The Formative Assessment TrendTracker
Leadership Practices, Technology, Assessment
School Leaders, District Leaders
As a leader, how do you know whether teaching is improving learning across all classrooms? You probably visit most classrooms regularly in walk-throughs. This tool will allow you record which Formative Assessment strategies/techniques are being used in classrooms. TrendTracker then collates the data so that you can explore trends over time, and know the strategies that teachers need support in implementing. It also helps you calibrate the ratings of administrators.
Creating Opportunities for Informal Classroom Assessments
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.”
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.
The Art and Power of Feedback
Core Instruction, Assessment, Student Team Learning
Teacher, Instructional Coach/Teacher Leader
Providing feedback that moves learning forward is truly an art. Effective execution requires a bit of planning, a few practical techniques, and a great deal of finesse. After all, as Hattie and Clarke state, “feedback given but not heard is of little use.” In this session, we will review valuable ground rules and structures that help develop a feedback culture in the classroom. We will discuss ways to help students receive, interpret, and use the feedback provided by teachers and peers. Come and discover techniques that combine feedback with effective teaching and learning strategies to encourage growth and help students take control of their learning.
Negotiating the Essential Tensions
The subject of grading evokes strong views at all levels of education, but people tend to adopt particularly entrenched positions in elementary and secondary education, with disagreements about the age at which students should be given grades, their frequency, the scales that are used, whether they should be referenced to norms or standards, whether students should be allowed to re-submit work, and the penalties that should be given for late or missing work.
In this keynote presentation, Dylan Wiliam will argue that harnessing the power of assessment to improve, as well as measure the results of, instruction requires moving away from “either/or” positions on grading and instead considering grading practices as involving a series of complex trade-offs, understanding the social as well as the informational role that grades play.
What this means is that there can never be a perfect assessment system. Any assessment system will represent a series of compromises, and the best chance of developing an assessment system that promotes, rather than hinders learning is to make these trade-offs explicit, and allow them to evolve over time.