2-24-2012 Early Release Activity: Literature Review on Assessment Practices

Purpose: To increase professional knowledge of formative and summative assessment practices as these practices will be key components in assessing the effectiveness of our school community in the years to come in regards to Value Added (Student Growth in Classrooms) and Student Learning Outcomes (Achievement of SLO’s Will be Used to Measure Administrative and Whole School Effectiveness)

Process: Faculty will work in seventeen small interdisciplinary teams. Each team will read and discuss a distinct article from “Educational Leadership”. All of the articles are related to assessment practices. Each group (group assignments are noted below) will have a facilitator, iPad Support/Recorder, Reporter and Time Keeper assigned. The groups will apply a simple 3- 2-1 reading strategy to guide their discussion:

 Identify three key ideas concepts that you learned from the article.  Identify two applications for your professional practice.  Identify one question that was generated from reading/discussing the article.

Please do not editorialize at this point as the purpose in this exercise is to research and discuss “best practice” through a review of the literature. Discussion will follow at future faculty meetings or inservice days.

Each group will be responsible for compiling a brief summary which includes the title of the article, encapsulates the discussion that occurred within the framework of the 3-2-1 activity and a final summary note indicating the type of support/professional development that would be needed to incorporate the three main concepts identified in the article into your professional practice. The iPad support/recorder for each group will record this response using an iPad application (Popplet, Keynote etc…) and email it to Stacy Fisher at [email protected]. The reporter from each group will then have 3 minutes to provide an overview of the discussion that occurred in their group.

Location for Activity: Commons or LMTC. Groups may choose one of these two locations.

Time Frame:

 1:45- 1:55 p.m. - Activity Overview in PAC  1:55 – 2:25 p.m. – Group Discussions (Commons/LMTC)  2:25 – 3:45 p.m. – Group Sharing Group and Facilitator iPad Reporter Time Article Support/Re Keeper Number corder Article 1 Leslie Stacy Nick Justin Al Ames DeMuth Fisher Brattlie Acker Article 2 Rhonda Jason Kayla Kristin Elycia Knapp McConnell Proctor Benz Degenhart Article 3 Ellen Michelle Rick Braun Monica Sylvia Grunder Knatz Dedrick Stauffacher Article 4 Sam Lisa Briana Jason Deb Becker Robinson Carothers Boodry Rotzenberg Article 5 Andrew Stacey Chad Tim Tom West Ryan Millar Decorah Grunder Article 6 Martha Brian Stephanie Keeley Deb Barlow Grabarski Shefchik Meier Kellerman Article 7 Craig Jeannine Randy Samantha Pam Parker Myers Ramsey Jennerjohn Heyer Article 8 Erin Michelle Larry Hale Chrissy Pam Schroeder McGlynn Gasho Knutson Article 9 Brian David Hery Jeff Elizabeth Kathleen Paul Kersten Willauer Heiks Kleisner Meddaugh Article 10 Jennifer April Amy Evan Scott Stacey Cartier Mickelson Neitzel Hartman Krause Bormann Article 11 Pat Fischer Aaron Rick Pat Rice Laurie Pavao Breunig Veenendaal Article 12 Tim Jeff Pruefer Jacob Molly Anne Walter Mommaert Brickl Petroff Denkert Stenz s Article 13 Todd Jenna Ryan Gill Sandra Tom Slater Shucha Cramer Meinholz Article 14 Alyson Courtney Corina Karen Laura Schaefer Ring Rogers Olson Lundgren Article 15 Trygve Eric Ryan Pat Gina Fritz Huttenburg Ubersox Schwartz Interrante Article 16 Jen Catie John Jill Rachel Doucette Anderson Laubmeier Broughton Guralski Article 17 Carol Brey Becki Cindy Betsy Tiffany Cassel Howard Ippolito Simandl

 Article Titles are Noted on the Following Page. Assessment Jigsaw

DEFINITIONS (from Classroom Assessment for Student Learning: Doing It Right, Using It Well, Stiggins, Arter, Chappuis, & Chappuis)

Formative Assessments: Assessments FOR learning that happen while learning is still underway. These assessments are conducted throughout teaching and learning to diagnose student needs, plan our next steps in instruction, provide students with feedback they can use to improve the quality of their work, and help students see and feel in control of their journey to success. The grading function is laid aside.

