How the Form rmative Assessment Process Transforms Student - - PowerPoint PPT Presentation

How the Form rmative Assessment Process Transforms Student Learning and Cla lassroom Cult lture

Michigan School Testing Conference February 11, 2020

What is your current understanding of formative assessment?

Use th the small note pads to re record your current th thoughts

Session Outcomes

• Building an understanding of the

formative assessment process

• Introducing the components and

elements of the process

• Impact of process on student

learning

• Begin to assess the conditions

that create positive student engagement

Benchmark Assessments/Unit/Chapter Short-Cycle Summative Assessments Did students learn the important parts of this unit? M-STEP/MI-Access/WIDA/End of Course Summative – Assessment of Learning Are students proficient?

Comprehensive Balanced Assessment System

Aligned to Content Standards

Classroom Assessment Practices Formative – Assessment for Learning Teacher – Where are my students & how might I adjust my instructional strategies? Student – Where am I & how might I adjust my learning strategies?

Summative Formative Annual Periodic Classroom

Key Question Did the students learn what they should have? Is the class/student on track for proficiency? What comes next in the student’s learning? When Asked End of unit/ term/year Multiple times per year Ongoing in the classroom Use of Results After instruction ends

(curriculum & instructional leaders)

Between instructional cycles

(instructional leaders & teachers)

During Instruction

(teachers & students)

Bala lanced Assessment Systems

• In what ways might your

building/district assessment system be in balance?

• In what ways might it not be

in balance?

How does FAME defin ine the formative assessment process? “Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become more self-directed learners.”

(CCSSO FAST SCASS, revised June 2017)

FAME Components

• Where are we (student and teacher) going?
• Planning
• Learning Target Use
• What does the student understand know?
• Eliciting Evidence of Student Learning
• How do we (student and teacher) get to the

learning target?

• Formative Feedback
• Instructional and Learning Decisions

Title Goes Here

Components and Elements

• Briefly review each component and element, silently and

simultaneously

• Use two different-colored highlighters/symbols to explore these

questions

• What might be some you are familiar with? Symbol or Color
• ne
• What might be some you would like to learn more about?

Symbol or Color two

In what ways might your understanding of the formative assessment process be supported or stretched?

Sara’s Classroom

What might we infer about teacher actions in Sara’s classroom?

Positive Classroom Culture

• What is it?
• What might we see?
• What might we hear?

Pair Up - Where we might begin?

Start with the students In what ways might you gain insight into student perceptions through the Inventory? Start with ourselves What of our beliefs about student learning may be connected to the characteristics of classroom culture? What questions would you add to either inventory/survey?

Square Up

What are you beginning to learn about the student’s role and/or the teacher’s role in classroom culture?

Give One and Get One

• What one thing might you do in

the next 6 months to move your classroom or the classrooms in your building/district in a positive direction?

• What one thing might you do in

the next 12 months to move your classroom or the classrooms in your building/district in a positive direction?

Vision

The FAME program is based

• n the belief that significant

change in professional practice requires work over several years, supported by internal and external resources.

• Goal 2 – Implement with strong and building leadership, high-quality

instruction in every classroom through a high-coherent child-centered instructional model where student meet their self-determined academic and personal goals to their highest potential.

• Goal 3 – Develop, support and sustain a high-quality, prepared and

collaborative education workforce.

• Goal 4 – Reduce the impact of high-risk factors, including poverty, and

provide equitable resources to meet the needs of all students to ensure that they have access to quality educational opportunities

FAME Coaches

Legacy Map

2007 to Present

Part of f a Larger Learning Community

California Pennsylvania D of Defense South Carolina Delaware South Dakota Idaho Utah Iowa US Virgin Islands Maryland Wisconsin Michigan Ohio Oregon

Support Partner for FAME

www.michiganassessmentconsortium.org

How does FAME Alig lign wit ith Effective Ele lements of Professional Learning?

• Job embedded and teacher led
• Focus on instruction and student
• utcomes
• Sustained over a long period
• Engage teachers in a community

that supports learning and teaching

• Engage teachers in authentic

problems of practice

• Coaches are learners too

Training Resources - FREE

Thinking Collaborative Offerings:

• Adaptive Schools Foundation

Seminar

• Cognitive Coaching Foundation

(8 days over 2 years)

• Calibrating Conversation
• Using CC with Your Learning

Team

• Presenter Skills with Jane Ellison
• Launching into Learning (for

new coaches & learning teams)

• FAME Learning Guide
• FAME Learning Guide – Coach

Edition (Updated for 19-20)

• FAME Resource Website
• FAME Self-Reflection Guide and

Rubrics for individuals or learning teams (Year 2)

• MDE and FAME Regional Lead

Support

Im Impact

• LTMs reported that the FAME model

was “effective” or “very effective”

• LTMs reported the meetings impacted

their use of formative-assessment practices

• LTMs reported using new strategies or

tools with their students (esp. learning targets, assessing prior knowledge, descriptive feedback, exit slips, learning logs)

What do we know about th the educators on th the teams?

2018-19

What are we le learning about FAME Le Learning Teams?

Use of f Formative Assessment Strategies

Beginning of the Year End of the Year

How can administrators support th the work of f FAME?

• Engage in learning about the formative assessment process
• Speak with FAME team and non-member FAME team member

faculty about formative assessment

• Provide release time for teachers to attend FAME launches or to

attend Team meetings

• Provide additional formative assessment resources
• Facilitate sharing between FAME LT members and staff
• Attend Learning Team meetings
• Understand how FA fits in the evaluation process

FAME in the Context xt of f Multiple In Initiatives

• Successful efforts have found ways to embed FAME within other

initiatives and priorities

• A third of the principals indicated that FAME was the most impactful

initiative

What do students say about their learning?

• They appreciate knowing the target

for the lesson

• They are able to use exemplars to

guide their learning

• Students were able to provide

specific detail about their thinking and understanding

• They find feedback helpful to move

their learning forward

• They describe specific self-directed

actions and behaviors

• They are able to set goals and

identify progress toward them

In Interested in 2020-21 FAME

Name District Role Email

Thank You!

Rashell Bowerman Michigan Department of Education bowermanr1@Michigan.gov Annlyn McKenzie Muskegon ISD amckenzi@muskegonisd.org Jennifer McFarlane Romeo Community Schools Jennifer.mcfarlane@romeok12.org Kimberly Young Michigan Department of Education youngk1@Michigan.gov