Formative Assessment National Conference
Location Speaker(s) Session Topic Intended Audience
8:30-10:00AM
TBD

Creating the schools our children need: Using research to guide—but not dictate—what happens in classrooms.

Dylan Wiliam

Keynote Session

All

For over a century, people have debated whether research can improve education. Some say that educational research is a waste of time, either producing findings that tell us what we already knew, or, worse, provide prescriptions that might work in laboratories but are impossible to apply in real classrooms. At the other extreme are those that think research should be used to discover “what works” in classrooms and then make sure that teachers implement “research-based instruction”.

In this opening keynote, Dylan Wiliam will argue that neither of these positions is tenable. Research can never tell teachers what to do—classrooms are just too complex—but if we ignore the research evidence there is a real danger that we waste time on changes in teacher practice that have little or no impact on student achievement.

Instead, policy-makers, administrators and teachers need to become “critical consumers” of educational research: making nuanced judgments about the relevance of research findings to their particular context by addressing four fundamental questions:

  • Does this solve a problem that we have?
  • How much extra achievement will we get if we do this?
  • How much will it cost?
  • Can it be implemented here?

From such a perspective, the evidence shows that there are two particular changes that are much more relevant, cost-effective, and feasible: developing a knowledge-rich curriculum, and developing teachers’ practice of classroom formative assessment. The keynote will conclude with concrete strategies that schools can use to implement these changes and as a result produce unprecedented improvements in student achievement.

Breakout 1

10:30AM-12:00PM
TBD

Designing Authentic Tasks and Projects

Jay McTighe

Assessment, Grading, Curriculum, Aligned Systems

Teacher, Instructional Coach/Teacher Leader, School Leaders, District Leaders

Authentic performance tasks and projects serve as a vehicle for teaching and assessing the application of learning while also engaging the 21st century skills of critical thinking, creative problem solving, communication and collaboration in conjunction with academic content. This workshop will examine the characteristics of authentic performance tasks and projects, present a set of practical and proven design tools, a set of quality-review criteria, and a variety of excellent on-line resources.

10:30AM-12:00PM
TBD

Using the Embedding Formative Assessment PD program

Siobhan Leahy

PLCs, School Improvement, Core INstruction, Leadership Practices

Teacher, Instructional Coach/Teacher Leader, School Leaders, District Leaders

Changing teachers’ classroom practice is difficult. “Embedding Formative Assessment” is a 2-year resource kit provides everything needed for 18 monthly workshops, for every classroom teacher in your building, allowing teachers to support each other in embedding formative assessment techniques in their day-to-day classroom practice.

10:30AM-12:00PM
TBD

Grading Performance Assessment

Sue Brookhart

Curriculum, PLCs, School Improvement, Core Instruction, Leadership Practices, Assessment

Teacher, Instructional Coach/Teacher Leader, School Leaders, District Leaders

How do you assign a grade when students perform a process or produce a product to demonstrate their learning? The goal of grading performance assessment is to arrive at an accurate and meaningful indicator of students’ level of achievement on the learning goals the task was designed to exhibit. This session will describe how to use rubrics that match learning goals and proficiency expectations, so that they align not only with standards but also with the grading policy and practices you use. Such rubrics also help students as they work and learn. Finally, the session will offer some suggestions about grading performance assessment that included group work.

10:30AM-12:00PM
TBD

Recognizing & Using Daily Student Evidence

Deana Senn

Curriculum, PLCs, School Improvement, Core Instruction, Leadership Practices, Assessment

Teacher, Instructional Coach/Teacher Leader, School Leader

Students create authentic, informal evidence of learning every day in class. Unfortunately, this valuable resource all too often goes untapped.

In this session, you’ll gain insight into how teachers can recognize and capture that evidence to make minute-to-minute changes within lessons and, ultimately, drive instruction. Coaches and school leaders, you’ll learn specific ways to help teachers identify student evidence and make the needed shifts. We’ll also discuss how PLCs can plan, calibrate, and reflect on evidence as a team, as well as the intentionality of leading these conversations in your school.

10:30AM-12:00PM
TBD

Activating All Learners

Libby Garst

Core Instruction, Student Team Learning, Assessment

Teacher, Instructional Coach/Teacher Leader

“Learning how to learn” used to be an optional extra in education. Today, it’s a survival skill.

Study after study has verified that one of the most effective (and cost-effective) ways to impact student achievement is to engage learners in metacognition, self-regulation, peer tutoring, and collaborative learning. Even better, when we combine these interventions with the principles of classroom formative assessment, students can serve as both valuable resources for one another and as owners of their own learning. In this session, you’ll learn how to empower students to do the heavy thinking in the classroom, giving them tools and skills to thrive at school and beyond.

