference your Research Rubric and Judging Sources Checklist. Your performance will be judged by the Research Rubric. 2012, Battelle for Kids. All Rights Reserved. 22

84 ANSWER KEY MODULE 3 - SECTION I - ACTIVITY 3 I would formally document the information and then use it. I would informally use the information. WHY? Answers will vary. Formally document Why? This performance task addresses the ultimate target of the research standard gathering relevant information. Since the teacher is meeting individually with students, recording the information seems logical. Although it is a planned formative event, if a student demonstrates mastery, there would be nothing stopping the teacher from using the information summatively instead. Informally document Why? The teacher may decide to not record the results of the assessment and stick with the sole purpose of on the spot feedback for students, knowing that he or she will meet with each student again. 2012, Battelle for Kids. All Rights Reserved. 23

85 MODULE 3 PARTICIPANT HANDOUTS 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 3 1

86 Reference Information Battelle for Kids and Pearson Assessment Training Institute: A Powerful Partnership Battelle for Kids and Pearson Assessment Training Institute (ATI) partnered to create the Foundations of Formative Instructional Practices online learning modules. The modules are based on the work of Rick Stiggins, Jan Chappuis, Steve Chappuis, and Judith Arter, leading experts in the field. Specifically, the module content draws heavily from two Pearson ATI publications: Classroom assessment for student learning: Doing it right using it well (2nd edition) Seven strategies of assessment for learning These materials are designed to correspond with the Foundations of Formative Instructional Practices online learning modules. Therefore, the following icons are used to indicate text that is a quote or paraphrase from Pearson ATI publications: This icon indicates that the text is a quote or paraphrase taken from Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed.). Upper Saddle River, NJ: Pearson Education. This icon indicates that the text is a quote or paraphrase taken from Chappuis, J. (2009). Seven strategies of assessment for learning. Upper Saddle River, NJ: Pearson Education. List of references: Module 3 Participant Handout: Section I, Activity 2 Types of Learning Targets. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., pp ). Upper Saddle River, NJ: Pearson Education. Module 3 Participant Handout: Section I, Activity 2 Types of Learning Targets. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., pp ). Upper Saddle River, NJ: Pearson Education. Module 3 Participant Handout: Section I, Activity 2 Target-Method-Match. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., p. 94). Upper Saddle River, NJ: Pearson Education. Module 3 Participant Handout: Section I, Activity 3 Performance Assessment Task Form. Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning (2nd ed., p. 217). Upper Saddle River, NJ: Pearson Education. Module 3 Participant Handout: Section III, Activity 1 Goal Setting Form. R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis, (2004). Classroom assessment for student learning (p. 369). Upper Saddle River, NJ: Pearson Education. Module 3 Participant Handout: Section III, Activity 1 Goal Setting Form. R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis, (2004). Classroom assessment for student learning (p. 369). Upper Saddle River, NJ: Pearson Education. 2012, Battelle for Kids. All Rights Reserved. Facilitating Formative Instructional Practices: Module 3 2

87 MODULE 3 PARTICIPANT SECTION I - ACTIVITY 1 What Leaders, Teachers, and Coaches Might Say About Collecting and Documenting Evidence of Student Learning DIRECTIONS: With a partner, read what some leaders, teachers, and coaches might say about collecting and documenting evidence of student learning. Based on what you ve learned so far, do you agree or disagree that the statement aligns with formative instructional practices? Be prepared to defend your choice. Return to Module 3 as needed. 1. A leader might say: I m sure that all the instructional materials used in our school are aligned to the new standards because the sales rep assured us of it. Agree Disagree Defend your choice. With any commercially-developed product, all educators need to use their professional judgment to ensure that all instructional materials are truly aligned to the learning targets that students are expected to master or meet. 2. A coach might say: The teachers I m working with monitor learning by tracking summative evidence only. Agree Disagree Defend your choice. First, teachers track assessment information both formally and informally. Teachers and students benefit from tracking formative evidence. When formative evidence is documented teachers and students have the information they need as learning unfolds and not only after it has occurred. Equally important is the fact that assessment information be tracked by learning target and not by learning activity. 3. A teacher might say: With traditional paper and pencil assessments, I always include at least one item where students have to write out an answer. Agree Disagree Defend your choice. Any assessment method used should be determined by the learning target types being assessed and not by a routine. (Remember the target types: knowledge, reasoning, skill, and product.) For example, if the learning targets are all knowledge targets, it might be more efficient to use selected-response assessment for all assessment items. On the other hand, if the learning target happens to be a product target, the only reliable and valid method of assessment is performance assessment. 2012, Battelle for Kids. All Rights Reserved. 3

