{"content":{"sharePage":{"page":0,"digests":[{"id":"55041428","dateCreated":"1339945690","smartDate":"Jun 17, 2012","userCreated":{"username":"Knoblochsa","url":"https:\/\/www.wikispaces.com\/user\/view\/Knoblochsa","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55041428"},"dateDigested":1532253344,"startDate":null,"sharedType":"discussion","title":"Ch.2\/Q.3-5","description":"How do these statements square with you? Do you agree with Wiliam? Has your definition of teaching and learning changed? Explain how.
\n
\nI actually agree with Wiliam on his statements. My definition of teaching and learning pretty much stays the same. My next step would be to become more proficient with formative assessments.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"55041408","dateCreated":"1339945466","smartDate":"Jun 17, 2012","userCreated":{"username":"Knoblochsa","url":"https:\/\/www.wikispaces.com\/user\/view\/Knoblochsa","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55041408"},"dateDigested":1532253344,"startDate":null,"sharedType":"discussion","title":"Ch.2\/Q.1-2","description":"What has been your definition of formative assessment? Have you seen it as a process or a tool? Explain why and if your definition changed after reading Chapter 2.
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\nMy defintion of formative assessment has been that it is an ongoing process in my classroom as a way of determining the acheivment of my students. I do use it as a tool to guide my instruction, not only with the class as a whole, but with individual students as well. After reading chapter 2, I recognize that I had the basic definition correct, but not necessarily the entire process.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"55041394","dateCreated":"1339945218","smartDate":"Jun 17, 2012","userCreated":{"username":"Knoblochsa","url":"https:\/\/www.wikispaces.com\/user\/view\/Knoblochsa","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55041394"},"dateDigested":1532253344,"startDate":null,"sharedType":"discussion","title":"Ch. 1\/Q.3-5","description":"What are we doing at our schools to improve our teaching? How do we know if it is working? What's working and what isn't giving us the increased achievement?
\n
\nEarly-out Wednesdays are one way of improving our teaching. The ability to meet with our collaborative teaching partners, as well as others, give us a chance to communicate what is working and what is not. Ideas are exchanged and we are each able to take other ideas back to our classrooms. As we use our formative assessments, we are able to see\/experience what is working and what is not. I would say that our literacy benchmark tests are not a useful tool in increasing achievement. Our common formative assessments are begining to help us determine increased achievement.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"55041362","dateCreated":"1339944934","smartDate":"Jun 17, 2012","userCreated":{"username":"Knoblochsa","url":"https:\/\/www.wikispaces.com\/user\/view\/Knoblochsa","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55041362"},"dateDigested":1532253345,"startDate":null,"sharedType":"discussion","title":"Ch. 1\/Q2","description":"If teaching matters most in terms of student achievement, then how do we increase the quality of our teaching?
\n
\nI think DMPS is on the right track with the early-out Wednesdays. We need to improve the quality of assessments, regardless of the teacher, and can do this through professional development. I agree with the author as he says that helping the existing classroom teacher is more efficient than de-selecting teachers. There are so many changes in education - almost daily - and teachers quite simply can't keep up. We need to be given time to teach the curriculum with guidance\/advice on different ways to assess.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"55041322","dateCreated":"1339944656","smartDate":"Jun 17, 2012","userCreated":{"username":"Knoblochsa","url":"https:\/\/www.wikispaces.com\/user\/view\/Knoblochsa","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55041322"},"dateDigested":1532253345,"startDate":null,"sharedType":"discussion","title":"Ch1\/Q1","description":"Why does achievement matter and why will the use of formative assessment improve our teaching and thereby the learning?
\n
\nAchievement is the basis of education in America. Formative assessment should be ongoing in every classroom at all times and should drive instruction. If teachers constantly assess what learning is happening in their classroom (or not), then they will be better able to meet each student's needs as the year progresses.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"55019770","dateCreated":"1339762071","smartDate":"Jun 15, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55019770"},"dateDigested":1532253345,"startDate":null,"sharedType":"discussion","title":"Ch 1\/Q1","description":"Achievement is the goal of teaching. Without monitoring achievement, we do not know if our teaching is having an impact. The hard part is finding good assessments that monitor the achievement of students accurately and fairly. I agree how we teach, pedagogy is most important compared to curriculum, but curriculum is also important and our district needs to stick to a curriculum and let us teach it. I also found it interesting about the technology reform and other educational reforms of the past. It is sad to think all of these reforms have had no impact. I am not sure I believe that none of these have had impact on student achievement? I do believe good teaching is good for students and formative assessment can guide our teaching specifically to our students.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"54890470","dateCreated":"1339122602","smartDate":"Jun 7, 2012","userCreated":{"username":"MrJBrown","url":"https:\/\/www.wikispaces.com\/user\/view\/MrJBrown","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/54890470"},"dateDigested":1532253345,"startDate":null,"sharedType":"discussion","title":"Ch2\/Q3-5","description":"I think that the three key processes, the three kinds of individuals involved and the five key strategies make a lot of sense. Of course we cannot assume that if we "teach" it that the students will "learn" it.
