Assessment PLC

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Action Statements

If we model using diagnostic assessments to inform our instruction, then teachers will better understand out to use diagnostic tools in their teaching practice.

If we keep track of how teachers are using LGs and SCs in their classrooms (or not), then we'll have a better sense of teacher learning needs.

Questions:-Does success criteria and feedback increase student engagement? How could we measure this?

Do teachers need clarification around the fact that using success criteria, giving feedback etc.is responsive teaching?-e.g "Third Teacher" Monograph

Example of using SC to do self and peer assessment in ENG3U

Photo evidence of SC

Curriculum Team Form for Observations

Example of co-creating success criteria in ENG2P

If we model co-creating success criteria while we work with teachers, then teachers will better understand how to co-create success criteria in their classrooms.

Dave: using photos in his role to help teachers understand the recommendations he is making

Dave is contributing to google doc bank of visuals as they are created to share with teachers

Teachers not understanding what he means when he gives them ideas.

What we're finding

Blayne: when using the checkin at the end (Sandy's 5 fingers for got it, one for WTF) I noticed at the last DSV that many teachers/ admin were not willing to put themselves out there and even put up fingers

not used to reflecting on their learning?

scared to be critical?

We need to continue to model co-creation of success criteria

teachers are uncomfortable assessing where they're at in their own learning

teachers are struggling to co-create success criteria

Samples of co-creating during PD sessions

Wondering: Can we get teachers to co-create success criteria at the beginning without them going through the process? Sandra would say that you need to model and use exemplary?

When should we model this for teachers?

How do we determine "instructionally significant" in our role?

Examples

Tech example of co-creating SCs

4. Build in a Feedback loop (Exit Card, Conversation) - What were our SC today? Did we meet them? How do you know?

3. Continue with body of PD session

2. Co-construct Success Criteria with group

1. Start with Learning Goals

If we build a common understanding of what we already do, then we will know our next steps for learning.

Student self assessments - Learning Skills, in-class work

Products

Looking at tasks and how they relate to the achievement chart, to show what areas are being missed in assessment

Conversations

emails

Oral first, Google Keep

Make notes based on conversations

Observations

Sandra Herbst materials

Sandra Herbst- Clapping: Illustrating the importance of success criteria

notes from Curriculum Leader day

Functional Behaviour Assessment

Using Learning Goals and Success Criteria; use LGs & SCs to create Rubrics and other assessments

Co-creating assessment, and providing feedback on their process

Personal Feedback Forms

Model assessment practices in the classroom: -Use of diagnostics-formative -Use of daily assessment-for feedback/small group creation -how to observe/document in a systematic way that allows for analysis of student work that can inform instruction -how daily assessment informs personalized report card comments -

Inquiry Question

How can we model effective assessment practices when we work with teacher colleagues?

Assessment PLC (AKA Team Awesome)

Questions for Sandra Herbst

How can we convince teachers of the value and impact of using learning goals and success criteria so they are using it regularly in practice (i.e., not mandated but a choice because they know it works)? How do we get teachers to collect pedagogical documentation routinely for recording observations and conversations? How can we get teachers assessing and evaluating all aspects of the achievement chart and not just knowledge and understanding? (i.e. how was it done in high school because it seems to be embedded there).

How do you manage the recording of the data?

High tech & Low tech

Triangulation of Data

Focus on Observations & Conversations

Assessment Beyond Knowledge and Understanding

How do you analyse the data you record?

Common Language of Assessment

How do we build this into everything we do? pd, in schools

What does really good assessment look like?

For and As Learning

Assessment in Our Roles

model what it can look like, in various contexts

Main topic