88 MODULE 3 - SECTION I - ACTIVITY 1 4. A coach might say: It is important that I help teachers with performance assessment this year. If we work on tasks, we can work on rubrics down the road. Agree Disagree Defend your choice. Performance assessment has two parts: the task and the rubric. The rubric is critical as it defines the criteria for which the product or performance will be judged. With a high-quality rubric, teachers and students are both equipped with the tool they need to assess, and give and receive feedback as the performance assessment method is used to move learning forward. 5. A teacher might say: I plan the questions I ask. It is not always in the best interest of learning to just see where the classroom discussion goes. Agree Disagree Defend your choice. Like the other methods of assessment, personal communication requires planning as well. If teachers want the questions to match the kinds of targets being assessed, questions should be planned in advance. Yes, classroom discussions create new questions, but appropriate planning will result in the level of dialogue required by the learning targets. 6. A teacher might say: It is important to determine the sampling of items in advance. Agree Disagree Defend your choice. Inadequate sampling leads to unreliable information to act upon. Without proper sampling, educators don t have enough items to get the coverage they need in order to make sound decisions with the results. Or, with a single item (especially if it s selected-response) we could be looking at lucky or unlucky results. 2012, Battelle for Kids. All Rights Reserved. 4

89 MODULE 3 PARTICIPANT SECTION I - ACTIVITY 2 Test Blueprint Exercise DIRECTIONS: Pretend you are teaching a course on formative instructional practices. You are writing an assessment that will address the learning targets listed below. Before creating the actual assessment, you need to match the learning target types to assessment methods. You also need to consider what percent importance you would place on each learning target in this assessment. Use the chart below to help you practice this process. Be prepared to justify your answers and share how you reached your conclusions. Learning Target Target Type Knowledge, Reasoning, Skill, or Product Assessment Method Selected Response, Written Response, Performance Assessment, and Personal Communication Percent Importance (Sampling) Understand what formative instructional practices are. Be familiar with the key research findings that support formative instructional practices. Understand the benefits of clear learning targets. Know how to ensure learning targets are clear to the teacher. This means teachers can deconstruct complex standards. Determine the relative importance of various learning targets when designing assessments. Create learning targets by deconstructing standards and organize them into a logical progression for learning. 2012, Battelle for Kids. All Rights Reserved. 5

90 MODULE 3 PARTICIPANT SECTION I - ACTIVITY 2 Types of Targets and the Methods They Match KNOWLEDGE TARGETS Knowledge targets represent the factual information, procedural knowledge, and conceptual understandings that underpin a standard. REASONING TARGETS SKILL TARGETS PRODUCT TARGETS Target-Method Match Reasoning targets specify thought processes students are to learn to do well within a range of subjects solve problems, make inferences, draw conclusions, and form judgments. Skill targets are those where a demonstration or physical skill-based performance is at the heart of the learning. Product targets describe learning in terms of artifacts where creation of a product is the focus of the learning target. With product targets, the specifications for quality of the product itself are the focus of teaching and assessment. Selected Response Written Response Performance Assessment Personal Communication Knowledge Good Strong Partial Strong Can assess isolated elements of knowledge and some relationships among them Can assess elements of knowledge and relationships among them Can assess elements of knowledge and relationships among them in certain contexts Can assess elements of knowledge and relationships among them Reasoning Good Strong Partial Strong Can assess many but not all reasoning targets Can assess all reasoning targets Can assess reasoning targets in the context of certain tasks in certain contexts Can assess all reasoning targets Skill Partial Poor Strong Partial Good match for some measurement skill targets; not a good match otherwise Cannot assess skill level; can only assess prerequisite knowledge and reasoning Can observe and assess skills as they are being performed Strong match for some oral communication proficiencies; not a good match otherwise Product Poor Poor Strong Poor Cannot assess the quality of a product; can only assess prerequisite knowledge and reasoning Cannot assess the quality of a product, can only assess prerequisite knowledge and reasoning Can directly assess the attributes of quality of products Cannot assess the quality of a product; can only assess prerequisite knowledge and reasoning 2012, Battelle for Kids. All Rights Reserved. 6