\n
\nI really liked how the chart is set up and think it could be used effectively to help make plans for students who are not demonstrating their learning based on the standard set for them.
\n
\nWhat will be important is what goes in the "Where the Learner is Going" area.
\n
\nI don't think my definition of teaching and learning has changed. It has been challenged in some areas of this book. I don't believe that teaching and learning can be measured solely by test scores which seems to be what Dylan William's is arguing.
\n
\nI do believe that what teachers do and how they do it in their classrooms does have a significant impact on student learning. That impact depends on what is seen as important.","replyPages":[{"page":0,"digests":[{"id":"54987938","body":"Bill-This got me thinking about what changes I can be making in my classroom as well.
\n
\nJanelle-I think it is difficult for teachers because we feel the constraints of a pacing guide and dates that summative asessments need to be completed by.","dateCreated":"1339605812","smartDate":"Jun 13, 2012","userCreated":{"username":"maria.lantz7","url":"https:\/\/www.wikispaces.com\/user\/view\/maria.lantz7","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55004900","body":"I have to admit to looking at the process\/strategies chart several times. Sometimes it makes sense to me and sometimes it doesn't. I'll mark the page and keep coming back to it as Wiliam goes deeper into each strategy throughout the book.
\n
\nThinking about whether learning is "predictable" I can't help but go back to the rationale behind the benchmark assessments...that they would assess the core and provide some predictive value to what will happen on the summative (state) assessment. Let's just say that here at Meredith, that notion was blown to bits. While we were able to assess the core through benchmarks and develop good habits of continuous improvement through data teams, they provided no value as predictors of success on Iowa Assessments...even drilled-down to the level of certain standards. I guess this just proves Wiliam's point that learning is unpredictable and that the format of formative assessments needs to present a balance of what students are likely to encounter later in school and later in life.","dateCreated":"1339680418","smartDate":"Jun 14, 2012","userCreated":{"username":"johnsd72","url":"https:\/\/www.wikispaces.com\/user\/view\/johnsd72","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55005272","body":"In years past, formative assessment meant quizzes in math. But I never really did much change and kept going on district pace-yes the district prescribed what page I was to be on and what day to be there. Easy, no thinking or planning. Thankfully, we left that for a long time, only to be back with Pbits prescribed for us, though they are better than what we used to have. Conscious formative assessment has changed for me in recent years as we have focused on this at our school. Quick little formatives at the beginning and at the end of class can change what follows. I see formatives as both a tool for me to gage where students are and a process for me to adjust to needs.
\nAs far as the 3x3, I think that it is a simple, smart chart that we need to reference often as we move through the year and looking ahead at content. Like Chartier above, I too am interested in involving students in their "feedback". I want different approaches in their involvement.
\nI used to teach, in that if they got it, great, if not, we are moving on. The exception was the student that wanted more help. I left it up to them. How sad. The adage of you can lead a horse to water... I was young and dumb and sometime between then and now i have changed. No epiphany, it was always in me that there is a difference between teaching and learning.","dateCreated":"1339682241","smartDate":"Jun 14, 2012","userCreated":{"username":"galviner","url":"https:\/\/www.wikispaces.com\/user\/view\/galviner","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55012288","body":"I agree with you Davidjohns......we continually are being "assessed" as schools\/district using tests like the Iowa Assessment. Is there really any effective way to "prepare" for these buggers???????","dateCreated":"1339710348","smartDate":"Jun 14, 2012","userCreated":{"username":"bflesch","url":"https:\/\/www.wikispaces.com\/user\/view\/bflesch","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55012818","body":"Probably the one thing that I thing the IA Ass. (I'll call them that just for the sake of brevity) actually assess that benchmarks do not is "stamina". Stamina (or perhaps its more attractive cousin, perseverance) is an important life skill, but I don't think I want our students or my own children sitting down to too many 110 question, timed, multiple choice tests each school year. It's not much at all like "the real world" and certainly not the preferred approach to use if we value deep understanding over surface knowledge or memorization.
\nI don't know, Bill. Is it worth prepping for these by putting kids on the clock and throwing a ridiculous number of test "items" at them multiple times throughout the year? What about the kids who are in absolute misery the one time we do do this (I'm thinking of students who barely read or understand English at all)?
