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Leveraging a Workshop Framework in the MYP

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Leveraging a Workshop Framework in the MYP

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Create an account at Heinemann.com to easily place orders, check the status and history of orders, enter registration codes for companion resources, and opt-in to receive personalized email announcements!

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justine@erinkentconsulting.com
https://www.linkedin.com/in/justine-otte/

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Developing Assessment-Capable Visible Learners, Grades K-12

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Developing Assessment-Capable Visible Learners, Grades K-12

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Nancy Frey, John Hattie, Douglas Fisher

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Introduction. The Foundation: Visible Learning

Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them

Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding

Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge

Chapter 4. Assessment-Capable Visible Learners... Select Tools to Guide Their Learning

Chapter 5. Assessment-Capable Visible Learners... Seek Feedback and Recognize That Errors Are Opportunities to Learn

Chapter 6. Assessment-Capable Visible Learners... Monitor Progress and Adjust Their Learning

Chapter 7. Assessment-Capable Visible Learners... Recognize Their Learning and Teach Others

Chapter 8. Mindframes of Schools That Create Assessment-Capable Visible Learners

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Developing Assessment-Capable Visible Learners, Grades K-12

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Introduction. The Foundation: Visible Learning Chapter 1. Defining Assessment-Capable Visible Learners and the Teachers Who Create Them Chapter 2. Assessment-Capable Visible Learners... Know Their Current Level of Understanding Chapter 3. Assessment-Capable Visible Learners... Understand Where They're Going and Have the Confidence to Take on the Challenge Chapter 4. Assessment-Capable Visible Learners...

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Connect with educators around the world!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

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Heidi L. Andrade and Margaret Heritage

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Table of Contents

List of Figures, Tables, and Boxes

Preface

Chapter 1: Introduction to Formative Assessment

Overview

What About Grading?

Three Guiding Questions

Formative Assessment Influences Learning through Feedback

Formative Assessment and Self-Regulated Learning

Classroom Culture and Formative Assessment

Chapter 2: Actionable Principles of Formative Assessment

Overview

Middle School Classroom

Elementary Mathematics Lesson

Diagnostic Items

Self-Regulated Learning, Self-Efficacy, and Motivation

Chapter 3: Clear Learning Goals and Criteria

Overview

Learning Goals Derived From Standards

Learning Goals Derived From Learning Progressions

Performance and Product Criteria

Performance Criteria

Product Criteria

Checklists

Rubrics

Goals, Criteria, and Self-Regulation

Co-Constructing Criteria With Students

Chapter 4: Collecting and Interpreting Evidence of Learning

Overview

Collecting and Interpreting Evidence as Students Work

Collecting and Interpreting Evidence of Learning From Diagnostic Items

Collecting and Interpreting Evidence of Learning From Parallel Tests

Collecting and Interpreting Evidence of Learning With Technology

Researcher-Developed Tools

Online Assessment Response Tools

Evidence Quality

Validity in Formative Assessment

Reliability in Formative Assessment

Fairness in Formative Assessment

Using the Evidence

Collecting and Interpreting Evidence of Learning From Themselves: Student Self-Assessment

Collecting and Interpreting Evidence of Learning From Peers

Student Interpretations of Feedback

Chapter 5: Taking Action

Overview

Teachers Taking Action

Continue With the Lesson as Planned

Make Immediate Instructional Adjustments

Modeling

Prompting

Questioning

Telling

Explaining

Directing

Providing Feedback

Make Plans for Subsequent Lessons

Students Taking Action: Assessment Strategies That Prompt Corrections, Rethinking, and Revisions Connected to Learning Goals and Success Criteria

Summing Up and Moving Forward

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Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

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There is convincing evidence that carefully applied classroom assessments can promote student learning and academic self-regulation. These assessments include, but are not limited to, conversations with students, diagnostic test items, and co-created rubrics used to guide feedback for students themselves and their peers.

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Patrick Griffin

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Assessment for Teaching [Griffin, Patrick] on Amazon.com. *FREE* shipping on qualifying offers. Assessment for Teaching

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Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

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Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

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Dylan Wiliam and Siobhan Leahy

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embedding formative assessment: practical techniques for k-12 classrooms

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Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

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Embedding Formative Assessment: Practical Techniques for K-12 Classrooms [Dylan Wiliam, Siobhan Leahy] on Amazon.com. *FREE* shipping on qualifying offers. Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

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Culturally Responsive Teaching and The Brain

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Culturally Responsive Teaching and The Brain

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Zaretta Hammond

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From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

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Culturally Responsive Teaching and The Brain

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In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

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Interesting read on Chat-GPT and Assessment

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Interesting read on Chat-GPT and Assessment

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"Write me a 5 paragraph essay on why Columbus was one of history's greatest villains..."