91 MODULE 3 - SECTION I - ACTIVITY 2 STRONG: GOOD: PARTIAL: POOR: The method works for all learning targets of this type. The method works for many of the learning targets of this type. The method works in some instances for learning targets of this type. The method never works for learning targets of this type. 2012, Battelle for Kids. All Rights Reserved. 7

92 MODULE 3 PARTICIPANT SECTION I - ACTIVITY 3 Documenting Evidence of Student Learning DIRECTIONS: With a partner, examine the assessment information below gleaned from formative events of a class learning about and conducting research. For each piece of information, decide if you would formally document the assessment information and then use it or if you would proceed informally. 1. Each student submits an exit card that addresses the following learning targets: a. Explain how to identify authoritative print and digital sources. b. Know how to use effective strategies for gathering information. Name: Joel Explain how you know if a print or digital source is authoritative. If necessary, revisit your list of key terms related to research. There are several ways I can tell if a print or digital source is authoritative. First, the source is credible. This means it is accurate information from a reliable source. Second, the source is from an expert author or publisher on the topic being researched. State two effective research strategies. Next, explain what makes each strategy an effective one. One research strategy is to use good search terms. Another strategy is to make sure that you have an effective research question to begin with not too narrow or too broad. I would formally document the information and then use it. I would informally use the information. WHY? 2. The teacher plans an activity a planned formative event where students, working in pairs, distinguish between effective and ineffective research questions. Each student is responsible for recording what makes each question an effective or ineffective research question. I would formally document the information and then use it. I would informally use the information. WHY? 2012, Battelle for Kids. All Rights Reserved. 8

93 MODULE 3 - SECTION I - ACTIVITY 3 3. For this planned formative event that took place over several days, the teacher observed and listened as students physically gathered their research information, meeting with students one on one for feedback. Using performance assessment as the assessment method, the teacher gave each student the task below. Gathering Relevant Research Knowledge students are to use: What students are to accomplish: Performance or product students are to create: Materials to be used: Timeline for completion: Conditions: Help allowed: Criteria: Use your knowledge of targeted search terms, authoritative sources, and effective research strategies. Using advanced search options, gather relevant information from credible print and digital sources about your topic. You will use targeted key terms and conduct an advanced search of your topic. At this point, you will explain to me how you know if a source resulting from the search is credible or not. Next, you will skim the text to determine if the source provides relevant information about your topic. Use authoritative print and digital sources. You will be gathering relevant research for several days. I will meet with you for about 5 minutes. You may reference your Research Rubric and Judging Sources Checklist. Your performance will be judged by the Research Rubric. I would formally document the information and then use it. I would informally use the information. WHY? 2012, Battelle for Kids. All Rights Reserved. 9

94 MODULE 3 PARTICIPANT SECTION II - ACTIVITY 1 Exit Slip DIRECTIONS: Please put a check mark under the face that most accurately describes your progress toward our learning targets. I can describe the four methods of assessment. I can match learning targets with good or strong assessment methods. I can explain why a method of assessment is the most effective and efficient way to evaluate a type of learning target. I can evaluate or audit an assessment s quality using an assessment blueprint. Please consider how your past practice will change to incorporate formative instructional practice regarding assessment. Past practice of assessment design Future practice of assessment design Possible roadblocks or hurdles to overcome When do I typically create assessments? What guiding questions do I ask when designing assessments? How do I use data from assessments to facilitate learning for all students? 2012, Battelle for Kids. All Rights Reserved. 10

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