\nAnyway, a somewhat off-topic digression...maybe Deb can create a discussion "corner" for those of us who just want to rant every once in a while.","dateCreated":"1339713291","smartDate":"Jun 14, 2012","userCreated":{"username":"johnsd72","url":"https:\/\/www.wikispaces.com\/user\/view\/johnsd72","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55022050","body":"I was talking with my sister last month and she is currently in college and had to take chemistry this past semester. Although the class met everyday for labs or lecture.....the entire "grade" of the class was based on four 100 question tests and one 200 question final. Five tests.....this got me thinking after your comments, do the long assessments somewhat prepare students for the next level (college)? It seems at the larger universities multiple choice tests after hours of lectures is very common.....
\n
\nAfter reading the chart several times the part that I keep coming back to is the providing feedback that moves learning forward. We can have "effective formatives" for the students but I think they become even more valuable when they can see the direction they are headed and what they are learning.","dateCreated":"1339773501","smartDate":"Jun 15, 2012","userCreated":{"username":"RDaugherty9","url":"https:\/\/www.wikispaces.com\/user\/view\/RDaugherty9","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55023188","body":"The big thought on my mind with this set of questions and this selection is how much I want to improve on my managing time. It is sometimes a struggle for me to carve the needed time for all that is needed...that students understand why we are doing this, where they are with it, what they need to do\/where they need to be or go, the lessons and experiences, the form. assmnts, the feedback, the trying again, the feedback again, the grading...when it is time to move on, the pacing guides, the summatives...I just really need to have this more organized as a process and get better at timing it out.
\n
\nThinking about Eric's comments about math quizzes and the past reminded me how it was challenging for me this year to keep being effective with my kids who got it\/accomplished\/learned so much faster than those it took so much longer to get "there." Again, partly a timing issue, partly a differentiation issue.","dateCreated":"1339778836","smartDate":"Jun 15, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55027556","body":"My definition of teaching and learning has not changed in the first two chapters. I loved some of the quotes and examples that William used to describe the differences. (teaching the dog to whistle).","dateCreated":"1339801310","smartDate":"Jun 15, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55029120","body":"Wiliam states that teaching boils down to 3 key processes and 3 kinds of individuals involved (see diagram p. 46). He also
\nstates that \u201cteaching is adaptive to the learner\u2019s needs.\u201d He points out that what students learn is unpredictable and that if just
\nteaching it meant they learned it, then we would not need gradebooks because they would have learned it all!
\n
\nHow do these statements square with you? Do you agree with Wiliam? Has your definition of teaching and learning changed? Explain how.
\n
\nI agree with Wiliams above statements. Adapting learning to the students needs is basically what we do by changing instruction according to the results of formative assessments. My definition of teaching and learning has not changed as a result of reading these 2 chapters, but it definitely has caused me to examine my beliefs on teaching and learning. It has served to remind me (again) of the importance of constantly monitoring student progress throughout the instructional process.
\n
\nI do think it is important to involve students in their learning and keep them aware of how they are doing and what they need to do to improve. Sandi - this is one thing that I definitely have trouble fitting in, and one that easily gets dropped in a time crunch. I think it would be really helpful to me to have this set up clearly in some sort of defined process...","dateCreated":"1339812962","smartDate":"Jun 15, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55034862","body":"I have always been interested in cooperative learning at a professional and student level. Last year I read Tina Rosenburg's book, Join the Club:How Peer Pressure Can Change the World, and I wanted to start an Emerging Scholars' group loosely based on the one described in chapter 5, "The Calculus Club". I couldn't find a time that wasn't already spoken for, including after school. In previous years my after school study groups improved student focus during class and raised test scores. We need to know how to work together as well as the nuts and bolts of curricula.","dateCreated":"1339881123","smartDate":"Jun 16, 2012","userCreated":{"username":"JanMorris","url":"https:\/\/www.wikispaces.com\/user\/view\/JanMorris","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55044562","body":"Wiliam states that teaching boils down to 3 key processes and 3 kinds of individuals involved (see diagram p. 46). He also
\nstates that \u201cteaching is adaptive to the learner\u2019s needs.\u201d He points out that what students learn is unpredictable and that if just
\nteaching it meant they learned it, then we would not need gradebooks because they would have learned it all!
\n
\nHow do these statements square with you? Do you agree with Wiliam? Has your definition of teaching and learning changed? Explain how.
\n
\nMy definition of teaching and learning has not changed through the first two chapters. I agree with Eric's notion of the formative assessment as a tool engaged throughout a process. I lean more toward the process "feedback loop" vs. the tool "testing these kids to death".
