Location: Google Folder Link HERE

Directions: Groups of two to three

Count off 1-9

Start on the document with your number

1. Access each document under each domain of the graphic.

   
   

2. Determine what indicators of each area look like , sound like, and how it is evidenced.

   
   

3. Return to the whole group.

   
   

4. GO back to the document you started on.

5. Read all the findings and give a rating

   of Developing, Developed, Highly Developed

6. Share what rating each group gave and your recommendations for growth.

7. How can this document be further utilized in your collaborative Professional Learning Communities?

1. Review your school's assessment policy

2. Respond to each question in the group document. HERE

3. Read and synthesize the responses.

4. Post your group's three main takeaways in this section.

1. Read Both articles

2. Identify five key takeaways from each article.

3. Reflect with your partner on how Master's and Griffin's positions on assessment are the same and different.

4. Record in this section one change you can make in your context.

   
   

1. Present two - three assessments you have collected.

2. Give your group a summary of the context of the evidence piece.

3. Group members will give ideas on how the assessment can inform the next steps in teaching.

   
   

Look for tools for monitoring, Documenting, recording, and measuring learning.

LINK your resources HERE

Monitoring learning aims to check learning progress against personal learning goals and success criteria. It is an ongoing daily process involving interactions between students and teachers.

Documenting learning is compiling evidence of learning. It can be physical or digital and displayed or recorded in a variety of media forms. Documentation of learning is shared with others to make learning visible and apparent.

Reporting on learning informs the learner and the learning community. “How well are we doing?” It describes the progress and achievement of the student’s learning, identifies areas for growth, and contributes to the program's efficacy.

Measuring learning aims to capture what a student has learned at a particular point in time. Not all learning can or needs to be measured. Measurement tools can be school-designed or commercial, but each provides data to support a larger picture of student achievement, progress, and learning.

In triads:

1. Read the case studies. HERE

2. Choose one to focus on.

3. Post a short description of a challenge from the case study and some solutions in the thread below.

4. Read others' posts and comments or like one post.

1. Choose a piece of evidence to receive feedback.

2. Make a copy of the notes document HERE

   Follow the process outlined.

3. Partners A and B both give and receive ideas for next steps.

1. Phase one: Cognition (Planning) HERE

2. Phase two: Metacognition (Self-monitoring) HERE

3. Phase three: Evaluating (Volitional script) HERE

• Teacher Reflection:

  • What have you learned about using feedback to feed forward in these three phases?

  • How can we create a classroom culture where feedback is seen as a tool for continuous growth?

• Action Plan:

  • Teachers outline how they will integrate this feedback model into their upcoming lessons.

  • Share strategies for using feed-forward techniques in conferences, self-assessment, and peer-feedback sessions.

Make a copy of the template

1. Choose an assessment to analyze.

2. Follow the process and note any adjustments to the process