10:30AM-12:00PM
TBD

Using Real-Time Data in PLCs

Michelle Fitzsimmons

PLCs, School Improvement, Core Instruction

Teacher, Instructiona Coach/Teacher Leader

How do you look at data (evidence) within PLCs? What are the critical pieces required to ensure these conversations will lead to increased student learning? Join Michelle Fitz-Simmons as she takes you through the steps to examine student evidence (data).

Breakout 2

1:00-2:30PM
TBD

Comprehensive and Balanced Assessment Systems

Sue Brookhart, Jay McTighe

Assessment, Grading, Curriculum, Aligned Systems

School Leaders, District Leaders

Sue Brookhart and Jay McTighe will lead a session that highlights the recently published LSI white paper Comprehensive and Balanced Assessment Systems, co-authored by Sue Brookhart, Jay McTighe, Rick Stiggins, and Dylan Wiliam.  The session will present recommendations for districts and schools.  The session will include opportunities for questions and discussion.

1:00-2:30PM
TBD

The Formative Assessment GrowthTracker

Siobhan Leahy

PLCs, School Improvements, Core Instruction, Technology

Teacher, Instructional Coach/Teacher Leader, School Leaders, District Leaders

Do you want your classroom teachers to improve their use of formative assessment? Individual or small groups of teachers can use the GrowthTracker to work at their own pace to improve their skills, document their evidence, get their self-assessments verified by coaches, earn badges and points/hours towards district- or state-required PD. The tool includes videos, information sheets, discussion points, and classroom research guidelines.

1:00-2:30PM
TBD

Creating Opportunities for Informal Classroom Assessments

Deana Senn

Curriculum, PLCs, Core Instruction, Student Team Learning

Teacher, Instructional Coach/Teacher Leader, School Leader

Formative assessment can be so much more than just the choices we make at specific moments in time. It can also be the way we look at lessons and units. And when schools treat it as an “add-on” in classroom instruction, they run the risk of losing its potential to transform learning.

In this session, we’ll flesh out the power of formative assessment. We will cover how to create opportunities for students to generate evidence throughout the day, how to see the evidence that’s already present, and how to leverage it to make minute-to-minute instruction truly “formative.”

1:00-2:30PM
TBD

Everyday Assessment for Academic Teams

Sara Croll, Practitioner: TBA

PLCs, School Improvement, Core Instruction, Assessment, Student Team Learning

Teachers, coaches, teacher leaders, school leaders

Looking for a solid way to increase individual student gains in a small-group setting? In this session, you’ll learn how to embed formative assessment strategies that maximize the effects of student teaming, giving each learner an authentic road to success.

Equipped with practical tips and research-based strategies for incorporating academic teaming into daily instruction, you’ll leave this session prepared to assess your teams far beyond paper and pencil, and to show both shared and individual accountability through team implementation.

1:00-2:30PM
TBD

Activating All Learners

Libby Garst

Core Instruction, Student Team Learning, Assessment

Teacher, Instructional Coach/Teacher Leader

“Learning how to learn” used to be an optional extra in education. Today, it’s a survival skill.

Study after study has verified that one of the most effective (and cost-effective) ways to impact student achievement is to engage learners in metacognition, self-regulation, peer tutoring, and collaborative learning. Even better, when we combine these interventions with the principles of classroom formative assessment, students can serve as both valuable resources for one another and as owners of their own learning. In this session, you’ll learn how to empower students to do the heavy thinking in the classroom, giving them tools and skills to thrive at school and beyond.

1:00-2:30PM
TBD

Using Real-Time Data in PLCs

Michelle Fitzsimmons

PLCs, School Improvement, Core Instruction

Teacher, Instructiona Coach/Teacher Leader

How do you look at data (evidence) within PLCs? What are the critical pieces required to ensure these conversations will lead to increased student learning? Join Michelle Fitz-Simmons as she takes you through the steps to examine student evidence (data).

2:45-4:15PM
TBD

Measuring What Matters

Jay McTighe

Keynote Session

All

In this Keynote session, Jay McTighe will examine will examine different types of goals for modern schooling (academic content based on standards, 21st century skills, and habits of mind); consider the assessment implications of these different goal types; critique a common, yet flawed, approach to test prep; examine ways of allowing students’ “voice and choice” in assessments while still obtaining needed evidence of important learning outcomes; explore a new conception of Curriculum Mapping (i.e., mapping the curriculum around desired performances rather than simply a scope and sequence of content to be covered); and examine the use of formative assessments to enhance student learning and performance.

This session is based on the ideas in “Three Key Questions on Measuring Learning,” Jay McTighe’s featured article in the February 2018 issue of Educational Leadership magazine, and his blog post, “Beware of Test Prep.”

Register Today