\nI do think that what students learn is unpredictable. Would it become more predictable if students became more involved in what they were learning and how they were achieving.","dateCreated":"1339968994","smartDate":"Jun 17, 2012","userCreated":{"username":"deckerma","url":"https:\/\/www.wikispaces.com\/user\/view\/deckerma","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1284155188\/deckerma-lg.jpg"}},{"id":"55056590","body":"My definition has not changed. I agree with Janelle, about "they learned this in elementary", no they may have been "taught" it, but they don't all learn it. Formative assessments and feedback are huge for student learning. Teaching is a process and the students need to be a huge part of this process.","dateCreated":"1340033769","smartDate":"Jun 18, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":5}]},{"id":"54890166","dateCreated":"1339121546","smartDate":"Jun 7, 2012","userCreated":{"username":"MrJBrown","url":"https:\/\/www.wikispaces.com\/user\/view\/MrJBrown","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/54890166"},"dateDigested":1532253346,"startDate":null,"sharedType":"discussion","title":"Ch2\/Q1-2","description":"My definition of formative has been that it is any informal evaluation of my student learning that I could use to see if they understood the material and then helps me decide what to do next in my classroom. I guess I have been using it mostly as a tool, but also a process. I have been using it as a tool to measure student learning, but also as a process since it didn't end just there.
\n
\nMy definition has slightly changed to be more continuous and not just the handful of things I may be putting in the grade book, but also the other informal ways we check for understanding throughout our classes. I also have a better understanding of some ways to include students in the process of formative assessment as well.","replyPages":[{"page":0,"digests":[{"id":"54988288","body":"Allison and Bill=I think the WTL strategies are a great way to formatively assess students. I will only be counting summative assessments as well this next year.","dateCreated":"1339606733","smartDate":"Jun 13, 2012","userCreated":{"username":"maria.lantz7","url":"https:\/\/www.wikispaces.com\/user\/view\/maria.lantz7","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55004810","body":"--What has been your definition of formative assessment? Have you seen it as a process or a tool? Explain why and if your definition changed after reading Chapter 2.
\n
\nFormative assessment has been, in my mind, a process. Too often we get caught up in whether to name a task "formative" or "summative". Reeves only considers the state assessment summative and all others formative...including culminating, end-of-unit tasks. This is because even through these we are monitoring and adjusting for the next unit.
\n
\nProcess\/tool? One in the same to me. You obviously need tangible products of learning in order to draw the kinds of conclusions that good teachers to do on modifying instruction.
\n
\nEvolution of thinking as a result of chapter 2 would include an understanding of how important it is for the student to use the feedback for adjustments as well. IB keeps us learner-centered and this really supports Wiliam's idea that both the teacher and the student need to learn from the results and adjust accordingly.
\n
\n--Bill and Maria: Thanks for taking the risk with your grading practices around summative tasks next year. I think the general public (and certainly our parents) will need help understanding the distincition between work that is "assessed" (all of it) and work that is "graded" (work that represents a culmination of practice and feedback). After all, they don't post the scores of basketball scrimage games in the paper and no critics review dress rehearsals of symphony orchestra performances.","dateCreated":"1339679911","smartDate":"Jun 14, 2012","userCreated":{"username":"johnsd72","url":"https:\/\/www.wikispaces.com\/user\/view\/johnsd72","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55012550","body":"I've always seen formative assessment as tools we use during the learning process. I enjoyed reading this chapter and hearing everyone's thoughts about formative assessments. A different way to look at these for me came about while reading on pg. 40 when Wiliam states "our formative experiences are those that have shaped our current selves --- and so we need a definition that can accommodate all the ways in which assessment can shape instruction." This seems to validate in my mind how "formative assessments" are a process that shape learning\/instruction just as the "formative experiences" in life shape society.","dateCreated":"1339711679","smartDate":"Jun 14, 2012","userCreated":{"username":"RDaugherty9","url":"https:\/\/www.wikispaces.com\/user\/view\/RDaugherty9","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55023092","body":"I, too, plan changes in my daily lesson plans to put even more effectiveness into my use of formative assessments! I took the plunge last year and changed the way I graded, and I'm looking forward to this coming year to use that more effectively and continue tweaking the process and purpose of my grading.
\nI appreciate the comments about the WTL strategies and the fit with formatives. I have viewed formative assessments in the past more as tools, but am swinging more to process, undoubtedly.","dateCreated":"1339778423","smartDate":"Jun 15, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55027452","body":"What has been your definition of formative assessment? Have you seen it as a process or a tool? Explain why and if your definition changed after reading Chapter 2.
\n
\nI would say my definition is very similar to Allison's definition, "I look at formative assessments as a process; it is learning for the sake of learning. Assessment for learning allows students the opportunity to gain the knowledge\/skills needed to perform the summative task on their own."
