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How do we support teachers in refining their assessment design processes (providing a safe, non-threatening way to do this work, etc) so that they continue to refine their practice without fear?

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"Slowing down to speed up."
This is one of those stages that takes a lot of time and consideration but it so important. How can our data be valuable if it doesn't measure the "right" things? \

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I want to strategically refer to and use the posted learning targets as part of learning and instruction in my classroom.

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Clarity is a strength of mine. Alot of teachers clarify and define in their classrooms but may not do it intentionally as part of clarifying learning targets.

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I used to put up the exact same language of the Learning Standard but now I will highlight, underline, or make the most important language most visible and actually discuss the necessary components of the target(s).

I can't speak to where "my" staff is with Key 2, but my PLC is really trying to make the alignment between high schools work and stay true to the targets.

Methods that need redefinition are simply what the target translates into when working on the practicing and assessments. What assignment(s) matches this target, how will it translate into my grade?

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Formative Assessments vs Formative Grades

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Formative Assessments vs Formative Grades

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How do we relate our intended assessment purpose with what is in the grade book? Some teachers say that formative assignments (gradebook definition) count for such a small portion of the grade that they cannot be redone. Even if redo's are allowed they are frequently not encouraged. Do these grading policies work with the formative definition in Assessment for Student Learning? How can we reconcile these two functions?

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I use the Grammar Grid for students to use. They analyze the structure of their writing to encourage sentence variety use and to avoid repetition.
Here is the link:
Grammar Grid:
https://docs.google.com/a/msd549c.org/document/d/1GhwtBdxt9ZuokZPTRofxUyOgPk-bWJa8xdVbk9dj84M/edit?usp=sharing

I use the Error Chart for students to analyze their convention problems:
Error Chart:
https://drive.google.com/a/msd549c.org/file/d/0BziBKsPxHmzjeGprUFhpSjRrNkU/view?usp=sharing

Email me for more information:
Kimberly.stevenson@medford.
k12.or.us

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Formative assessment is not actuallyformative if it isn't used to transform future teaching.

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What do we need to do to build PD systems that differentiate for teachers so that they can better differentiate for students? Some of the teachers have the theory down and are ready for practical tools. Others still need the paradigm shift.

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Examining our building and district practices, I see that we have many effective practices in place and much to be proud of. Most of our PLCs effectively word together to prioritized targets and create common assessments. A place that we need to improve how we take that information to inform the learning that happens in the classroom.

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When you give a formative feedback assessment to a student, the purpose is to help the student identify areas of growth that are needed. Would you put a formative grade in the gradebook  for this?

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What I love about getting together in groups like this is watching how "student-like" we adult educators are in a classroom environment. We are curious, salty, curious, and want to do/be better. Parts of today click easily while other parts will take more time to permeate our minds. I loved the knowledge that our sound design really clouds or clears our grade book. I love the idea that we don't have to start new, this is an educational upgrade or remodel, but the added cumbersome feeling of work mixes with panic since it's always uncomfortable trying something new in front of students. Overall this was a good day. Firehose or not, diving in or toe-dipping, this was a good day for learning. Thank you!

Revisit a self assessment tool. In what area have you grown today? What info and activities from today might you try with your staff, students, and families?
How might you modify the info or activities to best fit your staff, students, and families?

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What are your wonderings? Unanswered questions? Ideas to work smarter, not harder?

Is there a good site for learning target sharing in IT and robotics or in general

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Hello! We learned:
the purpose of assessments  - formative and summative  - is to gather evidence of student learning.  Regular, frequent, formative assessment (pre-takes) will provide me and my students the feedback we need to determine when to summatively assess.   Following this balanced assessment approach should result in greater evidence of learning and fewer retakes.
I wondered how to implement/ how effective it will be in my curriculum area.

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We want students to understand and the targets to align with assessments.

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I used to create a test and print it out. Now I will try to get outside perspectives on its structure, sentence c

I think this key is vital to assessing our own practice. Sometimes it seems like we use the "canned" curriculum because it's required of us, but if it's "canned" from the teacher point of view, imagine how it feels to be a student looking at it. Using the same target and even the same frame as the required curriculum, then adding sound design to assessment seems to be a good place to start assessing actual student knowledge.

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Key 4: Effective Communication Reflection

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Key 4: Effective Communication Reflection