Summative Assessments: Assessments OF learning that sum up achievement at a particular point in time. These occur after learning has happened and generally contribute to the grading function.

Grading (sometimes referred to as standards-based grading): Communicates a summary of the level of student achievement. Grades should be built on summative assessments of high quality, be accurate, and mean what they are intended to mean. Grading practices should support student learning. Our job is to avoid or control their unintended negative impact on learning.

ARTICLES

From Educational Leadership, Nov 2011

1. Five Obstacles to Grading Reform http://www.waunakee.k12.wi.us/hs/departments/lmtc/Inservice02242012/Article Five Obstacles to Grading Reform.doc 2. Redos and Retakes Done Right http://www.waunakee.k12.wi.us/hs/departments/lmtc/Inservice02242012/Article Redos and Retakes Done Right.doc

3. Grades That Show What Students Know (paradigm shift) http://www.waunakee.k12.wi.us/hs/departments/lmtc/Inservice02242012/Article Grades That Show What Students Know.doc

4. No Penalties for Practice http://www.waunakee.k12.wi.us/hs/departments/lmtc/Inservice02242012/Article No Penalties for Practice.doc

5. Creating Student Friendly Tests http://www.waunakee.k12.wi.us/hs/departments/lmtc/Inservice02242012/Article Creating Student Friendly Tests.doc

6. Making Homework Central to Learning http://www.waunakee.k12.wi.us/hs/departments/lmtc/Inservice02242012/Article Making Homework Central to Learning.doc

7. How Grading Reform Changed Our School http://www.waunakee.k12.wi.us/hs/departments/lmtc/Inservice02242012/Article How Grading Reform Changed Our School.doc

8. How I Broke My Own Rule and Learned to Give Retests http://www.waunakee.k12.wi.us/hs/departments/lmtc/Inservice02242012/Article How I Broke My Rule and Learned to Give Retests.doc

From Educational Leadership, Jan 2008 9. The Rest of the Story http://www.waunakee.k12.wi.us/hs/departments/lmtc/Inservice02242012/Article AfterAssess.doc

10. Learning to Love Assessment http://www.waunakee.k12.wi.us/hs/departments/lmtc/Inservice02242012/Article AssessTomlinson.doc

11. Taking Formative Assessment Schoolwide http://www.waunakee.k12.wi.us/hs/departments/lmtc/Inservice02242012/Article AssSchoolwide.doc

12. Assessing What Matters http://www.waunakee.k12.wi.us/hs/departments/lmtc/Inservice02242012/Article AssWhMatters.doc

13. Feedback That Fits http://www.waunakee.k12.wi.us/hs/departments/lmtc/Inservice02242012/Article Feedback.doc

14. Self-Assessment Through Rubrics http://www.waunakee.k12.wi.us/hs/departments/lmtc/Inservice02242012/Article SelfAssRub.doc

15. The Best Value in Formative Assessment http://www.waunakee.k12.wi.us/hs/departments/lmtc/Inservice02242012/Article Value FormAssess.doc

From Educational Leadership, Feb 2012

16. Just How I Need to Learn It http://www.waunakee.k12.wi.us/hs/departments/lmtc/Inservice02242012/Article HowINeedtoLrn.doc

From Better Evidence-based Education 2011

17. Formative Assessment in High Schools/Formative Assessment and Feedback http://www.waunakee.k12.wi.us/hs/departments/lmtc/Inservice02242012/Article FormAssess HS.pdf