\n
\nI need to do a better job of including the student's in this process. Although I have altered lesson plans, I have not given good individual feedback on a consistent basis.","dateCreated":"1339800532","smartDate":"Jun 15, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55027494","body":"For those only grading summative tasks next year, would it be an option to still enter some of the formative tasks into Infinite Campus as an "unscored activity" so the parents can still see the progress of their students?","dateCreated":"1339800765","smartDate":"Jun 15, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55027678","body":"Good suggestion Rob. Summative reporting has to be supported through a body of evidence, even if much of that isn't traditionally "graded" work. I-C gives us a way to do this by weighing categories or entering a zero multiplier. We might as well use it.","dateCreated":"1339802075","smartDate":"Jun 15, 2012","userCreated":{"username":"johnsd72","url":"https:\/\/www.wikispaces.com\/user\/view\/johnsd72","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55028972","body":"-What has been your definition of formative assessment? Have you seen it as a process or a tool?
\nMy definition of formative assessment has been anything that provides information for me on whether my students understand what has been taught or not. I would describe how I have used this in the past as both a process and a tool. I see it as a tool as relating to specific strategies or activities and as a process since it is something that usually extends into my planning and how to proceed with instruction.
\n
\nMaria - I definitely also saw formative assessment as a tool to be incorporated in data teams.
\n
\nJohn - I like the idea of putting summative tasks in IC but with a zero multiplier. I also think that you have made an excellent point in describing the difference between what is "assessed" and what is "graded". I think your description explains it very well.","dateCreated":"1339812020","smartDate":"Jun 15, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55034536","body":"As a teacher and parent of students with special needs,I am especially concerned that assessment be viewed as a process. ALL students can achieve at high levels. When students analyze their performance looking for ways to revise and celebrate, they will either adjust their approach, continue with best practices or assert their need for help. When assessment is a process, it is the next step towards accomplishing a goal. How many times have we worked with students who didn't know they didn't know something? Self-evaluation with a rubric and meta cognitive processes raises the prospect that all will learn. Then when we expand the process with mentor and peer interaction, we ensure that students have the strategies for transfer of skills.","dateCreated":"1339877986","smartDate":"Jun 16, 2012","userCreated":{"username":"JanMorris","url":"https:\/\/www.wikispaces.com\/user\/view\/JanMorris","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55034562","body":"By the way, I think assessing a process is action based. Assessment tools label how someone did at a given point with a given task. Assessment has long been a labeler of people, which may be a factor in the research that noted negative results in summative assessment mentioned in chapter one.","dateCreated":"1339878349","smartDate":"Jun 16, 2012","userCreated":{"username":"JanMorris","url":"https:\/\/www.wikispaces.com\/user\/view\/JanMorris","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55041550","body":"I took the plunge also this past year and changed the way I posted grades in IC. I am planning on changing again next year as I post only summative assessments, but plan on posting formative assessments (without them counting in the final grade) because I believe that parents need to see that we are constantly monitoring what their children are learning. Thanks, David, for the defintion of "assessing" and "grading." I appreciate the difference!!","dateCreated":"1339946871","smartDate":"Jun 17, 2012","userCreated":{"username":"Knoblochsa","url":"https:\/\/www.wikispaces.com\/user\/view\/Knoblochsa","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55044660","body":"I see formative assessment as a process. "What do I want them to learn, how do I know they learned it, what do I do if they don't, what do I do if they do".
\n
\nThanks Rob, for the suggestion of the formative tasks being in IC. It is important for parents to have as much information as possible.","dateCreated":"1339969712","smartDate":"Jun 17, 2012","userCreated":{"username":"deckerma","url":"https:\/\/www.wikispaces.com\/user\/view\/deckerma","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1284155188\/deckerma-lg.jpg"}}],"more":6}]},{"id":"54886238","dateCreated":"1339111427","smartDate":"Jun 7, 2012","userCreated":{"username":"MrJBrown","url":"https:\/\/www.wikispaces.com\/user\/view\/MrJBrown","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/54886238"},"dateDigested":1532253347,"startDate":null,"sharedType":"discussion","title":"Ch1\/Q3-5","description":"What are we doing at our schools to improve our teaching?
\n
\n-We are working collaboratively on IB units and coming up with assumptive and formative assessments
\n
\nHow do we know if it is working?
\n
\n-Students are demonstrating their learning through various IB projects and being assessed with IB rubrics.
\n
\nWhat\u2019s working and what isn\u2019t giving us the increased achievement?