This is the prompt I just entered into my new Chat GPT app and in less than 8 seconds, my assignment was complete.

And it was pretty damn good.

As an educator dedicated to the intricacies of your craft, I imagine this might send hairs raising on your neck.

"What if our kids get a hold of this?"

They already have.

And in schools where instruction is monotonous, dry, and boring, I'm almost certain students are looking for every way they can to use Chat GPT to escape the monotony of daily instruction.

But not in PBL schools.

In PBL schools, they have embraced Chat GPT in the same way they embraced Google in the 90s, or 1:1 laptops in the 2000s; it's simply another tool to support and enhance teaching and learning.

For us edu-transformers, Chat GPT has built a more solid argument for WHAT WE ALREADY DO:

Build authentic, meaningful learning experiences that can't be completed by Artificial Intelligence.

Yeah, but what about assessment? If Chat GPT can complete what should be lengthy assignments in a matter of seconds, how are we supposed to assess REAL student learning?

That's easy.

Assess regularly, and meaningfully THROUGHOUT the learning experience.

No more one and done assessments.

For example, if students are building a community garden, they might use Chat GPT to determine what plants and soil work best for their biome, but they can't use it to build the thing.

Design several checkpoints for student teams to present and gain feedback on their plans. This will allow you to support their development and more meaningfully evaluate what they have learned at the end.

When we build learning experiences that students WANT to complete, they won't use Chat GPT to do it for them.

Here are 5 ways to monitor and assess growth in PBL experiences:

1. Use portfolios of learning: Throughout your unit of study or project-based learning experience, have students build portfolios that include journal entries, 1st drafts, reflections, prototypes, and evidence of learning. This will ensure assessment is dynamic, not static.

2. Build in regular points for reflection: Rather than grade assignments, build in points of reflection for students to share what they are learning, how they have grown, and what new skills they have acquired. Provide them a checklist of hoped learning outcomes so they can speak more specifically to these things.

3. Co-create Products and Work Sample: If students are told what they will be doing, how they will do it, and what they need to get an 'A,' they are probably going to look for the quickest way to get it done. But if you co-create it together, they will have more incentive to be in tune for the entire learning journey. Start learning with a big pithy question, and co-create products and expectations together to answer it.

4. Get rid of Unit Tests, and Replace them with Presentations of Learning: High Tech High in San Diego, VIS Better Lab School in Taiwan, and 'Nova Lab' in Pennsylvania all use presentations of learning to summatively assess students. Students stand in front of peers and share their learning journeys which include new concepts, skills, standards, and insights gained. Each insight must be accompanied with a sample piece of work or 'artifact.'

5. Move to Standards-Based Grading: Research shows that grades don't motivate students. What's worse- they increase the equity gap, create mental/emotional stress, and lead to unhealthy cognitive disorders. Rather than award arbitrary letter grades, assess against expected learning outcomes co-created with students. Look at point #3 above, and co-create expectations for 'exemplary work.'

Think BIG, start small.

Assessment is tricky and there's no way you can achieve all 5 of the assessment strategies listed above right away. But I guarantee that if you start with one, you will already be leaps and bounds more ready to embrace Chat GPT, or any new technology that comes your way.
And while I have your attention....
I'm curating a professional learning community of global PBL practitioners for monthly conversations on how to enhance our PBL experiences, and build learner-centric environments.

Last month we shared case studies around high-quality learning experiences, this month, we discussed how to build effective community partnerships for them, and next month, we discuss how to seamlessly integrate our mandated curriculum and skills.

Sessions are only 90 minutes long, but provide resources and insights that you can use for a lifetime.

We would LOVE to have your voice.

You can fill out this short interest form if you think you might be a good fit.

And before you go...

What do you think about Chat GPT? How will it or is it currently impacting teaching and learning in your context?

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How to Authentically Assess Learning in the Age of AI & CHAT GPT

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"Write me a 5 paragraph essay on why Columbus was one of history's greatest villains..

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Here are resources that will support our work together around multilingual responsive writing instruction. 

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AISG G7-8 - Virtual Session 2 - April 2023

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AISG MYP Unit Planner - Realistic Fiction / Social Issues

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MYP Assessment & Subject Group Overviews @sjtylr LIVE Master - Language & Literature