Linking Stiggins’ First Four Assessment Principles to Classroom Practice Cynthia Cuellar Connie Laughlin Bernard Rahming Session Goal To understand the importance of Stiggins’ first four assessment principles and link the principles to classroom practice. Studying the Learning Team Continuum and Stiggins’ first 4 assessment principles Read the first four assessment principles As a table group, take each principle and discuss what each means in day- to-day classroom practice Alignment of the Principles of Formative Assessments to the Learning Team Continuum of Work for Mathematics Principles of Assessment for Learning (1) Prior to teaching, (3) Students can (5) Teachers use (7) Feedback given to a (9) Students study the teachers study and describe what classroom assessments student is descriptive, criteria by which their can articulate the mathematical ideas that yield accurate frequent, and timely. It work will be evaluated Principles of Assessment for Learning math concepts they are learning in information about provides insight on a by analyzing samples students will be4 the lesson. student learning of current strength and of strong and weak learning. math concepts and focuses on one facet of work. (4) Teachers can skills and use of math learning for revision (2) Teachers use articulate how the processes. linked directly to the (10) Students keep student-friendly math lesson is aligned intended math track of their own language to inform to district learning (6) Teachers use objective. learning over time (e.g., students about the targets, state assessment information journals, portfolios) and math objective standards and to focus and guide (8) Students actively communicate with they are expected classroom assessments teaching and motivate and regularly use others about what they to learn during the (CABS), and fits student learning. descriptive feedback to understand and what lesson. within the progression improve the quality of areas need of student learning. their work. improvement. Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Learning Targets Align State Framework Common CABS Student Work on CABS Descriptive Feedback Learning Team Continuum and Math Program on CABS Understand importance Develop meaning for Provide a measure of Examine student work Use student work to of identifying and the math embedded in consistency of student to monitor achievement inform instructional articulating big ideas in the targets and learning based on and progress toward the decisions, and to mathematics to bring alignment to state standards/descriptors targets and descriptors. provide students with consistency to a standards and and targets. appropriate descriptive school’s math program. descriptors and to the feedback. school’s math program. Shirley Clarke Reading Read pages 19-26 of the article. Highlight important ideas. Pay particular attention to learning intentions and success criteria of a lesson. Reading Debriefing As a table group, come to consensus on: Why is it important for teachers to state a Learning Intention? Why is it important for teachers to have a Success Criteria? Why is it important to do these two things in day-to-day classroom practice? What we will accomplish: Analyze a lesson Discuss Important Mathematics to Develop Identify the Learning Target and Descriptors Translate objective(s) into student-friendly language Create success criteria Construct 3 good questions Summarize learning experience Lesson Planning with Formative Assessment Principles Date: ______________ Grade: ______________ Lesson: ______________ Part 2: Supporting Student Exploration of the Part 3: Summarizing the Mathematics Part 1: Selecting and Setting Up a Mathematical Task In this section, construct a question that focuses on Task In this sections, construct three questions that will orchestrating a whole group discussion of the task This part contains four critical components that need develop the mathematics of the lesson. Be sure to that uses different solution strategies produced by the to be considered when selecting and setting up a consider the Depth of Knowledge to develop the students that highlight the mathematics of the lesson. mathematical task. questions. These questions could be used with students individually or in small groups. 1. Important Mathematics to Develop: Q1. Access background knowledge: Q. Summarize the important mathematics in the lesson as a whole class discussion. This should tie back to the success criteria. 2. Learning Target & Descriptors: Q2. Develop understanding of the mathematics by pushing student reasoning: 3. Lesson Objective in Student Friendly Language: Q3. Summarize the important mathematics in the lesson. This should 4. Success Criteria: tie back to the success criteria. The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA),is supported with funding by the National Science Foundation under Grant No. EHR-03148 REV 01.12.09 Examining a Lesson In teams, read the lesson Fill in Part 1 of the form Important Mathematics to Develop Learning Target and Descriptors Lesson Objective in Student Friendly Language Success Criteria Part 2: Constructing 3 Good Questions To access student background knowledge To push student(s) thinking To help the student summarize the important ideas from the lesson None of these questions can be yes/no questions and they all should promote levels 2/3 of Depth of Knowledge Part 3: Sharing Exploration of the Task As a whole class discussion, summarize the important mathematics in the lesson. This could be a continuation of question 3 in part 2. The discussion should also tie back to the success criteria. Walk Away Questions: How does this process support good teaching? How does this process support formative assessment principles? Conclusions A formative assessment system is more than CABS and descriptive feedback. MTLs/MTSs using this in classrooms have noticed a difference in teaching practice and student learning. The implementation of these four principles bring formative assessment into classrooms on a day-to-day basis. Homework For March, bring back a completed Lesson Planning with Formative Assessment Principles template of a lesson you taught. Be ready to share your experience based on the following questions: How did this process change the way you planned a lesson? How did this process support your classroom teaching? How did this process support student learning and motivation?
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