\n
\n-Working is the continued push toward IB. One thing that isn't working is the way schools are being measured. We are not being asked have student achievement measured based on the district ends or IB assessments, they are being asked to fill in multiple-choice tests. Another thing that is not working is the continued decrease in time to plan effective units and collaborate.","replyPages":[{"page":0,"digests":[{"id":"54986998","body":"I think one great way to see if our strategies are working is by evaluating student data on summative assessments; whether this is a benchmark test, Iowa Assessment, or authentic assessment. We should also use our collaboration time to discuss what teaching strategies worked and what didn't and what we can do better within our classrooms, and this can easily be done in data teams meetings. I think it's hard for teachers to open up about this stuff but acknowledging what didn't work is the first step to making it better.","dateCreated":"1339603243","smartDate":"Jun 13, 2012","userCreated":{"username":"maria.lantz7","url":"https:\/\/www.wikispaces.com\/user\/view\/maria.lantz7","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55000148","body":"What is working?
\n
\nThe students at Merrill expect an IB rubric when a summative task is assigned. This year I assigned a project but had not printed off the rubric. A student politely stated that he was not going to start the project until he had the rubric in hand.
\n
\nWhat isn't working?
\n
\nI am concerned that the benchmark test are viewed as the final destination instead of markers on the map on the road to the final destination.","dateCreated":"1339646012","smartDate":"Jun 13, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55011954","body":"I would agree with you on this Rob.....those benchmarks really should only be a part of where we want them to be. I think we need to develop some teacher made IB tests that allow learners to show what they know in more authentic ways. Our trainer in Miami levels all of his questions on his tests to show the student what kind of question they are dealing with. I would say the benchmark test is ALL level 1-2 on an IB rubric.","dateCreated":"1339708809","smartDate":"Jun 14, 2012","userCreated":{"username":"bflesch","url":"https:\/\/www.wikispaces.com\/user\/view\/bflesch","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55011956","body":"I would agree with you on this Rob.....those benchmarks really should only be a part of where we want them to be. I think we need to develop some teacher made IB tests that allow learners to show what they know in more authentic ways. Our trainer in Miami levels all of his questions on his tests to show the student what kind of question they are dealing with. I would say the benchmark test is ALL level 1-2 on an IB rubric.","dateCreated":"1339708812","smartDate":"Jun 14, 2012","userCreated":{"username":"bflesch","url":"https:\/\/www.wikispaces.com\/user\/view\/bflesch","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55011960","body":"Sorry for the double post!!!","dateCreated":"1339708840","smartDate":"Jun 14, 2012","userCreated":{"username":"bflesch","url":"https:\/\/www.wikispaces.com\/user\/view\/bflesch","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55022812","body":"Sometimes in the course of a school year it can seem like there is a ton of stuff being thrown at us. It gets challenging to morph it all together. But if one looks at it as opportunities to grow, improve, and add to the tools at being successful with each student, it takes a whole different perspective. I think if a staff works together with a team approach, each one can support the other to uphold this point of view and stay positive, not matter the subject or grade. We can support each other to keep that point of view alive...that this change and that change are not to break our backs, but to keep builing and improving and delivering to our students even stronger.","dateCreated":"1339777069","smartDate":"Jun 15, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55027614","body":"@bflesch - I would agree that 90% of the questions on the benchmark test are on the 1-2 level for IB. With most of the questions being multiple choice, there is no way around this. I have also seen IB teachers level their math tests to reflect Criteria A for math (knowledge). This is a great idea but would take a great deal of time. I hope to write one for Unit 1 this summer.","dateCreated":"1339801759","smartDate":"Jun 15, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55028330","body":"1. What are we doing at our school to improve our teaching?
\nIB Units, Rubrics, Data teams, Peer Observations, Collaboration, Write to Learn Strategies
\n
\n2. How do we know if it's working?
\nStudents are able to demonstrate skills and can be consistently assessed through rubrics.
\n
\n3. What's working and what isn't giving us the increased achievement?
\nI believe that if implemented correctly, that most of the above strategies can improve student performance. Most of them are about having transparency in what we are doing. Both being transparent to our peers through collaboration and being honest with ourselves about what and how we do things can improve instruction. If we are clear on what we are doing and have a good understanding of why what we do is successful, we have a better chance of replicating the success. Also, knowing what works and how to do it can help us communicate with our peers to share ideas.","dateCreated":"1339807406","smartDate":"Jun 15, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55029076","body":"I view benchmark tests as summative assessment that is only a small portion of a student's learning outcomes.
\nCan we stick with reform efforts long enough to fully gauge their impact? Short term and long term success or lack thereof, take time and systematic evaluation. I look forward to learning about and aiding with efforts to increase student achievement.","dateCreated":"1339812693","smartDate":"Jun 15, 2012","userCreated":{"username":"barneskisha","url":"https:\/\/www.wikispaces.com\/user\/view\/barneskisha","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55034404","body":"Students show much deeper understanding and communicate learning in more relevant ways on an IB summative assessment than a bubble test. As students become proficient with inquiry, they propose novel approaches to learning to accomplish more than I set out to do. They understand the outcomes and can take ownership in the learning.","dateCreated":"1339877000","smartDate":"Jun 16, 2012","userCreated":{"username":"JanMorris","url":"https:\/\/www.wikispaces.com\/user\/view\/JanMorris","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55044432","body":"What are we doing in our schools to improve achievement?
\n
\nI agree with the collaboration, data teams, walkthroughs, peer observations and feedback and district\/building professional development opportunities. I also believe that students setting goals and knowing how to achieve those goals will make an impact on achievement.
\n
\nHow do we know if it's working?
\n
\nTeachers are discussing common instructional strategies and assessments during data team mtgs.
\nStudent work samples.
\n
\nWhat is working?
\nThe opportunities teachers have to discuss teaching\/learning. Making data driven decisions.
\n
\n
\nWhat isn't giving us the increased achievement?
\nI'd have to agree with those that question the rigor of the benchmark assessments.","dateCreated":"1339968129","smartDate":"Jun 17, 2012","userCreated":{"username":"deckerma","url":"https:\/\/www.wikispaces.com\/user\/view\/deckerma","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1284155188\/deckerma-lg.jpg"}},{"id":"55055894","body":"I agree we don't take enough time to see if our reform has had an impact on students. We are always jumping on another reform. I also agree that the benchmarks are taking up so much time. If we have to give them I do think it is important that our students see them so they know what they are "supposed" to learn for the unit. IB rubrics are much more informative for students, parents, and teachers. Students also need to see these rubrics before they do a summative task.
\nI think our school is on the right track and headed the right direction. It will be a challenge to keep up with all our ideas and meet with our colleagues.
\nI believe it takes years before we will ever know if what we are teaching has an impact on students for the better. There are so many other factors involved. If we believe in what we are teaching and do our best for ALL students, then we will have a positive impact!","dateCreated":"1340032678","smartDate":"Jun 18, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":10}]},{"id":"54886160","dateCreated":"1339111204","smartDate":"Jun 7, 2012","userCreated":{"username":"MrJBrown","url":"https:\/\/www.wikispaces.com\/user\/view\/MrJBrown","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/54886160"},"dateDigested":1532253348,"startDate":null,"sharedType":"discussion","title":"Ch1\/Q2: If teaching matters most in terms of student achievement then how do we increase the quality of our teaching?","description":"If teaching does actually matter most in terms of student achievement at the middle school level then we work on increasing the quality of our teaching by incorporating time for collaboration, time for professional development and time for teachers to plan their lessons and look over assessments.
\n
\nOne of the areas that hurts the quality of teaching is overwhelming new teachers and more veteran teachers burning out with more and more being put on their plates. We continue to add more "things" that are required to do without judging if their effective universally, class sizes\/student loads of teachers continue to increase due to budget cuts, and planning\/collaboration time has also decreased.","replyPages":[{"page":0,"digests":[{"id":"54987868","body":"Allison-that's a fantastic article. We need a better system to keep teachers accountable and it looks as if Danielson has laid that out. Maybe this is something we can look to do in Des Moines.
\n
\nJanelle-I like your idea of teachers working together in groups that are mixed in experience and that we learn from each other in these groups.
\n
\nInterdisciplinary doesn't necessarily mean whole units, rather we need to work together more in little ways. For instance, we could incorporate vocabulary used in science classes in math and social studies.","dateCreated":"1339605549","smartDate":"Jun 13, 2012","userCreated":{"username":"maria.lantz7","url":"https:\/\/www.wikispaces.com\/user\/view\/maria.lantz7","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55000036","body":"Many great points have already been made in this discussion.
\n
\nAllison - Continuing the thought of accountability, I think it starts with expectations and a plan in place for when the expectations are not met. As you stated, this takes a great commitment from the administration and staff.","dateCreated":"1339645619","smartDate":"Jun 13, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55011874","body":"I would agree with Rob about accountability. On a day in day out basis we as teachers are basically only accountable to ourselves. Our administrators, parents, and students trust us to do what is best for kids using best practices. Do we always fulfill this trust? Certainly not. BUT...the more we try the more we succeed and the better our teaching can become.","dateCreated":"1339708410","smartDate":"Jun 14, 2012","userCreated":{"username":"bflesch","url":"https:\/\/www.wikispaces.com\/user\/view\/bflesch","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55019864","body":"I think I understand how to respond now, this technology is new to me. I agree with all of the knowledgable comments above. We need to work with other teachers and share our achievements working with students with each other. I think our goal of peer observations is a step in the right direction. We have many great ideas in our own building. Also sharing this book and reading all the great comments is a good way to share among colleagues.","dateCreated":"1339762614","smartDate":"Jun 15, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55022724","body":"I've always thought of myself as a life-long learner and that will help me keep improving the quality of my teaching. However, the last several years with so much changing constantly, I feel like the quality of my teaching is like a person jumping on a trampoline...up and down and up and down. I learn about something new, try it out, try to work it in, try to get better. Over and over.
\n
\nI agree with collaborating, as many have commented, and have been fortunate to have had more chance to do that authentically the last several years. I am still trying to learn how to collaborate with like subject\/grade teachers and not lose myself a little in the process.","dateCreated":"1339776708","smartDate":"Jun 15, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55028206","body":"Though school districts spend a great deal of time and money on professional development and allowing time for collaboration, I think most teachers (myself included) could do a better job of really trying to improve their instruction. As stated above, this comes down to accountability. It is easy to get into an instructional rut, and I am the only one that can choose to change or improve the way things are done in my classroom by actually implementing different strategies.
\n
\nI agree with what Ann said above as well. This year at Goodrell, we did some peer observations. Though none of these were in my own subject area, I got plenty of great ideas that could be applied to my subject. Even if observation is not an option, regular collaboration to discuss strategies or data has helped me a lot.","dateCreated":"1339806357","smartDate":"Jun 15, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55034624","body":"The book, Horace's School, comes to mind. We chose it as a summer study a few years back, and it changed how we worked together. A quick read is Chris Tovani's new book, So What Do They Really Know? Chris advocates teaching students to annotate and providing written feedback every day. She shows ways to make the process doable in her book.","dateCreated":"1339879192","smartDate":"Jun 16, 2012","userCreated":{"username":"JanMorris","url":"https:\/\/www.wikispaces.com\/user\/view\/JanMorris","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55034670","body":"My students use process journals for most of our units. I can grab a few at a time and make instructional decisions for tomorrow by the end if the day. It's also very enlightening to see what students think, especially when they didn't get the point or when they go beyond my expectations. I also like process journals, because in middle school it's critical to identify who thinks concretely about a concept and who operates at more complex levels. Process journals also become mentor texts. Students like to be asked for their work to serve as lesson material.","dateCreated":"1339879665","smartDate":"Jun 16, 2012","userCreated":{"username":"JanMorris","url":"https:\/\/www.wikispaces.com\/user\/view\/JanMorris","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55041532","body":"I think we are on the right track with increasing the quality of our teaching. I learned so much from the other teachers I observed in our peer observations! Just taking one little idea from another teacher can improve the quality of my teaching. I agree with Josh that hopefully we can get back to more interdisciplinary units in the near future. We did a small one this past year and the knowledge the students came away with was amazing!","dateCreated":"1339946478","smartDate":"Jun 17, 2012","userCreated":{"username":"Knoblochsa","url":"https:\/\/www.wikispaces.com\/user\/view\/Knoblochsa","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55044150","body":"It is difficult to add to the ideas above. I think the notion of peer observations and feedback is a great place to start. Does anyone have an opinion about videotape, either to gather feedback or learn from one of our "resident experts"?","dateCreated":"1339966634","smartDate":"Jun 17, 2012","userCreated":{"username":"deckerma","url":"https:\/\/www.wikispaces.com\/user\/view\/deckerma","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1284155188\/deckerma-lg.jpg"}},{"id":"55057476","body":"I think that everyone has some very valid points! (like mary said--difficult to add to the discussion without saying the same thing. so i appologize if i do)
\n
\nthe only thing that i would add to this is that whatever it is we do we should make sure that 3 things happy:
\n1) do it consistantly
\n2) do it for a sustainable amount of time
\n3) do it collaboratively.
\n
\ni am so tired of education going with the "wind philosophy." whatever direction the wind blows go with it (i.e.--whatever the hot strategy\/topic is then we have to go with that because it has to be better than what is currently taking place).
\n
\ni know i.b. has it's glitches, it has been nice knowing that we have stayed the course for a while now. it has helped with student achievement at least in terms of i.b. (hoping i.b. prepares them for high school and life...). i see m.i.'s being in the same boat. good because it completed all 3 items that i said above.","dateCreated":"1340035377","smartDate":"Jun 18, 2012","userCreated":{"username":"Englandtron","url":"https:\/\/www.wikispaces.com\/user\/view\/Englandtron","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1340037701\/Englandtron-lg.jpg"}},{"id":"55297212","body":"You are right on","dateCreated":"1341548248","smartDate":"Jul 5, 2012","userCreated":{"username":"mansonbr","url":"https:\/\/www.wikispaces.com\/user\/view\/mansonbr","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":10}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}